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Head Start Impact Study final report A longitudinal study of the effect of Head Start participation on both children's school readiness and the practices of parents, based on data collected from more than 4,600 applicants, randomly assigned to either Head Start or alternate programs, from a nationally representative sample of 378 Head Start centers |
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Academic Rating Scale |
Instruments
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Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 A report examining the differences between full-day and half-day kindergarten across the United States using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data from schools, teachers, parents and kindergarten children |
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Head Start Impact Study technical report A description of the methodology and surveys used in the Head Start impact study, with a focus on sample design, data collection methods, sampling weights, and measures for children's outcomes and development |
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Parenting Education and Child/Parent Observation |
Instruments
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Children's reading and mathematics achievement in kindergarten and first grade A report presenting a picture of the children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998û99 (ECLS-K) as first-graders |
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America's kindergartners A compilation of descriptive statistics and findings on first-time kindergarten students from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K). |
Reports & Papers
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Head Start Family and Child Experiences Survey (FACES), 2000 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets
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The kindergarten year: Findings from the Early childhood longitudinal study, kindergarten class of 1998-99 A report discussing the gains children make in kindergarten in reading, mathematics, and specific knowledge and skills and the impact of child, family and kindergarten program characteristics on these gains |
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From kindergarten through third grade: Children's beginning school experiences [Executive summary] A data analysis of a longitudinal study examining children's reading and mathematics skills; children are compared in terms of gender, ethnicity, and number of family risk factors |
Executive Summary
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Full-day and half-day kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 [Executive summary] A comparison of the differences between full- and half-day kindergarten programs across the United States, based upon data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) |
Executive Summary
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Young children's access to computers in the home and at school in 1999 and 2000 [Executive summary] A summary of findings from a study regarding the computer resources available to a national sample of kindergarten students at school and home, as evidenced by findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
Executive Summary
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First-time kindergartners in 2010-11: First findings from the kindergarten rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) A study of the demographic and family characteristics, reading and mathematics achievement, and body mass index (BMI) of first-time kindergartners in the 2010-2011 school year, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 |
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Head Start Impact Study: First year findings Preliminary first year findings from the Head Start Impact Study, a congressionally-mandated longitudinal controlled analysis of Head Start programs' impact on the development, learning skills, and school readiness of low income 3- and 4-year-old children, conducted across 23 states and 84 randomly selected Head Start agencies, using a sample of 5,000 children and based on data collected from parent interviews, child assessments, teacher surveys, interviews with center directors and other care providers, direct observations of the quality of care settings, and care provider ratings of children |
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From kindergarten through third grade: Children's beginning school experiences A discussion of the academic gains the sample of children made from kindergarten through third grade, their achievement status at the end of third grade, and their perceptions about their school experiences |
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Young children's access to computers in the home and at school in 1999 and 2000 A longitudinal study of kindergarten and first grade children's access to and use computers in their schools and homes, looking at the relation between computer use and children's gender, race/ethnicity, and socioeconomic status |
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Children's reading and mathematics achievement in kindergarten and first grade [Executive summary] A third report in a series on young children's experiences with school, based on data from the Early Childhood Longitudinal Study, Kindergarten class of 1998-99 (ECLS-K), which focuses on children's knowledge and skills in the first grade. |
Executive Summary
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America's kindergartners [Executive summary] A summary of findings from the Early Childhood Longitudinal Study--Kindergarten class of 1998-99, an assessment of the cognitive skills, social skills, health, and well being of a nationally representative sample of kindergarten children |
Executive Summary
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Head Start Family and Child Experiences Survey (FACES), 1997 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets
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The kindergarten year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 [Executive summary] A nationally representative longitudinal survey following kindergarten children through fifth grade to examine the academic gains the children made over their kindergarten year and looking to see if their achievements differ by child, family, and kindergarten program characteristics |
Executive Summary
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Head Start Family and Child Experiences Survey (FACES), 2003 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets
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National Household Education Surveys program of 2005: After-school programs and activities: 2005 An examination of data from the After-School Programs and Activities survey on the participation of kindergarteners through eighth graders in after school programs, with discussion of the survey’s design, the different types of after school care, their participation rates, and the expenses surrounding various types of after school care |
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Before- and after-school care, programs, and activities of children in kindergarten through eighth grade: 2001 A report on the before- and after school child care arrangements of children in kindergarten through eighth grade in 2001 |
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Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) [United States] A nationally representative longitudinal study of early childhood development and educational experiences collecting data on child development and home and school environment. |
Data Sets
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Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS) An overview of data collected during the first year of the Pre-Elementary Education Longitudinal Study (PEELS), a national study of 2,906 preschool children with special needs, including data on: characteristics of children, families, services, and providers; transitions; and school-related readiness and behavior |
Reports & Papers
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