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pdfEarly 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.31
Attachment C-5b
Spring First Grade Teacher-Level
Teacher Paper Survey A
On Grade
National Center for Education Statistics
U.S. Department of Education
August 2024
Spring 2025
Primary Teacher Background Survey
Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID
T_ID
T
Completing this survey will help us learn more about teachers
and their 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 26 minutes per teacher background 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 2/28/2027.
TQA1A
Early Childhood Longitudinal Study
General Educa�on Teacher Survey (Teacher Level)
Spring 2025 – Form TQA1A
Dear Teacher,
Your school has agreed to par�cipate in the Early Childhood Longitudinal Study, Kindergarten Class of
2024-25 (ECLS-K:2024), a na�onwide study of elementary-aged children, their schools, teachers, and
parents. As part of the study, we are asking teachers at your school to complete surveys. The teacher
survey contains ques�ons about you and your classroom prac�ces.
The ECLS-K:2024 collects informa�on from teachers to inves�gate the rela�onship between children’s
academic progress and various school, classroom, teacher, and home characteris�cs. Taking part in the
study is voluntary. You may stop at any �me or choose not to answer a ques�on you do not want to
answer. However, only you can provide this informa�on. Although we realize you are very busy, we urge
you to complete this survey as completely and accurately as possible.
Please record your answers directly on the survey by wri�ng your responses in the space provided. Your
best es�mates are acceptable answers.
DEFINITIONS RELATED TO LANGUAGE
Reference is made to English language learner (ELL) students, as well as to English as a Second Language
(ELS), and bilingual programs in this survey. For this study, the following defini�ons apply:
English language learner (ELL): A student whose na�ve language is one other than English and whose
skills in listening to, speaking, reading, or wri�ng English are such that he or she has difficulty
understanding school instruc�on in English.
English as a Second Language (ESL) instruc�on: A program of techniques, methodology, and special
curriculum designed to teach ELL students English language skills, which may include listening, speaking,
reading, wri�ng, study skills, content vocabulary, and cultural orienta�on. ESL instruc�on is usually in
English with litle use of na�ve language.
Bilingual educa�on program: A program in which na�ve language is used to varying degrees in
instruc�ng students with limited proficiency in English.
THANK YOU VERY MUCH FOR YOUR HELP.
i
TQA1A
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
7
8
9
0
Write words like this:
John Smith
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A1.
SECTION A. CLASSROOM AND STUDENT CHARACTERISTICS
The first several questions pertain to your roles and responsibilities as a teacher. We would like
to start by asking about the characteristics of the students in your class. As of today’s date, how
many children:
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Number of
children
a. Are currently enrolled?
b. Have joined your class since the beginning of the school year?
c. Have left your class since the beginning of the school year?
A2.
How many hours per day does your class normally meet?
This amount should include when you are meeting in person or through a remote classroom.
WRITE THE NUMBER TO THE NEAREST HALF HOUR, FOR EXAMPLE, 2.5, 3.5…
Hours
A3.
.
How many days per week does your class normally meet?
Days
A4.
Do you currently teach a multigrade class?
Yes
No
A5.
GO TO A6 on page 2
What grade levels are included in the class that you teach? MARK ALL THAT APPLY.
Prekindergarten
Transitional kindergarten
Regular kindergarten
Transitional/pre-first grade
First grade
Second grade
Third grade
Fourth grade or higher
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A6.
As of today’s date, how many children that you teach are the following ages in your class?
WRITE NUMBER IN BOX FOR EACH AGE. IF THERE ARE NO CHILDREN OF A PARTICULAR AGE,
WRITE “0.”
NUMBER
3 years old
4 years old
5 years old
6 years old
7 years old
8 years old
9 years old
10 years old or older
Total
A7.
How many of the children in your class are repeating this grade this year?
WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number
A8.
The next series of questions asks about the use of different languages in the classroom by teachers,
children, and other aides. Are any languages other than English used by teachers, aides, or other
adults in your class?
Yes
No
GO TO A10 on page 3
2
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A9.
How often is a non-English language used by teachers, aides, or other adults in your class in the
following ways? MARK ONE RESPONSE ON EACH ROW.
