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Digest of Education Statistics
2014 Tables and Figures All Years of Tables and Figures Most Recent Full Issue of the Digest


Table 220.45. Fall 2010 first-time kindergartners' cognitive flexibility, approaches to learning, interpersonal skills, and self-control scale scores, by selected child, family, and school characteristics: Fall 2010, spring 2011, and spring 2012
[Standard errors appear in parentheses]
Selected child, family, or school characteristic Mean cognitive flexibility score1 Mean approaches
to learning score2
Mean interpersonal skills score3 Mean self-control score4
Kindergarten First grade, spring 2012 Kindergarten First grade, spring 2012 Kindergarten First grade, spring 2012 Kindergarten First grade, spring 2012
Fall 2010 Spring 2011 Fall 2010 Spring 2011 Fall 2010 Spring 2011 Fall 2010 Spring 2011
1 2 3 4 5 6 7 8 9 10 11 12 13
Total 14.3 (0.07) 15.2 (0.07) 16.1 (0.05) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.1 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
                                                 
Sex of child                                                
Male 14.2 (0.09) 15.0 (0.09) 16.0 (0.06) 2.8 (0.01) 3.0 (0.01) 2.9 (0.01) 2.9 (0.01) 3.0 (0.01) 3.0 (0.01) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01)
Female 14.4 (0.07) 15.4 (0.06) 16.2 (0.05) 3.1 (0.01) 3.3 (0.01) 3.2 (0.01) 3.1 (0.01) 3.3 (0.01) 3.3 (0.01) 3.2 (0.01) 3.3 (0.01) 3.3 (0.01)
                                                 
Age of child at kindergarten entry, fall 2010                                                
Less than 5 years old 13.2 (0.25) 14.6 (0.17) 15.6 (0.14) 2.8 (0.04) 3.0 (0.03) 3.0 (0.04) 3.0 (0.04) 3.1 (0.04) 3.2 (0.04) 3.1 (0.04) 3.1 (0.03) 3.2 (0.03)
5 years old to 5 1/2 years old 14.0 (0.10) 15.1 (0.07) 15.9 (0.07) 2.9 (0.01) 3.1 (0.01) 3.0 (0.01) 3.0 (0.02) 3.1 (0.01) 3.1 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
More than 5 1/2 years old to 6 years old 14.6 (0.06) 15.4 (0.08) 16.2 (0.06) 3.0 (0.01) 3.2 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.2 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
More than 6 years old 14.7 (0.15) 15.5 (0.15) 16.5 (0.09) 3.1 (0.03) 3.3 (0.03) 3.2 (0.02) 3.1 (0.03) 3.2 (0.03) 3.2 (0.03) 3.1 (0.03) 3.3 (0.03) 3.2 (0.03)
                                                 
Race/ethnicity of child                                                
White 14.8 (0.07) 15.6 (0.09) 16.4 (0.05) 3.0 (0.02) 3.2 (0.02) 3.1 (0.01) 3.1 (0.02) 3.2 (0.02) 3.2 (0.01) 3.1 (0.01) 3.2 (0.01) 3.3 (0.01)
Black 13.5 (0.18) 14.3 (0.12) 15.4 (0.15) 2.8 (0.02) 3.0 (0.02) 2.9 (0.03) 2.9 (0.02) 3.0 (0.03) 3.0 (0.02) 3.0 (0.02) 3.0 (0.02) 3.0 (0.03)
Hispanic 13.6 (0.09) 14.8 (0.08) 15.7 (0.09) 2.9 (0.02) 3.1 (0.02) 3.1 (0.02) 3.0 (0.02) 3.2 (0.02) 3.1 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02)
Asian 14.2 (0.16) 15.4 (0.13) 16.3 (0.09) 3.1 (0.04) 3.2 (0.04) 3.3 (0.04) 3.0 (0.04) 3.1 (0.04) 3.2 (0.04) 3.1 (0.05) 3.2 (0.04) 3.3 (0.04)
Pacific Islander 13.4 (0.71) 13.9 (0.51) 16.1 (0.46) 2.9 (0.11) 3.1 (0.09) 3.1 (0.11) 3.0 (0.11) 3.1 (0.11) 3.2 (0.11) 3.0 (0.13) 3.2 (0.08) 3.3 (0.10)
American Indian/Alaska Native 14.6 (0.51) 16.0 (0.10) 16.3 (0.19) 3.0 (0.07) 3.1 (0.06) 3.0 (0.05) 3.1 (0.04) 3.2 (0.08) 3.2 (0.06) 3.1 (0.04) 3.2 (0.07) 3.2 (0.05)
Two or more races 14.6 (0.15) 15.3 (0.18) 16.2 (0.11) 3.0 (0.03) 3.1 (0.03) 3.1 (0.03) 3.0 (0.04) 3.2 (0.03) 3.1 (0.03) 3.1 (0.03) 3.2 (0.03) 3.2 (0.03)
                                                 
