| Characteristic | Percent of children demonstrating proficiency in cognitive skills | Percent of children demonstrating proficiency in motor skills | ||||||||||
| Receptive vocabulary | Expressive vocabulary | Listening comprehension | Matching discrimination | Early counting |
Skillful walking |
Balance | Fine motor control |
Uses stairs | Alternating balance | Motor planning |
||
| Total | 84.5 | 63.9 | 36.6 | 31.9 | 3.9 | 92.6 | 89.4 | 55.5 | 48.1 | 30.0 | 10.2 | |
| Sex | ||||||||||||
| Male | 81.4 | 59.2 | 32.9 | 28.4 | 3.0 | 92.0 | 88.4 | 54.2 | 46.9 | 28.7 | 9.6 | |
| Female | 87.8 | 68.8 | 40.6 | 35.5 | 4.8 | 93.2 | 90.5 | 56.8 | 49.3 | 31.3 | 10.9 | |
| Race/ethnicity1 | ||||||||||||
| White | 88.7 | 70.8 | 42.2 | 37.1 | 5.2 | 92.8 | 89.9 | 55.8 | 48.4 | 30.2 | 10.4 | |
| Black | 79.4 | 55.7 | 29.9 | 25.5 | 2.2 | 93.3 | 90.6 | 58.0 | 50.2 | 32.5 | 11.2 | |
| Hispanic | 78.3 | 53.7 | 28.2 | 24.1 | 1.9 | 91.6 | 87.9 | 53.5 | 46.3 | 28.2 | 9.4 | |
| Asian | 82.6 | 62.0 | 35.4 | 30.7 | 3.7 | 92.4 | 89.2 | 54.8 | 47.5 | 29.3 | 9.9 | |
| Pacific Islander | 78.9 | 54.2 | 27.8 | 23.2 | 1.1 | 92.8 | 90.0 | 54.0 | 46.5 | 27.3 | 8.9 | |
| American Indian/Alaska Native | 74.9 | 49.9 | 25.5 | 21.7 | 1.4 | 92.3 | 89.0 | 55.0 | 47.8 | 29.8 | 10.2 | |
| More than one race | 85.0 | 64.5 | 37.0 | 32.2 | 3.7 | 92.4 | 89.1 | 54.5 | 47.2 | 28.9 | 9.7 | |
| Primary type of care arrangement | ||||||||||||
| No regular nonparental | ||||||||||||
| arrangement | 83.4 | 62.0 | 34.8 | 30.2 | 3.3 | 92.2 | 88.8 | 54.5 | 47.2 | 29.0 | 9.7 | |
| Home-based care | ||||||||||||
| Relative care | 83.2 | 61.6 | 34.7 | 30.1 | 3.6 | 92.7 | 89.7 | 55.8 | 48.3 | 30.1 | 10.3 | |
| Nonrelative care | 86.7 | 67.7 | 39.8 | 34.8 | 4.4 | 93.3 | 90.6 | 57.1 | 49.5 | 31.5 | 10.8 | |
| Center-based care2 | 87.5 | 69.4 | 41.6 | 36.7 | 5.5 | 93.0 | 90.2 | 56.9 | 49.5 | 31.8 | 11.2 | |
| Multiple arrangements | 81.7 | 63.1 | 38.0 | 33.8 | 6.2 | 91.3 | 87.1 | 52.4 | 45.8 | 27.9 | 9.8 | |
| Parents’ highest level of education | ||||||||||||
| Less than high school | 76.5 | 50.4 | 25.4 | 21.5 | 1.2 | 91.2 | 87.2 | 52.7 | 45.6 | 27.4 | 9.0 | |
| High school diploma or equivalent | 81.9 | 58.8 | 32.0 | 27.4 | 2.5 | 92.4 | 89.2 | 55.2 | 47.8 | 29.7 | 10.0 | |
| Some college | 84.5 | 64.1 | 36.7 | 31.8 | 3.6 | 92.6 | 89.4 | 55.6 | 48.2 | 30.2 | 10.4 | |
| Bachelor’s degree | 88.5 | 71.0 | 42.5 | 37.4 | 5.3 | 93.2 | 90.5 | 56.6 | 49.1 | 30.9 | 10.7 | |
| Any graduate education | 90.4 | 74.7 | 46.5 | 41.4 | 7.1 | 93.0 | 90.2 | 56.5 | 48.9 | 30.8 | 10.6 | |
| Mother’s employment status | ||||||||||||
| Full-time (35 hours or more) | 85.6 | 65.8 | 38.2 | 33.4 | 4.2 | 93.0 | 90.1 | 56.7 | 49.1 | 31.2 | 10.8 | |
| Part-time (less than 35 hours) | 86.6 | 67.6 | 39.7 | 34.8 | 4.7 | 92.8 | 89.8 | 55.5 | 48.1 | 29.8 | 10.1 | |
| Looking for work | 80.1 | 56.6 | 30.2 | 25.8 | 1.9 | 92.0 | 88.4 | 53.8 | 46.7 | 28.5 | 9.6 | |
| Not in labor force | 83.1 | 61.6 | 34.7 | 30.1 | 3.4 | 92.2 | 88.8 | 54.7 | 47.3 | 29.2 | 9.9 | |
| No mother in household | 79.3 | 54.8 | 30.5 | 26.8 | 5.1 | 93.8 | 91.2 | 57.5 | 49.9 | 31.7 | 10.7 | |
| Poverty status | ||||||||||||
| In poverty | 78.7 | 54.6 | 29.0 | 24.8 | 2.1 | 91.8 | 88.1 | 54.1 | 46.8 | 28.8 | 9.6 | |
| At or above poverty | 86.2 | 66.7 | 38.9 | 34.0 | 4.4 | 92.8 | 89.8 | 55.9 | 48.4 | 30.3 | 10.4 | |
| Socioeconomic status (SES)3 | ||||||||||||
| Lowest 20 percent | 77.3 | 51.6 | 26.4 | 22.5 | 1.6 | 91.7 | 88.0 | 53.6 | 46.4 | 28.2 | 9.4 | |
| Middle 60 percent | 84.5 | 63.9 | 36.4 | 31.5 | 3.5 | 92.5 | 89.4 | 55.5 | 48.1 | 30.0 | 10.2 | |
| Highest 20 percent | 91.1 | 75.4 | 46.7 | 41.5 | 7.0 | 93.4 | 90.8 | 57.2 | 49.5 | 31.5 | 10.9 | |
| ! Interpret data with caution (estimates are unstable). | ||||||||||||
| 1 Race categories exclude persons of Hispanic ethnicity. | ||||||||||||
| 2 Head Start is included with center-based care because few children were in Head Start in the 2-year follow-up. | ||||||||||||
| 3 Children are grouped into quintiles and classified into low, middle, and high SES based on a standardized composite index score of their parents’ education level, mother’s and father’s occupation, and family’s income. See glossary for a definition of socioeconomic status. | ||||||||||||
| NOTE: Percentages reflect children who demonstrated mastery or “proficiency” within a subscale measuring specific skills. The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) sampled children born in 2001. Estimates for 2-year-olds pertain to children assessed between 22 and 25 months old. For more information on race/ethnicity, parents’ education, SES, and poverty, see supplemental note 1. For more information on ECLS-B, see supplemental note 3. See glossary for definitions of cognitive development and motor development. | ||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Longitudinal 9-month–2-year Restricted-Use Data File and Longitudinal 9-month–Preschool Restricted-Use Data File. | ||||||||||||
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