Like its predecessor studies, the ECLS-K:2023 will be exceptionally broad in its scope and coverage of child development, early learning, and school progress, drawing together information from multiple sources to provide rich data about the population of children in the United States who will be in kindergarten in the 2022-23 school year. The ECLS-K:2023 will go beyond its kindergarten predecessor studies by adding a round of data collection in the spring prior to the fall kindergarten round; this will be the preschool round of data collection. Though called the “preschool” round, participation in this round is not dependent on the child’s enrollment in a preschool or any other type of early care and education (ECE) arrangement.
Also like its predecessors, the ECLS-K:2023 will provide comprehensive and reliable data about children’s early learning and development, transition into kindergarten and beyond, and progress through elementary grades, as well as data relevant to emerging policy-related issues. The data collected over the course of the study will allow researchers, policymakers, and educators to examine how child, home, classroom, school, and community factors at various points in the child’s life relate to cognitive, social, and emotional development. The study will provide comprehensive and reliable data that can be used to inform public discussion and policies related to early and elementary education.