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28 Nov 2011
Report

The Kindergarten Year

This report answers two basic sets of questions about children's knowledge and skill acquisition during the kindergarten year. What gains are children making from the fall of the kindergarten year to the spring of the kindergarten year in their overall reading and mathematics knowledge and skills? What gains are children making in specific knowledge and skills (e.g., recognizing letters, recognizing numbers)? The report also discusses how children's gains differ by child, family, and kindergarten program characteristics.

PDF icon The Kindergarten Year

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

  • The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
  • Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
  • Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011)
  • The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late
  • Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort
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Kristin Flanagan

Kristin Flanagan

Managing Researcher

Topic

Education
Longitudinal Education Studies
Early Childhood and Child Development

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