Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) April 2024 Materials Revision Request

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment

OMB# 1850-0750 v.27

Attachment D-2
Fall Kindergarten Teacher Child-Level
Paper Survey
National Center for Education Statistics
U.S. Department of Education

October 2022
revised April 2023

Note: Some items in this survey are copyright protected and as
such are redacted in public review copies.

Fall 2023

Primary Teacher Survey (Child Level)

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID

T_ID
T

C_ID
C

Completing this survey will help us learn more about children and their
experiences in different schools and classrooms.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS-K:2024 staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide 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 (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 16 minutes per child-level survey including the time to review instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 7/31/2025.

TQCFK

Early Childhood Longitudinal Study, Kindergarten Class of 2023-24
Kindergarten Teacher Survey (Child Level)
Fall 2023 - Form TQCFK

INTRODUCTION
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024), a nationwide study of elementary-aged
children and their schools, teachers, and parents. As part of the study, we are asking
teachers at your school to complete surveys. You have been asked to complete this survey
because one or more of the children in your class(es) are participants in this study. The
child who is the subject of this survey is identified on the cover. This survey contains
questions about this child’s skills and abilities.
The ECLS-K:2024 collects information from teachers of children who are in the study to
investigate the relationship between children’s academic progress and various school,
classroom, teacher, and home characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a
question you do not want to answer. However, only you can provide this information.
Although we realize you are very busy, we urge you to complete this survey as completely
and accurately as possible.

THANK YOU VERY MUCH FOR YOUR HELP.

i

MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE THIS
SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:

1

2

3

4

5

6

Write words like this:

John Smith

ii

7

8

9

0

Draft

ACADEMIC RATING SCALE
Please rate this child's current skills, knowledge, and behaviors within language and literacy (section 1) and
mathematical thinking (section 2), based on your experience with him or her. If you are not the primary teacher
in any of these areas, you may want to consult with the person most familiar with the child’s progress in the
area when completing the scales.
This is NOT a test and should NOT be administered directly to the child.
Each skill, knowledge, or behavior is listed in bold, and there are often examples to help illustrate what is
intended. These examples do not exhaust all the ways the child may demonstrate what he or she
knows or can do. Use the examples as a guide to the level of proficiency a child should have reached in
order to receive the highest rating.
For each question, please rate this child compared to other children of the same age level using the
following five-point scale that reflects the degree to which a child has acquired and demonstrated the
identified skills, knowledge, and behaviors.
Not yet

=

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

=

Child is just beginning to demonstrate skill, knowledge, or behavior but
does so very inconsistently.

In progress

=

Child demonstrates skill, knowledge, or behavior with some regularity
but varies in level of competence.

Intermediate

=

Child demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.

Proficient

=

Child demonstrates skill, knowledge, or behavior competently and
consistently.

Not applicable or
Skill not yet taught

=

Skill, knowledge, or behavior has not been introduced in classroom
setting.

If this child has limited English proficiency or is an English language learner, answer with his or her
native language in mind if he or she does not yet demonstrate skills in English but does demonstrate them in
his or her native language.
If this child has a disability, it may be necessary to consider adaptations for some questions to make them
more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative
forms of verbal communication (for example, sign language, communication boards) or written
communication (for example, word processors, Braille, dictation). Please answer the questions with these
adaptations in mind.
2iii

31013

SECTION 1: LANGUAGE AND LITERACY
A1.

First, please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

a. Contributes relevant information to
classroom discussions – for example, during
a class discussion, can express an idea or a
personal opinion on a topic and the reasons
behind the opinion.

b. Engages in higher-level thinking and
reasoning during classroom discussions – for
example, answers questions that are not just an
explicit recall of facts, makes inferences, asks
on-topic questions, and can have a cohesive
exchange of ideas that are centered on a given
topic for at least three conversational turns.
c. Uses morphemes to figure out the meanings
of words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a
“person who” as in “farmer” and “painter”; “un”
means “not” as in “unlike” and “unfriendly”; or
“re” means “again” as in “reread” and “replay.”
d. Uses complex sentence structures – for
example, says "If she had brought her umbrella,
she wouldn't have gotten wet," or "Yesterday it
was raining cats and dogs," or "Why can't we
go on the field trip at the same time as the first
grade?"
e. Understands and interprets a story or other
text read to him/her – for example, by retelling a
story just read to the group, or telling about why
a story ended as it did, or connecting part of the
story to his/her own life.

1

Beginning

In progress

Intermediate

Proficient

Not
applicable
or
Skill not
yet taught

31013

A1.

(Cont.) Please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...
f. Easily and quickly names all upper- and
lower-case letters of the alphabet.

