The Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Elementary School Administrator Focus Groups

The Early Childhood Longitudinal Study, Kindergarten
Class of 2022-23 (ECLS-K:2023)
Elementary School Administrators Focus Groups

Attachments 5-7
Attachment 5: ECLS-K 2011 Brochure ............................2
Attachment 6: ECLS Program Brochure..........................5
Attachment 7: ECLS Fact Sheet ........................................8

OMB #1850-0803 v.255

Submitted by
National Center for Education Statistics
U.S. Department of Education

October 2019

1

The Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Focus Groups with Elementary School
Administrators

Attachment 5
ECLS-K:2011 Brochure

OMB #1850-0803 v.255

Submitted by
National Center for Education Statistics
U.S. Department of Education

October 2019

2

About the study
The Early Childhood Longitudinal Study, Kindergarten
Class of 2010-11 (ECLS-K:2011) is an exciting new study
sponsored by the National Center for Education Statistics
(NCES) within the Institute of Education Sciences of the
U.S. Department of Education and conducted by Westat.
During the 2010-11 school year, approximately 20,700
kindergartners in 900 public and private schools
across the nation will be selected for the ECLS-K:2011.
The ECLS-K:2011 will gather information from multiple
sources to provide rich data on children’s early school
experiences beginning with kindergarten and following
children through fifth grade. Each year, the study
will conduct:

• Child assessments – Children will be assessed in

reading, mathematics, and science in one-on-one
sessions with trained assessors during the regular
school day.

• Physical measurements – Children will have their
height and weight measured.

• Parent interviews – Parents will be asked to

participate in telephone interviews to provide
background information about their child, their
family, and themselves.

• Teacher and school administrator interviews –

Children’s teachers will be asked to complete
questionnaires that ask about their backgrounds,
teaching practices, and the classroom learning
environment. They also will be asked about children’s
academic skills. Children’s school administrators
will be asked to complete questionnaires about
their backgrounds and features of their school
and programs at the school.

• Before- and after- school care provider interviews –

In the kindergarten year, before- and after-school care
providers will be interviewed about both their care
settings and their care of the ECLS-K:2011 children.

For additional questions
or comments, contact:
Gail Mulligan
ECLS-K:2011 Project Officer
Institute of Education Sciences
National Center for Education Statistics
1990 K Street, NW
Washington, DC 20006-5650
Phone: (202) 502-7491
E-Mail: ECLS@ed.gov
Karen Tourangeau
ECLS-K:2011 Project Director

Kindergarten Class of 2010-11

Westat, Inc.
1600 Research Blvd
Rockville, MD 20850
Phone: (888) 204-4864
E-Mail: ECLSKHELP@westat.com

National Center for Education Statistics
Institute of Education Sciences

To learn more about the ECLS program,
visit http://nces.ed.gov/ecls and
to learn more about the ECLS-K:2011
visit http://nces.ed.gov/ecls/myeclsk2011

U.S. Department of Education

NCES is authorized to conduct this study under the Education
Sciences Reform Act of 2002 (Public Law 107-279, Section
153). Under that law, the data provided by respondents
may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose
except as required by law (Public Law 107-279, Section 183).
The U.S. Office of Management and Budget has approved
the data collection under OMB # 1850-0750.

27201.0411.8575010801

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4/12/11 9:40 AM

Comparing kindergartners then and now
The last nationally representative study to track students through
elementary school began with a kindergarten class in 1998-99.
There have been many changes in children’s lives and in their
families and schools in the past 12 years.
For example;

• In early 2002 the No Child Left Behind Act (NCLB) was signed
The ECLS program
The ECLS-K:2011 is the third in a series of early childhood longitudinal
studies sponsored by the National Center for Education Statistics. Like
its predecessors, the Early Childhood Longitudinal Study, Kindergarten
Class of 1998-99 (ECLS-K) and the Early Childhood Longitudinal Study,
Birth Cohort of 2001 (ECLS-B), the ECLS-K:2011 will provide comprehensive and reliable data about today’s children, their early learning and
development, transition into kindergarten, and progress through school.
The data collected over the years will allow researchers, policymakers,
and educators to study how student, home, classroom, school, and
community factors in children’s lives relate to cognitive, social, and
emotional development and physical health at various points.

