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| 2008 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 114. | Children's specific language, literacy, mathematics, color knowledge, and fine motor skills at about 4 years of age, by age of child and selected characteristics: 2005–06 |
| Age and selected characteristic | Percentage distribution of children | Language | Literacy | Mathematics | Color knowledge– percent scoring 10 out of 109 |
Fine motor score10 | ||||||||||||||||
| Receptive vocabulary score1 | Expressive vocabulary score2 | Overall literacy score3 |
Percent proficient at letter recognition4 |
Phonological awareness score5 | Conventions of print score6 | Overall mathematics score7 | Percent proficient in numbers and shapes8 |
|||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||
| Less than 48 months | ||||||||||||||||||||||
| Total | † | (†) | 7.8 | (0.07) | 2.1 | (0.04) | 10.7 | (0.23) | 22.9 | (0.92) | 3.0 | (0.03) | 2.0 | (0.05) | 18.7 | (0.25) | 44.8 | (1.42) | 49.0 | (1.89) | 2.5 | (0.05) |
| 48 through 57 months | ||||||||||||||||||||||
| Total | 100.0 | (†) | 8.6 | (0.03) | 2.4 | (0.02) | 13.2 | (0.14) | 32.7 | (0.55) | 3.3 | (0.02) | 2.5 | (0.03) | 22.8 | (0.15) | 65.4 | (0.75) | 63.6 | (0.84) | 3.4 | (0.02) |
| Sex of child | ||||||||||||||||||||||
| Male | 51.6 | (0.48) | 8.4 | (0.04) | 2.3 | (0.03) | 12.7 | (0.18) | 30.8 | (0.68) | 3.3 | (0.02) | 2.4 | (0.03) | 22.3 | (0.19) | 62.3 | (1.00) | 61.3 | (1.11) | 3.1 | (0.04) |
| Female | 48.4 | (0.48) | 8.8 | (0.05) | 2.6 | (0.02) | 13.7 | (0.20) | 34.8 | (0.76) | 3.4 | (0.03) | 2.6 | (0.04) | 23.3 | (0.18) | 68.7 | (0.93) | 66.1 | (1.29) | 3.7 | (0.04) |
| Race/ethnicity of child | ||||||||||||||||||||||
| White | 54.7 | (0.69) | 9.2 | (0.05) | 2.6 | (0.03) | 14.2 | (0.21) | 36.8 | (0.79) | 3.5 | (0.03) | 2.7 | (0.04) | 24.2 | (0.21) | 73.1 | (0.99) | 71.0 | (1.11) | 3.5 | (0.03) |
| Black | 13.3 | (0.37) | 8.0 | (0.08) | 2.4 | (0.04) | 12.0 | (0.31) | 28.3 | (1.24) | 3.2 | (0.04) | 2.3 | (0.06) | 20.6 | (0.34) | 54.7 | (1.85) | 55.3 | (2.44) | 3.2 | (0.06) |
| Hispanic | 24.9 | (0.56) | 7.4 | (0.08) | 2.1 | (0.04) | 10.7 | (0.25) | 23.0 | (1.00) | 3.0 | (0.03) | 2.0 | (0.05) | 20.1 | (0.27) | 51.4 | (1.48) | 50.2 | (1.79) | 3.3 | (0.06) |
| Asian | 2.5 | (0.13) | 7.9 | (0.09) | 2.1 | (0.05) | 17.5 | (0.38) | 49.4 | (1.48) | 3.9 | (0.05) | 3.3 | (0.07) | 26.3 | (0.32) | 81.2 | (1.52) | 70.7 | (2.36) | 4.5 | (0.09) |
| Pacific Islander | 0.1 | (0.03) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| American Indian/Alaska Native | 0.5 | (0.05) | 7.9 | (0.16) | 2.1 | (0.09) | 9.6 | (0.62) | 18.8 | (2.42) | 2.9 | (0.08) | 1.8 | (0.12) | 17.6 | (0.83) | 39.9 | (3.33) | 43.9 | (3.83) | 3.0 | (0.18) |
| More than one race | 3.9 | (0.31) | 9.0 | (0.12) | 2.5 | (0.05) | 13.9 | (0.51) | 35.4 | (1.88) | 3.5 | (0.08) | 2.7 | (0.10) | 23.0 | (0.56) | 65.4 | (2.71) | 63.1 | (2.97) | 3.5 | (0.11) |
| Primary type of care arrangement11 | ||||||||||||||||||||||
| No regular nonparental arrangement | 18.2 | (0.69) | 8.1 | (0.10) | 2.3 | (0.04) | 11.4 | (0.26) | 25.6 | (1.00) | 3.1 | (0.04) | 2.2 | (0.05) | 20.6 | (0.32) | 53.4 | (1.63) | 51.6 | (2.04) | 3.1 | (0.05) |
| Home-based care | ||||||||||||||||||||||
| Relative care12 | 13.1 | (0.65) | 8.3 | (0.09) | 2.3 | (0.05) | 11.4 | (0.31) | 25.8 | (1.23) | 3.1 | (0.04) | 2.2 | (0.06) | 20.9 | (0.31) | 55.4 | (1.69) | 53.4 | (2.58) | 3.2 | (0.07) |
