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Children's Reading and Mathematics Achievement in Kindergarten and First Grade


+ Executive Summary

+ Children's Reading and Mathematics Achievement in Kindergarten and First Grade


Organization of the Report

+ Measures

Analytic Sample

+ Findings


List of Figures

Full Report (PDF)
Line Acknowledgments

The authors wish to recognize the 20,000 children and their parents, and the more than 8,000 kindergarten and first grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,000 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials.

We would like to thank Elvie Germino Hausken and Jonaki Bose of the National Center for Education Statistics, and Lizabeth Reaney, Naomi Richman, Amy Rathbun, Jill Walston, Thea Kruger, Sarah Kaffenberger, Nikkita Taylor, and DeeAnn Brimhall of the Education Statistics Services Institute for their hard work and dedication in supporting all aspects of the ECLS-K program. We also appreciate the comments we received from program offices within the Department of Education and NCES staff members Sam Peng, Laura Lippman, and Bill Fowler. In addition, we would like to recognize the input we received from Barbara Wasik of Johns Hopkins University, Doug Downey of the Ohio State University, and Susan Fowler of the University of Illinois at Urbana-Champaign.

Westat, Incorporated-in affiliation with the Institute for Social Research and the School of Education at the University of Michigan, and the Educational Testing Service, under the direction of the National Center for Education Statistics (NCES)-conducted the base-year and first grade study. We would like to express our appreciation for the efforts of the staff from each of these organizations, and especially to the more than 400 field staff who conducted the child assessments and parent interviews in fall 1998, spring 1999, and spring 2000.

We wish to acknowledge the support that we have received from the Head Start Bureau of the Administration on Children, Youth and Families; the Economic Research Service of the U.S. Department of Agriculture; the National Institute for Child Health and Human Development; and the U.S. Department of Education's Office of Special Education Programs, Office of Bilingual Education and Minority Languages Affairs, and Planning and Evaluation Service.

A special thank you to Kendra Chandler Webb, age 9 (1994), for designing the ECLS logo, and to Westat for aiding in the design of the cover.

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