This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children’s gains in reading scores from the fall to spring of the kindergarten 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.
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 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.