Never
Less
than half
the time
About half
the time
More than
half the
All the time
time
a. For academic instruction
b. For instructional support (for example,
explaining directions, etc.)
c. For controlling and directing student
behavior (classroom management)
d. For conversation
A10. What languages are used for academic instruction in your class? MARK ALL THAT APPLY.
English
Spanish
A European language other than Spanish such as French, German, or Russian
A Chinese language or dialect
A Filipino language
A Southeast Asian language such as Vietnamese, Thai, or Khmer
A South Asian language such as Hindi or Tamil
Another Asian language such as Japanese or Korean
A Middle Eastern language such as Arabic or Farsi
An African language such as Swahili or Amharic
American Sign Language
Other language(s), please specify
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A11. In which languages other than English are the books or other written materials in your classroom?
MARK ALL THAT APPLY.
None other than English
Spanish
A European language other than Spanish such as French, German, or Russian
A Chinese language or dialect
A Filipino language
A Southeast Asian language such as Vietnamese, Thai, or Khmer
A South Asian language such as Hindi or Tamil
Another Asian language such as Japanese or Korean
A Middle Eastern language such as Arabic or Farsi
An African language such as Swahili or Amharic
American Sign Language
Other language(s), please specify
A12.
Do any of the children in your class speak a language other than English (aside from native English
speakers who are learning a foreign language)?
Please include all children who speak a non-English language, including those who speak English well.
Yes
No
GO TO A14 on page 5
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A13. Which languages other than English are spoken by one or more children in your class?
MARK ALL THAT APPLY.
Spanish
A European language other than Spanish such as French, German, or Russian
A Chinese language or dialect
A Filipino language
A Southeast Asian language such as Vietnamese, Thai, or Khmer
A South Asian language such as Hindi or Tamil
Another Asian language such as Japanese or Korean
A Middle Eastern language such as Arabic or Farsi
An African language such as Swahili or Amharic
American Sign Language
Other language(s), please specify
A14. How much time per day do you and any other teacher or aide speak any non-English language in
your class? MARK ONE RESPONSE.
1-15 minutes a day
16-30 minutes a day
31-60 minutes a day
More than 60 minutes a day
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B1.
SECTION B. CLASS ORGANIZATION AND RESOURCES
The next group of questions ask about classroom practices. In a typical day, how much time
does a child in your class spend in the following activities?
MARK ONE RESPONSE ON EACH ROW. DO NOT INCLUDE LUNCH OR RECESS BREAKS.
No
time
Half
hour or
less
About
one
hour
About
two
hours
About
three
hours
Four
hours or
more
a. Working independently
b. Working on individual tasks under teacher
direction
c. Working with peers under teacher direction
d. Working in small groups with teacher
e. Teacher lecture with large group and/or
large group discussion led by teacher
B2.
How often does the typical child in your class usually work on lessons or projects in the following
general subject areas, whether as a whole class, in small groups, or in individualized arrangements?
MARK ONE RESPONSE ON EACH ROW.
Less
than
once a
week
Never
1 day a
week
2 days a
week
3 days a
week
4 days a
week
a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f. Art
g. Physical education
h. Dance/creative movement
i. Theatre/creative dramatics
j. Foreign language (excluding English
for ELL students)
k.
i. Computer science (including coding)
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5 days a
week
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B3.
On the days children work in these areas, how much time does the typical child in your class usually
work on lessons or projects in the following general subject areas?
MARK ONE RESPONSE ON EACH ROW.
Not
applicable/
never
Less
than ½
hour a
day
½ hour
to less
than
1 hour
1 to
less
than 1
½ hours
1½ to
less
than 2
hours
2 to
less
than 2 ½
hours
3 hours
or
more
a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f. Art
g. Physical education
h. Dance/creative movement
i. Theatre/creative dramatics
j. Foreign language (excluding English
for ELL students)
k. Computer science (including coding)
B4a. In an average week, how often do you divide your class into achievement groups for reading activities
or lessons? MARK ONE RESPONSE ON EACH ROW.
