School entry diagnostics have a long tradition in the German-speaking world. After early tests aimed at assessing school readiness proved to be not particularly reliable in predicting future academic performance, more versatile concepts have been developed in recent times. This volume therefore engages with the theoretical foundations of the concept of school readiness and presents historical development trends, while specifically addressing newer approaches to school entry diagnostics. The contributions illuminate current concepts in the individual federal states and provide overviews of the developmental status of procedures in various content areas. Newer methods for specifically assessing language proficiency are described in detail, as are tests for diagnosing motor development status.