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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 220.65b. | Percentage distribution of fall 2010 first-time kindergartners in spring of fifth grade and fifth-grade scores on and standard deviations of various academic, social, and emotional scales, by frequency or extent of selected school or neighborhood problems reported by the school administrator: Spring 2016 |
| [Standard errors appear in parentheses] | |||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Frequency or extent of selected problem reported by school administrator | Percentage distribution of children | Academic, social, and emotional scales | |||||||||||||||||||||||||
| Reading1 | Mathematics2 | Science3 | Approaches to learning4 | Self-control5 | Interpersonal skills6 | Externaliz- ing problem behaviors7 |
Internaliz- ing problem behaviors8 |
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| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||||||||||||||||||
| Mean fifth-grade (spring 2016) scale scores | |||||||||||||||||||||||||||
| Total | 100.0 | (†) | 137.2 | (0.37) | 120.4 | (0.44) | 74.1 | (0.32) | 3.1 | (0.01) | 3.3 | (0.01) | 3.1 | (0.01) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Frequency of occurrence at child's school9 | |||||||||||||||||||||||||||
| Theft | |||||||||||||||||||||||||||
| At least once a month | 5.0 | (0.58) | 134.7 | (1.11) | 117.6 | (1.52) | 70.9 | (1.17) | 3.0 | (0.06) | 3.2 | (0.06) | 3.1 | (0.05) | 1.6 | (0.06) | 1.5 | (0.05) | |||||||||
| On occasion | 81.4 | (1.12) | 137.1 | (0.38) | 120.5 | (0.46) | 74.0 | (0.33) | 3.1 | (0.01) | 3.3 | (0.01) | 3.1 | (0.01) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Never | 13.6 | (0.92) | 139.1 | (0.85) | 121.8 | (0.93) | 75.8 | (0.65) | 3.2 | (0.02) | 3.3 | (0.02) | 3.2 | (0.02) | 1.6 | (0.02) | 1.5 | (0.02) | |||||||||
| Physical conflicts among students | |||||||||||||||||||||||||||
| At least once a month | 25.2 | (1.55) | 134.8 | (0.70) | 117.4 | (0.85) | 72.2 | (0.51) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.03) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| On occasion | 69.1 | (1.51) | 137.9 | (0.41) | 121.6 | (0.49) | 74.6 | (0.37) | 3.2 | (0.01) | 3.3 | (0.02) | 3.1 | (0.02) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Never | 5.7 | (0.66) | 139.7 | (0.83) | 121.7 | (1.03) | 76.4 | (0.68) | 3.1 | (0.05) | 3.4 | (0.04) | 3.2 | (0.04) | 1.6 | (0.04) | 1.5 | (0.04) | |||||||||
| Vandalism of school property | |||||||||||||||||||||||||||
| At least once a month | 4.1 | (0.76) | 135.1 | (1.29) | 118.1 | (1.85) | 71.5 | (1.22) | 3.0 | (0.07) | 3.2 | (0.06) | 3.0 | (0.07) | 1.7 | (0.05) | 1.6 | (0.05) | |||||||||
| On occasion | 69.7 | (1.51) | 137.0 | (0.41) | 120.5 | (0.53) | 73.9 | (0.40) | 3.1 | (0.01) | 3.3 | (0.01) | 3.1 | (0.01) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Never | 26.2 | (1.38) | 138.2 | (0.71) | 120.9 | (0.67) | 75.2 | (0.47) | 3.1 | (0.02) | 3.3 | (0.02) | 3.1 | (0.02) | 1.6 | (0.01) | 1.5 | (0.02) | |||||||||
| Student bullying | |||||||||||||||||||||||||||
| At least once a month | 24.1 | (1.65) | 135.7 | (0.82) | 119.1 | (0.92) | 72.8 | (0.67) | 3.1 | (0.02) | 3.3 | (0.02) | 3.1 | (0.02) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| On occasion | 72.5 | (1.55) | 137.8 | (0.37) | 121.0 | (0.45) | 74.5 | (0.34) | 3.1 | (0.01) | 3.3 | (0.01) | 3.1 | (0.01) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Never | 3.4 | (0.81) | 136.7 | (1.35) | 118.5 | (1.62) | 75.5 | (0.99) | 3.1 | (0.06) | 3.3 | (0.08) | 3.1 | (0.07) | 1.6 | (0.06) | 1.5 | (0.04) | |||||||||
| Widespread disorder in classrooms | |||||||||||||||||||||||||||