Never
GO TO B5a on page 8
Less than once a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week
B4b. On days when you divide your class into achievement groups for reading, how many minutes do the
groups usually stay together? WRITE NUMBERS IN BOX.
Number of minutes
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B5a. In an average week, how often do you divide your class into achievement groups for math activities
or lessons? MARK ONE RESPONSE ON EACH ROW.
Never
GO TO B6
Less than once a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week
B5b. On days when you divide your class into achievement groups for math, how many minutes do the
groups usually stay together? WRITE NUMBERS IN BOX.
Number of minutes
B6.
Which of the following services, if any, do children in your class who need more help with reading
receive? MARK ALL THAT APPLY.
Extra individual assistance from you, the teacher
Individual tutoring from an aide or volunteer
Individual tutoring from a credentialed specialist
Pull-out instruction in small groups
Other
No extra services are available.
B7.
How often do the children in your class do the following activities? Go to the school library or
media center? MARK ONE RESPONSE.
No library or media center in this school
Once a month or less
Two or more times a month
Once or twice a week
Three or four times a week
Daily
B8.
How many days a week do children have recess? WRITE NUMBER IN BOX.
Number of days
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B9.
In a typical day, how much time do children in your class spend in the following activities?
MARK ONE RESPONSE ON EACH ROW.
No
time
1-15
minutes
16-30
minutes
31-45
minutes
Longer than
45 minutes
a. Lunch
b. Free play indoors
c. Free play outdoors (including recess)
B10. Which of the following types of aides do you receive help from in your classroom? MARK ALL THAT
APPLY.
Regular aides who work directly with children
Special education aides who work directly with children
English as a Second Language (ESL) or bilingual education aides who work directly with children
Volunteers (for example, parents, high school students, community members) who work directly
with children
Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing
materials, etc.)
No aides are available
B11. Do any of the following staff members provide direct instruction to students in your class who are
struggling or at risk of failure in reading or math? Include staff other than yourself who provide direct
instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides. MARK ALL THAT
APPLY.
A reading specialist/interventionist who has specialized training in reading instruction
A math specialist/interventionist who has specialized training in math instruction
A special education teacher
B12. Please report the following about the computers located in your classroom every day. Please
include any desktop, laptop, or other computer-type device (for example, tablets) used for
instructional or administrative purposes. IF NONE, WRITE “0.”
If your school provides each student with a devise, but those devices must stay at school, please
report those devices here.
NUMBER
Total number of devices
Number with internet access
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B13. Please report the following about the computers that can be brought into your classroom (for
example, laptops on carts, or school-provided student computers if students are allowed to take
their computers home).
Please include any desktop, laptop, or other computer-type device (for example, tablets) used for
instructional or administrative purposes. IF NONE, WRITE “0.”
NUMBER
Total number of devices
Number with internet access
B14. How frequently do you or your students use computers (desktop, laptop, or other computer-type
devices such as a Chrome Book) in the following instructional activities?
MARK ONE RESPONSE ON EACH ROW.
Never
Rarely
Sometimes
Often
Not
Available
a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f. Accessing digital resources
available through the district
(Intranet)
B15. How frequently do you or your students use an interactive whiteboard (for example, SMART
Board, Activboard) in the following instructional activities?
MARK ONE RESPONSE ON EACH ROW.
Not
applicable
Never
Sometimes
Often
Rarely
to my role
a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f. Accessing digital resources
available through the district
(Intranet)
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B16. How frequently do you or your students use digital tablets (such as an iPad) in the following
instructional activities? MARK ONE RESPONSE ON EACH ROW.
Not
applicable
Never
Sometimes
Often
Rarely
to my role
a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f.
Accessing digital resources
available through the district
(Intranet)
B17. Which of the following statements is true about how well your school system provides you with
the instructional materials and other resources you need to teach your class in the following
subject areas. MARK ONE RESPONSE ON EACH ROW.
I don't get
I get all the
I get most of
I get some of
any of the
resources
the resources
the resources
resources
I need.
I need.
I need.
I need.
a. Reading and language arts
b. Mathematics
c. Science
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SECTION C. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS
This next series of questions are focused on your instructional activities and curricular focus in your class.
