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| 2011 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 123. | 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 2007 |
| Selected characteristic | Mean reading scale score | Percentage of children with specific reading skills, eighth grade, spring 2007 | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Kindergarten | First grade, spring 2000 | Third grade, spring 2002 | Fifth grade, spring 2004 | Eighth grade, spring 2007 | Deriving meaning from text | Interpreting beyond text | Evaluating nonfiction | Evaluating complex syntax | ||||||||||||
| Fall 1998 | Spring 1999 | |||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||
| Total | 36 | (0.2) | 47 | (0.3) | 79 | (0.6) | 128 | (0.8) | 151 | (0.7) | 169 | (0.8) | 83 | (0.8) | 66 | (0.8) | 29 | (0.9) | 6 | (0.3) |
| Sex | ||||||||||||||||||||
| Male | 35 | (0.3) | 46 | (0.4) | 77 | (0.9) | 126 | (1.0) | 149 | (1.0) | 166 | (1.2) | 80 | (1.1) | 63 | (1.2) | 26 | (1.3) | 5 | (0.4) |
| Female | 36 | (0.3) | 48 | (0.5) | 81 | (0.8) | 131 | (1.0) | 153 | (0.9) | 172 | (0.9) | 85 | (0.8) | 69 | (1.0) | 31 | (1.2) | 7 | (0.4) |
| Race/ethnicity | ||||||||||||||||||||
| White | 37 | (0.3) | 48 | (0.4) | 83 | (0.8) | 135 | (0.9) | 158 | (0.8) | 176 | (0.8) | 89 | (0.7) | 74 | (0.8) | 36 | (1.1) | 8 | (0.4) |
| Black | 32 | (0.5) | 42 | (0.8) | 70 | (1.3) | 114 | (2.0) | 135 | (1.9) | 149 | (2.4) | 66 | (2.6) | 45 | (2.4) | 10 | (1.6) | 2 | (0.3) |
| Hispanic | 33 | (0.5) | 44 | (0.8) | 72 | (1.1) | 118 | (1.3) | 142 | (1.1) | 160 | (1.3) | 76 | (1.3) | 57 | (1.4) | 18 | (1.4) | 3 | (0.3) |
| Asian | 41 | (1.3) | 53 | (1.7) | 90 | (2.0) | 135 | (2.3) | 157 | (1.8) | 178 | (2.0) | 89 | (1.6) | 75 | (2.2) | 41 | (3.3) | 10 | (1.2) |
| Other | 34 | (1.4) | 46 | (1.7) | 76 | (2.4) | 125 | (3.9) | 150 | (4.3) | 167 | (3.8) | 82 | (3.3) | 64 | (4.1) | 25 | (3.6) | 5 | (0.8) |
| Parents' highest level of education1 |
||||||||||||||||||||
| Less than high school | 30 | (0.5) | 39 | (0.7) | 64 | (1.5) | 103 | (1.7) | 128 | (1.8) | 141 | (2.2) | 58 | (2.5) | 37 | (2.1) | 5 | (0.7) | 1 | (0.1) |
| High school | 32 | (0.3) | 42 | (0.5) | 71 | (1.0) | 118 | (1.2) | 140 | (1.2) | 159 | (1.3) | 75 | (1.3) | 55 | (1.4) | 16 | (1.3) | 3 | (0.3) |
| Some college | 35 | (0.4) | 46 | (0.4) | 78 | (0.8) | 128 | (1.1) | 151 | (1.0) | 169 | (1.1) | 84 | (1.1) | 66 | (1.2) | 25 | (1.1) | 4 | (0.3) |
| Bachelor's or higher degree | 40 | (0.5) | 52 | (0.7) | 89 | (1.1) | 143 | (0.8) | 165 | (0.8) | 183 | (0.8) | 93 | (0.6) | 81 | (0.8) | 49 | (1.3) | 12 | (0.6) |
| Primary home language1 | ||||||||||||||||||||
| English | 36 | (0.2) | 47 | (0.3) | 80 | (0.7) | 130 | (0.8) | 152 | (0.7) | 170 | (0.9) | 84 | (0.8) | 67 | (0.9) | 30 | (0.9) | 6 | (0.3) |
