Skip to main content
  • About Us
  • Careers
  • Contact

Search form

American Institutes for Research

  • Our Work
    • Education
    • Health
    • International
    • Workforce
    • ALL TOPICS >
  • Our Services
    • Research and Evaluation
    • Technical Assistance
  • Our Experts
  • News & Events

You are here

  • Home
28 Nov 2011
Report

Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K)

Jill Walston, AIR
Jill Carlivati McCarroll, National Center for Education Statistics

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 (representing about 80 percent of the eighth-grade class of 2006-07). The Brief examines mathematics performance at the end of eighth grade by algebra enrollment and other characteristics, including prior mathematics ability and schools' level of eighth-grade algebra enrollment. Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which included a direct mathematics assessment at the end of the fifth and eighth grades.

PDF icon Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K)

Related Projects

Project

Early Childhood Longitudinal Studies (ECLS)

The Early Childhood Longitudinal Studies (ECLS) program offers the first nationally representative study of early childhood development and education in the United States. The ECLS program currently has three separate longitudinal studies fielded by the National Center for Education Statistics: The Early Childhood Longitudinal Study, Kindergarten Class of 1998–99; the Early Childhood Longitudinal Study, Birth Cohort; the Early Childhood Longitudinal Study of 2010–11.

Further Reading

  • Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
  • Fifth Grade: Findings From The Fifth-Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
  • The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late
  • Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades
  • Early Childhood Longitudinal Studies (ECLS)
Share

Contact

Jill Walston

Jill Walston

Principal Researcher

Topic

Education
Longitudinal Education Studies
Mathematics Education
Early Childhood and Child Development

RESEARCH. EVALUATION. APPLICATION. IMPACT.

About Us

About AIR
Board of Directors
Leadership
Experts
Clients
Contracting with AIR
Contact Us

Our Work

Education
Health
International
Workforce

Client Services

Research and Evaluation
Technical Assistance

News & Events

Careers at AIR


Search form


 

Connecting

FacebookTwitterLinkedinYouTubeInstagram

American Institutes for Research

1400 Crystal Drive, 10th Floor
Arlington, VA 22202-3289
Call: (202) 403-5000
Fax: (202) 403-5000

Copyright © 2021 American Institutes for Research®.  All rights reserved.

  • Privacy Policy
  • Sitemap