C1.
How strongly do you agree or disagree with the following statements about your class?
MARK ONE RESPONSE ON EACH ROW.
Neither
agree
Strongly
nor
disagree Disagree disagree
Agree
Strongly
agree
Not
Applicable
a. Pictures, posters, artwork, and other
décor reflect the cultures and ethnic
backgrounds of each student in your
class.
b. All notices and communications to
families/caregivers of students in your
class are written in their language of
origin.
c. Alternative formats and varied approaches
to communicate and share information
are used with families and caregivers of
students in your class.
C2.
The next series of questions is about your instruction in reading and language arts. How often do you
use the following resources to teach reading in your class? MARK ONE RESPONSE ON EACH ROW.
Never or Once or twice
hardly ever
a month
Once or twice
a week
a. Core or primary reading text for all students
(e.g., basal reading series)
b. Leveled or guided reading books (multiple
books, each at a specific reading level)
c. Reading kits (usually a boxed product, which
may contain student and teacher materials,
assessment materials, and manipulatives)
d. Children's newspapers and/or magazines
e. Computer software and applications for
reading instruction (including those for
laptops, desktops, cell phones, or digital
tablets)
f. Tradebooks (for example, collections of
non-fiction)
g. Reading materials from other subjects (for
example, science, social studies)
h. Manipulatives (for example, plastic letters,
picture cards, letter cards, tiles)
i. Big books and decodable or sound/symbol
books
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Almost every
day
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C3.
From the first day of school until today, please indicate how many days of each of the following
reading skills and concepts has been covered in your class. Please include the time during which
you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
20-40
days
41-80
days
More than
80 days
a. Identifying main ideas in a story
b. Retelling stories, including main
ideas and details
c. Describing characters, settings,
and major events in a story
d. Identifying words and phrases
that suggest feelings or appeal
to the senses
e. Identifying who is telling a story at
different points in a text
f. Identifying main ideas and details
in informational text
g. Identifying the reasons an author
gives to support points in an
opinion piece
h. Describing similarities and differences
between two reading selections
i. Recognizing the differences
between fiction and non-fiction
j. Reading informational selections
of appropriate complexity for this
grade
k. Reading prose and poetry of
appropriate complexity for this grade
l. Segmenting words into phonemes
m. Manipulating phonemes to form
new words
n. Breaking spoken words into sounds
o. Blending sounds to form words
p. Reading irregularly spelled words
q. Reading and rereading passages
orally with guidance on pacing,
intonation, and expression
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Not
Taught
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C3.
(Cont.) From the first day of school until today, please indicate how many days of each of the
following reading skills and concepts has been covered in your class. Please include the time during
which you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
20-40
days
41-80
days
More than
80 days
r. Reading accurately and fluently to
support comprehension
s. Identifying character, setting, and
plot
t. Generating questions about
character, setting, and plot
u. Predicting what might occur next
in the text
v. Writing an opinion piece, giving
reasons for the opinion
w. Writing an informational piece that
includes some facts on the topic
x. Writing a narrative with two or more
appropriately sequenced events
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Not
Taught
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C4.
From the first day of school until today, please indicate how many days of each of the following
math skills and concepts has been covered in your class. Please indicate the time during which
you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
20-40
days
41-80
days
More than
80 days
a. Counting objects up to 20 to establish
quantity
b. Labeling relative quantity using the
terms “greater than,” ”less than,”
“equal to,” “fewest,” or “most”
c. Solving word problems by adding
or subtracting numbers equal to
20 or less
d. Solving word problems by adding
three numbers whose sum is 20 or
less
e. Working with problems that
demonstrate the relationship between
counting, addition, and subtraction
f. The meaning of the equal sign
g. Determining if both sides of an
equation are equal or not equal
using subtraction or addition (for
example, 7=8-1; 5+2=2+5)
h. Solving for an unknown whole number
in an addition or subtraction equation
(for example, 8 + ? = 11)
i. Counting to 120, starting at any
number less than 120
j. Reading and writing numerals up to
120
k. Identifying the correspondence
between number and quantity for
quantities larger than 10
l. Identifying the numbers that
represent the tens and ones
places in a two-digit number
m. Relative quantity when comparing
two-digit numbers, using the
symbols >, =, and <
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Not
Taught
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C4.
