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ERIC Number: ED548758
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 28
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: N/A
Findings from the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). First Look. NCES 2015-109
Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel
National Center for Education Statistics
This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and advanced to first grade in the following year. Information is presented on selected child and family characteristics, such as poverty status and parental education (table 1), obtained when the children were in kindergarten. Information is also provided on the children's achievement in reading (table 2), math (table 3), and science (table 4) in the fall and spring of first grade, both overall and by the selected kindergarten-year child and family characteristics. For brevity, the Selected Findings focus on achievement in the spring of the children's first-grade year. Findings include: (1) Approximately 87 percent were 5 years old (60 to 71 months) when they entered kindergarten for the first time, about 10 percent were age 6 or older, and approximately 3 percent were younger than age 5; (2) Approximately 22 percent lived in households with incomes below the federal poverty level in their kindergarten year; (3) About 8 percent had parents whose highest level of education was less than a high school diploma; about 19 percent had parents with a high school diploma or equivalent; about 36 percent had parents whose highest level of education was some college, an associate's degree, or career/technical education; and about 37 percent had parents whose highest level of education was a bachelor's degree or higher; (4) Assessment scores varied by age of entry into kindergarten; (5) In reading, math, and science, both White students and Asian students had higher average scores than either Black students or Hispanic students; (6) Scores in reading, math, and science all differed across the three income groups examined; (7) In reading, math, and science, assessment scores increased with parental education; (8) Assessment scores varied by family type, with students in two-parent households scoring higher in reading, math, and science than students in single-parent and other parent type households; and (9) Students with a primary home language of English scored higher in reading, math, and science than students with a non-English primary home language and students with multiple home languages. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED); American Institutes for Research
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: ED-IES-12-D-0002