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Kindergarten Class of 2010-11 (ECLS-K:2011)


Study Information

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is an ongoing study sponsored by the National Center for Education Statistics (NCES) within the Institute of Education Sciences (IES) of the U.S. Department of Education. In addition, the study benefits from its partnership with and sponsorship by several additional federal agencies. The study is also endorsed by many professional organizations in the area of education.

  • Broad in its scope and coverage of child development, early learning, and school progress, the ECLS-K:2011 draws together information from multiple sources to provide rich data on children's early school experiences beginning with kindergarten and following children through fifth grade.
  • The ECLS-K:2011 provides descriptive information on children's status at entry to school, their transition into school, and their progression through the elementary grades.
  • The longitudinal nature of the ECLS-K:2011 data enables researchers to study how a wide range of family, school, community, and individual factors are associated with school performance over time.

Who

The children in the ECLS-K:2011 comprise a nationally representative sample selected from both public and private schools attending both full-day and part-day kindergarten in 2010-11. The children come from diverse socioeconomic and racial/ethnic backgrounds, and the sample includes both children in kindergarten for the first time and kindergarten repeaters. Also participating in the study are the children's parents, teachers, schools, and before- and after-school care providers. The ECLS-K:2011 is a voluntary study; no one selected for the study is required to respond to the questionnaires or to participate in the assessments. The information participants choose to provide is and will be kept private. All responses that relate to or describe identifiable characteristics of individuals are used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, unless compelled by law.

What

Children, their families, teachers, schools, and care providers provide information on children's cognitive, social, emotional, and physical development. Information is also collected on children's home environment, home educational activities, school environment, classroom environment, classroom curriculum, teacher qualifications, and before- and after-school care.

When

The ECLS-K:2011 is designed as a longitudinal study, with the same children followed from kindergarten through the fifth grade. Information has already been collected in the fall and the spring of kindergarten (2010-11), the fall and spring of first grade (2011-12), and the fall and spring of second grade (2012-13). Additional data collections are planned for the spring of third grade (2014), the spring of fourth grade (2015), and the spring of fifth grade (2016). Note that although the study refers to later rounds of data collection by the grade the majority of children are expected to be in (that is, the modal grade for children who were in kindergarten in the 201011 school year), children are included in subsequent data collections regardless of their grade level. Field tests, pilot tests, and cognitive interviews are conducted at various points in the life of the study to develop psychometrically sound cognitive assessments and to gather information from teachers, school administrators, and parents to inform the development of new survey items.

   

Where

The ECLS-K:2011 includes a nationally representative sample of children. Information is collected from children, their families, their teachers, their schools, and their before- and after-school care providers across the United States.

Why

The ECLS-K:2011 is designed to provide comprehensive and reliable data that can be used to describe and to better understand children’s development and experiences in the elementary grades, and how children’s early experiences relate to their later development, learning, and experiences in school. The data collected over the years will allow researchers, policymakers, and educators to study how various student, home, classroom, school, and community factors at various points in the child’s life relate to cognitive, social, and emotional development.

How

Trained field staff assess children in their schools and collect information from parents. The majority of parent interviews are conducted by telephone though interviews are conducted in person for parents who do not have telephones, who are difficult to contact by telephone, or who prefer an in-person interview. Teachers and school administrators are contacted at their schools and asked to complete hard-copy self-administered questionnaires. Before- and after-school care providers were asked to complete hard-copy self-administered questionnaires in the children’s kindergarten year.

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