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Musu-Gillette, Lauren E.; Barofsky, Meryl Y.; List, Alexandra – Journal of Early Childhood Literacy, 2015
Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed…
Descriptors: Longitudinal Studies, Kindergarten, Correlation, Learning Strategies
York, Benjamin N. – Center for Education Policy Analysis at Stanford University, 2014
Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how…
Descriptors: Kindergarten, Preschool Teachers, Elementary School Teachers, Grade 1
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Wright, Adam; Gottfried, Michael A.; Le, Vi-Nhuan – American Educational Research Journal, 2017
Our nation's classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers' ratings of social-emotional skills for students of color.…
Descriptors: Racial Differences, Ethnicity, Kindergarten, Teacher Characteristics
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Clements, Douglas H.; Agodini, Roberto; Harris, Barbara – National Center for Education Evaluation and Regional Assistance, 2013
In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study's methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.]
Descriptors: Mathematics Curriculum, Teaching Methods, Mathematics Achievement, Institutional Characteristics
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Gottfried, Michael A. – Journal of Educational Research, 2018
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no…
Descriptors: Teacher Aides, Disabilities, Kindergarten, Role
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Gottfried, Michael A. – Early Education and Development, 2016
Research Findings: Relying on a newly released national data set of kindergarten students from the 2010-2011 school year (Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among…
Descriptors: Children, Longitudinal Studies, Kindergarten, Student Diversity
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Benner, Aprile D.; Yan, Ni – Applied Developmental Science, 2015
Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…
Descriptors: Family School Relationship, Parent Participation, School Readiness, Communication Skills
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Robinson, Keith – Elementary School Journal, 2013
Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…
Descriptors: Poverty, Mathematics Achievement, Achievement Gains, Learner Engagement
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Carolan, Brian V.; Weiss, Christopher C.; Matthews, Jamaal S. – Youth & Society, 2015
There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and…
Descriptors: Models, Correlation, Middle School Students, Mathematics Achievement
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Mulligan, Gail M.; McCaroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2018
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 in fourth grade 4 years later during the spring of 2015. About 88 percent of children enrolled in kindergarten in 2010-11 were in kindergarten for the first time that school year and…
Descriptors: Children, Surveys, Longitudinal Studies, Grade 4
Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K. – Grantee Submission, 2016
Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…
Descriptors: Children, Longitudinal Studies, Surveys, Gender Differences
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Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K. – AERA Open, 2016
Studies using data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…
Descriptors: Children, Longitudinal Studies, Surveys, Gender Differences
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2015
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…
Descriptors: Longitudinal Studies, Kindergarten, Young Children, Grade 2
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Gottfried, Michael A. – Elementary School Journal, 2014
Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…
Descriptors: Student Diversity, Peer Influence, English Language Learners, Social Development
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2016
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…
Descriptors: Grade 3, Early Childhood Education, Longitudinal Studies, Kindergarten
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