Related Resource of 8633
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Result | Resource Type |
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The impact of early childhood education upon the black-white achievement gap An examination of the relationship between center-based early childhood education participation of Caucasian and African American children prior to kindergarten entry on both reading and mathematics 5th grade test scores compared to those who received parental care only from secondary analyses of the Early Childhood Longitudinal Study |
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Expectations and reports of homework for public school students in the first, third, and fifth grades An examination of teacher expectations of and parent reports of first, third, and fifth grade children's time spent on homework and the reports' relationships to children's race and ethnicity |
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Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K A study of the relationship between fifth grade math or reading achievement and children's academic skills, attention-related skills and socioemotional skills in kindergarten, based on a secondary analysis of a nationally representative longitudinal study of children beginning in kindergarten through fifth grade |
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Academic Rating Scale |
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Academic performance of language-minority students and all-day kindergarten: A longitudinal study A study of the longitudinal mathematics and reading growth patterns of students from linguistically and economically disadvantaged backgrounds from kindergarten entry through fifth grade, an examination of the relationship between participation in of all-day or half-day kindergarten on that growth, and an examination of these relationships for those students from the two lowest socioeconomic (SES) quintiles, based on data from 11,776 students in the Early Childhood Longitudinal Study, Kindergarten (ECLS-K) |
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The effects of age at kindergarten entry on the reading proficiency of African American and European American students An investigation of the relationship between children's age at kindergarten entry and children's literacy skills in third grade, based on data for 1,320 African American children and 4,399 European American students |
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Patterns of Hispanic students’ math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics A description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort |
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The influence of maternal and family risk on chronic absenteeism in early schooling An exploration of the relationship between children's absenteeism in kindergarten through fifth grade, and the cumulative experience of risk factors such as poverty, maternal characteristics, number of siblings, and food insecurity |
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School readiness, full-day kindergarten, and student achievement: An empirical investigation An analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs |
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Fine motor skills and early comprehension of the world: Two new school readiness indicators A study of the link between motor skills in young children and their subsequent math and reading scores in kindergarten through fifth grade, based on a secondary analysis of three longitudinal datasets |
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Fifth grade: Findings from the fifth grade follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) A discussion of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), a national study that followed the school experiences of a nationally representative cohort of children from kindergarten through the later grades, with data collected through interviews with parents, principals, teachers, and direct assessments of children |
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Impact of preschool education on reading achievement of kindergarten through fifth grade students An examination of the relationship between preschool participation and longitudinal reading achievement of students from kindergarten through the fifth grade and the cohort reading achievement of students in kindergarten, first grade, third grade, and fifth grade |
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Present, engaged, and accounted for: The critical importance of addressing chronic absence in the early grades A multiple method study of factors contributing to and the prevalence and impact of chronic early school absence among elementary school children, based on analyses of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class dataset, an examination of local attendance patterns, a literature review, and exchanges with practitioners, researchers, and funders |
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Multilingualism, mathematics achievement and instructional language policy A multi-state study of the relationship between mathematical skills and teacher-rated attention ability of bilingual children and a study of the relationships between achievement patterns and English immersion policies at the state level as well as children's language background |
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A national portrait of chronic absenteeism in the early grades An analysis of factors associated with student absenteeism and the relationship of absenteeism to academic achievement in the elementary school years, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 |
Fact Sheets & Briefs |
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Mathematics achievement of language-minority students during the elementary years An examination of the mathematics achievement of elementary school students in first and fifth grade and its relationship to students' language background |
Fact Sheets & Briefs |
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Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample The Early Childhood Longitudinal Study Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample includes the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Unlike the public-use longitudinal files released in previous rounds, this file contains all data for all ECLS-K sample cases that have been publicly released in any of the rounds. Thus, it can be used for within-year (cross-sectional) analyses of any round of data collection and cross-year (longitudinal) analyses of combinations of rounds. It focuses on children's early school experiences beginning with kindergarten through eighth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. The following summarizes each wave of this study. 1998-1999 (the Kindergarten year): The ECLS-K child assessments, parent interviews, and teacher questionnaires were conducted in the fall. Children, parents, and teachers participated again in the spring, along with school administrators. 1999-2000 (the First grade year): The ECLS-K conducted child assessments and parent interviews for a 30 percent sub-sample in the fall. The full sample of children, parents, teachers, and school administrators participated in the spring. 2002 (the Third grade year): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2004 (the Fifth grade year): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2007 (the Eighth grade year): The ECLS-K followed the children into middle school. Information was collected from the children, their parents, teachers, and school administrators. For more detailed information about this data collection, please refer to the user guide. |
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Guide to datasets for research and policymaking in child care and early education An annotated bibliography of existing large-scale datasets that provide useful information to policymakers, researchers, and others in the field of child care and early education in the United States |
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