Not yet

g. Predicts what will happen next in stories
by using the pictures and storyline for clues.
h. Reads simple books independently – for
example, reads books with a repetitive
language pattern.

i. Demonstrates early writing behaviors – for
example, by using initial consonants to spell
words ("d" for the word "dog"), or using letter
names to represent sounds ("r" for the word
"are"), or phonetic spelling ("hrt") for the word
"heart," to convey words or ideas.
j. Composes simple stories – for example, by
writing about a personal experience in a
journal.
k. Composes informative/explanatory text – for
example, uses a combination of drawing,
dictating, and writing to state what is being
written about, supply some information about
the topic, and provide some sense of closure.
l. Demonstrates an understanding of some
of the conventions of print – for example, by
using both upper- and lower-case letters when
writing, or putting spaces between words, or
using a period at the end of a sentence.
m. Finds meaningful units in words such as
prefixes, suffixes, and base words.

2

Beginning

In progress

Intermediate

Proficient

Not

applicable
or
Skill not
yet taught

31013

SECTION 2: MATHEMATICAL THINKING
B1.

Now, please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...
a. Counts forward beginning from a given
number within the known sequence,
instead of having to begin at 1 – for
example, child starts with 5 objects and is
given 2 more and child counts “6, 7” instead
of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.

Not yet

b. Orders a group of objects – for example,
by ordering rods or sticks by length, or
arranging paints from lightest to darkest or
musical instruments from softest to loudest.
c. Shows an understanding of the
relationship between quantities – for
example, knows that a group of ten small
stones is the same quantity as a group of
ten larger blocks.

d. Demonstrates consistent understanding of
one-to-one correspondence – for example,
when counting objects, says the number names
in the standard order, pairing each object with
one and only one number name and each
number name with one and only one object.
e. For any number from 1 to 9, finds the
number that makes 10 when added to the
given number (for example, by using objects
or drawings) and records the answer with a
drawing or equation (for example, 3 + _ = 10
and 4 + _ = 10).
f. Uses place value to compose and
decompose numbers from 11 to 19 into
tens and ones (for example, by using objects
or drawings) and records each composition
or decomposition by a drawing or
equation (for example, 18 = 10 + 8).

g. Solves problems involving numbers using
concrete objects – for example, "Vera has six
blocks, George has three, how many blocks
are there in all?" or “How many do I need to
give George so he will have the same
number of blocks as Vera?"

3

Beginning

In progress

Intermediate

Proficient

Not

applicable
or
Skill not
yet taught

31013

B1.

(Cont.) Please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

h. Demonstrates an understanding of
graphing activities – for example, by looking
at a picture graph on favorite ice-cream
flavors and knowing which flavor is the most
popular and which one is the least popular.

Not yet

i. Measures length to the nearest whole
number using common objects – for example,
uses a paperclip or a pencil to measure a desk
and specifies the length in terms of those units.
j. Correctly names squares, circles, triangles,
and rectangles regardless of their
orientations or overall size.

4

Beginning

In progress Intermediate

Proficient

Not
applicable
or
Skill not
yet taught

31013

SECTION 3: EARLY LANGUAGE SKILLS
C1.

For this set of questions, select how often this child exhibits the following early English language skills
in school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...
a.

Recalls and communicates personal experiences
he/she has had to peers in a logical way.

c.

Recalls and communicates the meaning of a
story or other experiences/events which he/she
has heard.

Never

d. Uses academic language learned in the
classroom when speaking.

5

Rarely

How Often?
Sometimes

Often

Very
often

31013

C1.

(Cont.) For this set of questions, select how often this child exhibits the following early English
language skills in school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
THIS CHILD...

e.

Uses language effectively to initiate appropriate
interactions with other children.

f.

Tries repeatedly to communicate information which

Never

has not been understood.
g. Asks questions about information which is unclear
to him/her.
h.

Uses language effectively to initiate appropriate
interactions with adults.

i.

Relates and communicates personal experiences
in a logical way or “in a way that makes sense."

j.

Uses descriptive vocabulary such as adjectives
and/or adverbs when speaking to provide detail.

k.

Rephrases questions or asks follow-up questions
if he/she does not get the information he/she
wanted.

6

Rarely

Sometimes

Often

Very
often

31013

C2. Next, please think about this child's written language. Which of the following writing levels
(ordered below from lowest to highest) best describes the highest level at which this child is
currently performing (independently, without teacher help)? MARK ONE RESPONSE.
Scribbling
Drawing a picture
Can copy his or her name
Can copy sentences from the board
Write his or her name without copying
Can write most letters when asked to write the letter
Write initial sounds for many words
Write simple 2-4 letter words with invented spelling
Write multi-syllabic words with invented spelling with most sounds represented
Compose and write a complete sentence with invented spelling with most sounds
represented
Compose and write 2 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write 5 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with
most sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with proper spelling,
grammar, and punctuation
Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling,
grammar, and punctuation
Compose and write a story with a clear beginning, middle, and end with proper spelling,
grammar, and punctuation
I have not had enough experience with this child to evaluate this skill.
I am not able to rate this item because the child does not write or has limited writing
experience due to a disability.

7

31013

C3.

How much does this child enjoy writing? MARK ONE RESPONSE.
Not at all
A little bit
Somewhat
Quite a bit
Very much

8

31013

D1.

