Author: Gail M. Mulligan
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in second grade 2 years later during the 2012-13 school year. Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language, obtained when the children were in kindergarten. Information is also provided on the children's knowledge and skills in reading, math, and science in the fall and spring of second grade, both overall and by the selected kindergarten-year child and family characteristics. For brevity, the selected findings focus on achievement in the spring of the children's second-grade year. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Author: Gail M. Mulligan
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and advanced to first grade in the following year. Information is presented on selected child and family characteristics, such as poverty status and parental education (table 1), obtained when the children were in kindergarten. Information is also provided on the children's achievement in reading (table 2), math (table 3), and science (table 4) in the fall and spring of first grade, both overall and by the selected kindergarten-year child and family characteristics. For brevity, the Selected Findings focus on achievement in the spring of the children's first-grade year. Findings include: (1) Approximately 87 percent were 5 years old (60 to 71 months) when they entered kindergarten for the first time, about 10 percent were age 6 or older, and approximately 3 percent were younger than age 5; (2) Approximately 22 percent lived in households with incomes below the federal poverty level in their kindergarten year; (3) About 8 percent had parents whose highest level of education was less than a high school diploma; about 19 percent had parents with a high school diploma or equivalent; about 36 percent had parents whose highest level of education was some college, an associate's degree, or career/technical education; and about 37 percent had parents whose highest level of education was a bachelor's degree or higher; (4) Assessment scores varied by age of entry into kindergarten; (5) In reading, math, and science, both White students and Asian students had higher average scores than either Black students or Hispanic students; (6) Scores in reading, math, and science all differed across the three income groups examined; (7) In reading, math, and science, assessment scores increased with parental education; (8) Assessment scores varied by family type, with students in two-parent households scoring higher in reading, math, and science than students in single-parent and other parent type households; and (9) Students with a primary home language of English scored higher in reading, math, and science than students with a non-English primary home language and students with multiple home languages. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Author: Gail M. Mulligan
Publisher:
ISBN:
Category :
Languages : en
Pages : 27
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Book Description
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students' status at school entry, on their transition into school, and on their progression through the elementary grades. The longitudinal nature of the ECLS-K:2011 data enables researchers to study how a wide range of family, school, community, and individual factors are associated with educational, socioemotional, and physical development over time. Information is being collected from the students, their parents and guardians, their teachers, and their school administrators. Information was also collected from their before- and after-school care providers in the kindergarten year. The ECLS-K:2011 is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The other studies in the Early Childhood Longitudinal Study (ECLS) program are the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in third grade 3 years later during the spring of 2014.1 Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language (table 1), obtained when the children were in kindergarten. Information is also provided on the children's knowledge and skills in reading (table 2), math (table 3), and science (table 4) in the spring of third grade, both overall and by the selected kindergarten-year child and family characteristics. The following are appended: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Author: Gail M. Mulligan
Publisher:
ISBN:
Category :
Languages : en
Pages : 35
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Book Description
This brief report provides a demographic profile of the students who attended kindergarten in the United States in the 2010-11 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The ECLS-K:2011 cohort includes students in public and private schools across the United States, students who attended part-day and full-day kindergarten programs, and students who were attending their first year of kindergarten as well as those who were repeating kindergarten. The analyses presented in this report focus on the 3.5 million students who were attending kindergarten for the first time in the 2010-11 school year. Approximately 5 percent of the students in the ECLS-K:2011 cohort were repeating kindergarten and are not represented in the findings in this report. The ECLS-K:2011 is a longitudinal study that will follow a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of them are expected to be in fifth grade. During the first year of data collection, when all children were in kindergarten, data were collected in both the fall and the spring. Approximately 18,200 children enrolled in 970 schools during the 2010-11 school year participated during the kindergarten year. The study will provide information on students' status at entry to school, their transition into school, and their progression through the elementary grades. The longitudinal nature of the ECLS-K:2011 data will enable researchers to study how a wide range of family, school, community, and individual factors are associated with educational, socioemotional, and physical development over time. Information is being collected from the students, their parents/guardians, their teachers, their school administrators, and their before- and after-school care providers. Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the characteristics examined in this report may be related to one another, and complex interactions and relationships among the characteristics were not explored in this report. The variables examined here are just a few of the several thousand that can be examined using the ECLS-K:2011 data. These findings are examples of estimates that can be obtained from the data and are not designed to emphasize any particular issue. In addition, the estimates presented in this report are based on a preliminary version of the ECLS-K:2011 restricted-use data. Estimates produced with the final restricted-use data file, or the public-use data file, may vary. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables. (Contains 6 tables and 9 footnotes.) [Additional support for this paper was provided by the Administration on Children, Youth, and Families and the Office of English Language Acquisition.].
