Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Third Grade

摘要

This report documents the design, construction, and psychometric characteristics of the assessment instruments used in the spring 2002 data collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The ECLS-K is sponsored by the U.S. Department of Education, National Center for Education Statistics. The ECLS-K was designed to assess the relationship between a child's academic and social development and a wide range of family, school, and community variables. Analysis of the cognitive and social skills assessment scores described in this report, along with contextual variables in the ECLS-K database collected from schools, parents, teachers, and children, provides a basis for policy-relevant examination of growth rates, school influences, and subgroup differences in achievement and growth. This report documents the psychometric results for the fifth round of data collection, in spring 2002, when the majority of the sampled children were in third grade. A review of salient features of the kindergarten and first grade assessments is also included.