America's Kindergartners: Findings from the Early Childhood Longitudinal Study
In the fall of 1998, about 4 million children were attending kindergarten in the U.S., approximately 95% of them for the first time. This report presents the first findings from a new national study of kindergartners, their schools, classrooms, teachers and families. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the U.S. Dept. of Education, Nat. Center for Education Statistics, began following a nationally representative sample of some 22,000 kindergartners in the fall of 1998. The ECLS-K will follow the same cohort of children from their entry to kindergarten through their fifth grade year.
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age at entry American Indian/Alaska Native approaches to learning Bachelor's degree based on first-time Body Mass Index Bom Sep.-Dec Born Jan.-Apr Born Sep.-Dec Center for Education child and family Child's age Child's race/ethnicity White Child's sex Male Childhood Longitudinal Study children whose mothers cognitive skills degree or higher Department of Education diploma or equivalent distribution of first-time eager to learn Early Childhood Longitudinal ECLS-K education Maternal education Education Statistics entry Born Jan.-Aug equivalent White Fall 1998 Table family characteristics Family type Single fine motor skills first-time kindergartners gross motor skills Hawaiian Native/Pacific Islander high school diploma High school diploma/equivalent home Non-English including vocational/technical Kindergarten Class Less than high maternal education Maternal Mother's education Less National Center Never utilized AFDC non-Hispanic 0.4 Primary language spoken race/ethnicity by maternal receipt Utilized AFDC sample scores skills and knowledge sometimes often sometimes spoken in home t-scores type Single mother U.S. Department Welfare receipt Utilized Westat
Page 21 - Percentages may not sum to 100 due to rounding. SOURCE: US Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998.
Page ii - NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the US Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our...
Page ii - Center shall: (1) collect, collate, and, from time to time, report full and complete statistics on the condition of education in the United States...
Page 71 - In addition to properly weighting the responses, special procedures for estimating the statistical significance of the estimates were employed because the data were collected using a complex sample design. Complex sample designs, like that used in the NHES, result in data that violate some of the assumptions that are normally required to assess the statistical significance of the results. Frequently, the standard errors of the estimates from...
Page ii - Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations.
Page 69 - NHES:96, efforts were made to prevent such errors from occurring and to compensate for them where possible. For instance, during the survey design phase, focus groups and cognitive laboratory interviews were conducted for the purpose of assessing respondent knowledge of the topics, comprehension of questions and terms, and the sensitivity of items.
Page 70 - Standard errors can be used as a measure of the precision expected from a particular sample. The probability that a complete census parameter would differ from the sample estimate by less than the standard error is about 68 out of 100.
Page iv - ... 1999, and spring 2000. We wish to acknowledge the support that we have received from the Head Start Bureau of the Administration on Children, Youth and Families; the Economic Research Service of the US Department of Agriculture; the National Institute for Child Health and Human Development; and the US Department of Education's Office of Special Education Programs, Office of Bilingual Education and Minority Languages Affairs, and Planning and Evaluation Service.
Page 68 - ECLS-K are subject to two types of error, sampling and nonsampling errors. Nonsampling errors are errors made in the collection and processing of data. Sampling errors occur because the data are collected from a sample rather than a census of the population.