This Statistics in Brief provides descriptive statistics on algebra enrollment for the cohort of students in the first-grade class of 1999-2000 who had progressed to eighth grade in the 2006-07 school year.
This First Look used data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This project was intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods.
This paper explores whether kindergartners’ reading and mathematics gains over the first 4 years of school are more strongly associated with particular risk factors alone or in combination, as opposed to the cumulative number of family risk factors a child experiences. Second, the analysis makes use of the reading and mathematics data collected at 4 time points to describe achievement growth over time, rather than using scores from two time points as a measure of academic gain.