NCES Blog

National Center for Education Statistics

Celebrating the ECLS-K:2024: Providing Key National Data on Our Country’s Youngest Learners

It’s time to celebrate!

This spring, the Early Childhood Longitudinal Study, Kindergarten Class of 2023–24 (ECLS-K:2024) is wrapping up its first school year of data collection with tens of thousands of children in hundreds of schools across the nation. You may not know this, but NCES is congressionally mandated to collect data on early childhood. We meet that charge by conducting ECLS program studies like the ECLS-K:2024 that follow children through the early elementary grades. Earlier studies looked at children in the kindergarten classes of 1998–99 and 2010–11. We also conducted a study, the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), that followed children from birth through kindergarten entry.

As the newest ECLS program study, the ECLS-K:2024 will collect data from both students and adults in these students’ lives (e.g., parents, teachers, school administrators) to help us better understand how different factors at home and at school relate to children’s development and learning. In fact, the ECLS-K:2024 allows us to provide data not only on the children in the cohort but also on kindergarten teachers and the schools that educate kindergartners.

What we at NCES think is worthy of celebrating is that the ECLS-K:2024—like other ECLS program studies,

  • provides the statistics policymakers need to make data-driven decisions to improve education for all;
  • contributes data that researchers need to answer today’s most pressing questions related to early childhood and early childhood education; and
  • allows us to produce resources for parents, families, teachers, and schools to better inform the public at large about children’s education and development.

Although smaller-scale studies can answer numerous questions about education and development, the ECLS-K:2024 allows us to provide answers at a national level. For example, you may know that children arrive to kindergarten with different skills and abilities, but have you ever wondered how those skills and abilities vary for children who come from different areas of the country? How they vary for children who attended prekindergarten programs versus those who did not? How they vary for children who come from families of different income levels? The national data from the ECLS-K:2024 allow us to dive into these—and other—issues.

The ECLS-K:2024 is unique in that it’s the first of our early childhood studies to provide data on a cohort of students who experienced the coronavirus pandemic. How did the pandemic affect these children’s early development and how did it change the schooling they receive? By comparing the experiences of the ECLS-K:2024 cohort to those of children who were in kindergarten nearly 15 and 25 years ago, we’ll be able to answer these questions.

What’s more, the ECLS-K:2024 will provide information on a variety of topics not fully examined in previous national early childhood studies. The study is including new items on families’ kindergarten selection and choice; availability and use of home computers and other digital devices; parent-teacher association/organization contributions to classrooms; equitable school practices; and a myriad of other constructs.

Earlier ECLS program studies have had a huge impact on our understanding of child development and early education, with hundreds of research publications produced using their data (on topics such as academic skills and school performance; family activities that promote learning; and children’s socioemotional development, physical health, and well-being). ECLS data have also been referenced in media outlets and in federal and state congressional reports. With the launch of the ECLS-K:2024, we cannot wait to see the impact of research using the new data.

Want to learn more? 

Plus, be on the lookout late this spring for the next ECLS blog post celebrating the ECLS-K:2024, which will highlight children in the study. Future blog posts will focus on parents and families and on teachers and schools. Stay tuned!

 

By Jill McCarroll and Korrie Johnson, NCES

What Do NCES Data Tell Us About America’s Kindergartners?

Happy Get Ready for Kindergarten Month! 

For more than 20 years, the National Center for Education Statistics (NCES) has been collecting information about kindergartners’ knowledge and skills as part of the Early Childhood Longitudinal Studies (ECLS) program.

The first ECLS, the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), focused on children in kindergarten in the 1998–99 school year. At the time the ECLS-K began, no large national study focused on education had followed a cohort of children from kindergarten entry through the elementary school years. Some of today’s commonly known information about young children, such as the information about kindergartners’ early social and academic skills shown in the infographics below, comes out of the ECLS-K. For example, we all know that children arrive at kindergarten with varied knowledge and skills; the ECLS-K was the first study to show at a national level that this was the case and to provide the statistics to highlight the differences in children’s knowledge and skills by various background factors.



