(28KB)| Table 109. | Mean mathematics and science scale scores and specific mathematics skills of fall 1998 first-time kindergartners, by time of assessment and selected characteristics: Selected years, fall 1998 through spring 2004 |
| Selected characteristic | Mathematics | Science | ||||||||||||||||||||||||
| Mean scale score | Score gain, fall 1998 to spring 2004 | Percentage of children with specific skills, fifth grade, spring 2004 | Mean scale score | Score gain, spring 2002 to spring 2004 | ||||||||||||||||||||||
| Kindergarten | First grade | Third grade, spring 2002 | Fifth grade, spring 2004 | Place value | Rate and measurement | Fractions | ||||||||||||||||||||
| Fall 1998 | Spring 1999 | Fall 1999 | Spring 2000 | Third grade, spring 2002 | Fifth grade, spring 2004 | |||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |||||||||||||
| Total | 23 | (0.3) | 34 | (0.4) | 41 | (0.6) | 58 | (0.6) | 93 | (1.0) | 114 | (1.0) | 91 | (0.8) | 77 | (1.7) | 46 | (1.7) | 15 | (1.1) | 46 | (0.6) | 58 | (0.7) | 13 | (0.4) |
| Sex | ||||||||||||||||||||||||||
| Male | 24 | (0.4) | 35 | (0.5) | 42 | (0.8) | 60 | (0.9) | 97 | (1.1) | 118 | (1.1) | 94 | (1.0) | 83 | (1.9) | 52 | (2.0) | 20 | (1.6) | 48 | (0.6) | 61 | (0.7) | 13 | (0.4) |
| Female | 23 | (0.4) | 33 | (0.6) | 40 | (0.6) | 57 | (0.7) | 89 | (1.3) | 110 | (1.3) | 88 | (1.0) | 72 | (2.1) | 40 | (2.1) | 11 | (1.3) | 43 | (0.9) | 55 | (0.9) | 12 | (0.6) |
| Race/ethnicity | ||||||||||||||||||||||||||
| White | 25 | (0.3) | 36 | (0.5) | 43 | (0.5) | 62 | (0.7) | 98 | (0.8) | 119 | (0.8) | 94 | (0.7) | 84 | (1.3) | 54 | (1.5) | 19 | (1.3) | 49 | (0.7) | 62 | (0.5) | 13 | (0.5) |
| Black | 19 | (0.5) | 28 | (0.7) | 33 | (0.8) | 49 | (1.0) | 78 | (1.8) | 99 | (2.2) | 80 | (1.9) | 55 | (4.0) | 19 | (2.0) | 3 | (0.8) | 35 | (1.1) | 47 | (1.3) | 12 | (0.5) |
| Hispanic | 22 | (0.7) | 32 | (0.9) | 39 | (0.9) | 56 | (1.1) | 93 | (1.7) | 112 | (2.0) | 90 | (1.6) | 77 | (3.0) | 42 | (3.8) | 12 | (2.5) | 43 | (1.2) | 56 | (1.2) | 13 | (0.7) |
| Asian/Pacific Islander | 23 | (2.2) | 32 | (3.7) | 41 | (3.4) | 56 | (5.4) | 88 | (8.6) | 116 | (5.8) | 93 | (3.8) | 75 | (11.2) | 47 | (11.7) | 18 | (5.8) | 43 | (5.5) | 58 | (4.9) | 15 | (1.4) |
| Other | 21 | (2.8) | 31 | (2.9) | 38 | (3.9) | 54 | (3.2) | 87 | (8.6) | 106 | (8.1) | 86 | (5.6) | 65 | (14.1) | 38 | (10.1) | 13 | (5.3) | 41 | (4.4) | 52 | (5.3) | 12 | (1.1) |
| Parents' highest level of education1 | ||||||||||||||||||||||||||
| Less than high school | 16 | (0.6) | 24 | (1.1) | 29 | (1.2) | 44 | (1.8) | 71 | (2.0) | 90 | (2.8) | 74 | (2.4) | 40 | (4.3) | 13 | (2.6) | 2 | (1.0) | 34 | (1.8) | 43 | (1.8) | 9 | (1.4) |
| High school | 21 | (0.6) | 30 | (0.7) | 36 | (0.9) | 53 | (1.2) | 85 | (1.6) | 107 | (1.7) | 86 | (1.2) | 66 | (3.0) | 32 | (2.4) | 6 | (1.2) | 41 | (1.2) | 54 | (1.2) | 13 | (0.4) |
| Some college | 22 | (0.4) | 33 | (0.6) | 40 | (0.7) | 58 | (0.8) | 94 | (1.3) | 114 | (1.2) | 92 | (1.0) | 80 | (2.1) | 44 | (2.3) | 12 | (1.6) | 45 | (0.7) | 58 | (0.8) | 13 | (0.5) |
| Bachelor's or higher | 28 | (0.8) | 39 | (0.8) | 48 | (1.0) | 66 | (1.1) | 103 | (1.3) | 125 | (1.3) | 96 | (1.1) | 91 | (1.5) | 66 | (2.6) | 29 | (2.8) | 51 | (1.0) | 64 | (0.8) | 13 | (0.5) |
| Socioeconomic status1 | ||||||||||||||||||||||||||
| Lowest 20 percent | 17 | (0.5) | 25 | (0.7) | 30 | (0.9) | 45 | (1.2) | 73 | (1.6) | 93 | (2.1) | 76 | (1.7) | 44 | (3.3) | 15 | (1.5) | 2 | (0.7) | 33 | (1.1) | 45 | (1.2) | 11 | (0.8) |
