Search Results: (16-30 of 149 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2019051 | User’s Manual for the ECLS-K:2011 Kindergarten-Fifth Grade Data File and Electronic Codebook, Public Version
This User’s Manual focuses on the fifth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2016 collection. It also describes the kindergarten-fifth grade data file structure and variables created from data collected in the fifth-grade round. |
7/12/2019 |
| 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 2019101 | User’s Manual for the ECLS-K:2011 Kindergarten-Fifth Grade Data File and Electronic Codebook, Restricted Version
This User’s Manual focuses on the fifth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2016 collection. It also describes the kindergarten-fifth grade data file structure and variables created from data collected in the fifth-grade round. This manual is only available on the ECLS-K:2011 Restricted-Use Kindergarten-Fifth Grade Data File and Electronic Codebook CD. |
2/25/2019 |
| 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 2018070 | Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
1/30/2019 |
| NCES 2018086 | English Language Program Participation Among Students in the Kindergarten Class of 2010–11: Spring 2011 to Spring 2012
This Statistics in Brief examines differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such programs in the kindergarten class of 2010–11. The brief then examines the characteristics of the English language program (e.g., English as a second language, bilingual education, and dual-language education) that participating students were receiving in spring 2011 and changes in participation in these programs between spring 2011 and spring 2012. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), a longitudinal study that was designed to follow the same children from kindergarten through fifth grade. |
7/17/2018 |
| NCES 2018082 | User’s Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Restricted Version
This User’s Manual focuses on the fourth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2015 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the fourth-grade round. This manual is only available on the ECLS-K:2011 Restricted-Use Kindergarten-Fourth Grade Data File and Electronic Codebook CD. |
6/1/2018 |
| 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 2018160 | The Summer After Kindergarten: Children’s Experiences by Socioeconomic Characteristics
This Statistics in Brief describes students’ summer nonparental care arrangements, program attendance (e.g., at summer camps or summer school), participation in activities with family members in a typical week, and places visited with family members. Participation in summer activities is compared by two socioeconomic characteristics—household poverty status and parents’ highest level of education—utilizing data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). |
5/22/2018 |
| NCES 2018032 | User’s Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version
This public version of the kindergarten-fourth grade user’s manual focuses on the fourth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2015 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the fourth-grade round, as well as procedures used to make the data suitable for public release. |
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 |
| NCES 2018034 | User’s Manual for the ECLS-K:2011 Kindergarten-Third Grade Data File and Electronic Codebook, Public Version
This public version of the kindergarten-third grade user’s manual focuses on the third-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2014 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the third-grade round, as well as procedures used to make the data suitable for public release. |
3/27/2018 |
| NCES 2017094 | Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
2/20/2018 |
| REL 2018281 | Scientific evidence for the validity of the New Mexico Kindergarten Observation Tool
The purpose of this study was to determine whether there was scientific support for using the New Mexico Kindergarten Observation Tool (KOT) to measure distinct domains of children's knowledge and skills at kindergarten entry. The research team conducted exploratory and confirmatory factor analyses to identify the latent constructs (or domains) measured in the 2015 KOT field test. In addition, internal consistency analyses were conducted and Rasch modeling was applied to examine item functioning and differential item functioning among student subgroups. Correlational analyses were conducted to examine patterns of associations between validated KOT domains and an independent kindergarten assessment—the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Finally, the research team examined the proportion of classroom-level variance in children's KOT scores by calculating the variance partition coefficient after fitting four-level unconditional models. Factor analyses provided support for a two-domain structure measuring children's knowledge and skills in two distinct areas: (1) cognitive school readiness (or academic knowledge and skills) and (2) noncognitive school readiness (or learning and social skills) as well as support for a one-domain structure measuring children's general school readiness. In addition, these KOT domains were moderately correlated with the DIBELS; the KOT cognitive domain was more strongly correlated with DIBELS than the KOT noncognitive domain. For each of the 26 KOT items, rating scale categories functioned appropriately. Three KOT items demonstrated differential item functioning for student subgroups, which signals potential bias for these items. Additional work is required to determine whether those items are truly unfair to certain student subgroups. Finally, classroom-level variation in children's KOT ratings was found. Although there was not scientific support for generating KOT scores based on the state's six intended domains (Physical Development, Health, and Well-Being; Literacy; Numeracy; Scientific Conceptual Understanding; Self, Family, and Community; Approaches to Learning), the 2015 KOT field test produced valid and reliable measures of children's knowledge and skills across two distinct domains and for one overall score that kindergarten teachers can use to better understand and plan for individual children's knowledge and skills at the beginning of kindergarten. Recommended next steps for New Mexico include replication of construct validity analyses with the most recent version of the KOT, consultation with a content expert review panel to investigate further the three items flagged for potential item bias, and further investigation of the sources of classroom-level variance. |
12/5/2017 |
| NCEE 20174024 | An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
To date, efforts to include evidence-based instruction in large-scale reading programs have not generated meaningful improvements in student outcomes. To identify additional instructional practices that merit further evaluation, this evaluation brief provides an exploratory analysis of practices that are related to young students' growth in language skills and comprehension in listening and reading. The analysis is based on student test scores and observations of instructional practices in 1,035 classrooms in prekindergarten through grade 3 within 83 Title I schools during the 2011-2012 school year. Among the practices measured, those that were most consistently related to student growth include engaging students in defining new words, making connections between students' prior knowledge and the texts they read, promoting higher-order thinking, and focusing instruction on the meaning of texts. |
8/16/2017 |
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