Early Child Longitudinal Study (ECLS-K:2011) Reading Assessments

The ECLS-K:2011 is a longitudinal study, with the same children followed from kindergarten through the fifth grade. The direct cognitive assessments were designed to measure children's knowledge and skills, as well as track their academic growth in different subject areas. Among these subjects included reading.

Content

Sub-Category
Domains
Reading
Subdomain

Comprehensive

Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade
Languages
English, Spanish
Respondent
Student

Access and Use

Price

Researchers interested in using ECLS-K:2011 assessments in their own research must obtain permission from both NCES and the publishers of the assessment items. For information regarding scheduling a review of the assessments or applying for permission to administer the ECLS-K:2011 assessments in your own research, please contact ECLS staff via email at ECLS@ed.gov or send your inquiry to:

Early Childhood Longitudinal Study
Attention: Jill McCarroll, Room 4001
National Center for Education Statistics
550 12th Street SW
Washington DC 20202

Contact

National Center for Education Statistics
550 12th Street SW, Room 4001
Washington, DC 20202
ecls@ed.gov

Open Access
No
Use in Research

Gottfried, M. A. (2015). Prekindergarten and kindergarten center-based child care and students' early schooling outcomes. Teachers College Record, 117(11), 1–28. https://psycnet.apa.org/record/2016-01849-008

Gottfried, M. A., & Le, V.-N. (2016). Full- versus art-day kindergarten for children With disabilities: effects on academic and social-emotional outcomes. American Educational Research Journal, 53(3), 708–744. https://doi.org/10.3102/0002831216645903