| At least once a month | 4.6 | (0.77) | 130.9 | (1.86) | 112.3 | (2.57) | 68.0 | (1.73) | 3.0 | (0.05) | 3.1 | (0.04) | 3.0 | (0.06) | 1.8 | (0.06) | 1.6 | (0.05) | |||||||||
| On occasion | 25.2 | (1.33) | 135.3 | (0.72) | 118.4 | (0.88) | 72.7 | (0.63) | 3.0 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| Never | 70.2 | (1.35) | 138.4 | (0.40) | 121.8 | (0.45) | 75.1 | (0.34) | 3.2 | (0.01) | 3.3 | (0.01) | 3.2 | (0.02) | 1.6 | (0.01) | 1.6 | (0.01) | |||||||||
| Extent of problem in the neighborhood where child's school is located |
|||||||||||||||||||||||||||
| Tensions based on racial, ethnic, or religious differences |
|||||||||||||||||||||||||||
| Big problem or somewhat of a problem | 15.7 | (1.51) | 135.1 | (0.79) | 117.9 | (1.11) | 71.8 | (0.73) | 3.1 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| Big problem | 0.6 | ! | (0.28) | 133.9 | (3.80) | 117.8 | (6.65) | 71.9 | (3.37) | 3.0 | (0.16) | 3.2 | (0.09) | 3.0 | (0.08) | 1.6 | (0.15) | 1.6 | (0.14) | ||||||||
| Somewhat of a problem | 15.1 | (1.47) | 135.2 | (0.78) | 117.9 | (1.05) | 71.8 | (0.72) | 3.1 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| No problem | 73.8 | (1.63) | 138.2 | (0.40) | 121.6 | (0.46) | 75.0 | (0.32) | 3.1 | (0.01) | 3.3 | (0.01) | 3.1 | (0.01) | 1.6 | (0.01) | 1.5 | (0.01) | |||||||||
| Don't know | 10.5 | (1.24) | 133.7 | (1.01) | 116.3 | (1.21) | 71.2 | (0.91) | 3.1 | (0.04) | 3.2 | (0.04) | 3.1 | (0.04) | 1.7 | (0.03) | 1.6 | (0.03) | |||||||||
| Selling or using drugs or excessive drinking in public |
|||||||||||||||||||||||||||
| Big problem or somewhat of a problem | 30.9 | (1.77) | 134.5 | (0.53) | 117.4 | (0.70) | 71.5 | (0.52) | 3.1 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| Big problem | 4.7 | (0.63) | 131.6 | (0.93) | 113.7 | (1.51) | 69.2 | (0.97) | 3.0 | (0.07) | 3.1 | (0.07) | 3.0 | (0.07) | 1.7 | (0.06) | 1.7 | (0.06) | |||||||||
| Somewhat of a problem | 26.2 | (1.67) | 135.1 | (0.61) | 118.0 | (0.76) | 72.0 | (0.57) | 3.1 | (0.03) | 3.3 | (0.03) | 3.1 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| No problem | 56.1 | (1.90) | 139.2 | (0.41) | 122.7 | (0.44) | 75.8 | (0.35) | 3.2 | (0.01) | 3.3 | (0.01) | 3.2 | (0.01) | 1.6 | (0.01) | 1.5 | (0.01) | |||||||||
| Don't know | 13.0 | (1.49) | 135.0 | (1.04) | 118.0 | (1.03) | 72.8 | (0.83) | 3.1 | (0.03) | 3.3 | (0.03) | 3.1 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| Gangs | |||||||||||||||||||||||||||
| Big problem or somewhat of a problem | 17.1 | (1.20) | 131.8 | (0.85) | 114.1 | (1.13) | 68.7 | (0.80) | 3.0 | (0.03) | 3.2 | (0.03) | 3.0 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| Big problem | 1.7 | (0.28) | 128.8 | (2.46) | 111.2 | (2.98) | 67.0 | (1.53) | 2.9 | (0.07) | 3.2 | (0.06) | 3.0 | (0.08) | 1.7 | (0.08) | 1.6 | (0.07) | |||||||||
| Somewhat of a problem | 15.4 | (1.20) | 132.1 | (0.88) | 114.4 | (1.18) | 68.9 | (0.86) | 3.0 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| No problem | 71.8 | (1.39) | 138.9 | (0.34) | 122.5 | (0.35) | 75.7 | (0.27) | 3.2 | (0.01) | 3.3 | (0.01) | 3.2 | (0.01) | 1.6 | (0.01) | 1.5 | (0.01) | |||||||||
| Don't know | 11.1 | (1.31) | 134.7 | (1.05) | 116.9 | (1.17) | 72.1 | (0.91) | 3.1 | (0.04) | 3.3 | (0.04) | 3.1 | (0.03) | 1.7 | (0.04) | 1.6 | (0.03) | |||||||||
| Crime in the neighborhood | |||||||||||||||||||||||||||
| Big problem or somewhat of a problem | 34.4 | (1.76) | 133.9 | (0.65) | 116.9 | (0.86) | 70.9 | (0.63) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| Big problem | 4.7 | (0.61) | 130.6 | (1.68) | 111.9 | (1.78) | 68.2 | (1.37) | 3.0 | (0.05) | 3.2 | (0.07) | 3.0 | (0.06) | 1.7 | (0.06) | 1.6 | (0.05) | |||||||||