| Non-English | 33 | (0.6) | 44 | (0.8) | 70 | (1.1) | 113 | (1.3) | 138 | (1.4) | 157 | (1.6) | 73 | (1.6) | 54 | (1.6) | 17 | (1.4) | 4 | (0.5) |
| Socioeconomic status1 | ||||||||||||||||||||
| Lowest 20 percent | 30 | (0.3) | 39 | (0.5) | 64 | (1.1) | 105 | (1.3) | 129 | (1.3) | 145 | (1.5) | 62 | (1.7) | 41 | (1.5) | 8 | (0.9) | 1 | (0.2) |
| Middle 60 percent | 35 | (0.3) | 46 | (0.3) | 78 | (0.7) | 128 | (0.8) | 151 | (0.7) | 169 | (0.8) | 84 | (0.8) | 66 | (0.9) | 26 | (0.9) | 5 | (0.3) |
| Highest 20 percent | 41 | (0.6) | 54 | (0.8) | 92 | (1.4) | 145 | (0.9) | 167 | (0.9) | 186 | (0.8) | 95 | (0.6) | 84 | (0.9) | 52 | (1.5) | 14 | (0.8) |
| Grade level in spring 2007 | ||||||||||||||||||||
| Eighth-grade or above | 36 | (0.2) | 48 | (0.4) | 82 | (0.6) | 133 | (0.7) | 155 | (0.7) | 173 | (0.9) | 86 | (0.8) | 70 | (0.9) | 32 | (1.0) | 7 | (0.3) |
| Below eighth grade | 30 | (0.5) | 37 | (0.6) | 57 | (1.4) | 100 | (1.9) | 126 | (2.2) | 143 | (2.5) | 58 | (2.7) | 39 | (2.5) | 9 | (2.0) | 2 | (0.7) |
| School type across all waves of the study |
||||||||||||||||||||
| Public school all years | 35 | (0.3) | 46 | (0.4) | 77 | (0.6) | 126 | (0.9) | 149 | (0.8) | 166 | (0.9) | 80 | (0.9) | 63 | (1.0) | 25 | (1.0) | 5 | (0.2) |
| Private school all years | 39 | (0.6) | 52 | (0.9) | 88 | (1.5) | 140 | (1.4) | 163 | (1.0) | 184 | (1.2) | 94 | (0.7) | 81 | (1.4) | 47 | (2.5) | 10 | (0.8) |
| Change in school type during study |
38 | (0.8) | 51 | (1.1) | 84 | (1.9) | 134 | (1.8) | 158 | (1.4) | 177 | (1.8) | 89 | (1.4) | 74 | (1.9) | 38 | (2.7) | 9 | (1.1) |
| 1 Status during kindergarten year. | ||||||||||||||||||||
| NOTE: Reading scale ranges from 0 to 209. Estimates for each assessment round include all children assessed in English in that round, even if they were not assessed in English in a previous round. In fall 1998, 8 percent of the kindergarten sample was not administered the English battery because of non-passing scores on the OLDS (Oral Language Development Scale) English proficiency assessment. By spring of first grade, this percentage had decreased to 2 percent. In the third grade and subsequent years, the OLDS was not administered and all children were assessed in English. 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, ungraded classrooms); most were in eighth grade in 2006-07, but 14 percent were in seventh grade or other grades (e.g., ninth grade or ungraded classrooms). Data were calculated using C1_7FC0 weight. Estimates differ from previously published figures because the data were recalibrated to represent the kindergarten through eighth-grade reading assessment item pool. 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–Eighth Grade Full Sample Public-Use Data File, fall 1998, spring 1999, spring 2000, spring 2002, spring 2004, and spring 2007. (This table was prepared September 2009.) |
