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

DOI

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.

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..

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.

Datasets:DS0: Study-Level FilesDS1: Fifth Grade Data FileDS2: Round 5 Base Weights and Adjustment FactorsDS3: Cross-Round Weight StatusDS4: 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)

Children and their families, teachers, and schools in the United States.

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.

2013-08-12 A section for study-level files has been created.2013-08-08 The ECLS-K instrument matrix has been created.

computer-assisted personal interview (CAPI)

computer-assisted self interview (CASI)

computer-assisted telephone interview (CATI)

self-enumerated questionnaire

telephone interview

Identifier
DOI https://doi.org/10.3886/ICPSR04440
Metadata Access https://www.da-ra.de/oaip/oai?verb=GetRecord&metadataPrefix=oai_dc&identifier=oai:oai.da-ra.de:438449
Provenance
Creator United States Department of Education. National Center for Education Statistics
Publisher Inter-University Consortium for Political and Social Research
Publication Year 2006
Rights 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).
OpenAccess true
Contact Inter-University Consortium for Political and Social Research
Representation
Language English
Resource Type Dataset; survey data
Discipline Mathematics