Table 220.57.

Fall 2010 first-time kindergartners’ scores on various academic, social, and emotional scales in third grade, by frequency of being victimized by their peers, frequency of victimizing their peers, and type of victimization: Spring 2014

[Standard errors appear in parentheses]
Frequency of being victimized by peers, frequency of victimizing peers, and type of victimization	Mean third-grade (spring 2014) scale scores
	Reading1		Mathematics2		Science3		Approaches to learning4		Self control5		Interpersonal skills6		Externalizing problem behaviors7		Internalizing problem behaviors8
1	2		3		4		5		6		7		8		9
Total	110.9	(0.26)	98.5	(0.32)	55.3	(0.24)	3.1	(0.01)	3.3	(0.01)	3.1	(0.01)	1.7	(0.01)	1.6	(0.01)
Frequency with which child reported experiencing different       types of victimization by peers in third grade
Teased, made fun of, or called names
Often or very often	107.2	(0.48)	94.6	(0.59)	53.4	(0.43)	2.8	(0.03)	3.1	(0.02)	3.0	(0.02)	1.9	(0.02)	1.7	(0.02)
Sometimes or rarely	112.4	(0.29)	100.2	(0.38)	56.3	(0.26)	3.1	(0.02)	3.3	(0.01)	3.2	(0.01)	1.7	(0.01)	1.6	(0.01)
Never	110.8	(0.34)	98.1	(0.36)	55.0	(0.29)	3.2	(0.02)	3.4	(0.02)	3.2	(0.02)	1.6	(0.02)	1.6	(0.01)
Subject of lies or untrue stories
Often or very often	106.8	(0.44)	94.2	(0.55)	52.5	(0.37)	2.9	(0.03)	3.1	(0.02)	3.0	(0.02)	1.9	(0.02)	1.7	(0.02)
Sometimes or rarely	112.0	(0.29)	100.1	(0.39)	56.1	(0.27)	3.1	(0.02)	3.3	(0.01)	3.2	(0.02)	1.7	(0.01)	1.6	(0.01)
Never	112.3	(0.34)	99.3	(0.41)	56.2	(0.32)	3.2	(0.02)	3.4	(0.01)	3.2	(0.02)	1.5	(0.01)	1.6	(0.01)
Pushed, shoved, slapped, hit, or kicked
Often or very often	107.2	(0.52)	95.0	(0.62)	53.3	(0.40)	2.8	(0.03)	3.0	(0.02)	2.9	(0.02)	1.9	(0.02)	1.7	(0.02)
Sometimes or rarely	112.4	(0.28)	100.8	(0.36)	56.8	(0.28)	3.1	(0.02)	3.3	(0.01)	3.1	(0.02)	1.7	(0.02)	1.6	(0.01)
Never	110.9	(0.32)	97.7	(0.38)	54.7	(0.28)	3.2	(0.02)	3.4	(0.01)	3.2	(0.01)	1.6	(0.01)	1.6	(0.01)
Excluded from play on purpose
Often or very often	107.6	(0.53)	94.1	(0.55)	53.4	(0.37)	2.9	(0.03)	3.1	(0.02)	3.0	(0.02)	1.9	(0.02)	1.7	(0.02)
Sometimes or rarely	111.9	(0.31)	100.0	(0.39)	56.2	(0.30)	3.1	(0.02)	3.3	(0.02)	3.2	(0.01)	1.7	(0.01)	1.6	(0.01)
Never	111.3	(0.31)	98.8	(0.40)	55.3	(0.31)	3.2	(0.02)	3.3	(0.01)	3.2	(0.01)	1.6	(0.01)	1.5	(0.01)
Frequency with which teacher reported that child       victimized his/her peers in third grade
Teased, made fun of, or called other students names
Often or very often	103.0	(0.84)	90.3	(0.98)	49.7	(0.58)	2.2	(0.04)	2.2	(0.03)	2.1	(0.03)	2.9	(0.04)	1.9	(0.04)
Sometimes or rarely	109.5	(0.34)	97.2	(0.46)	54.3	(0.31)	2.8	(0.02)	3.0	(0.01)	2.9	(0.02)	2.0	(0.01)	1.7	(0.02)
Never	112.6	(0.30)	100.1	(0.33)	56.5	(0.26)	3.4	(0.01)	3.6	(0.01)	3.4	(0.01)	1.4	(0.01)	1.5	(0.01)
Told lies or untrue stories about other students
Often or very often	102.4	(0.83)	89.0	(1.12)	49.2	(0.54)	2.1	(0.04)	2.1	(0.03)	2.0	(0.03)	3.0	(0.04)	2.0	(0.06)
Sometimes or rarely	108.5	(0.35)	95.5	(0.56)	53.1	(0.36)	2.7	(0.02)	2.9	(0.02)	2.7	(0.02)	2.1	(0.02)	1.8	(0.02)
Never	112.3	(0.28)	100.2	(0.29)	56.6	(0.24)	3.3	(0.01)	3.5	(0.01)	3.4	(0.01)	1.5	(0.01)	1.5	(0.01)
Pushed, shoved, slapped, hit, or kicked other students
Often or very often	100.3	(1.34)	86.6	(1.33)	46.7	(0.95)	2.1	(0.05)	2.1	(0.03)	2.0	(0.03)	3.1	(0.05)	1.9	(0.05)
Sometimes or rarely	107.7	(0.37)	96.1	(0.58)	53.2	(0.36)	2.6	(0.03)	2.8	(0.02)	2.7	(0.02)	2.2	(0.02)	1.7	(0.03)
Never	112.2	(0.27)	99.6	(0.31)	56.2	(0.23)	3.3	(0.01)	3.4	(0.01)	3.3	(0.01)	1.5	(0.01)	1.6	(0.01)
Excluded other students from play on purpose
Often or very often	103.2	(1.49)	89.9	(1.44)	49.3	(0.99)	2.3	(0.05)	2.2	(0.03)	2.0	(0.03)	2.9	(0.05)	2.0	(0.05)
Sometimes or rarely	109.7	(0.32)	97.1	(0.49)	54.2	(0.30)	2.8	(0.02)	2.9	(0.02)	2.8	(0.02)	2.0	(0.02)	1.7	(0.02)
Never	111.9	(0.31)	99.6	(0.31)	56.2	(0.27)	3.3	(0.01)	3.5	(0.01)	3.4	(0.01)	1.5	(0.01)	1.5	(0.01)

