Publications & ProductsSearch Results: (1-12 of 12 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2021058 | Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts
To assess educational progress in the early grades and identify achievement gaps, the Midwest Early Childhood Education Research Alliance examined reading achievement data among students in kindergarten and grade 1 in two districts in Illinois. The study documents overall reading achievement in these and examines disparities in achievement among groups defined by race/ethnicity, eligibility for the national school lunch program, English learner status, participation in special education, and gender. District administrators, policymakers, and educators can use the findings to make decisions about allocating resources to students and schools. This study analyzed student records and assessment data from two cohorts of kindergarten and grade 1 students—one from Elgin Area Schools (District U–46) and one from Springfield Public Schools (District 186). District U–46 used the Fountas and Pinnell Benchmark Assessment System—a formative reading assessment administered by teachers—to assess the reading proficiency of kindergarten and grade 1 students. District 186 used the Measures of Academic Progress for Primary Grades assessment, an adaptive assessment that is appropriate for universal screening and growth measurement of students’ reading. The study team performed separate analyses for both districts given a discrete, categorical outcome variable for District U–46 and a continuous outcome variable for District 186. The study found that reading achievement increased across the kindergarten and grade 1 years for all students. However, there were differences in reading achievement across student demographic groups. In both districts, Asian and White students had higher achievement than Black and Hispanic students, and students not eligible for the national school lunch program and students not in special education had higher achievement than students with this eligibility and this status. In District U–46, non-English learner students had higher achievement levels than English learner students. In District 186, female students started kindergarten and ended grade 1 with slightly higher levels of reading achievement than male students. District administrators, policy makers, and educators can use these findings to make decisions about allocating resources—such as professional development, literacy coaches, or books—to schools that serve larger concentrations of Black or Hispanic students, students eligible for the national school lunch program, students in special education, or English learner students. Examining achievement patterns by student demographic group is an important first step in identifying whether districts or schools need to distribute resources or opportunities differently to achieve more equitable outcomes across student demographic groups. District administrators, policy makers, and educators can use the results to motivate conversations about the root causes of inequities and how to resolve them. |
2/9/2021 |
| NCES 2016144 | The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data. |
5/26/2016 |
| WWC 20074011 | Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools. |
12/15/2007 |
| NCES 2007031 | Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Child Disability Composite Errata and ECB Functionality Errata for Data Products Released 2000 through 2006
This errata sheet pertains to two errors that affect the following ECLS-K Data Files and ECBs: Base Year Restricted (NCES 2000-097) and Public-Use ECB (NCES 2001-029rev); First Grade Restricted (NCES 2002-127) and Public-Use ECB (NCES 2002-134);Third Grade Restricted (NCES 2003-002) and Public-Use ECB (NCES 2004-002); ECLS-K Longitudinal Kindergarten-First Grade Public-Use ECB (NCES 2002-148); ECLS-K Longitudinal Kindergarten-Third Grade Public-Use ECB (NCES 2004-089); and ECLS-K Longitudinal Kindergarten-Fifth Grade Public-Use Data ECB (NCES 2006-035). The first error relates to errors that occur when using the ECLS-K ECBs; the second error relates to errors in the computation of the child disability composite (P1DISABL, P4DISABL, and P5DISABL). |
10/31/2006 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2004 |
| NCES 2002148 | ECLS-K Longitudinal Kindergarten-First Grade Public-Use Data Files and Electronic Code Book
This CD-ROM containing both kindergarten and first grade public-use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The CD-ROM contains an Electronic Codebook (ECB), data files, and survey and ECB documentation for the first four waves of data collection. It combines data from the base year (kindergarten) and first grade. There is no additional data beyond the data already included in the base year and first grade CDs that were individually released. This ECB will be the most useful for researchers examining both base year and first grade data simultaneously; only data for children who participated in both kindergarten and first grade are included. Researchers interested in conducting cross-sectional or within grade analyses should use the separate base year and first grade ECBs. There is an errata in the household roster data on this file. Please see the errata sheet here. |
4/30/2002 |
| NCES 2002149 | User's Manual for the ECLS-K Longitudinal Kindergarten-First Grade Public-Use Data Files and Electronic Codebook
The ECLS-K longitudinal kindergarten and first grade public-use data are available on a CD-ROM (NCES 2002-148). The User's Manual is reproduced on the CD and includes a description of the design of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and information to help users access and use the longitudinal kindergarten-first grade data files and electronic codebook contained on the CD. |
4/30/2002 |
| NCES 2002125 | Children's Reading and Mathematics Achievement in Kindergarten and First Grade
This report examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. |
3/7/2002 |
| NCES 2002134 | CD-ROM: ECLS-K First Grade Public-Use Data Files and Electronic Code Book
This CD-ROM contains an electronic code book (ECB), a public-use child-level data file, and survey and ECB documentation for the fall and spring first grade waves of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. There is an errata in the household roster data on this file. Please see the errata sheet here. |
2/19/2002 |
| NCES 2001072 | The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education. |
5/31/2001 |
| NCES 98041 | First-Graders' Achievement in Top and Bottom Schools
Most people believe that schools differ widely from one another in their students' achievement, but little is known about the magnitude of these differences, particularly at the early grades of schooling. This issue brief describes the magnitude of reading and mathematics differences in top and bottom schools by using four different methods. |
1/3/1998 |
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