Author: Karen Tourangeau
Publisher:
ISBN:
Category :
Languages : en
Pages : 316
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Book Description
This manual provides guidance and documentation for users of the longitudinal kindergarten-second grade (K-2) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the second-grade rounds of data collection. Users should refer to the "Early Childhood Longitudinal Study, Kindergarten Class of 2010-11" (ECLS-K:2011), User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version" (NCES 2015-074) (Tourangeau et al. 2015), hereinafter referred to as the base-year User's Manual, for information about the general study methodology and the kindergarten rounds of data collection and to the "Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLSK:2011), User's Manual for the ECLS-K:2011 Kindergarten-First Grade Data File and Electronic Codebook, Public Version" (NCES 2015-078) (Tourangeau et al. 2015) for information about the first-grade rounds of data collection. The first chapter of this report provides an overview of the ECLS-K:2011. Subsequent chapters provide details on the second grade data collection instruments and methods, including a description of how the second grade data collections differ from the kindergarten and first grade rounds; the direct and indirect child assessments; the sample design; weighting procedures; response rates; and data file content, including composite variables.
Author: Karen Tourangeau
Publisher:
ISBN:
Category :
Languages : en
Pages : 323
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Book Description
This manual provides guidance and documentation for users of the longitudinal kindergarten-first grade (K-1) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the first-grade rounds of data collection. Data for the ECLS-K:2011 are released in both a restricted-use and a public-use version. This manual, which has been developed for public dissemination and use with the public version of the data, is almost identical to the manual released with the kindergarten-first grade restricted-use file. The report begins with an overview of the ECLS-K:2011. Subsequent chapters provide details on the first-grade data collection instruments and methods, including a description of how the first-grade data collections differ from the kindergarten rounds; the direct and indirect child assessments; the sample design; weighting procedures; response rates; and data file content, including composite variables. The ECLS-K:2011 is a multisource, multimethod study that focuses on children's early school experiences. It includes interviews with parents, self-administered questionnaires completed by teachers and school administrators, and one-on-one assessments of children. During the kindergarten year, it also included self-administered questionnaires for nonparental before- and after-school care providers. The ECLS-K:2011 is following a cohort of children from their kindergarten year (the 2010-11 school year) through the 2015-16 school year, when most of the children are expected to be in fifth grade. The sample includes both children who were in kindergarten for the first time and those who were repeating kindergarten during 2010-11. The ECLS-K:2011 K-1 data file includes both the base-year and first-grade data, encompassing both the fall and spring rounds of data collection in kindergarten and first grade. The data are provided on CD-ROM and accessible through software called the electronic codebook (ECB). The ECB allows data users to view variable frequencies, tag variables for extraction, and create an extract file for analysis. Chapter 8 provides specific instructions for installing the ECLS-K:2011 Electronic Codebook (ECB). Two appendixes are included: (1) Data Anomalies and Errata; and (2) Supplemental Guide for the Kindergarten-First Grade Public-Use Data File. [For the general study methodology and kindergarten rounds of data collection, see "Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version. NCES 2015-074" (ED566378).].
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Karen Tourangeau
Publisher:
ISBN:
Category :
Languages : en
Pages : 403
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Book Description
This manual provides guidance and documentation for users of the kindergarten (or base year) data of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It begins with an overview of the ECLS-K:2011. Subsequent chapters provide details on the study data collection instruments and methods; the direct and indirect child assessment data; the sample design; weighting procedures; response rates; data file content, including composite variables; and the structure of the data file. Data for the ECLS-K:2011 are released in both a restricted-use and a public-use version. This manual, which has been developed for public dissemination and use with the public version of the data, is almost identical to the manual released with the kindergarten restricted-use file. The ECLS-K:2011 is following a nationally representative sample of children from kindergarten through their elementary school years. It is a multisource, multimethod study that focuses on children's early school experiences. It includes interviews with parents, self-administered questionnaires completed by teachers and school administrators, and one-on-one assessments of children. During the kindergarten year, it also included self-administered questionnaires for nonparental before- and after- school care providers. The ECLS-K:2011 is the third study in the Early Childhood Longitudinal Study (ECLS) program, which comprises three longitudinal studies of young children: the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K); the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B); and the ECLS-K:2011. Three appendices are included: (1) Data Anomalies and Errata; (2) Creating a School-Level File; and and (3) Supplemental Guide for the Kindergarten-First Grade Public-Use Data File.
Author: Olivia N. Saracho
Publisher: Routledge
ISBN: 0429810237
Category : Education
Languages : en
Pages : 862
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Book Description
The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This outstanding resource provides a comprehensive research overview of important contemporary issues as well as the information necessary to make knowledgeable judgments about these issues. Now in its fourth edition, this handbook features all new sections on social emotional learning, non-cognitive assessment, child development, early childhood education, content areas, teacher preparation, technology, multimedia, and English language learners. With thorough updates to chapters and references, this new edition remains the cutting-edge resource for making the field’s extensive knowledge base readily available and accessible to researchers and educators. It is a valuable resource for all of those who work and study in the field of early childhood education including researchers, educators, policy makers, librarians, and school administrators. This volume addresses critical, up-to-date research on several disciplines such as child development, early childhood education, psychology, curriculum, teacher preparation, policy, evaluation strategies, technology, and multimedia exposure.
Author: Elena Bodrova
Publisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283
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Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
