This report provides descriptive information about children born in the United States in 2001. It presents information on certain child and family characteristics, on children’s mental and physical skills, on children’s first experiences in child care, and on the fathers of these children.
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This Statistics in Brief examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement, using data from the ECLS-K.
This First Look uses the second wave of data from the ECLS-B, a study of children born in the year 2001.
This First Look uses the second wave of data from the ECLS-B, a study of children born in the year 2001. It provides descriptive information about these children when they were about 2 years old, presenting information on selected child and family characteristics.
This First Look presents information about the biological fathers of children born in the United States in the year 2001.
This Issue Brief uses information from teachers to examine the changes over time from first to third grade in how often young children are exposed to arts education in the general classroom. The brief looks at differences in these characteristics by level of poverty and/or urbanicity of the school.
This Issue Brief uses data from the ECLS-K to examine how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science. It also focuses in more detail on students’ in-class work in reading and language arts.
The Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) is following a nationally representative cohort of children from kindergarten and into the later grades. The ECLS-K focuses on children’s school experiences beginning with kindergarten.
This report explores relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. The study estimated the degree to which specific aspects of teacher training—the teaching credential and coursework in pedagogy—and teaching experience were associated with student achievement.