This report is focused on an evaluation of the measurement properties of the scale scores and teacher ratings that result from the use of the GOLD assessment system with children in kindergarten classrooms. Several states have chosen to implement GOLD widely for kindergarten entry assessment. In many other states GOLD is one of a variety of formative assessments available to teachers as they gather evidence to understand the kindergarten readiness of the children entering their classrooms. In still other settings, teachers are using GOLD to track the growth and development of the children in their classrooms across the academic year. The purpose of this report is to examine statistical indexes of reliability and validity based on the information produced using the GOLD formative assessment system for both kindergarten entry and across the kindergarten academic year. (author abstract)