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

Version
v0
Resource Type
Dataset : survey data
Creator
  • United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
Other Title
  • ECLS-K K-8 Full Sample Data (Alternative Title)
  • Archival Version (Subtitle)
Collective Title
  • Early Childhood Longitudinal Study (ECLS) Series
Publication Date
2011-05-27
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; disabilities; early childhood education; elementary education; emotional development; family life; home environment; infants; language; mathematics; minorities; reading skills; school age children; school readiness; schools; science education; teacher evaluation
Description
  • Abstract

    The Early Childhood Longitudinal Study Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample includes the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). Unlike the public-use longitudinal files released in previous rounds, this file contains all data for all ECLS-K sample cases that have been publicly released in any of the rounds. Thus, it can be used for within-year (cross-sectional) analyses of any round of data collection and cross-year (longitudinal) analyses of combinations of rounds. It focuses on children's early school experiences beginning with kindergarten through eighth 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. The list below summarizes each wave of this study. 1998-1999 (the Kindergarten year-Rounds 1 and 2): The ECLS-K child assessments, parent interviews, and teacher questionnaires were conducted in the fall. Children, parents, and teachers participated again in the spring, along with school administrators.; 1999-2000 (the First grade year-Rounds 3 and 4): The ECLS-K conducted child assessments and parent interviews for a 30 percent sub-sample in the fall. The full sample of children, parents, teachers, and school administrators participated in the spring.; 2002 (the Third grade year-Round 5): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires.; 2004 (the Fifth grade year-Round 6): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires.; 2007 (the Eighth grade year-Round 7): The ECLS-K followed the children into middle school. Information was collected from the children, their parents, teachers, and school administrators.; For more detailed information about this data collection, please refer to the user guide.
  • 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: Standardized missing values.; Checked for undocumented or out-of-range codes..
  • Methods

    Presence of Common Scales: Many scales were used throughout the study. Categorically, they are as follows: Child Assessments and Questionnaires; Parent Interviews; General Education Teacher Questionnaires; Special Education Teacher Questionnaires; School Administrator Questionnaires; For more information, please refer to Chapter 2 of the user guide for the appropriate year.
  • Methods