How often child exhibited positive learning
    behaviors, fall 20105
                                               
Never 11.1 (0.53) 13.1 (0.44) 14.0 (0.33) (†) 1.8 (0.05) 2.2 (0.08) 1.9 (0.06) 2.2 (0.07) 2.6 (0.08) 2.0 (0.05) 2.4 (0.07) 2.7 (0.08)
Sometimes 13.5 (0.13) 14.7 (0.10) 15.6 (0.08) (†) 2.5 (0.01) 2.6 (0.02) 2.4 (0.01) 2.7 (0.02) 2.8 (0.01) 2.5 (0.01) 2.8 (0.02) 2.9 (0.02)
Often 14.5 (0.07) 15.3 (0.06) 16.2 (0.05) (†) 3.2 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.2 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
Very often 15.0 (0.06) 15.7 (0.08) 16.5 (0.06) (†) 3.7 (0.01) 3.5 (0.01) 3.6 (0.01) 3.6 (0.01) 3.4 (0.01) 3.6 (0.01) 3.6 (0.01) 3.5 (0.01)
                                                 
Primary type of nonparental care arrangement
   prior to kindergarten entry6
                                               
No regular nonparental arrangement 13.9 (0.10) 14.9 (0.14) 15.9 (0.07) 2.9 (0.02) 3.1 (0.02) 3.1 (0.02) 3.0 (0.02) 3.2 (0.02) 3.1 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02)
Home-based care                                                
Relative care 14.0 (0.13) 15.0 (0.11) 15.8 (0.11) 2.9 (0.02) 3.1 (0.02) 3.0 (0.02) 3.0 (0.02) 3.2 (0.02) 3.2 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02)
Nonrelative care 14.4 (0.23) 15.3 (0.19) 16.3 (0.08) 3.0 (0.03) 3.2 (0.03) 3.1 (0.03) 3.0 (0.03) 3.2 (0.03) 3.2 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02)
Center-based care 14.5 (0.07) 15.4 (0.06) 16.2 (0.05) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.1 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
Multiple arrangements 14.9 (0.24) 15.5 (0.22) 16.5 (0.11) 3.0 (0.04) 3.1 (0.04) 3.1 (0.04) 3.0 (0.05) 3.2 (0.03) 3.1 (0.05) 3.1 (0.04) 3.2 (0.03) 3.2 (0.04)
                                                 
