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 Pub Number  Title  Date
NCES 2018033 ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/27/2018
NCES 2017286 ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/1/2017
NCES 2016080 ECLS-K:2011 Restricted-Use Kindergarten-Third Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall spring second-grade, and spring third-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the userís manual developed for use with this data file, which focuses on the third-grade round of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook, the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook, and the manual released with the Kindergarten-Second Grade Restricted-Use Data File and Electronic Codebook.
10/17/2016
NCES 2015050 ECLS-K:2011 Restricted-Use Kindergarten-Second Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall and spring second-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the userís manual developed for use with this data file (NCES 2015-049), which focuses on the second-grade rounds of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook (NCES 2013-061) and the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook (NCES 2015-069).
7/10/2015
NCES 2015086 ECLS-K:2011 Public-Use Kindergarten-First Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, and the fall and spring of the 2011-12 school year, when most of the students were in first grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
4/22/2015
NCES 2015070 ECLS-K:2011 Restricted-Use Kindergarten-First Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten and fall and spring first-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the userís manual developed for use with this data file (NCES 2015-069), which focuses on the first-grade rounds of data collection, and the manual released with the Kindergarten Data File and Electronic Codebook (NCES 2013-061).
11/7/2014
NCES 2013060 ECLS-K:2011 Restricted-Use Kindergarten Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the Userís Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook (NCES 2013-061)
7/17/2013
NCEE 20124053 Impacts of Title I Supplemental Educational Services on Student Achievement
"Impacts of Title I Supplemental Educational Services on Student Achievement" examines the potential achievement benefits of academic support services offered outside the regular school day by state-approved Supplemental Educational Service providers. As one of the parental choice provisions implemented with Title I funds under the No Child Left Behind Act of 2001, parents of low-income students in low-performing schools are offered a choice of Supplemental Educational Services (SES) for their children. In the six study districts located in three states (Connecticut, Ohio, and Florida), more eligible students applied for SES than could be served with available funds, requiring prioritization of SES to the lowest-achieving students among the eligible applicants. Oversubscription for SES is unusual among school districts, and the studyís six school districts are not nationally representative. The study uses a regression discontinuity design to obtain estimates of the impact of SES by comparing the outcomes of students just below and above the cutoff value for receiving services.
5/3/2012
REL 2011115 Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region
Analysis of school improvement plans in five Midwest Region states reveals that more than 90 percent of plans included at least one "potentially effective" parent involvement activity and 70 percent included at least one extended learning activity (a before-school, afterschool, or summer program). Few extended learning programs were described as providing academic support.
4/25/2011
NCEE 20094078 The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report
The restricted-use file for this study contains data from this study for the 2005-06 and 2006-07 school years including school/after-school program characteristics data, program implementation information, after-school staff surveys, and student demographic data and math achievement for elementary school after-school participants.
1/20/2011
NCES 2010011 Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Kindergarten 2007 Restricted-Use Data File and Electronic Codebook DVD
This DVD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for all rounds of data collection (9 months, 2 years, preschool, kindergarten 2006 and kindergarten 2007) for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). The technical documentation available on the DVD includes user's manuals and sampling reports.
12/31/2009
NCES 2010005 The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This survey provides a comprehensive and reliable data about childrenís early development; their home learning experiences; their experiences in early care and education programs; their health care, nutrition, and physical well-being; and how their early experiences relate to their later development, learning, and success in school.
10/28/2009
NCEE 20094077 The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report
The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered. For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. Data on after-school staff characteristics, program implementation, and student outcomes were collected in the first and second years in 27 centers (12 providing the reading program and 15 providing the math program).
9/29/2009
NCES 2009084 Public-Use Data Files and Documentation (FRSS 91): After-School Programs in Public Elementary Schools
This file contains data from a 2008 fast-response survey titled ďAfter-School Programs in Public Elementary Schools.Ē This survey provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs include stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities. NCES released the results of the survey in the First Look report After-School Programs in Public Elementary Schools.

Questionnaires and cover letters for the study were mailed to the principal of each sampled school in late December 2007. The letter introduced the study and requested that the questionnaire be completed by the person most knowledgeable about after-school programs that were physically located at the school. Respondents were encouraged to consult with the administrators of after-school programs that were located at the school but operated by some entity other than the school or district (e.g., privately run fee-based day care). Respondents were offered the option of completing the survey via the Web or by mail. Telephone followup for survey nonresponse and data clarification was initiated in January 2008 and completed in early May 2008. The final response rate was 91 percent.

The survey focuses on four broad types of after-school programs: (1) fee-based stand-alone day care programs for which parents paid fees; (2) stand-alone academic instruction/tutoring programs that focus exclusively on academic instruction or tutoring, including Supplemental Educational Services in schools that did not meet Adequate Yearly Progress; (3) the 21st Century Community Learning Centers (21st CCLCs) administered through the federally funded 21st CCLC Program to provide academic enrichment opportunities; and (4) other types of formal stand-alone or broad-based after-school programs. The information collected about after-school programs includes: program focus (if applicable), number of students enrolled, hours per week the program operates, availability of transportation for students, whether students from other schools attend the program, and factors that may hinder students from participating in the program.
8/4/2009
NCES 2009043 After-School Programs in Public Elementary Schools
This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs included stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities. This report focuses on four broad types of after-school programs: (1) fee-based stand-alone day care programs for which parents paid fees; (2) stand-alone academic instruction/tutoring programs that focus exclusively on academic instruction or tutoring, including Supplemental Educational Services in schools that did not meet Adequate Yearly Progress; (3) the 21st Century Community Learning Centers (21st CCLCs) administered through the federally funded 21st CCLC Program to provide academic enrichment opportunities; and (4) other types of formal stand-alone or broad-based after-school programs.

Fifty-six percent of public elementary schools reported that one or more after-school programs were physically located at the school in 2008. Forty-six percent of public elementary schools reported a fee-based stand-alone day care program; 43 percent reported one or more stand-alone academic instruction/tutoring programs; 10 percent reported a 21st CCLC, and 16 percent reported other types of after-school programs. Together, the various types of after-school programs accounted for an estimated 4 million enrollments. These include duplicated enrollments because students could be enrolled in more than one program. The proportion of public elementary schools reporting that their students attended after-school programs at another location ranged from 46 percent for fee-based stand-alone day care to 3 percent for 21st CCLCs.
2/10/2009
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