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Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade

Version
v0
Resource Type
Dataset : survey data
Creator
  • United States Department of Education. National Center for Education Statistics
Other Title
  • Archival Version (Subtitle)
Collective Title
  • Early Childhood Longitudinal Study (ECLS) Series
Publication Date
2005-01-07
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Language
English
Free Keywords
Schema: ICPSR
birth; child care; child development; early childhood education; elementary education; family life; infants; mathematics; minorities; preschool children; reading skills; school age children; school readiness; schools
Description
  • Abstract

    The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. This data collection contains the wave of data collected in the spring of third grade (2002). The third-grade data collection includes information about the diversity of the study children, the schools they attended, and their academic progress in the years following kindergarten. Other variables include child gender, child race, family background, childcare, childcare arrangements, food security, hours per week in child care, socioeconomic status, household income, highest level of education for parents and students, parents' employment status, teachers' evaluation practice, and usefulness of different activities in the classroom.
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes..
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Third Grade Child Data
    • DS2: Round 5 Base Weights and Adjustment Factors
    • DS3: Cross-Round Weight Status
    • DS4: Third Grade Child Data: C45CW0 - child assessment data for both spring-first grade and spring-third grade (Online Analysis Only)
    • DS5: Third Grade Child Data: C45PW0 - parent interview data for both spring-first grade and spring-third grade (Online Analysis Only)
    • DS6: Third Grade Child Data: C245CW0 - child assessment data for spring-kindergarten and spring-first grade and spring-third grade (Online Analysis Only)
    • DS7: Third Grade Child Data: C245PW0 - parent interview data for spring-kindergarten and spring-first grade and spring-third grade (Online Analysis Only)
    • DS8: Third Grade Child Data: C1_5FC0 - child assessment data for four rounds of data collections (Online Analysis Only)
    • DS9: Third Grade Child Data: C1_5FP0 - parent interview data for four rounds of data collection (Online Analysis Only)
    • DS10: Third Grade Child Data: C1_5SC0 - child assessment data for all five rounds of data collection (Online Analysis Only)
    • DS11: Third Grade Child Data: C1_5SP0 - parent interview data for all five rounds of data collection (Online Analysis Only)
    • DS12: Third Grade Child Data: C5PW0 - parent interview data for third grade (Online Analysis Only)
    • DS13: Third Grade Child Data: C5CPTW0 - child assessment data for third grade combined with third grade parent interview data and third grade teacher data (Online Analysis Only)
Temporal Coverage
  • Time period: 2001--2002
  • 2001 / 2002
  • Collection date: 2002
Geographic Coverage
  • United States
Sampled Universe
Children and their families, teachers, and schools in the United States.
Sampling
ECLS-K utilized a multistage probability sample design to select a nationally representative sample of children attending kindergarten in 1998-1999. The Third Grade sample consisted of all children who were base year respondents and children who were brought into the sample in spring-first-grade wave through the sample freshening procedure described in section 4.3 of the manual and their families, teachers, and schools. The first-grade data collection targeted base-year respondents, in which a case was considered responding if there was a completed child assessment or parent interview in fall- or spring-kindergarten. While all base-year respondents were eligible for the spring-first-grade data collection, the effort for fall-first-grade was limited to a 30-percent subsample. The spring student sample was freshened to include current first graders who had not been enrolled in kindergarten in 1998-1999 and, therefore, had no chance of being included in the ECLS-K base-year kindergarten sample. For both fall- and spring-first grade, only a subsample of students who had transferred from their kindergarten school was followed. The third-grade data collection targeted base-year respondents and children sampled in first grade through the freshening operation. As in the first-grade data collection, only a subsample of students who had transferred from their kindergarten school was followed. In third grade, however, the subsampling rate applied to transferred children was slightly higher: children whose home language was non-English (also known as children belonging to the language minority group) and who moved for the first time in third grade were followed at 100 percent. In other words, children belonging to the language minority group who did not move in first grade but moved in third grade were all followed into their new third grade schools. The Third Grade User Manual is provided as part of the documentation for this collection.
