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
Administration Information
Access and Use
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
National Center for Education Statistics
550 12th Street SW, Room 4001
Washington, DC 20202
ecls@ed.gov
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 part-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
Psychometrics
Najarian, M. (2020, March). Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. Institute of Education Sciences. https://nces.ed.gov/pubs2020/2020123.pdf
Savage, C. (2022). Considerations for use of early grades reading assessments. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. https://edinstruments.org/resources/early-grades-reading-assessments