Fifth Grade: Findings from the Fifth Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K).

摘要

The Early Childhood Longitudinal Study, Kindergarten Class of 1998/99 (ECLS-K) is following a nationally representative cohort of children from kindergarten and into the later grades. The ECLS-K focuses on childrens school experiences beginning with kindergarten. It is a multisource, multi-method study that includes interviews with parents; collection of data from principals and teachers; and direct assessments of children. The ECLS-K has been developed under the sponsorship of the National Center for Education Statistics (NCES), part of the U.S. Department of Education's Institute of Education Sciences. The purpose of this E.D. TAB is to introduce new NCES survey data through the presentation of selected descriptive information. The E.D. TAB is purely descriptive in nature. Readers are cautioned not to draw causal inferences based solely on the bivariate results presented in this E.D. TAB. It is important to note that many of the variables examined in this report are related to one another, and complex interactions and relationships have not been explored here. The variables examined here are also just a few of the variables that can be examined in these data and were selected to demonstrate the range of information that helped shape the design and now is available from the study. The selected findings are examples of comparisons that can be made using the data and are not designed to emphasize any particular issue. Release of the E.D. TAB is intended to encourage more in-depth analysis of the data, using more sophisticated statistical methods. This E.D. TAB presents findings from the fifth-grade ECLS-K data collection. Findings are based on a sample of 9,796 members of the 1998-99 kindergarten cohort, and are representative of the 3.8 million students in school in spring 2004 who were in kindergarten in fall 1998. Findings are based on all students who participated in the ECLS-K, not just those at grade level; in the spring of 2004 most students (86 percent) were in fifth grade, some (14 percent) were in a lower grade, and few (1 percent) were in a higher grade.