Why is the ECLS-K:2011 so important?
Because many factors influence children’s school experiences and
outcomes, it is important to understand the different environments in
which children live and learn. The ECLS-K:2011 will allow researchers
and policymakers to answer the following types of questions:

into law. NCLB requires schools to test 3rd through 8th graders
to show they are making progress.

• School choice options, in particular public charter schools, have
become more available to parents.

• More children have experience with computers and the internet.
More educational television programs are available and aimed
at young children.

• Health issues that can affect children’s performance in school, such
as child obesity and asthma, have become more prevalent. There
also has been increased attention paid to autism spectrum disorders and to learning disabilities, such as attention deficit disorder.

• There has been an increase in access to prekindergarten
programs, including state-funded programs.

The new ECLS-K:2011 can compare today’s kindergartners
and the environments in which they are learning to those
of over a decade ago.

Why should I participate?
The ECLS-K:2011 will provide information that can help families,
teachers, schools, superintendents, policy makers, and
researchers make informed decisions about what is best for
today’s children. It also can be used to explore how changes
in school policy and the learning environment affect children’s
experience in kindergarten and in later school years. Such
information is critical to providing our children with the best
opportunity for success.
We found during the ECLS-K that children enjoyed the
assessments and showing what they knew. Parents also
reported that they were happy to participate:
“I feel strongly that more parents should get involved to help
improve the education system in this country. I am very
excited and happy to be a part of this landmark study.”
– Parent, Boston, MA

• What do children know and what skills do they possess when
they start school?

“We are happy to make a difference in education and the
future of the early childhood program.”

• How well do children do in their first encounter with formal
schooling?

– Parent, Mason City, IA

• How healthy are kindergartners? What percentage are

“I think the study was a good idea. I was very happy that
(my son) was picked. He said it was fun and that he had
a really good time.”
– Parent, Cincinnati, OH

considered overweight or underweight? How many have
difficulty hearing?

• How do kindergartners behave? Do they pay attention

to teachers, cooperate with other children, and display
an eagerness to learn?

The success of the ECLS-K:2011 depends on your help. It is vitally

• How do children’s knowledge, skills, and behavior change over

important that those individuals who are selected agree to

time? How do their school experiences change over time?

participate because they represent many others across the

• How well do children’s kindergarten programs prepare them

nation. Your participation will help to assure that the experiences
of all parents and kindergartners are represented in the study.

for the opportunities and challenges in later grades?

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27201_ECLSK_Brochure_Eng.indd 2

4/12/11 9:40 AM

The Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Focus Groups with Elementary School
Administrators

Attachment 6
ECLS Program Brochure

OMB #1850-0803 v.255

Submitted by
National Center for Education Statistics
U.S. Department of Education

October 2019

5

NLS-72

HS&B:80

NELS:88

BPS:90/94

1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020

ECLS-K

ECLS-B

ELS:2002

BPS:04/09
BPS:96/01

B&B:93/03

ECLS-K:2011

MGLS:2017
HSLS:09

BPS:12/17
B&B:08/18
B&B:00/01

nces.ed.gov

THE EARLY
CHILDHOOD
LONGITUDINAL
STUDIES

To learn more about the Early Childhood
Longitudinal Studies program and to see the
data and reports, visit https://nces.ed.gov/ecls.
If you have questions about the ECLS program,
please contact the ECLS staff at: ECLS@ed.gov.
The Early Childhood Longitudinal Studies
(ECLS) program was developed by the
National Center for Education Statistics to
examine the early childhood experiences
of children both at home and in school.
Together, the three studies provide a picture
of child development, school preparedness,
and school progress from infancy through
8th grade. Extensive information is collected
on children’s background characteristics,
such as socioeconomic status and family
structure, and their early experiences to
allow for an examination of the relationship
between these factors and the children’s
progress through the early school years.

Early Childhood
& Elementary

NCES Longitudinal Studies: 1970-2020

NATIONAL CENTER FOR
EDUCATION STATISTICS

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Secondary

Postsecondary

The three longitudinal
studies included in the
ECLS program are:

1
BIRTH COHORT
a sample of children born in 2001
and followed from birth through
kindergarten entry

2

The ECLS helps parents, researchers,
policymakers, and educators better
understand what factors contribute to positive
and negative outcomes for children. Study
participants provide information to help
decision-makers gain a more comprehensive
understanding of how students of all
backgrounds can be successful in school.

