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| 2019 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 220.60. | Fall 2010 kindergartners' reading, mathematics, science, and approaches to learning scale scores and standard deviations, by kindergarten entry status and time of assessment: Fall 2010 and spring 2011 through spring 2016 |
| [Standard errors appear in parentheses] | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type and time of assessment |
Overall mean score1 |
Standard deviation of the overall mean score |
Mean score by fall 2010 kindergarten entry status2 |
|||||||||
| Early kindergarten entrants |
On-time kindergarten entrants |
Delayed kindergarten entrants |
Kindergarten repeaters |
|||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||
| Reading scale score3 | ||||||||||||
| Kindergarten | ||||||||||||
| Fall 2010 | 54.6 | (0.24) | 11.3 | (0.18) | 52.1 | (1.09) | 54.6 | (0.25) | 55.9 | (0.65) | 56.4 | (0.86) |
| Spring 2011 | 69.3 | (0.33) | 14.4 | (0.18) | 64.5 | (2.13) | 69.6 | (0.36) | 70.5 | (0.77) | 68.0 | (0.90) |
| First grade, spring 2012 | 94.9 | (0.37) | 17.8 | (0.14) | 87.7 | (2.85) | 95.7 | (0.43) | 97.6 | (0.90) | 89.1 | (1.36) |
| Second grade, spring 2013 | 112.3 | (0.34) | 17.0 | (0.16) | 108.1 | (2.22) | 113.1 | (0.40) | 114.8 | (0.91) | 105.3 | (1.52) |
| Third grade, spring 2014 | 120.9 | (0.31) | 15.3 | (0.14) | 116.4 | (1.93) | 121.7 | (0.35) | 123.1 | (0.80) | 114.4 | (1.42) |
| Fourth grade, spring 2015 | 129.3 | (0.27) | 14.6 | (0.15) | 124.9 | (2.02) | 130.1 | (0.30) | 130.8 | (0.84) | 123.0 | (1.42) |
| Fifth grade, spring 2016 | 136.3 | (0.29) | 15.3 | (0.14) | 132.9 | (2.16) | 137.1 | (0.32) | 137.7 | (1.01) | 129.1 | (1.27) |
| Mathematics scale score4 | ||||||||||||
| Kindergarten | ||||||||||||
| Fall 2010 | 36.1 | (0.28) | 11.5 | (0.13) | 31.5 | (1.19) | 36.1 | (0.30) | 40.1 | (0.80) | 36.6 | (0.84) |
| Spring 2011 | 50.3 | (0.35) | 13.3 | (0.12) | 44.8 | (1.98) | 50.4 | (0.40) | 54.0 | (1.01) | 49.5 | (0.87) |
| First grade, spring 2012 | 72.8 | (0.32) | 15.6 | (0.14) | 64.7 | (2.43) | 73.2 | (0.38) | 77.4 | (1.07) | 69.4 | (1.02) |
| Second grade, spring 2013 | 90.1 | (0.39) | 18.0 | (0.15) | 82.1 | (2.58) | 90.6 | (0.44) | 94.0 | (1.05) | 84.0 | (1.33) |
| Third grade, spring 2014 | 103.9 | (0.38) | 17.7 | (0.14) | 98.6 | (2.51) | 104.6 | (0.40) | 107.5 | (0.86) | 96.5 | (1.39) |
| Fourth grade, spring 2015 | 112.4 | (0.42) | 17.7 | (0.19) | 107.9 | (2.42) | 113.1 | (0.43) | 115.2 | (0.93) | 104.8 | (1.44) |
| Fifth grade, spring 2016 | 119.4 | (0.38) | 17.3 | (0.18) | 116.1 | (2.46) | 120.3 | (0.40) | 121.5 | (0.93) | 110.8 | (1.48) |
| Science scale score5 | ||||||||||||
| Kindergarten, spring 2011 | 34.0 | (0.18) | 7.4 | (0.06) | 30.3 | (0.94) | 34.3 | (0.20) | 36.5 | (0.45) | 33.1 | (0.56) |
| First grade, spring 2012 | 43.0 | (0.26) | 10.3 | (0.08) | 38.0 | (1.43) | 43.4 | (0.28) | 45.9 | (0.49) | 41.0 | (0.79) |
| Second grade, spring 2013 | 52.5 | (0.27) | 11.6 | (0.10) | 48.2 | (1.54) | 52.9 | (0.30) | 55.3 | (0.63) | 49.7 | (0.88) |
| Third grade, spring 2014 | 60.0 | (0.27) | 11.9 | (0.10) | 55.5 | (1.85) | 60.5 | (0.30) | 62.6 | (0.58) | 56.8 | (0.84) |
| Fourth grade, spring 2015 | 66.8 | (0.29) | 11.9 | (0.13) | 63.1 | (1.56) | 67.3 | (0.31) | 68.7 | (0.53) | 62.9 | (0.86) |