(Cont.) From the first day of school until today, please indicate how many days of each of the
following math skills and concepts has been covered in your class. Please indicate the time during
which you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
20-40
days
41-80
days
More than
80 days
n. Adding numbers that sum to 100 or
less, including adding a two-digit
number and a one-digit number
o. Finding 10 more or 10 less than a
given two-digit number, without
having to count
p. Skip-counting by 5s, 10s, and/or 100s
q. Arranging three objects by length
r. Comparing the length of two objects
indirectly by using a third object
(nonstandard measurement)
s. Measuring the length of an object (for
example, a desktop) as a whole
number of length units, by laying
multiple copies of a shorter object
(for example, a pencil) end to end
t. Telling time in hours and half hours
u. Measuring the length of an object in
standard units, using tools such as
rulers, yardsticks, meter sticks, and/or
measuring tapes
v. Writing time in hours and half hours
w. Solving word problems involving
quarters, dimes, nickels, and pennies
x. Drawing a picture graph and/or a bar
graph to represent a data set with up
to four categories
y. Answering questions about the
data in a picture graph and/or a
bar graph, for example, comparing
one category with another
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Not
Taught
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C4.
(Cont.) From the first day of school until today, please indicate how many days of each of the
following math skills and concepts has been covered in your class. Please indicate the time during
which you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
z.
20-40
days
41-80
days
More than
80 days
Identifying the difference between
defining attributes of shapes (for
example, triangles are three-sided)
versus non-defining attributes (for
example, color, size)
aa. Putting two-dimensional or
three-dimensional shapes together
to create a composite shape
bb. Partitioning simple shapes into two
and four equal shares
cc. Describing portions of simple shapes
using the words halves, fourths, and
quarters
dd. Identifying triangles, quadrilaterals,
pentagons, hexagons, and cubes
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Not
Taught
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C5.
From the first day of school until today, please indicate how many days of each of the following
science skills and concepts has been covered in your class. Please indicate the time during which
you provide direct instruction as well as the time you spend supervising students as they work.
MARK ONE RESPONSE ON EACH ROW.
Taught
11-20
days
1-10
days
20-40
days
41-80
days
More
than 80
days
a. Using all 5 senses to make
observations
b. Using tools (for example, lenses,
thermometers, rulers) to gather
information about objects
c. Classifying and comparing objects
by their properties (for example,
weight or size)
d. Making logical predictions
(hypotheses) based on observations
e. Drawing conclusions based upon
evidence
f. Communicating scientific findings
orally or in writing
g. Using graphs or charts to describe
findings
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Not
Taught
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C6.
From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL
STUDIES topics or skills is taught in either your class in its own unit or as part of a unit/lesson on a
different topic. MARK ALL THAT APPLY.
Three states of matter (gas, liquid, solid)
Basic needs of plants (water, sunlight, etc.)
Characteristics of animal classes (mammals, reptiles, birds, etc.)
Natural resources
Shadows and light
Dinosaurs and fossils
Solar system and space
Weather
Nutrition/healthy foods
Important figures and events in American history
Community resources (for example, grocery store, library)
Map-reading skills
Different cultures
Reasons for rules, laws, and government
Community service
Current events in the news
The next series of questions is about homework.
C7.
In an average week, how many days a week is homework assigned? Please count homework assigned
over the weekend as one day. MARK ONE RESPONSE.
0 days
1 day
2 days
3 days
4 days
5 or more days
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C8.
On days when homework is assigned, how much time do you expect children to spend on homework
in the following areas? MARK ONE RESPONSE ON EACH ROW.
I never
assign
homework
1 to 10
minutes
11 to 20
minutes
21 to 30
minutes
More
than 30
minutes
a. Reading and language arts
b. Math
c. Other
C9.
Do you have any students who are English language learners (ELLs) in your class?