Parents' employment status, fall 20107                                                
Two parents                                                
Both employed full time 14.8 (0.07) 15.6 (0.07) 16.4 (0.06) 3.0 (0.02) 3.2 (0.02) 3.2 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.01) 3.1 (0.02) 3.2 (0.01) 3.3 (0.01)
One employed full time, one part time 14.6 (0.10) 15.5 (0.08) 16.4 (0.07) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02) 3.1 (0.02) 3.2 (0.02) 3.3 (0.02) 3.2 (0.02) 3.3 (0.02) 3.3 (0.02)
One employed full time, one looking for work 13.9 (0.21) 15.3 (0.14) 15.9 (0.15) 2.9 (0.05) 3.1 (0.05) 3.1 (0.04) 3.0 (0.04) 3.1 (0.04) 3.2 (0.03) 3.1 (0.04) 3.2 (0.04) 3.3 (0.03)
One employed full time, one not in labor force 14.5 (0.10) 15.3 (0.11) 16.2 (0.08) 3.0 (0.02) 3.2 (0.02) 3.2 (0.02) 3.1 (0.01) 3.2 (0.02) 3.2 (0.02) 3.2 (0.02) 3.3 (0.02) 3.3 (0.02)
Other combination 13.9 (0.16) 15.1 (0.12) 15.9 (0.12) 2.9 (0.03) 3.1 (0.03) 3.0 (0.03) 3.0 (0.03) 3.1 (0.03) 3.1 (0.03) 3.1 (0.03) 3.2 (0.03) 3.1 (0.03)
Single parent                                                
Employed full time 14.1 (0.18) 14.8 (0.12) 15.9 (0.12) 2.8 (0.03) 3.0 (0.02) 2.9 (0.03) 2.9 (0.02) 3.1 (0.03) 3.0 (0.03) 3.0 (0.03) 3.1 (0.03) 3.1 (0.04)
Employed part time 14.0 (0.25) 14.9 (0.16) 15.7 (0.17) 2.9 (0.04) 3.0 (0.05) 2.9 (0.05) 3.0 (0.04) 3.0 (0.05) 3.0 (0.05) 3.1 (0.05) 3.1 (0.04) 3.1 (0.04)
Looking for work 13.7 (0.35) 14.7 (0.32) 15.3 (0.28) 2.7 (0.06) 2.9 (0.06) 2.7 (0.05) 2.8 (0.06) 3.0 (0.06) 2.8 (0.06) 2.9 (0.06) 3.0 (0.06) 3.0 (0.05)
Not in labor force 13.5 (0.22) 14.6 (0.25) 15.3 (0.23) 2.7 (0.05) 2.8 (0.05) 2.9 (0.05) 2.8 (0.06) 2.9 (0.05) 3.0 (0.05) 2.8 (0.04) 3.0 (0.05) 3.0 (0.05)
No parent in household 13.4 (0.25) 14.4 (0.28) 15.6 (0.16) 2.7 (0.05) 2.9 (0.05) 2.7 (0.08) 2.8 (0.05) 2.9 (0.06) 2.9 (0.08) 2.8 (0.05) 2.9 (0.06) 2.9 (0.07)
                                                 
Parents' highest level of education8                                                
Less than high school 13.0 (0.16) 14.3 (0.15) 15.2 (0.13) 2.8 (0.03) 3.0 (0.03) 2.9 (0.02) 2.9 (0.03) 3.1 (0.03) 3.0 (0.03) 3.0 (0.03) 3.2 (0.03) 3.2 (0.03)
High school completion 13.8 (0.09) 14.9 (0.08) 15.8 (0.07) 2.8 (0.02) 3.0 (0.02) 3.0 (0.02) 2.9 (0.02) 3.1 (0.02) 3.1 (0.02) 3.0 (0.02) 3.1 (0.02) 3.1 (0.02)
Some college/vocational 14.2 (0.08) 15.1 (0.10) 16.0 (0.07) 2.9 (0.01) 3.1 (0.02) 3.0 (0.02) 3.0 (0.01) 3.1 (0.02) 3.1 (0.02) 3.1 (0.01) 3.2 (0.02) 3.2 (0.02)
Bachelor's degree 14.8 (0.09) 15.6 (0.07) 16.4 (0.07) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02) 3.2 (0.02) 3.3 (0.02) 3.3 (0.02)
Any graduate education 15.1 (0.08) 15.9 (0.08) 16.6 (0.06) 3.1 (0.02) 3.3 (0.02) 3.3 (0.02) 3.1 (0.02) 3.3 (0.02) 3.3 (0.02) 3.2 (0.02) 3.3 (0.02) 3.3 (0.02)
                                                 