| Nonrelative care13 | 7.5 | (0.40) | 8.6 | (0.13) | 2.5 | (0.07) | 12.8 | (0.33) | 31.5 | (1.31) | 3.3 | (0.05) | 2.4 | (0.06) | 23.2 | (0.45) | 67.6 | (2.26) | 63.8 | (2.72) | 3.3 | (0.09) |
| Head Start | 13.2 | (0.73) | 7.9 | (0.08) | 2.3 | (0.05) | 11.2 | (0.23) | 25.0 | (0.91) | 3.1 | (0.03) | 2.1 | (0.05) | 20.6 | (0.31) | 54.7 | (1.79) | 52.6 | (2.55) | 3.2 | (0.07) |
| Other center-based care14 | 46.3 | (0.83) | 9.0 | (0.04) | 2.6 | (0.03) | 14.9 | (0.22) | 39.5 | (0.84) | 3.6 | (0.03) | 2.8 | (0.04) | 24.6 | (0.20) | 75.0 | (0.91) | 73.5 | (1.19) | 3.6 | (0.04) |
| Multiple arrangements15 | 1.8 | (0.23) | 8.6 | (0.22) | 2.5 | (0.10) | 12.7 | (0.64) | 30.8 | (2.49) | 3.3 | (0.08) | 2.4 | (0.12) | 22.5 | (0.71) | 65.3 | (4.67) | 67.1 | (5.44) | 3.2 | (0.23) |
| Mother's employment status | ||||||||||||||||||||||
| Full-time (35 hours or more) | 39.4 | (0.85) | 8.6 | (0.05) | 2.5 | (0.03) | 13.4 | (0.21) | 33.6 | (0.82) | 3.4 | (0.03) | 2.6 | (0.04) | 23.3 | (0.18) | 68.3 | (0.90) | 67.5 | (1.09) | 3.5 | (0.05) |
| Part-time (less than 35 hours) | 19.6 | (0.60) | 8.8 | (0.07) | 2.5 | (0.04) | 13.7 | (0.24) | 34.6 | (0.94) | 3.4 | (0.03) | 2.6 | (0.05) | 23.4 | (0.26) | 69.0 | (1.24) | 63.5 | (2.06) | 3.5 | (0.05) |
| Looking for work | 5.6 | (0.34) | 7.9 | (0.14) | 2.2 | (0.07) | 10.7 | (0.39) | 23.2 | (1.55) | 3.0 | (0.05) | 2.0 | (0.08) | 19.7 | (0.58) | 47.5 | (3.00) | 47.1 | (3.83) | 3.0 | (0.11) |
| Not in labor force | 34.6 | (0.87) | 8.6 | (0.07) | 2.4 | (0.03) | 13.1 | (0.25) | 32.5 | (0.96) | 3.3 | (0.04) | 2.5 | (0.05) | 22.4 | (0.27) | 63.2 | (1.40) | 62.1 | (1.42) | 3.3 | (0.04) |
| No mother in household | 0.8 | (0.14) | 8.2 | (0.33) | 2.2 | (0.23) | 10.7 | (0.80) | 23.4 | (3.19) | 3.0 | (0.10) | 2.0 | (0.16) | 20.6 | (1.02) | 53.8 | (6.85) | 58.7 | (8.37) | 3.0 | (0.21) |
| Parents' highest level of education | ||||||||||||||||||||||
| Less than high school | 9.8 | (0.42) | 7.1 | (0.12) | 1.9 | (0.06) | 8.9 | (0.27) | 16.0 | (1.07) | 2.7 | (0.04) | 1.7 | (0.06) | 17.9 | (0.38) | 39.5 | (2.07) | 36.9 | (2.75) | 3.1 | (0.09) |
| High school completion | 25.1 | (0.78) | 7.9 | (0.06) | 2.3 | (0.03) | 10.6 | (0.18) | 22.8 | (0.71) | 3.0 | (0.02) | 2.0 | (0.04) | 19.9 | (0.24) | 50.5 | (1.44) | 51.3 | (1.61) | 3.1 | (0.04) |
| Some college/vocational | 32.0 | (0.75) | 8.6 | (0.06) | 2.5 | (0.04) | 12.4 | (0.21) | 29.8 | (0.80) | 3.2 | (0.03) | 2.4 | (0.04) | 22.4 | (0.22) | 64.5 | (1.13) | 64.5 | (1.17) | 3.4 | (0.04) |
| Bachelor's degree | 17.0 | (0.57) | 9.2 | (0.07) | 2.7 | (0.04) | 15.4 | (0.28) | 41.6 | (1.12) | 3.6 | (0.04) | 3.0 | (0.05) | 25.5 | (0.21) | 81.0 | (1.04) | 75.6 | (1.68) | 3.7 | (0.08) |
| Any graduate education | 16.2 | (0.49) | 9.7 | (0.08) | 2.7 | (0.04) | 18.1 | (0.30) | 51.9 | (1.13) | 4.0 | (0.04) | 3.5 | (0.06) | 27.4 | (0.24) | 86.0 | (1.08) | 81.0 | (1.48) | 3.9 | (0.05) |
| Poverty status16 | ||||||||||||||||||||||
| Below poverty threshold | 24.9 | (0.71) | 7.7 | (0.06) | 2.1 | (0.03) | 9.9 | (0.17) | 20.1 | (0.68) | 2.9 | (0.02) | 1.9 | (0.04) | 18.9 | (0.22) | 44.8 | (1.39) | 46.8 | (1.76) | 3.1 | (0.05) |
| At or above poverty threshold | 75.1 | (0.71) | 8.9 | (0.03) | 2.5 | (0.02) | 14.2 | (0.16) | 36.7 | (0.60) | 3.5 | (0.02) | 2.7 | (0.03) | 24.0 | (0.16) | 71.8 | (0.76) | 68.8 | (0.91) | 3.5 | (0.03) |
| Socioeconomic status17 | ||||||||||||||||||||||
| Lowest 20 percent | 19.6 | (0.57) | 7.3 | (0.07) | 2.0 | (0.04) | 9.2 | (0.20) | 17.2 | (0.78) | 2.8 | (0.03) | 1.7 | (0.04) | 18.0 | (0.29) | 40.1 | (1.73) | 42.8 | (2.14) | 3.0 | (0.06) |