| Fifth grade, spring 2016 | 73.4 | (0.28) | 12.7 | (0.14) | 68.8 | (1.91) | 74.1 | (0.29) | 75.1 | (0.66) | 68.5 | (1.04) |
| Approaches to learning score6 | ||||||||||||
| Kindergarten | ||||||||||||
| Fall 2010 | 3.0 | (0.01) | 0.7 | (0.01) | 2.9 | (0.09) | 3.0 | (0.01) | 3.0 | (0.03) | 2.8 | (0.06) |
| Spring 2011 | 3.1 | (0.01) | 0.7 | (0.00) | 3.0 | (0.09) | 3.1 | (0.02) | 3.2 | (0.03) | 2.9 | (0.05) |
| First grade, spring 2012 | 3.1 | (0.01) | 0.7 | (0.01) | 3.0 | (0.12) | 3.1 | (0.01) | 3.1 | (0.03) | 2.8 | (0.04) |
| Second grade, spring 2013 | 3.1 | (0.01) | 0.7 | (0.00) | 3.0 | (0.08) | 3.1 | (0.01) | 3.1 | (0.04) | 2.8 | (0.06) |
| Third grade, spring 2014 | 3.1 | (0.01) | 0.7 | (0.01) | 3.0 | (0.11) | 3.1 | (0.01) | 3.1 | (0.04) | 2.8 | (0.05) |
| Fourth grade, spring 2015 | 3.1 | (0.01) | 0.7 | (0.00) | 3.1 | (0.12) | 3.1 | (0.01) | 3.1 | (0.03) | 2.8 | (0.05) |
| Fifth grade, spring 2016 | 3.1 | (0.01) | 0.7 | (0.00) | 3.0 | (0.11) | 3.1 | (0.01) | 3.2 | (0.04) | 2.9 | (0.03) |
| 1 Includes students with missing kindergarten entry status information. | ||||||||||||
| 2 A child who enrolled in kindergarten for the first time in 2010-11 is classified as an early, on-time, or delayed kindergarten entrant depending on whether the parent reported enrolling the child early, enrolling the child when he or she was old enough, or waiting until the child was older relative to school guidelines about when children can start school based on their birth date. A child is classified as a kindergarten repeater if the parent reported that 2010-11 was the child's second (or more) year of kindergarten. | ||||||||||||
| 3 Reflects performance on questions measuring basic skills (e.g., 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 167. | ||||||||||||
| 4 Reflects performance on questions on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and patterns, algebra, and functions. Possible scores for the mathematics assessment range from 0 to 159. | ||||||||||||
| 5 Reflects performance on questions on physical sciences, life sciences, earth and space sciences, and scientific inquiry. Possible scores for the science assessment range from 0 to 100. Science was not assessed in the fall of kindergarten. | ||||||||||||
| 6 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. | ||||||||||||
| NOTE: Estimates weighted by W9C9P_20. Estimates pertain to a sample of children who were enrolled in kindergarten in the 2010-11 school year. The same children were assessed in spring 2012 (when the majority were in first grade), spring 2013 (when the majority were in second grade), spring 2014 (when the majority were in third grade), spring 2015 (when the majority were in fourth grade), and spring 2016 (when the majority were in fifth grade). Estimates differ from previously published figures because reading, mathematics, and science scale scores were recalculated to represent the kindergarten through fifth-grade assessment item pools and because weights were adjusted to account for survey nonresponse at each data collection wave, including the latest round of data collection (spring 2016). | ||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), Kindergarten–Fifth Grade Restricted-Use Data File. (This table was prepared March 2019.) |
