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Second, in ECLS-K, 94% of first-time kindergartners in the U.S.
A separate study of the ECLS-K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.
In this study, we used the ECLS-K data to examine whether public school students do, indeed, begin kindergarten with higher achievement than their demographically equivalent peers in private schools, as hypothesized by some critics of prior NAEP analyses.
The data collected in the ECLS-K study were weighted to compensate for differential probability of selection and for nonresponse.
The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test.
To measure the achievement effects of the curricula, the study team tested students at the beginning and end of the school year using the math assessment developed for the Early Childhood Longitudinal Study (ECLS-K) (West et al.
This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master's degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor's degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten?
This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children's gains in reading scores from the fall to spring of the kindergarten year.
The relative effectiveness of the four curricula was measured by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K).
This manual provides guidance and documentation for users of the eighth-grade data of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K).
Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care.
Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), using data from spring 2000 (when most of the children were in 1st grade) and spring 2004 (when most of the children were in 5th grade) and is restricted to children who were first-time kindergartners in 1998-1999 and who attended public school in 2000 and 2004.
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