Findings From the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) NCES 2015-109

This brief report provides a first look at the overall first-grade reading, math, and science achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and who advanced to first grade for the 2011-12 school year. The report uses new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The ECLS-K:2011 is a longitudinal study that is following students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. It is intended to provide a snapshot of the first–grade achievement of the 3.5 million children who were first-time kindergartners attending school in the United States in 2010-11 and to show readers the kinds of ECLS-K:2011 data that are available, in order to encourage more in-depth analysis using more sophisticated statistical methods. Reading, mathematics, and science assessment scores in the fall and spring of first grade are shown, both overall and by selected child and family characteristics.