    Response Rates: The ECLS-K overall response rate can be computed by the product of the school-level response rate from the base year and the completion rates from each round of data collection after the base year. The instrument-specific overall response rates are driven by the school-level response rate in the base year. Since the overall school response rate is low at 74 percent, overall response rates for all instruments cannot be higher than 74 percent.
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: ECLS-K Kindergarten-Eighth Grade Full Sample Public-Use File
    • DS2: ECLS-K Base Year School-Level File
    • DS3: ECLS-K Base Year Teacher-Level File
    • DS4: ECLS-K Correct Theta Scores for the Kindergarten-Eighth Grade Full Sample Data Errata File
    • DS5: ECLS-K Round 5 Base Weights and Adjustment Factors
    • DS6: ECLS-K Cross-Round through Round 5 Weight Status
    • DS7: ECLS-K Round 6 Base Weights and Adjustment Factors
    • DS8: ECLS-K Cross-Round through Round 6 Weight Status
    • DS9: ECLS-K Round 7 Base Weights and Adjustment Factors
    • DS10: ECLS-K Cross-Round through Round 7 Weight Status
Temporal Coverage
  • Time period: 1998--2007
  • 1998 / 2007
  • Collection date: 1998--1999
  • 1998 / 1999
  • Collection date: 1999--2000
  • 1999 / 2000
  • Collection date: 2001--2002
  • 2001 / 2002
  • Collection date: 2003--2004
  • 2003 / 2004
  • Collection date: 2006--2007
  • 2006 / 2007
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. The sample design for eighth grade called for including all 12,129 children eligible after fifth grade (regardless of their fifth-grade response status), and following all movers without any subsampling. In the ECLS-K first-grade to fifth-grade data collections, subsampling of movers was used to reduce data collection costs. The initial sample size was developed taking into account the reduction in sample size and increase in the variability of the weights of the respondents resulting from the subsampling. As the design was extended beyond fifth grade (the initial planning of the ECLS-K did not plan for this extension into eighth grade), a change in the methods of handling movers to avoid subsampling them was needed to achieve the major analytic goals. The vast majority of children were not in the same school from kindergarten to eighth grade (having moved out of elementary schools into middle schools), and subsampling these movers would result in substantial losses in sample size and precision of the estimates for the eighth grade.
Collection Mode
  • computer-assisted personal interview (CAPI)
  • computer-assisted telephone interview (CATI)
  • mail questionnaire
  • self-enumerated questionnaire
  • on-site questionnaire
Note
2014-03-20 Added a Study Overview document.2013-08-08 The ECLS-K instrument matrix has been created.2013-02-28 A user guide containing a brief summary of all data and documentation files available for this study has been added.
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
  • 28023 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR28023.v1
Publications
  • Bailey, Drew H., Jenkins, Jade M., Alvarez-Vargas, Daniela. Complementarities between Early Educational Intervention and Later Educational Quality? A Systematic Review of the Sustaining Environments Hypothesis. EdWorkingPaper No. 19-99.Providence, RI: Annenberg Institute at Brown University. 2019.
    • ID: https://edworkingpapers.com/sites/default/files/ai19-99.pdf (URL)
  • 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)
  • Hedberg, E.C., Ayers, Stephanie. The power of a paired t-test with a covariate. Social Science Research.50, 277-291.2015.
    • ID: 10.1016/j.ssresearch.2014.12.004 (DOI)
  • Patton, Deleena. Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in the United States. Dissertation, University of Washington. 2014.
  • Wright, John Paul, Morgan, Mark Alden, Coyne, Michelle A., Beaver, Kevin M., Barnes, J.C.. Prior problem behavior accounts for the racial gap in school suspensions. Journal of Criminal Justice.42, (3), 257-266.2014.
    • ID: 10.1016/j.jcrimjus.2014.01.001 (DOI)
  • Atkins, R., Sulik, M.J., Hart, D.. The association of individual characteristics and neighborhood poverty on the dental care of American adolescents. Journal of Public Health Dentistry.72, (4), 313-319.2012.
    • ID: 10.1111/j.1752-7325.2012.00340.x (DOI)
  • Catterall, James S., Dumais, Susan A., Hampden-Thompson, Gillian. The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. Research Report #55.Washington, DC: National Endowment for the Arts. 2012.
    • ID: http://arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf (URL)
  • Halle, T.G., Hair, E.C., Burchinal, M., Anderson, R., Zaslow, M.. In the Running for Successful Outcomes: Contemplating 'Thresholds' for School Readiness. ASPE Research Brief.Washington, DC: United States Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. 2012.
    • ID: https://aspe.hhs.gov/pdf-report/running-successful-outcomes-contemplating-threshholds-school-readiness (URL)
  • Halle, T.G., Hair, E.C., Burchinal, M., Anderson, R., Zaslow, M.. In the Running for Successful Outcomes: Examining the Predictive Power Children's School Readiness Skills. ASPE Research Brief.Washington, DC: United States Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. 2012.
    • ID: https://aspe.hhs.gov/pdf-report/running-successful-outcomes-examining-predictive-power-childrens-school-readiness-skills (URL)
  • Halle, T.G., Hair, E.C., Burchinal, M., Anderson, R., Zaslow, M.. In the Running for Successful Outcomes: Exploring the Evidence for Thresholds of School Readiness. ASPE Technical Report.Washington, DC: United States Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. 2012.
    • ID: https://aspe.hhs.gov/pdf-report/running-successful-outcomes-exploring-evidence-thresholds-school-readiness-technical-report (URL)
  • Halle, T.G., Hair, E.C., Burchinal, M., Anderson, R., Zaslow, M.. In the Running for Successful Outcomes: Project Overview. Exploring the Evidence for Thresholds of School Readiness. ASPE Research Brief.Washington, DC: United States Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. 2012.
    • ID: https://aspe.hhs.gov/basic-report/running-successful-outcomes-project-overview (URL)
  • Kaushal, Neeraj, Magnuson, Katherine, Waldfogel, Jane. How is family income related to investments in children's learning?. Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances.New York, NY: Russell Sage Foundation. 2011.
  • Reardon, Sean F.. The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances.New York, NY: Russell Sage Foundation. 2011.
  • Palacios, Natalia. Immigration, Child Development, and Early Education in the Twenty-First Century. Dissertation, Northwestern University. 2009.

Update Metadata: 2019-09-04 | Issue Number: 8 | Registration Date: 2015-06-16

United States Department of Education. Institute of Education Sciences. National Center for Education Statistics (2011): Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample. Archival Version. Early Childhood Longitudinal Study (ECLS) Series. Version: v0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR28023