| Somewhat of a problem | 29.7 | (1.70) | 134.5 | (0.72) | 117.7 | (0.86) | 71.4 | (0.64) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| No problem | 53.0 | (1.74) | 139.6 | (0.33) | 123.0 | (0.37) | 76.1 | (0.29) | 3.2 | (0.01) | 3.3 | (0.02) | 3.2 | (0.02) | 1.6 | (0.01) | 1.5 | (0.01) | |||||||||
| Don't know | 12.5 | (1.39) | 136.2 | (1.19) | 119.5 | (1.14) | 74.4 | (0.80) | 3.1 | (0.04) | 3.3 | (0.03) | 3.2 | (0.03) | 1.6 | (0.02) | 1.5 | (0.03) | |||||||||
| Violence in the neighborhood | |||||||||||||||||||||||||||
| Big problem or somewhat of a problem | 25.3 | (1.46) | 132.6 | (0.72) | 115.0 | (0.86) | 69.6 | (0.63) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 1.7 | (0.02) | 1.6 | (0.02) | |||||||||
| Big problem | 3.7 | (0.51) | 129.4 | (1.89) | 109.9 | (2.24) | 66.9 | (1.41) | 2.9 | (0.05) | 3.1 | (0.06) | 3.0 | (0.06) | 1.8 | (0.06) | 1.7 | (0.06) | |||||||||
| Somewhat of a problem | 21.6 | (1.40) | 133.1 | (0.76) | 115.9 | (0.85) | 70.0 | (0.67) | 3.0 | (0.02) | 3.2 | (0.03) | 3.1 | (0.02) | 1.7 | (0.03) | 1.6 | (0.02) | |||||||||
| No problem | 63.1 | (1.72) | 139.3 | (0.33) | 123.0 | (0.36) | 76.0 | (0.27) | 3.2 | (0.01) | 3.3 | (0.01) | 3.2 | (0.01) | 1.6 | (0.01) | 1.5 | (0.01) | |||||||||
| Don't know | 11.6 | (1.31) | 136.0 | (0.97) | 118.6 | (1.07) | 73.5 | (0.89) | 3.1 | (0.03) | 3.3 | (0.03) | 3.1 | (0.04) | 1.6 | (0.03) | 1.6 | (0.03) | |||||||||
| Standard deviations of the scale scores | |||||||||||||||||||||||||||
| Total | 100.0 | (†) | 10.7 | (0.31) | 12.3 | (0.36) | 8.9 | (0.24) | 0.5 | (0.01) | 0.4 | (0.01) | 0.5 | (0.01) | 0.4 | (0.01) | 0.4 | (0.01) | |||||||||
| †Not applicable. | |||||||||||||||||||||||||||
| !Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 and 50 percent. | |||||||||||||||||||||||||||
| 1 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 within texts, and considering the text objectively and judging its appropriateness and quality. Possible scores for the reading assessment range from 0 to 167. | |||||||||||||||||||||||||||
| 2 Reflects performance on questions on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and prealgebra skills such as identification of patterns. The mathematics assessment was designed to measure skills in conceptual knowledge, procedural knowledge, and problem solving. Possible scores for the mathematics assessment range from 0 to 159. | |||||||||||||||||||||||||||
| 3 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. | |||||||||||||||||||||||||||
| 4 The approaches to learning scale is based on teachers' reports on how often students exhibited the following learning behaviors: keeping belongings organized, showing eagerness to learn new things, working independently, easily adapting to changes in routine, persisting in completing tasks, paying attention well, and following 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. | |||||||||||||||||||||||||||
| 9 For each problem, the school administrator could select only one response indicating how often the problem occurred at school. The percentages for three responses--"happens daily," "happens at least once a week," and "happens at least once a month"--are combined in the row labeled "at least once a month." In contrast, the "on occasion" and "never" rows represent discrete response options. | |||||||||||||||||||||||||||
| NOTE: Estimates weighted by W9C29P_9T90. Estimates pertain to a sample of children who were enrolled in kindergarten for the first time in the 2010-11 school year. In 2015-16, most of the children were in fifth grade, but 7.6 percent were in fourth grade or other grades (e.g., sixth grade, ungraded classrooms). Detail may not sum to totals because of rounding. | |||||||||||||||||||||||||||
| 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 September 2019.) |
