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New clues to reaching very young children and families in rural America
Grace, Cathy, 2006
Zero to Three, 26(4), 7-13

An analysis of data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) and the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) to compare rural and non-rural children in terms of multiple indicators, including school readiness and literacy achievement

Reports & Papers

Pre-kindergarten to 3rd grade (PK-3) school-based resources and third grade outcomes
Brown, Brett, August, 2007
(CrossCurrents Issue 5). Washington, DC: Child Trends.

An analysis of the relationship between child developmental outcomes in third grade and PK-3 school influences, including leadership, academic standards, curriculum development, and teacher absenteeism and turnover, based on data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K)

Fact Sheets & Briefs

Preliminary rural analysis of the Early Childhood Longitudinal Study - Kindergarten Cohort
Mississippi State University. National Center for Rural Early Childhood Learning Initiatives, 2005
(Rural Early Childhood Brief No. 2). Mississippi State: Mississippi State University, National Center for Rural Early Childhood Learning Initiatives.

An issue brief summarizing the results of a data analysis of the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 that examined rural children's school readiness

Fact Sheets & Briefs

Rural disparities in baseline data of the Early Childhood Longitudinal Study: A chartbook
Grace, Cathy, 2006
(Rural Early Childhood Report No. 3). Mississippi State: Mississippi State University, National Center for Rural Early Childhood Learning Initiatives.

A report using data from the Early Childhood Longitudinal Study, Kindergarten and Birth Cohorts to compare rural and non-rural children in terms of numerous variables, including school readiness, child care arrangements, and access to early education

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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