The second ECLS kindergarten cohort study, the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), is the ECLS-K’s sister study. This study followed the students who were in kindergarten during the 2010–11 school year. The ECLS-K:2011, which began more than a decade after the inception of the ECLS-K, allows for comparisons of children in two nationally representative kindergarten classes experiencing different policy, educational, and demographic environments. For example, significant changes that occurred between the start of the ECLS-K and the start of the ECLS-K:2011 include the passage of No Child Left Behind legislation, a rise in school choice, and an increase in English language learners. 

From the parents of children in the ECLS-K:2011, we learned how much U.S. kindergartners like school, as shown in the following infographic.



The ECLS program studies also provide information on children’s home learning environments and experiences outside of school that may contribute to learning. For example, we learned from the ECLS-K:2011 what types of activities kindergartners were doing with their parents at least once a month (see the infographic below).


Infographic titled How do kindergarteners like school?


What’s next for ECLS data collections on kindergartners? NCES is excited to be getting ready to launch our next ECLS kindergarten cohort study, the Early Childhood Longitudinal Study, Kindergarten Class of 2023–24 (ECLS-K:2024)

Before the ECLS-K:2024 national data collections can occur, the ECLS will conduct a field test—a trial run of the study to test the study instruments and procedures—in the fall of 2022.

If you, your child, or your school are selected for the ECLS-K:2024 field test or national study, please participate! While participation is voluntary, it is important so that the study can provide information that can be used at the local, state, and national levels to guide practice and policies that increase every child’s chance of doing well in school. The ECLS-K:2024 will be particularly meaningful, as it will provide important information about the experiences of children whose early lives were shaped by the COVID-19 pandemic.

Watch this video to learn more about participation in the ECLS-K:2024. For more information on the ECLS studies and the data available on our nation’s kindergartners, see the ECLS homepage, review our online training modules, or email the ECLS study team.

 

By Jill Carlivati McCarroll, NCES

The High School and Beyond Midlife Study

Over the years, NCES has conducted several longitudinal studies that collect information on a representative cohort of high school students and follow the students’ outcomes through postsecondary education and/or entry into the workforce. These studies have led to important research on the educational trajectories of young adults.

But what happens after that? A recent data collection provides some answers by following up with survey participants later in life.

In 2014–15, the High School and Beyond (HS&B) Midlife Study collected information from a cohort of individuals in their early- to mid-50s, all of whom had first completed an HS&B survey in 1980 when they were in high school. By linking high school survey data with information collected 35 years later, this new collection offers an exciting opportunity to conduct research on the long-term outcomes of education.

Some preliminary research using the HS&B Midlife Study shows that high school and college experiences continue to play important roles in individuals’ lives into midlife.

 

Education (Grodsky and Doren 2015)

  • Between the ages of 28 and 50, a majority of cohort members (61 percent) enrolled in some sort of formal education, and in the process, they earned higher level degrees. By age 50,
     
    • 12 percent had earned a master’s, graduate, or professional degree, compared with 4 percent at age 28.
       
    • 36 percent had earned a bachelor’s or graduate degree, compared with 27 percent at age 28.
       
    • 36 percent had earned only a high school diploma or less, compared with 54 percent at age 28.
       
  • Gaps in educational attainment by gender, race/ethnicity, and parental education observed in early adulthood remained largely unchanged in midlife, with a notable exception:
     
    • A higher proportion of cohort adults whose parents had higher levels of education enrolled in graduate school between the ages of 28 and 50, which may be related to high school academic achievement (e.g., grades, test scores).

 

Labor Force Participation (Bosky 2019)

  • Men and women who took college preparatory math coursework in high school (i.e., Algebra II or higher) had lower unemployment at midlife, even after controlling for whether they completed a bachelor’s degree. In addition,
     
    • Women who earned higher GPAs were employed at higher rates.
       
    • Men who scored higher on math achievement tests were employed at higher rates.
       
  • At midlife, the percentage of workers who held jobs with low pay and/or no health or retirement benefits was higher for women than for men, even among workers with similar levels of educational attainment. This gender gap was smaller among people who had taken advanced math coursework in high school (i.e., Algebra II or above).
     
  • Across levels of education, higher percentages of women than men experienced economic insecurity at midlife, as indicated by their perceived ability to pay for a large unexpected expense in the near-term. The percentage of women experiencing midlife economic insecurity was lower for those with a college degree than for those without a college degree. Also,
     
    • For people without a college degree, higher math achievement test scores were associated with lower rates of economic insecurity, even after controlling for work, health, and family characteristics at midlife.
       