Household type, fall 2010                                                
Two-parent household 14.5 (0.06) 15.4 (0.07) 16.2 (0.04) 3.0 (0.01) 3.2 (0.01) 3.2 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01) 3.2 (0.01) 3.3 (0.01) 3.3 (0.01)
Mother-only household 13.9 (0.12) 14.7 (0.11) 15.7 (0.10) 2.8 (0.02) 3.0 (0.02) 2.9 (0.02) 2.9 (0.02) 3.0 (0.03) 3.0 (0.02) 3.0 (0.02) 3.0 (0.02) 3.0 (0.02)
Father-only household 14.3 (0.32) 14.8 (0.34) 15.7 (0.25) 2.8 (0.06) 2.9 (0.05) 2.8 (0.07) 2.9 (0.07) 3.0 (0.06) 2.9 (0.08) 2.9 (0.07) 3.0 (0.06) 3.0 (0.07)
Other household type 13.4 (0.25) 14.4 (0.28) 15.6 (0.16) 2.7 (0.05) 2.9 (0.05) 2.7 (0.08) 2.8 (0.05) 2.9 (0.06) 2.9 (0.08) 2.8 (0.05) 2.9 (0.06) 2.9 (0.07)
                                                 
Primary home language                                                
English 14.5 (0.06) 15.3 (0.07) 16.2 (0.05) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.2 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
Non-English 13.2 (0.16) 14.6 (0.10) 15.6 (0.09) 2.9 (0.03) 3.1 (0.02) 3.1 (0.02) 3.0 (0.03) 3.1 (0.02) 3.1 (0.02) 3.1 (0.03) 3.2 (0.02) 3.2 (0.02)
Primary language not identified 13.8 (0.37) 15.2 (0.22) 15.7 (0.34) 2.8 (0.06) 3.0 (0.06) 3.1 (0.08) 3.0 (0.06) 3.1 (0.06) 3.2 (0.08) 3.0 (0.06) 3.2 (0.07) 3.3 (0.09)
                                                 
Poverty status9                                                
Below poverty threshold 13.5 (0.11) 14.6 (0.08) 15.6 (0.08) 2.8 (0.02) 3.0 (0.02) 2.9 (0.02) 2.9 (0.02) 3.1 (0.02) 3.0 (0.02) 3.0 (0.02) 3.1 (0.02) 3.1 (0.02)
100 to 199 percent of poverty threshold 14.2 (0.11) 15.2 (0.09) 16.0 (0.08) 2.9 (0.02) 3.1 (0.02) 3.1 (0.02) 3.0 (0.02) 3.2 (0.02) 3.1 (0.02) 3.1 (0.02) 3.2 (0.02) 3.2 (0.02)
200 percent or more of poverty threshold 14.8 (0.06) 15.6 (0.08) 16.4 (0.04) 3.1 (0.01) 3.2 (0.02) 3.2 (0.01) 3.1 (0.02) 3.2 (0.02) 3.2 (0.01) 3.2 (0.01) 3.3 (0.01) 3.3 (0.01)
                                                 
Socioeconomic status10                                                
Lowest 20 percent 13.3 (0.11) 14.6 (0.11) 15.4 (0.06) 2.8 (0.02) 3.0 (0.02) 2.9 (0.02) 2.9 (0.02) 3.1 (0.02) 3.0 (0.02) 3.0 (0.02) 3.1 (0.02) 3.1 (0.02)
Middle 60 percent 14.3 (0.08) 15.2 (0.09) 16.1 (0.05) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.1 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
Highest 20 percent 15.1 (0.06) 15.9 (0.06) 16.7 (0.05) 3.1 (0.02) 3.3 (0.02) 3.3 (0.02) 3.1 (0.02) 3.3 (0.02) 3.3 (0.01) 3.2 (0.02) 3.3 (0.01) 3.4 (0.01)
                                                 