Note
2013-08-12 Study-level Files section has been created.2013-08-08 2013-08-06 The ECLS-K instrument matrix has been created.
Availability
Download
This version of the study is no longer available on the web. If you need to acquire this version of the data, you have to contact ICPSR User Support (ICPSR-help@umich.edu).
Alternative Identifiers
  • 4075 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR04075.v1
Publications
  • Watts, Tyler W., Duncan, Greg J., Quan, Haonan. Revisiting the marshmallow test: A conceptual replication investigating links between early delay of gratification and later outcomes. Psychological Science.2018.
    • ID: 10.1177/0956797618761661 (DOI)
  • Yan, Ni, Ansari, Arya. Child adjustment and parent functioning: Considering the role of child-driven effects. Journal of Family Psychology.30, (3), 297-308.2016.
    • ID: 10.1037/fam0000180 (DOI)
  • Newsome, Jamie, Boisvert, Danielle, Wright, John Paul. Genetic and environmental influences on the co-occurrence of early academic achievement and externalizing behavior. Journal of Criminal Justice.42, (1), 45-53.2014.
    • ID: 10.1016/j.jcrimjus.2013.12.002 (DOI)
  • Shi, Yuying, Leite, Walter, Algina, James. The impact of omitting the interaction between crossed factors in cross-classified random effects modelling. British Journal of Mathematical and Statistical Psychology.63, (1), 1-15.2010.
    • ID: 10.1348/000711008X398968 (DOI)
  • Romero, Mariajose. Guide to Datasets for Research and Policymaking in Child Care and Early Education. Child Care & Early Education Research Connections, User guide. 2009.
  • Vaughn, Michael G., DeLisi, Matt, Beaver, Kevin M., Wright, John Paul. Identifying latent classes of behavioral risk based on early childhood: Manifestations of self-control. Youth Violence and Juvenile Justice.7, (1), 16-31.2009.
    • ID: 10.1177/1541204008324911 (DOI)
  • Beaver, Kevin M., Delisi, Matt, Vaughn, Michael G., Wright, John Paul, Boutwell, Brian B.. The relationship between self-control and language: Evidence of a shared etiological pathway. Criminology.46, (4), 939-970.2008.
    • ID: 10.1111/j.1745-9125.2008.00128.x (DOI)
  • Chyi, Lisa J., Lee, Henry C., Hintz, Susan R., Gould, Jeffrey B., Sutcliffe, Trenna L.. School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation . Journal of Pediatrics.153, (1), 25-31.2008.
  • Dawson, Beverly Araújo, Williams, Sheara A. The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: A longitudinal analysis from school entry through third grade. Journal of Youth and Adolescence.37, (4), 399-411.2008.
    • ID: 10.1007/s10964-007-9233-z (DOI)
  • Lee, Elaine Yee Ling. A Latent Growth Curve Analysis of the Impact of School Mobility on the Reading Scores of Poor and Non-poor Children in the U.S.. Dissertation, University of Minnesota. 2008.
  • Bodovski, Katerina, Farkas, George. Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction. Elementary School Journal.108, (2), 115-130.2007.
    • ID: 10.1086/525550 (DOI)
  • Croninger, Robert G., Rice, Jennifer K., Rathbun, Amy, Nishio, Masako. Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review.26, (3), 312-324.2007.
    • ID: 10.1016/j.econedurev.2005.05.008 (DOI)
  • Fleischman, Dawn. Associations between Age at School Entry and Academic Performance: Using Data from a Nationally Representative, Longitudinal Sample. Dissertation, Clemson University. 2007.
  • Gable, Sara, Chang, Yiting, Krull, Jennifer L.. Television watching and frequency of family meals are predictive of overweight onset and persistence in a national sample of school-aged children. Journal of the American Dietetic Association.107, (1), 53-61.2007.
