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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 Issue Brief reports that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening compared to children in lower minority schools. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.
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 uses longitudinal self-report data from a nationally representative data set to explore the relationships between self-perceptions of peer relationships and problem behaviors measured at the end of the third and fifth grades and various socio-demographic characteristics and academic performance.
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.