    • A lower percentage of women who had taken college preparatory math coursework in high school were economically insecure at midlife, regardless of whether they had completed a bachelor’s degree.
       
    • A lower percentage of married women than unmarried women were economically insecure. This gap was largest among women without a college degree.

 

Health

  • Adolescents who took coursework that was more advanced in high school reported better health and physical functioning at midlife (Carroll et al. 2017).
     
  • Earning a bachelor’s degree by age 28 predicted body weight at midlife. This relationship differed by sex (Pattison 2019).
     
  • Mortality risk was higher among the following groups:
     
    • People who had not taken college preparatory math coursework in high school.
       
    • People with more frequent absences from high school. (Warren et al. 2017)
       

Survey data from the HS&B Midlife Study are now available for researchers. In order to protect the privacy of survey respondents, the dataset is available only to researchers who have a restricted-use data license. For more information about the survey, visit https://sites.utexas.edu/hsb/, and for more information on the restricted-use data program, visit https://nces.ed.gov/pubsearch/licenses.asp.  

 

Funding Acknowledgement

The 2014–2015 HS&B Midlife Study was supported by a combination of government and nongovernment sources, including the Alfred P. Sloan Foundation (Grant 2012-10-27), the Institute for Education Sciences of the U.S. Department of Education (Grant R305U140001), and the National Science Foundation (Grants HRD1348527 and HRD1348557). It also benefited from direct funding from NORC at the University of Chicago and support provided by the Eunice Kennedy Shriver National Institute for Child Health and Human Development (NICHD) to the University of Texas at Austin (R24-HD042849), the University of Wisconsin-Madison (P2C-HD047873), and the University of Minnesota (P2C-HH041023).

 

References

Bosky, A.L. (2019). Academic Preparation in High School and Gendered Exposure to Economic Insecurity at Midlife (Doctoral dissertation). Retrieved from https://repositories.lib.utexas.edu/bitstream/handle/2152/76122/BOSKY-DISSERTATION-2019.pdf?sequence=1&isAllowed=y.

Carroll, J.M., Muller, C., Grodsky, E., and Warren, J.R. (2017). Tracking Health Inequalities from High School to Midlife. Social Forces, 96(2): 591–628. doi: 10.1093/sf/sox065.

Grodsky, E., and Doren, C. (2015). Coming in to Focus: Education and Stratification at Midlife. Paper presented at the Invited Lecture at Columbia University, March 26, 2015, New York.

Pattison, E. (2019). Educational Stratification and Obesity in Midlife: Considering the Role of Sex, Social Class, and Race/Ethnicity (Doctoral dissertation). Retrieved from https://repositories.lib.utexas.edu/bitstream/handle/2152/76097/PATTISON-DISSERTATION-2019.pdf?sequence=1&isAllowed=y.

Warren, J.R., Milesi, C., Grigorian, K., Humphries, M., Muller, C., and Grodsky, E. (2017). Do Inferences About Mortality Rates and Disparities Vary by Source of Mortality Information? Annals of Epidemiology, 27(2): 121–127. doi: 10.1016/j.annepidem.2016.11.003.

 

By Chandra Muller, University of Texas at Austin, and Elise Christopher, NCES

Working Toward a Successful National Data Collection: The ECLS Field Test

The National Center for Education Statistics (NCES) conducts some of the most complex education surveys in the world, and we work hard to make these surveys as effective and efficient as possible. One way we make sure our surveys are successful is by conducting multiple tests before we fully launch a national data collection.

Even prior to a field test, NCES develops survey materials and procedures using much smaller-scale cognitive laboratory testing and focus-group processes. These initial development procedures help ensure that materials are clear and procedures are understood before we conduct field testing with larger and more representative groups of respondents. Then, we launch the field tests to test data-collection operations and survey processes and procedures. Field tests are small-scale surveys that include a range of respondents and are designed to test the survey questionnaires and survey administration procedures in a real-world situation prior to the launch of a major study. The field test results allow us to make any necessary adjustments before starting the national data collection. Field tests also allow us to test specific survey items and ensure that they are valid and reliable. Without a field test, we could risk spending the public’s time and money on large data-collection efforts that do not produce the intended information.

