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.
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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 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.
The first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of children born in 2001.
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.