Table 115. | Mean reading scale scores and specific reading skills of fall 1998 first-time kindergartners, by time of assessment and selected characteristics: Selected years, fall 1998 through spring 2004 |
Selected characteristic | Mean reading scale score | Score gain, fall 1998 to spring 2004 | Percentage of children with specific reading skills, fifth grade, spring 2004 | |||||||||||||||||
Kindergarten | First grade | Third grade, spring 2002 | Fifth grade, spring 2004 | Deriving meaning from text | Interpreting beyond text | Evaluating nonfiction | ||||||||||||||
Fall 1998 | Spring 1999 | Fall 1999 | Spring 2000 | |||||||||||||||||
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||
Total | 30 | (0.4) | 41 | (0.6) | 48 | (0.7) | 72 | (0.9) | 120 | (1.1) | 141 | (1.0) | 111 | (0.8) | 75 | (1.4) | 47 | (1.2) | 8 | (0.7) |
Sex | ||||||||||||||||||||
Male | 29 | (0.5) | 41 | (0.6) | 48 | (0.7) | 73 | (1.0) | 119 | (1.1) | 141 | (1.2) | 112 | (1.0) | 76 | (1.6) | 48 | (1.3) | 7 | (0.8) |
Female | 30 | (0.5) | 42 | (0.8) | 48 | (0.9) | 72 | (1.2) | 120 | (1.5) | 140 | (1.3) | 110 | (1.1) | 74 | (1.9) | 47 | (1.5) | 8 | (0.9) |
Race/ethnicity | ||||||||||||||||||||
White | 31 | (0.4) | 43 | (0.7) | 49 | (0.7) | 75 | (1.0) | 124 | (0.9) | 145 | (0.9) | 114 | (0.8) | 81 | (1.2) | 53 | (1.1) | 9 | (0.8) |
Black | 26 | (0.7) | 38 | (1.1) | 43 | (1.1) | 64 | (1.7) | 107 | (2.3) | 128 | (1.8) | 102 | (1.7) | 58 | (2.7) | 33 | (2.0) | 2 | (0.4) |
Hispanic | 29 | (1.2) | 41 | (1.2) | 47 | (1.4) | 69 | (1.8) | 117 | (2.6) | 137 | (2.2) | 108 | (1.9) | 72 | (3.5) | 43 | (2.3) | 4 | (0.9) |
Asian/Pacific Islander | 32 | (3.1) | 44 | (4.6) | 52 | (5.3) | 75 | (7.1) | 117 | (7.8) | 143 | (4.0) | 111 | (1.9) | 79 | (4.4) | 49 | (5.9) | 11 | (4.3) |
Other | 27 | (2.2) | 38 | (2.5) | 44 | (3.8) | 68 | (5.4) | 109 | (9.6) | 131 | (8.4) | 104 | (6.2) | 61 | (12.1) | 38 | (8.8) | 7 | (5.3) |
Parents' highest level of education1 | ||||||||||||||||||||
Less than high school | 23 | (0.7) | 32 | (0.9) | 38 | (1.4) | 57 | (2.9) | 93 | (3.1) | 117 | (3.0) | 94 | (2.9) | 42 | (4.7) | 24 | (2.5) | 1 | (0.2) |
High school | 26 | (0.4) | 38 | (0.8) | 42 | (1.0) | 65 | (1.4) | 112 | (2.2) | 134 | (1.9) | 108 | (1.7) | 67 | (2.7) | 39 | (2.2) | 3 | (0.6) |
Some college | 29 | (0.4) | 41 | (0.5) | 47 | (0.7) | 71 | (0.9) | 120 | (1.5) | 140 | (1.4) | 111 | (1.3) | 75 | (2.1) | 46 | (1.6) | 6 | (1.0) |
Bachelor's or higher | 34 | (0.7) | 47 | (1.1) | 54 | (1.2) | 82 | (1.6) | 130 | (1.2) | 151 | (1.3) | 117 | (0.8) | 88 | (1.5) | 60 | (1.7) | 13 | (1.6) |
Socioeconomic status1 | ||||||||||||||||||||
Lowest 20 percent | 23 | (0.4) | 33 | (0.7) | 38 | (0.9) | 57 | (1.7) | 95 | (2.4) | 119 | (1.9) | 96 | (1.8) | 44 | (3.1) | 25 | (1.7) | 1 | (0.3) |
Middle 60 percent | 29 | (0.4) | 41 | (0.5) | 47 | (0.7) | 72 | (0.8) | 120 | (1.2) | 140 | (1.1) | 112 | (1.0) | 76 | (1.6) | 46 | (1.3) | 6 | (0.6) |
Highest 20 percent | 35 | (0.9) | 48 | (1.3) | 55 | (1.5) | 82 | (2.0) | 132 | (1.2) | 153 | (1.6) | 118 | (1.0) | 90 | (1.7) | 62 | (2.2) | 16 | (2.3) |
Number of family risk factors1,2 | ||||||||||||||||||||
No risks | 32 | (0.5) | 44 | (0.7) | 51 | (0.8) | 77 | (1.0) | 127 | (1.0) | 147 | (1.0) | 115 | (0.9) | 84 | (1.3) | 55 | (1.3) | 10 | (1.0) |
One risk | 27 | (0.5) | 39 | (0.7) | 44 | (0.8) | 68 | (1.1) | 114 | (1.5) | 135 | (1.2) | 109 | (1.0) | 70 | (1.7) | 40 | (1.4) | 4 | (0.6) |
Two or more risks | 25 | (0.6) | 35 | (0.8) | 40 | (1.0) | 59 | (1.5) | 99 | (2.3) | 122 | (2.2) | 97 | (1.9) | 47 | (3.6) | 27 | (2.0) | 2 | (0.5) |
Kindergarten program type | ||||||||||||||||||||
Half-day program | 30 | (0.6) | 41 | (0.8) | 47 | (0.8) | 73 | (1.2) | 123 | (1.3) | 144 | (1.1) | 114 | (1.0) | 80 | (1.6) | 52 | (1.2) | 9 | (0.9) |
Full-day program | 29 | (0.5) | 42 | (0.8) | 48 | (1.0) | 72 | (1.3) | 117 | (1.7) | 138 | (1.6) | 109 | (1.2) | 71 | (2.2) | 44 | (1.8) | 6 | (0.9) |
School type across all waves of the study | ||||||||||||||||||||
Public school all years | 29 | (0.4) | 40 | (0.5) | 46 | (0.6) | 71 | (0.9) | 118 | (1.3) | 139 | (1.2) | 110 | (1.0) | 73 | (1.7) | 46 | (1.4) | 7 | (0.7) |
Private school all years | 35 | (1.0) | 47 | (1.3) | 56 | (1.6) | 85 | (2.2) | 131 | (1.9) | 153 | (1.7) | 118 | (1.0) | 91 | (1.7) | 62 | (2.3) | 13 | (2.3) |
Change in school type during study | 32 | (1.7) | 45 | (2.6) | 52 | (2.5) | 77 | (3.7) | 123 | (2.9) | 143 | (3.3) | 111 | (2.1) | 78 | (4.8) | 49 | (4.2) | 9 | (3.5) |
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). Reading scale ranges from 0 to 186. Data were calculated using C1_6FC0 weight and therefore differ from previously published figures. Race categories exclude persons of Hispanic ethnicity. 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.) |