    • ID: 10.1016/j.jada.2006.10.010 (DOI)
  • Glick, Jennifer E., Hohmann-Marriott, Bryndl. Academic performance of young children in immigrant families: The significance of race, ethnicity, and national origins. International Migration Review.41, (2), 371-402.2007.
    • ID: 10.1111/j.1747-7379.2007.00072.x (DOI)
  • Herring, William L., McGrath, Daniel J., Buckley, Jacquelyn A.. Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades. NCES 2007-005.Jessup, MD: National Center for Education Statistics. 2007.
    • ID: http://nces.ed.gov/help/orderinfo.asp (URL)
  • Holt, Emily W., McGrath, Daniel J., Herring, William L.. Timing and Duration of Student Participation in Special Education in the Primary Grades. NCES 2007-043.Jessup, MD: National Center for Education Statistics. 2007.
    • ID: http://nces.ed.gov/help/orderinfo.asp (URL)
  • Kim, Hyunjin. An Analysis of Developmentally Appropriate and Culturally Responsive Practices and the Learning Trajectories of Kindergarten, First-grade, and Third-grade children from ECLS-K: Teachers' Beliefs and Practices as Mediators. Dissertation, University of Wisconsin - Madison. 2007.
  • Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane. The persistence of preschool effects: Do subsequent classroom experiences matter. Early Childhood Research Quarterly.22, (1), 18-38.2007.
    • ID: 10.1016/j.ecresq.2006.10.002 (DOI)
  • Pas, Emily L.. Essays on Teacher Labor Markets and Educational Disparities. Dissertation, Syracuse University. 2007.
  • Reardon,Sean F., Galindo, Claudia. Patterns of Hispanic students' math skill proficiency in the early elementary grades. Journal of Latinos and Education.6, (3), 229-251.2007.
    • ID: 10.1080/15348430701312883 (DOI)
  • Sy, Susan R, Rowley, Stephanie J, Schulenberg, John E. Predictors of parent involvement across contexts in Asian American and European American families. Journal of Comparative Family Studies.38, (1), 1-32.2007.
  • Yesil-Dagli, Ummuhan. The Effects of Kindergarten Entrance Age on Children's Reading and Mathematics Achievement from Kindergarten through Third Grade. Dissertation, Florida State University. 2007.
  • Cheadle, Jacob E.. The role of 'concerted cultivation' in childhood academic achievement growth processes: Class and race differences from kindergarten through third grade. Dissertation Abstracts International. Section A: Humanities and Social Sciences.66, (10), 3821 -2006.
  • Datar, Ashlesha. Does delaying kindergarten entrance give children a head start?. Economics of Education Review.25, (1), 43-62.2006.
    • ID: 10.1016/j.econedurev.2004.10.004 (DOI)
  • Frongillo, Edward A., Jyoti, Diana .F, Jones, Sonya J.. Food Stamp Program participation is associated with better academic learning among school children. Journal of Nutrition.136, (4), 1077-1080.2006.
  • Kienzl, Gregory, Boachie-Ansah, Grace, Lanahan, Lawrence, Holt, Emily W.. Arts Instruction of Public School Students in the First and Third Grades. Issue Brief.NCES 2006-099, Washington, DC: National Center for Education Statistics. 2006.
    • ID: http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/b4/15.pdf (URL)
  • Andreassen, C., Fletcher, P., West, J.. Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). Methodology Report for the 9-Month Data Collection (2001-02). Volume 1: Psychometric Characteristics. NCES 2005-100, Washington, DC: National Center for Education Statistics. 2005.
    • ID: http://nces.ed.gov/pubs2005/2005100.pdf (URL)
  • Cannon, Jill S., Jacknowitz, Alison, Painter, Gary. Is full better than half? Examining the longitudinal effects of full-day kindergarten attendance. RAND Labor and Population Working Paper WR-266-1.Santa Monica, CA: Rand. 2005.