| Middle 60 percent | 60.1 | (0.79) | 8.6 | (0.04) | 2.5 | (0.03) | 12.7 | (0.14) | 30.8 | (0.55) | 3.3 | (0.02) | 2.4 | (0.03) | 22.6 | (0.17) | 65.3 | (0.94) | 63.5 | (1.06) | 3.4 | (0.03) |
| Highest 20 percent | 20.3 | (0.68) | 9.8 | (0.07) | 2.8 | (0.03) | 18.0 | (0.28) | 51.2 | (1.06) | 4.0 | (0.04) | 3.4 | (0.05) | 27.5 | (0.22) | 87.1 | (0.95) | 81.7 | (1.50) | 3.9 | (0.05) |
| 58 or more months | ||||||||||||||||||||||
| Total | † | (†) | 9.0 | (0.11) | 2.6 | (0.04) | 16.0 | (0.35) | 43.5 | (1.31) | 3.7 | (0.05) | 3.1 | (0.07) | 26.2 | (0.31) | 79.0 | (1.20) | 71.1 | (2.09) | 4.1 | (0.07) |
|
† Not applicable. ‡ Reporting standards not met. 1 Ability to recognize and understand spoken words or to indicate a named object by pointing. Potential score ranges from 0 to 15. 2 Verbal expressiveness using gestures, words, and sentences. Potential score ranges from 0 to 5. 3 Includes letter recognition, in both receptive and expressive modes; letter sounds; and early reading knowledge and skills. Potential score ranges from 0 to 37. 4 Ability to identify a letter by either its name or the sounds it makes. Average score can be interpreted as the percentage of children who were proficient at recognizing the letters of the alphabet. Potential score ranges from 0 to 100. 5 Measures understanding of the sounds and structure of spoken language, including rhyming, blending, segmenting, deleting, and substituting words, syllables, and sounds. Potential score ranges from 0 to 8. 6 Understanding of what print represents and how it works. Potential score ranges from 0 to 8. 7 Includes number sense, geometry, counting, operations, and patterns. Potential score ranges from 0 to 44. 8 Ability to recognize single-digit numbers and basic geometric shapes. Average score can be interpreted as the percentage of children who were proficient. Potential score ranges from 0 to 100. 9 Percentage of children who scored 10 on a test with a potential score range of 0 to 10. These children were able to name the colors of five pictured objects (2 points per correct answer). 10 Measures the ability to use fine motor skills in drawing basic forms and shapes. Potential score ranges from 0 to 7. 11 The type of nonparental care in which the child spent the most hours. 12 Care provided in the child's home or in another private home by a relative (excluding parents). 13 Care provided in the child's home or in another private home by a person unrelated to the child. 14 Care provided in places such as early learning centers, nursery schools, and preschools, excluding Head Start. 15 Children who spent an equal amount of time in each of two or more arrangements. 16 Poverty status based on Census Bureau guidelines from 2002, which identify a dollar amount determined to meet a household's needs, given its size and composition. In 2002, a family of four was considered to live below the poverty threshold if its income was less than or equal to $18,392. 17 Socioeconomic status (SES) was measured by a composite score on parental education and occupations, and family income. NOTE: Estimates weighted by W3R0. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. Standard errors appear in parentheses. SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort 9-month–Preschool Restricted-Use Data File and Electronic Codebook. (This table was prepared April 2008.) |