KINDERGARTEN CLASS
OF 1998-99
a sample of children followed
from kindergarten through
8th grade

3
KINDERGARTEN CLASS
OF 2010-11
a sample of children followed
from kindergarten through
5th grade

To get an accurate depiction of children’s
lives in their early years, data are collected
from:
•
•
•
•
•

Children
Families (mothers and fathers)
Nonparental care providers
Teachers
School administrators

By involving all of these people who
play an important role in the early stages
of the children’s lives, the studies are able
to explore how a child’s home life and
school environment during their formative
years affect academic performance
and development.

7

The ECLS explores topics relevant to the
success of children in the early educational
years.
•
•
•
•

Early learning and development
School readiness
Transitions into kindergarten and beyond
Academic, socioemotional, and physical
growth before and during elementary
school
• Educational experiences of students
with disabilities
• Parent involvement
• Before- and after-school care
As with any NCES study, participation in the
ECLS is voluntary. Those who participate
make significant research contributions that
will enhance early education.

The Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Focus Groups with Elementary School
Administrators

Attachment 7
ECLS Fact Sheet

OMB #1850-0803 v.255

Submitted by
National Center for Education Statistics
U.S. Department of Education

October 2019

8

Welcome

to the Early Childhood
Longitudinal Study (ECLS)
The ECLS collects information during children’s
preschool through elementary years to help us better
understand how family, school, community, and
individual factors relate to children’s development
and learning over time.
Parents, educators, and policymakers can use
information collected through the study to improve
students’ educational experiences.
The study is conducted by the National Center for
Education Statistics (NCES) within the U.S. Department
of Education.

“We are happy to make a difference in education
and the future of the early childhood program.”

An example of the kind of valuable information the ECLS
has provided in the past is below.

– Parent, Mason City, IA

WHAT KINDERGARTNERS
KNOW AND CAN DO
Data from a previous ECLS collection found that
among first-time kindergartners*:

66%

66%

66% were good at
recognizing letters

66%
94% 66%
94%

94%
58% 94%
58%

94% were good at
recognizing numbers and
shapes and counting to 10

29% 58%
29%
58%

58% were good at understanding
size comparisons, such as big,
bigger, biggest.

*From America’s Kindergartners, page vii and 25 (https://nces.ed.gov/pubs2000/2000070.pdf)

9

29%

29%

29% were good at
understanding the first
sounds of words

WHY IS THE ECLS SO
IMPORTANT?
It is important to understand the different
environments in which children live and learn because
many factors in those environments influence children’s
school experiences and outcomes. The ECLS allows us
to answer the following types of questions.

“I feel strongly that more parents should
get involved to help improve the education
system in this country. I am very excited and
happy to be a part of this landmark study.”
– Parent, Boston, MA

What knowledge and skills do children
have when they start school? What
educational activities do they do at home?

How healthy are kindergartners? What
types of exercise or physical activities
do they participate in?

How do children’s knowledge, skills, and
behaviors change over time? How do their
school experiences change over time?

Do kindergartners cooperate with
one another? How well do they pay
attention to their teachers?

How well do children’s kindergarten
programs prepare them for the
opportunities and challenges in
later grades?

INSIGHTS FOR CLASSROOM PRACTICE
From previous ECLS data collections, we have learned that kindergartners whose teachers
spent more time focusing on reading and writing skills showed greater learning in those areas
during the school year than those whose teachers spent less time on such skills.*

*From Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
(https://nces.ed.gov/pubs2006/2006031.pdf)

THE ECLS IS ENDORSED BY:
Alliance for Excellent Education
American Association of School Administrators
American Montessori Society
Association for Middle Level Education
Association Montessori International/USA
Association of Christian Teachers and Schools
Christian Schools International
Council for Exceptional Children
Council of Chief State School Officers
International Literacy Association

Lutheran Church-Missouri Synod
National Association of Independent Schools
National Catholic Educational Association
National Christian School Association
National Council of Teachers of Mathematics
National Institute for Early Education Research
National Parent-Teacher Association
National School Boards Association
National Science Teachers Association
Texas State Teacher’s Association
The School Superintendents Association

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Reading

Writing