ENGLISH LANGUAGE LEARNER (ELL): A STUDENT WHOSE NATIVE LANGUAGE IS ONE OTHER THAN ENGLISH
AND WHOSE SKILLS IN LISTENING TO, SPEAKING, READING, OR WRITING ENGLISH ARE SUCH THAT HE OR
SHE HAS DIFFICULTY UNDERSTANDING SCHOOL INSTRUCTION IN ENGLISH.
Yes
No
GO TO SECTION D
C10. How often do English language learners (ELL children) in your class do each of the following activities
(in your classroom or in a pull-out program)? MARK ONE RESPONSE ON EACH ROW.
Once a
month or
less
Two or
three
times a
month
Once or
twice a
week
Three or
four times
a week
a. Take assessments to monitor their English
language acquisition
b. Take assessments to assess their progress in
English reading and literacy skills
c. Work in small groups of ELL children or
individually on intensive English reading and
literacy skills
d. Work in a structured peer-assisted setting
(ELL child is paired with a non-ELL child)
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D1.
SECTION D. PARENT INVOLVEMENT
Now we would like to ask you about family involvement. How many regularly scheduled conferences
do you have with a parent or guardian of each child in your class during the school year?
MARK ONE RESPONSE.
No conferences
One conference
Two conferences
Three or more conferences
D2.
What percentage of children in your class have parents who participate in the following activities?
MARK ONE RESPONSE ON EACH ROW.
0%
1-25%
26-50%
51-75%
76% or
more
a. Attend teacher-parent conferences
b. Volunteer regularly to help in your
classroom or another part of the school
c. Attend open houses or parties
d. Attend art/music events or
demonstrations
D3.
During this school year, how often have you made contacts with all parents (for example, through
newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home
for group updates or information; or updates to a classroom website)? MARK ONE RESPONSE.
Never
1-2 times
3-5 times
6-10 times
11-14 times
15 or more times
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SECTION E. EVALUATION AND GRADING PRACTICES
The next questions pertain to evaluation and grading practices.
E1.
Across all subjects, how often are students administered state and local standardized tests? MARK
ONE RESPONSE.
Never
1 or 2 times a year
1 or 2 times a month
1 or 2 times a week
3 or more times a week
E2.
Which of the following do you use to provide kindergartners’ parents with information about their
children's performance? MARK ALL THAT APPLY.
Standard report card (for example, a letter grade or other standard grade assigned for each subject)
Progress report form
Competency based checklists
Portfolio of child's work
Standardized test scores
Benchmark assessments
None of the above
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SECTION F. SCHOOL AND STAFF ACTIVITIES
The next set of questions pertains to school-related activities.
F1.
How often have you participated in the following activity since the beginning of the academic year?
Meeting with other teachers to discuss instruction-related topics (e.g., lesson planning, curriculum
development). MARK ONE RESPONSE.
Never
Once a month or less
Two or three times a month
Once or twice a week
Three or four times a week
Daily
F2.
In the past 12 months, did you participate in any professional development activities pertaining to
the direct engagement of students and families during the kindergarten transition?
Yes
No
F3.
In the past 12 months, how many hours did you spend on professional development activities?
MARK ONE RESPONSE.
10 hours or less
11 - 20 hours
21 - 30 hours
31 - 40 hours
More than 40 hours
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F4.
In which of the following staff development and training activities have you participated during
the current academic year? MARK ALL THAT APPLY.
Worked with a master or mentor teacher assigned to you by your school or district
Workshops involving study groups or small-group problem solving
Direct instruction from an outside consultant on a specific topic
Peer observation and feedback
Visits to, or observations of, other schools
Release time for attending professional conferences
Enrollment in college or university courses related to your profession
Professional development via distance learning (web-based, etc.)
Workshops on using computers and technology in the classroom
Coaching (for example, working with an individual specifically trained in instruction or a particular
subject area)
None of the above
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SECTION G. VIEWS ON SCHOOL READINESS, SCHOOL CLIMATE, AND SCHOOL ENVIRONMENT
The next few questions pertain to your feelings about your school.
G1.
Please indicate the extent to which you agree with each of the following statements.
MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Neither
agree nor
Disagree disagree
Agree
Strongly
agree
a. Many of the children I teach are not capable of
learning the material I am supposed to teach them.
b. Parents are supportive of school staff.
c. The academic standards at this school are too low.
G2.
To what extent do you agree with the following statements? MARK ONE RESPONSE ON EACH ROW.
Neither
agree
Strongly
nor
disagree Disagree disagree
Agree
Strongly
agree
Not
Applicable
a. I am adequately trained to teach the
children with disabilities in my class.
b. I am adequately trained to teach English
language learners (ELLs) in my class.
G3.
To what extent do you agree or disagree with each of the following statements as it applies to your
instruction? MARK ONE RESPONSE ON EACH ROW.
Neither
agree nor
Strongly
Strongly
disagree Disagree disagree
agree
Agree
a. I really enjoy my present teaching job.
b. I am certain I am making a difference in the lives
of the children I teach.
c. If I could start over, I would choose teaching again
as my career.
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SECTION H. TEACHER BACKGROUND
The next few questions ask about your background, education experience, and credentials.
H1.
The first questions are about your characteristics. What is your gender? MARK ONE RESPONSE.
Male
Female
Another gender
H2.
In what year were you born? WRITE IN YEAR.
Year
H3.
What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces below.
American Indian or Alaska Native – Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet
Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo
Community, Aztec, Maya, etc.
Asian – Provide details below.
Chinese
Asian Indian
Filipino
Vietnamese
Korean
Japanese
Enter, for example, Pakistani, Hmong, Afghan, etc.
Black or African American – Provide details below.
African American
Jamaican
Haitian
Nigerian
Ethiopian
Somali
Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc.
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H3.
(Cont.) What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces
below.
Hispanic or Latino – Provide details below.
Mexican
Puerto Rican
Salvadoran
Cuban
Dominican
Guatemalan
Enter, for example, Colombian, Honduran, Spaniard, etc.
Middle Eastern or North African – Provide details below.
Lebanese
Iranian
Egyptian
Syrian
Iraqi
Israeli
Enter, for example, Moroccan, Yemeni, Kurdish, etc.
Native Hawaiian or Pacific Islander – Provide details below.
Native Hawaiian
Samoan
Chamorro
Tongan
Fijian
Marshallese
Enter, for example, Chuukese, Palauan, Tahitian, etc.
White – Provide details below.
English
German
Irish
Italian
Polish
Scottish
Enter, for example, French, Swedish, Norwegian, etc.
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H4.
What is the highest level of education you have completed? MARK ONE RESPONSE.
Did not complete high school
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor’s degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)
H5.
Which of the following describes the teaching certificate you currently hold in your state?
MARK ONE RESPONSE.
Regular or standard state certificate or advanced professional certificate
Certificate issued after satisfying all requirements except the completion of a probationary period
Certificate that requires some additional coursework, student teaching, or passage of a test before
regular certification can be obtained
Certificate issued to persons who must complete a certification program in order to continue teaching
I do not hold any of the above certifications in this state
H6.
GO TO H7 on page 29
In what areas are you certified? MARK ALL THAT APPLY.
Elementary education
Early childhood education
Special education
English as a Second Language (ESL) or instruction for English language learners (ELLs)
Other, please specify
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H7.
Counting this school year, how many years have you been a K-12 teacher, including years in which
you taught part time?
WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING
EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A NEW TEACHER AND THIS
IS YOUR FIRST SEMESTER TEACHING, WRITE 0.5.
Number of years
Been a K-12 teacher
H8.
.
Counting this school year, how many years have you taught first grade, including years in which
you taught part time?
WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING
EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A NEW TEACHER AND THIS
IS YOUR FIRST SEMESTER TEACHING, WRITE 0.5.
Number of years
Taught first grade
H9.
.
Date survey completed:
2 0 2 5
MONTH
DAY
YEAR
Thank you very much for answering these questions
and for taking the time to participate in the
Early Childhood Longitudinal Study.
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| File Type | application/pdf |
| Author | hicks_s |
| File Modified | 2024-09-03 |
| File Created | 2024-07-22 |