Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Kindergarten Data [United States] (ICPSR 36628)

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United States Department of Education. Institute of Education Sciences. National Center for Education Statistics

This is an external resource to which ICPSR links as a courtesy. These data are not available from ICPSR. Users should consult the data owners (via Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Kindergarten Data [United States]) directly for details on obtaining these resources.

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The Early Childhood Longitudinal Study (ECLS)is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This fourth wave of the data was collected when the cohort was kindergarten aged. The kindergarten cognitive assessments were similar to the preschool assessments; one exception was that the assessment of color knowledge was not included. The early reading and mathematics assessment at kindergarten built on the preschool assessment by assessing more difficult knowledge and skills. Fine and gross motor skills were directly assessed again, but socioemotional development was assessed indirectly through questions asked of both parents and teachers. As in the previous waves, all children had their height, weight, and middle-upper arm circumference (MUAC) measured, and children born with very low birth weight had their head circumference measured.