When explored in a simple descriptive manner, significant relationships exist between the resources children possess at kindergarten entry (i.e., early literacy, approaches to learning, and general health) and their spring kindergarten and spring first grade reading and mathematics performance. However, it is also important to recognize the potential influence of factors such as poverty and race/ethnicity on these relationships. The relationships between the resources children possess at kindergarten entry and their spring kindergarten and spring mathematics performance are still significant after controlling for the influence of children's poverty status and their race/ethnicity (see appendix for regression tables).