1 Reflects performance on questions measuring basic skills (print familiarity, letter recognition, beginning and ending sounds, rhyming words, and word recognition); vocabulary knowledge; and reading comprehension, including identifying information specifically stated in text (e.g., definitions, facts, and supporting details), making complex inferences from texts, and considering the text objectively and judging its appropriateness and quality. Possible scores for the reading assessment range from 0 to 141.

2 Reflects performance on questions on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability (measured with a set of simple questions assessing children’s ability to read a graph); and prealgebra skills such as identification of patterns. Possible scores for the mathematics assessment range from 0 to 135.

3 Reflects performance on questions on physical sciences, life sciences, environmental sciences, and scientific inquiry. Possible scores for the science assessment range from 0 to 87.

4 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.

5 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.

6 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.

7 The externalizing problem behaviors scale is based on teachers’ reports on how frequently a student argues, fights, gets angry, acts impulsively, disturbs ongoing activities, and talks at inappropriate times. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibited externalized problem behaviors more often.

8 The internalizing problem behaviors scale is based on teachers’ reports on how frequently a student exhibits the apparent presence of anxiety, loneliness, low self-esteem, and sadness. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibited internalized problem behaviors more often.

NOTE: Estimates weighted by W7C27P_7T70. Estimates pertain to a sample of children who were enrolled in kindergarten for the first time in the 2010-11 school year. In 2013-14, most of the children were in third grade, but 6 percent were in second grade or other grades (e.g., fourth grade, ungraded classrooms). Estimates differ from previously published figures because scale scores were recalculated to represent the kindergarten through third-grade assessment item pools and weights were adjusted to account for survey nonresponse at each data collection wave.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), Kindergarten–Third Grade Restricted-Use Data File. (This table was prepared October 2016.)