| Middle 60 percent | 23 | (0.4) | 33 | (0.5) | 40 | (0.6) | 58 | (0.8) | 93 | (1.2) | 114 | (1.1) | 91 | (0.9) | 78 | (1.9) | 44 | (2.2) | 12 | (1.3) | 45 | (0.7) | 58 | (0.7) | 13 | (0.4) |
| Highest 20 percent | 29 | (0.9) | 40 | (1.0) | 47 | (1.3) | 67 | (1.4) | 106 | (1.2) | 127 | (1.1) | 98 | (1.0) | 94 | (0.8) | 70 | (2.6) | 32 | (3.4) | 53 | (1.0) | 66 | (0.7) | 13 | (0.7) |
| Number of family risk factors1,2 | ||||||||||||||||||||||||||
| No risks | 26 | (0.4) | 36 | (0.5) | 44 | (0.7) | 63 | (0.8) | 99 | (0.9) | 120 | (0.9) | 95 | (0.8) | 87 | (1.4) | 58 | (1.8) | 21 | (1.5) | 49 | (0.7) | 62 | (0.6) | 13 | (0.4) |
| One risk | 21 | (0.4) | 31 | (0.7) | 38 | (0.8) | 54 | (0.9) | 90 | (1.4) | 108 | (1.2) | 87 | (0.9) | 69 | (2.2) | 32 | (2.3) | 7 | (1.0) | 43 | (0.8) | 56 | (0.9) | 13 | (0.7) |
| Two or more risks | 18 | (0.6) | 26 | (0.6) | 31 | (0.9) | 47 | (1.1) | 75 | (2.1) | 96 | (2.5) | 78 | (2.0) | 49 | (4.1) | 19 | (2.6) | 4 | (0.9) | 34 | (1.2) | 45 | (1.5) | 11 | (0.7) |
| Kindergarten program type | ||||||||||||||||||||||||||
| Half-day program | 24 | (0.4) | 34 | (0.5) | 41 | (0.6) | 60 | (0.7) | 96 | (0.9) | 118 | (0.8) | 94 | (0.7) | 84 | (1.3) | 52 | (1.7) | 18 | (1.5) | 48 | (0.7) | 61 | (0.5) | 13 | (0.5) |
| Full-day program | 23 | (0.6) | 34 | (0.7) | 40 | (1.0) | 58 | (1.1) | 91 | (1.8) | 111 | (1.7) | 88 | (1.3) | 72 | (2.6) | 41 | (2.8) | 13 | (1.5) | 44 | (1.1) | 56 | (1.1) | 13 | (0.4) |
| School type across all waves of the study | ||||||||||||||||||||||||||
| Public school all years | 23 | (0.4) | 33 | (0.5) | 40 | (0.6) | 57 | (0.7) | 92 | (1.3) | 113 | (1.2) | 90 | (0.9) | 75 | (1.9) | 44 | (1.9) | 14 | (1.2) | 45 | (0.8) | 57 | (0.8) | 13 | (0.4) |
| Private school all years | 29 | (0.9) | 40 | (1.1) | 48 | (1.3) | 68 | (1.6) | 101 | (1.8) | 123 | (1.6) | 93 | (1.0) | 90 | (2.3) | 62 | (3.6) | 19 | (3.1) | 49 | (1.1) | 64 | (1.0) | 14 | (0.5) |
| Change in school type during study | 25 | (1.3) | 35 | (1.7) | 44 | (2.2) | 61 | (2.3) | 95 | (2.9) | 118 | (2.9) | 93 | (2.1) | 84 | (4.0) | 52 | (5.2) | 21 | (4.2) | 48 | (2.1) | 60 | (1.9) | 12 | (1.2) |
| 1 Status during kindergarten year. 2 Family risk factors included living below the federal poverty level, primary home language was not English, mother's highest education was less than a high school diploma/GED, and living in a single-parent household. Values range from 0 to 4. NOTE: Detail may not sum to totals because of rounding. Estimates reflect the sample of children assessed in English in all assessment years. ECLS-K was not administered in 2000–01, when most of the children in the sample were in second grade. Most of the children were in first grade in 1999–2000, but 5 percent were in kindergarten or other grades (e.g., second grade, ungraded classrooms); most were in third grade in 2001–02, but 11 percent were in second grade or other grades (e.g., fourth grade, ungraded classrooms); most were in fifth grade in 2003–04, but 14 percent were in fourth grade or other grades (e.g., sixth grade). Mathematics scale ranges from 0 to 153. Data were calculated using C1_6FC0 weight and therefore differ from previously published figures. Race categories exclude persons of Hispanic origin. Standard errors appear in parentheses. SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), Longitudinal Kindergarten–Third Grade Public-Use Data File, fall 1998, spring 1999, fall 1999, spring 2000, and spring 2002, and Fifth-Grade Restricted-Use Data File. (This table was prepared September 2006.) |