SECTION 4: SOCIAL SKILLS AND APPROACHES-TO-LEARNING

For this set of items, please think about this child's behavior during the past month or two. Decide
how often the child demonstrates the behavior described. MARK ONE RESPONSE ON EACH ROW.
Never
Sometimes
Often
Very often
No opportunity

→
→
→
→
→

Child never exhibits this behavior.
Child exhibits this behavior occasionally or sometimes.
Child exhibits this behavior regularly but not all the time.
Child exhibits this behavior most of the time.
No opportunity to observe this behavior.
How Often?

Never

Sometimes

Often

a. Xxxxxx xxxx

Very often

No opportunity
to observe

xxxxxx.
b. Xxxxxxxxx
xxxx xxxxxx.
c. Xxxx xxxxxx.
d. Xxxx xxxxx

xxxxxx.
e. Xxxxxxxx
xxxxxxx
xxxxxxxxxx.
f. Keeps
belongings
organized.
g. Shows
eagerness to
learn new things.
h. Works
independently.
i. Xxxx
xxxxxxxxxxx.
j. Xxxxxx xxxx
xxxxxx.
k. Easily adapts to
changes in
routines.
l. Xxxx xxx xx
xxxxxxxxx.
m. Persists in
completing tasks.
n. Pays attention
well.
o. Follows
classroom rules.
p. Xxx xxx xxxxx
xx xx xxxxxxxx.”
q. Xxxx xxxxxxx
xxxx xxxxxx.
r. Xxxxx xxxxxx
xxxx xxxxx xxxx.

Source: Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills Improvement
System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved.

9

31013

SECTION 5: CLASSROOM BEHAVIORS
E1. For this set of items, please read each statement and decide whether it is a “true” or “untrue” description
of this child’s reaction to a number of situations within the past six months. If you cannot answer one of
the items because you have never seen this child in that situation, then select “not applicable."
MARK ONE RESPONSE ON EACH ROW.

a. When practicing an activity, has a
hard time keeping her/his mind
on it.

Extremely
untrue

Quite
untrue

Slightly
untrue

Neither
true nor
untrue

Slightly
true

Quite
true

Extremely
true

Not
applicable

b. Will move from one task to another
without completing any of them.
c. When drawing or coloring in a
book, shows strong concentration.
d. When building or putting something
together, becomes very involved in
what s/he is doing, and works for
long periods.
e. Is easily distracted when listening
to a story.
f. Sometimes becomes absorbed in
a picture book and looks at it for a
long time.
g. Can wait before entering into new
activities if s/he is asked to.
h. Plans for new activities or changes
in routine to make sure s/he has
what will be needed.
i. Has trouble sitting still when s/he
is told to (story time, etc.).
j. Is good at following instructions.
k. Approaches places that s/he thinks
might be "risky" slowly and
cautiously.
l. Can easily stop an activity when
s/he is told "no."

Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior Questionnaire. Journal of
Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to
seven years: The Children's Behavior Questionnaire. Child Development, 72(5): 1394-1408. Adapted and used with permission.

10

31013

11

31013

12

31013

SECTION 8: STUDENT INFORMATION
H1.

In what type of program is this child enrolled? MARK ONE RESPONSE.
Full-day program
Morning part-day program
Afternoon part-day program

H2.

Is the 2023-24 school year this child's...? MARK ONE RESPONSE.
Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first
(or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.
•
•

A transitional kindergarten (TK) program is an extra year of school before kindergarten starts.
It is different from preschool, Head Start, and prekindergarten.
Transitional first (or pre-first grade) is a school program between kindergarten and the first grade.
It is for children who have attended kindergarten, but need more time to be ready for the first grade.
First year in kindergarten
Second year in kindergarten
Third year or more in kindergarten

H3.

How often does this child wear eye glasses or contact lenses in the classroom? MARK ONE RESPONSE.
Never
Seldom
Usually
Always

H4.

How many instructional groups based on achievement or ability levels in reading do you currently
have in this child’s class? MARK ONE RESPONSE.
I do not use instructional groups for reading.



GO TO Q H6 on page 14

Two
Three
Four
Five or more
H5.

In which reading instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group
13

31013

H6.

How many instructional groups based on achievement or ability levels in mathematics do you
currently have in this child’s class? MARK ONE RESPONSE.
I do not use instructional groups for mathematics.



GO TO Q H8

Two
Three
Four
Five or more
H7.

In which mathematics instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group

H8.

Are you this child's primary teacher in the following subject areas? MARK ALL THAT APPLY.
A primary teacher is the teacher who is responsible for all learning in that subject area. The primary teacher
writes all lesson plans and handles all activities and assessments in that subject area. If you co-teach a subject
area with another teacher, but think you could report about this child, please report that you are the child’s
primary teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

H9.

Please fill in the boxes below with the date the survey was completed.

2 0 2 3
MONTH

DAY

YEAR

Thank you very much for answering these questions
and for taking the time to participate in the
Early Childhood Longitudinal Study.

14