NCES is about to begin the Early Childhood Longitudinal Study, Kindergarten Class of 2022–23 (ECLS-K:2023) with a field test early this year. The ECLS-K:2023 will focus on children’s early school experiences, beginning with preschool and continuing through fifth grade. From the spring of 2022 through the spring of 2028, we will collect national study data from children and their parents, teachers, and school administrators to answer questions about children’s early learning and development, transition into kindergarten and beyond, and experiences in the elementary grades. 

Although the ECLS-K:2023 will be similar in many ways to prior ECLS kindergarten studies, we are adding a round of data collection prior to the children’s kindergarten year—the national spring 2022 preschool round. For this preschool survey, we’ll send an invitation to participate to a sample of residential addresses within selected areas of the United States. Potential participants will first be asked to fill out a brief screener questionnaire. If they report that an ECLS-eligible child is in the household, they will be asked additional important questions about early childhood topics, such as their child’s literacy, language, math, and social skills; activities done with the child in the home (e.g., singing songs, playing games, reading); and characteristics of any early care and education (i.e., child care) arrangements for the child.   

Because the ECLS-K:2023 preschool data need to be comprehensive and reliable so that they can inform public discussions and policies related to early elementary education, it’s crucial that we test our procedures and questions for this new preschool round by conducting a field test in early 2020.  

If you receive a letter about participating in the 2020 ECLS field test, you’re being selected to represent thousands of households like yours and provide NCES with the data we need to make decisions about how to best conduct the ECLS-K:2023. The participation of all the selected households who receive our mailings, even those without children, is essential for a successful field test and, ultimately, a successful ECLS-K:2023.

If you are selected for the ECLS field test and have any questions about participating, please visit the participant information page

For more information on the ECLS-K:2023 or its 2020 field test, please email the ECLS study team.

For information about other ECLS program studies, please visit https://nces.ed.gov/ecls/.

 

By Jill Carlivati McCarroll

Now Available! New Nationally Representative Data on the Socioemotional Development of Elementary School Students

In an earlier blog post, we shared that one of our survey programs—the Early Childhood Longitudinal Study (ECLS) program—was collecting data on socioemotional development to better understand how different academic and nonacademic factors may influence a child’s early schooling experiences. New data are now available from the spring 2016 public-use dataset for the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). This file contains data from every round of the ECLS-K:2011, from kindergarten through fifth grade.

For decades, the National Center for Education Statistics and other researchers have used ECLS data to examine questions about elementary school students’ socioemotional development. For instance, as seen in the excerpt below, an earlier wave of data was used to develop an indicator in the America’s Children report that looks at first-time kindergartners’ scores on socioemotional scales and how these students may victimize their peers. ECLS data are rich with information that can be used to analyze the influence of family, school, community, and individual factors on students’ development, early learning, and performance in school.

In the most recent ECLS program study, the ECLS-K:2011 collected information on its sample of kindergartners during the 2010–11 school year and then at least once during every academic year thereafter until 2015–16, when most of the students were in fifth grade. The ECLS-K:2011 data allow researchers to study how students’ socioemotional skills develop over time through reports from the students themselves and from key people in those students’ lives, including their parents, before- and after-school care providers, teachers, and school administrators.

Here’s a peek into the socioemotional development measures included the ECLS-K:2011:

  • Students completed questionnaires about their relationships with peers, social distress, peer victimization, and satisfaction with different aspects of their lives.
  • Teachers used their experiences with students in their classrooms to provide information about students’ approaches to learning (e.g., eagerness to learn, self-direction, attentiveness), social skills, and problem behaviors, as well as their own closeness and conflict with students.
  • Parents provided separate reports on much of the same information reported by teachers to provide a richer picture of their child’s development through a different lens.

For more information on the measures of socioemotional development included in the ECLS-K:2011, please see our study instruments or email the ECLS study team. Also, keep an eye out for future online training modules for the ECLS-K:2011, which will be released in fall 2019 or early 2020. To be alerted about the release of the free online trainings, email the ECLS study team at ECLS@ed.gov and ask to be added to the ECLS listserv.

 


Excerpt from America’s Children: Key National Indicators of Well-Being 2017


 

By Jill Carlivati McCarroll and Gail M. Mulligan