Early Childhood Longitudinal Studies (ECLS)

Report: Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K)
Report: The Kindergarten Year
Report: The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the ECLS-B
Report: Making the Most of Extra Time: Relationships Between Full-Day Kindergarten Instructional Environments and Reading Achievement
Report: Eighth Grade: First Findings from the ECLS-K
Report: Preschool: Findings from ECLS-B
Report: Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades
Report: Timing and Duration of Student Participation in Special Education in the Primary Grades
Report: Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
Report: Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late
Report: Age 2: ECLS-B
Report: Age 2: Findings From the 2-Year-Old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
Report: Fathers of U.S. Children Born in 2001: Findings from ECLS-B
Report: Arts Instruction of Public School Students in the First and Third Grades
Report: Instructional Focus in First Grade
Report: Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
Report: Fifth Grade: Findings From The Fifth-Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
Report: Regional Differences in Kindergartners’ Early Education Experiences
Report: Relationships Between Family Risks and Children’s Reading and Mathematics Growth from Kindergarten through Third Grade
Report: America's Kindergartners

The Early Childhood Longitudinal Studies (ECLS) program offers the first nationally representative study of early childhood development and education in the United States. The ECLS program currently has three separate longitudinal studies fielded by the National Center for Education Statistics (NCES): The Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K); the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B); the Early Childhood Longitudinal Study of 2010–11 (ECLS-K:2011). These studies are intended to complement one another; together, they provide a picture of children’s development and education from birth through the elementary and middle school years.

Since the base year of the first ECLS study, the ECLS-K, AIR has provided support for study design; instrument development; assessment development; field testing; main study collection; database and database documentation development; and training of researchers on the various ECLS databases.