    • ID: http://www.rand.org/pubs/working_papers/2005/RAND_WR266-1.pdf (URL)
  • Duncan, Greg J., Magnuson, Katherine A.. Can family socioeconomic resources account for racial and ethnic test score gaps?. The Future of Children.15, (1), 35-54.2005.
    • ID: 10.1353/foc.2005.0004 (DOI)
  • Galindo, Claudia Lucia. Latino Students' Math Learning Trajectories in the Early School Years: The Role of English Ability and Socioeconomic Status. Dissertation, Pennsylvania State University. 2005.
  • Jyoti, Diana F., Frongillo, Edward A., Jones, Sonya J.. Food insecurity affects school children's academic performance, weight gain, and social skills. Journal of Nutrition.135, (12), 2831-2839.2005.
  • Kainz, Kirsten. Reading Development Trajectories from Kindergarten to Third Grade: Untangling Effects from Child, Family, Classroom, and School Literacy Systems for Children Living in Poverty. Dissertation, University of North Carolina, Chapel Hill. 2005.
  • Loeb, Susanna, Bridges, Margaret, Bassok, Daphna, Fuller, Bruce, Rumberger, Russ. How much is too much? The influence of preschool centers on children's development nationwide. Association for Policy Analysis and Management.Washington, DC. 2005.
    • ID: http://gse.berkeley.edu/research/PACE/Stanford_Berkeley_pr23DA13.doc (URL)
  • National Center for Rural Early Childhood Learning Initiatives. Mental Health and Family Life among Kindergarten Children in Rural Areas. Rural Early Childhood Brief.3, Mississippi State, MS: National Center for Rural Early Childhood Learning Initiatives . 2005.
    • ID: http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/30/d5/df.pdf (URL)
  • Pollack, Judith M., Rock, Donald A., Weiss, Michael J., Atkins-Burnett, Sally, Tourangeau, Karen, West, Jerry, Hausken, Elvira Germino. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric report for the third grade. NCES 2005-062, Washington, DC: United States Department of Education, National Center for Education Statistics. 2005.
    • ID: http://nces.ed.gov/pubs2005/2005062.pdf (URL)
  • Portas, Carole A.. Early childhood care: Choices and implications for kindergarten achievement. Dissertation, New York University. 2005.
  • Tourangeau, Karen, Brick, Mike, Byrne, Lauren, Le, Thanh, Nord, Christine, West, Jerry, Hausken, Elvira Germino. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Third grade methodology report. NCES 2005-018, Washington, DC: United States Department of Education, National Center for Education Statistics. 2005.
    • ID: http://nces.ed.gov/pubs2005/2005018.pdf (URL)
  • Magnuson, Katherine A., Ruhm, Christopher J., Waldfogel, Jane. Does prekindergarten improve school preparation and performance?. NBER Working Paper no. 10452.Cambridge, MA: National Bureau of Economic Research. 2004.
    • ID: http://nber15.nber.org/papers/w10452.pdf (URL)
  • Rathbun, Amy, West, Jerry, Hausken, Elvira Germino. From kindergarten through third grade: Children's beginning school experiences. NCES 2004-007, Washington, DC: United States Department of Education, National Center for Education Statistics. 2004.
    • ID: http://nces.ed.gov/pubs2004/2004007.pdf (URL)
  • Reardon, Sean F.. Invited Commentary: Examining Patterns of Development in Early Elementary School Using ECLS-K Data. Education Statistics Quarterly.6, (3), 16-18.2004.
  • Brooks-Gunn, J., Berlin, L.J., Leventhal, T., Fuligni, A.S.. Depending on the kindness of strangers: Current national data initiatives and developmental research. Child Development.71, (1), 257-268.2000.
    • ID: 10.1111/1467-8624.00141 (DOI)

Update Metadata: 2019-09-04 | Issue Number: 8 | Registration Date: 2015-06-15

United States Department of Education. National Center for Education Statistics (2005): Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade. Archival Version. Early Childhood Longitudinal Study (ECLS) Series. Version: v0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. http://doi.org/10.3886/ICPSR04075