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 Pub Number  Title  Date
NCES 2019050 ECLS-K:2011 Public-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This public-use data file includes data from every round of data collection: the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
7/12/2019
NCES 2019100 ECLS-K:2011 Restricted-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes data from every round of data collection: the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
2/22/2019
NCES 2019130 Findings From the Fifth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall fifth-grade achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fifth grade in the spring of 2016 using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of fifth grade are shown, both overall and by selected child and family characteristics.
2/19/2019
NCES 2018083 ECLS-K:2011 Restricted-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
5/31/2018
NCES 2018094 Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall fourth-grade achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fourth grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of fourth grade are shown, both overall and by selected child and family characteristics.
3/27/2018
NCES 2018033 ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/27/2018
REL 2017271 What is the evidence base to support reading interventions for improving student outcomes in grades 1-3?
The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1-3. The review was limited to studies of Tier 2 interventions, those designed to provide preventive services to students at risk for reading difficulties. The initial literature search identified 1,813 articles and reports. After screening them for relevance and conducting a detailed What Works Clearinghouse (WWC) analysis of the rigor of the study designs, the review team determined that only 23 effectiveness studies met WWC evidence standards (Version 3.0). Of those, 22 resulted in either significant, positive, or potentially positive impacts in at least one area of reading. None produced negative outcomes. Twelve of the 13 grade 1 interventions and all seven interventions for grades 2 and 3 produced positive or potentially positive effects. Effects were strongest and most consistent in the area of word and pseudoword reading. Several also produced effects in reading comprehension and passage reading fluency. Reading vocabulary was rarely assessed. Both individually administered and small-group interventions resulted in positive or potentially positive outcomes, although especially in grade 1, more of the interventions were one-on-one. In all cases, the interventionist received some training prior to implementing the intervention. However, these studies differed from common school practice in that implementation was carefully monitored in virtually all instances and coaching or feedback was provided. It is unclear how generalizable these findings are when the typical amount of ongoing support for interventionists is far more limited in practice.
4/20/2017
WWC IRBR672 Success for All Intervention Report
This What Works Clearinghouse (WWC) intervention report in the Literacy topic area summarizes the research on Success for All® (SFA®) and its effects on students in grades K–4. SFA® is a whole-school reform model for students in grades pre-K-8 and includes a literacy program that emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified teachers or paraprofessionals provide daily tutoring to students who have difficulty reading at the same level as their classmates.

This updated report includes the research examined in the 2009 SFA® report and reviews of 111 additional studies. Based on this research, the WWC found SFA® to have positive effects on alphabetics, potentially positive effects on reading fluency, and mixed effects on comprehension and general reading achievement for beginning readers.
3/28/2017
NCES 2017286 ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/1/2017
NCES 2016080 ECLS-K:2011 Restricted-Use Kindergarten-Third Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall spring second-grade, and spring third-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file, which focuses on the third-grade round of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook, the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook, and the manual released with the Kindergarten-Second Grade Restricted-Use Data File and Electronic Codebook.
10/17/2016
NCES 2016094 Findings From the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall third-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in third grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of third grade are shown, both overall and by selected child and family characteristics.
5/12/2016
NCEE 20164000 Evaluation of Response to Intervention Practices for Elementary School Reading
Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1–3 reading in 13 states during the 2011–12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1–3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention.
11/3/2015
NCES 2015050 ECLS-K:2011 Restricted-Use Kindergarten-Second Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall and spring second-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file (NCES 2015-049), which focuses on the second-grade rounds of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook (NCES 2013-061) and the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook (NCES 2015-069).
7/10/2015
NCES 2015077 Findings From the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall second-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in second grade in the 2012-13 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of second grade are shown, both overall and by selected child and family characteristics.
5/14/2015
NCES 2015086 ECLS-K:2011 Public-Use Kindergarten-First Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, and the fall and spring of the 2011-12 school year, when most of the students were in first grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
4/22/2015
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