School type                                                
Public 14.3 (0.07) 15.2 (0.07) 16.1 (0.05) 3.0 (0.01) 3.1 (0.01) 3.1 (0.01) 3.0 (0.01) 3.2 (0.01) 3.1 (0.01) 3.1 (0.01) 3.2 (0.01) 3.2 (0.01)
Private 14.4 (0.15) 15.6 (0.07) 16.3 (0.10) 3.1 (0.03) 3.2 (0.03) 3.2 (0.03) 3.1 (0.03) 3.2 (0.03) 3.2 (0.03) 3.1 (0.04) 3.2 (0.03) 3.2 (0.03)
†Not applicable.
1 To measure cognitive flexibility, children were administered the Dimensional Change Card Sort (DCCS) (developed by Philip Zelazo in 2006). Children were asked to sort a series of picture cards into one of two trays according to different rules (e.g., by color, by shape). Possible scores range from 0 to 18.
2 The approaches to learning scale is based on teachers' reports on how students rate in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, ability to adapt easily to changes in routine, organization, and ability to follow classroom rules. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibits positive learning behaviors more often.
3 The interpersonal skills scale is based on teachers' reports on the student’s skill in forming and maintaining friendships; getting along with people who are different; comforting or helping other children; expressing feelings, ideas, and opinions in positive ways; and showing sensitivity to the feelings of others. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child interacted with others in a positive way more often.
4 The self-control scale is based on teachers' reports on the student’s ability to control behavior by respecting the property rights of others, controlling temper, accepting peer ideas for group activities, and responding appropriately to pressure from peers. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibited behaviors indicative of self-control more often.
5 Derived from child’s approaches to learning scale score in fall of the kindergarten year. This score is based on teachers' reports on how often students exhibit positive learning behaviors in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, ability to adapt easily to changes in routine, organization, and ability to follow classroom rules. Possible scores range from 1 to 4. Fall 2010 scores were categorized into the four anchor points on the original scale--1 (never), 2 (sometimes), 3 (often), and 4 (very often)--by rounding the mean score to the nearest whole number.
6 The type of nonparental care in which the child spent the most hours. “Multiple arrangements” refers to children who spent an equal amount of time in each of two or more arrangements.
7 Parents who reported working at least 35 hours per week are defined as employed full time, while those who reported working less than 35 hours per week are defined as employed part time. Those neither employed nor looking for work are not in the labor force.
8 Parents’ highest level of education is the highest level of education achieved by either of the parents or guardians in a two-parent household, by the only parent in a single-parent household, or by any guardian in a household with no parents.
9 Poverty status is based on preliminary U.S. Census income thresholds for 2010, which identify incomes determined to meet household needs, given family size and composition. For example, a family of three with one child was below the poverty threshold if its income was less than $17,552 in 2010.
10 Socioeconomic status (SES) was measured by a composite score based on parental education and occupations and household income at the time of data collection.
NOTE: Estimates weighted by W4C4P_2T0. Estimates pertain to a sample of children who were enrolled in kindergarten for the first time in the 2010-11 school year. Most of the children were in first grade in 2011-12, but 4 percent were in kindergarten or other grades (e.g., second grade, ungraded classrooms). Two parents may refer to two biological parents, two adoptive parents, or one biological/adoptive parent and one other parent/partner. Single parent refers to one biological or adoptive parent only. In households without parents, the guardian or guardians may be related or unrelated to the child. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding and survey item nonresponse.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), Kindergarten–First Grade Restricted-Use Data File. (This table was prepared September 2014.)

2014 Tables and Figures All Years of Tables and Figures Most Recent Full Issue of the Digest