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

Version
v1
Resource Type
Dataset : survey data
Creator
  • United States Department of Education. National Center for Education Statistics
Other Title
  • Version 1 (Subtitle)
Collective Title
  • Early Childhood Longitudinal Study (ECLS) Series
Publication Date
2006-06-14
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; classroom environment; early childhood education; elementary education; emotional development; family life; home environment; infants; language; mathematics; minorities; reading skills; school age children; school readiness; schools; social studies; teacher evaluation
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 cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. With a few exceptions, the fifth grade data file contains all data collected from parents, children, teachers, or schools in the base year (fall and spring), first grade (fall and spring), third grade (spring), and fifth grade (spring) data collections. To streamline the file, however, the data from the household rosters that listed all household members, their relationship to the sampled child, and selected other characteristics are not included in the file. The composite variables describing critical household roster-based information, such as the children's family structure and selected characteristics of the family members, have been retained on the file. Specific subjects covered by the variables in this data file include parent/child gender, parent/child race, family background, socioeconomic status, household income, parents' education level, and parents' employment and marital status. Other variables include type of childcare and childcare arrangements, the child's math, science, and reading scores, the child's learning problems and autism, as well as the child's diet issues, food security, and school food service. Variables about teachers include age, race, background, qualifications, job satisfaction, their level of impact on curriculum and policy, and time spent on classroom activities and specific subjects. Other variables include diversity of classroom students, parent-teacher discussions, family participation in school events and fundraising, whether the child's school has bars on the windows and doors, fire alarms, sprinklers, and fire extinguishers, the presence of school graffiti, as well as bus/transportation issues.
  • 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..
  • Methods

    Response Rates: The fifth grade (spring) overall completion rates for the child assessment and the parent interview are 83.9 percent and 88.3 percent, respectively.
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Fifth Grade Data File
    • DS2: Round 5 Base Weights and Adjustment Factors
    • DS3: Cross-Round Weight Status
    • DS4: Fifth Grade Data File: C6CPTM - child-level questionnaire completed by the mathematics teacher and completed child assessment data and parent interview data and teacher-level data from the reading or mathematics teacher (Online Analysis Only)
    • DS5: Fifth Grade Data File: C6CPTS - child-level questionnaire completed by the science teacher and completed child assessment data and parent interview data and teacher-level data from the reading or the science teacher (Online Analysis Only)
    • DS6: Fifth Grade Data File: C56C - child assessment data are present for both spring-third grade and spring-fifth grade (Online Analysis Only)
    • DS7: Fifth Grade Data File: C56P - parent interview data are present for both spring-third grade and spring-fifth grade (Online Analysis Only)
    • DS8: Fifth Grade Data File: C456C - child assessment data are present for spring-first and spring-third grade and spring-fifth grade (Online Analysis Only)
    • DS9: Fifth Grade Data File: C456P - parent interview data are present for spring-first grade and spring-third grade and spring-fifth grade (Online Analysis Only)
    • DS10: Fifth Grade Data File: C2_6FC - child assessment data are present for four rounds of data collections involving the full sample of children (Online Analysis Only)
    • DS11: Fifth Grade Data File: C2_6FP - parent interview data are present for four rounds of data collections involving the full sample of children (Online Analysis Only)
    • DS12: Fifth Grade Data File: C6P - complete parent interview data (Online Analysis Only)
    • DS13: Fifth Grade Data File: C6CPTR - completed child assessment data, parent interview data and teacher-level data from the reading teacher and/or the mathematics/science teacher (Online Analysis Only)
    • DS14: Fifth Grade Data File: C1_6SC - child assessment data are present for all six rounds of data collection (Online Analysis Only)
    • DS15: Fifth Grade Data File: C1_6SP - parent interview data are present for all six rounds of data collection (Online Analysis Only)
Temporal Coverage
  • Time period: 2004
  • Collection date: 2004
Geographic Coverage
  • United States
Sampled Universe
Children and their families, teachers, and schools in the United States.
Sampling
The ECLS-K employed a multistage probability sample design to select a nationally representative sample of children attending kindergarten in 1998-1999. In the base year, the primary sampling units (PSUs) were geographic areas consisting of counties or groups of counties. The second-stage units were schools within sampled PSUs. The third- and final-stage units were students within schools. In fifth grade, the sample that was fielded was reduced by excluding certain special groups of children from data collection, and by setting differential sampling rates for movers in different categories. Specifically, children in four groups were not fielded for the fifth grade survey, irrespective of other subsampling procedures that were implemented. They were: (1) children who became ineligible in an earlier round because they died or moved out of the country, (2) children who were subsampled out in previous rounds because they were movers, (3) children whose parents emphatically refused to cooperate (hard refusals), and (4) children eligible for the third grade data collection for whom there were neither first grade nor third grade data. Of the remaining children, those who moved from their original schools during fifth grade or earlier were subsampled for followup. Children whose home language is not English (language minority) continued to be a special domain of analytic interest, and were subsampled at higher rates. Children were subsampled at different rates depending on the longitudinal data available for those children.
Collection Mode
  • computer-assisted personal interview (CAPI)
  • computer-assisted self interview (CASI)
  • computer-assisted telephone interview (CATI)
  • self-enumerated questionnaire
  • telephone interview
Note
2013-08-12 A section for study-level files has been created.2013-08-08 The ECLS-K instrument matrix has been created.
Availability
Download
This study is freely available to the general public via web download.
Alternative Identifiers
  • 4440 (Type: ICPSR Study Number)
Publications
  • 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.
  • 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.
  • 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.
  • 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)
  • Newell, Stephanie Ann. Factors associated with reading achievement of fifth grade special education students in a regional and a national setting. Dissertation, University of Southern Mississippi. 2007.
  • 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.
  • Princiotta, D., Flanagan, K.D., Hausken, E.G.. Fifth Grade: Findings from the Fifth Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). NCES-2006-038, Washington, DC: National Center for Education Statistics. 2006.
    • ID: http://nces.ed.gov/pubs2006/2006038.pdf (URL)
  • Tourangeau, K., Le, T., Nord, C., Hausken, E.G.. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Fifth-Grade Methodology Report. NCES-2006-037, Washington, DC: National Center for Education Statistics. 2005.
    • ID: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006037 (URL)

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

United States Department of Education. National Center for Education Statistics (2006): Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Fifth Grade. Version 1. Early Childhood Longitudinal Study (ECLS) Series. Version: v1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR04440.v1