Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Fifth Grade

Pollack, Judith M.; Najarian, Michelle; Rock, Donald A.; Atkins‐Burnett, Sally; Hausken, Elvira Germino

doi:10.1037/e428752005-001

Cited by 68 publications

(104 citation statements)

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“…The item pool that made up these assessments was developed specifically for the ECLS-K study through consultation with child development, elementary education, and content experts. Validity of the items was established through field tests comparing children's scores on the Woodcock-McGrew-Werder Mini-Battery of Achievement (Woodcock & Johnson, 1989) to scores on the ECLS-K assessments (see Pollack et al, 2005, for further details).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Cooper

Moore²,

Powers

et al. 2014

Early Education and Development

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Section: Methodsmentioning

confidence: 99%

“…In kindergarten, the child's regular classroom teacher (i.e., the teacher who taught him or her for the majority of the day) was asked to complete a questionnaire about different aspects of the child's academic and social skills and abilities. See Pollack, Atkins-Burnett, Najarian, and Rock (2005) for further details.…”

Section: Participants and Proceduresmentioning

confidence: 98%

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Cooper

Moore²,

Powers

et al. 2014

Early Education and Development

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“…These comparisons allow for analysis of reading performance over time. The reliability of test scores was very high (r=0.93) (Pollack, Atkins-Burnett, Najarian, & Rock, 2005). NCES (1999) provided more detailed information about the tests administered.…”

Section: Dependent Variablesmentioning

confidence: 99%

Teacher qualification and the achievement gap in early primary grades.

Easton-Brooks

Davis

2009

EPAA

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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245107-110, 115 Stat. , 2002 holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades. Keywords: teacher certification; teacher qualifications; student achievement; reading; value-added; Early Childhood Longitudinal Study. (PL 107-110, 115 Stat. 1245 demanda que las escuelas asuman responsabilidades para reducir la brecha en los rendimientos académicos entre los diferentes grupos étnicos y además exige que los docentes de escuelas primarias tengan por lo menos una licenciatura y un certificación del Estado para enseñar. El objetivo de este estudio es examinar la relación entre el requerimiento de formación de NCLB con el objetivo de reducir la brecha de rendimiento académico. Este estudio encontró que estudiantes que tuvieron docentes con certificación durante la mayor parte de sus estudios tuvieron mejores resultados en los exámenes de lectura en comparación a estudiantes que no tuvieron un docente con certificaciones. Además, la certificación se asoció con una ligera reducción en la brecha de los resultados académicos de los estudiantes africano-americanos y europeo-americanos en los grados iniciales de la escuela primaria Palabras clave: certificación de docentes, las formación docente, logros de los estudiantes; lectura; valor añadido; educación infantil, estudio longitudinal.

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“…In early grades, ECLS-K personnel administered math and reading assessments to students orally in a one-to-one setting. (For more information on ECLS-K see Pollack, Najarian, Rock, & Atkins-Burnett, 2005;Tourangeau, Nord, Pollack, & Atkins-Burnett, 2006). To address the complex sampling design of ECLS-K (including the over-sampling of some groups and cluster sampling), student and design effect weights were used.…”

Section: Datamentioning

confidence: 99%

Beyond Free Lunch: Which Family Background Measures Matter?

Lubienski

Crane²

2010

EPAA

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Most studies of school achievement use free-lunch eligibility or other basic indicators to adjust for differences in students' socioeconomic backgrounds. This study determines whether these variables are enough to separate the confounding effects of students' backgrounds from the main variables of interest in education studies. The Early Childhood Longitudinal Study dataset from the kindergarten class cohort of 1998-99 (ECLS-K) provides an unusually vast array of information regarding children's home resources and experiences. This plethora of parent-reported data raises questions about which variables researchers should include in their analyses, and it provides an extraordinary opportunity to examine this question. Using a split-sample design, stepwise regression, and multi-level modeling, this study systematically examines over 200 ECLS-K student background variables to determine which factors predict reading and mathematics achievement after typical SES controls are employed. The study identifies several variables that are important supplements to traditional SES measures, including the 1 Accepted under the editorship of Sherman Dorn. The authors are grateful to Joseph P. Robinson, Christopher Lubienski and Eric Camburn for their advice at various stages of this research. However, all errors and omissions are the authors' alone. This research was generously supported by a Faculty Fellows Award from the College of Education, University of Illinois at Urbana-Champaign. Vol. 18 No. 11 2 number of children in the household, mother's age at first birth, and children's books at home. Results indicate the extent to which "value added" studies can be flawed when using only basic demographic variables. The findings hold implications for data collection and accountability efforts, including NCLB, teacher evaluation plans, and the design of state longitudinal data systems. Keywords: social class; socioeconomic status; Early Childhood Longitudinal Study (ECLS-K); largescale data; multi-level modeling; mathematics; reading; elementary school. Education Policy Analysis ArchivesMás allá del almuerzo escolar gratis: ¿Cuáles son las indicadores del contexto familiar que importan? Resumen: La mayoría de estudios sobre el desempeño de los estudiantes que usan calificación de las comidas escolares u otros indicadores de diferencias regulares socio-económico en el nivel de los estudiantes. El Este estudio determinó si estas variables son suficientes para distinguir los efectos de confusión de la situación socioeconómica otras variables de interés en los estudios en la Educación. El conjunto de datos del Estudio Longitudinal de la primera infancia con una clase de kindergarten de 1998-1999 (ECLS-K), proporciona un diferenciada gama de información sobre la vivienda de los niños y sus experiencias. Esta multiplicidad de datos informados por los padres, que plantea cuestiones acerca de las variables los investigadores deben incluir en sus análisis, y proporcionan una oportunidad extraordinaria para examinar este que se ...

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Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Fifth Grade

Cited by 68 publications

References 0 publications

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Teacher qualification and the achievement gap in early primary grades.

Beyond Free Lunch: Which Family Background Measures Matter?

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