Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample ECLS-K K-8 Full Sample Data Archival Version


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.

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..

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.

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.

Datasets:DS0: Study-Level FilesDS1: ECLS-K Kindergarten-Eighth Grade Full Sample Public-Use FileDS2: ECLS-K Base Year School-Level FileDS3: ECLS-K Base Year Teacher-Level FileDS4: ECLS-K Correct Theta Scores for the Kindergarten-Eighth Grade Full Sample Data Errata FileDS5: ECLS-K Round 5 Base Weights and Adjustment FactorsDS6: ECLS-K Cross-Round through Round 5 Weight StatusDS7: ECLS-K Round 6 Base Weights and Adjustment FactorsDS8: ECLS-K Cross-Round through Round 6 Weight StatusDS9: ECLS-K Round 7 Base Weights and Adjustment FactorsDS10: ECLS-K Cross-Round through Round 7 Weight Status

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. 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.

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.

computer-assisted personal interview (CAPI)

computer-assisted telephone interview (CATI)

mail questionnaire

self-enumerated questionnaire

on-site questionnaire

DOI https://doi.org/10.3886/ICPSR28023
Metadata Access https://www.da-ra.de/oaip/oai?verb=GetRecord&metadataPrefix=oai_dc&identifier=oai:oai.da-ra.de:449087
Creator United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
Publisher Inter-University Consortium for Political and Social Research
Publication Year 2011
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
Language English
Resource Type Dataset; survey data
Discipline Mathematics