Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Psychometric Report for the Third Grade

By Judith M. Pollack, D. Rock, Michael J. Weiss, Sally Atkins-Burnett, Karen Tourangeau, J. West, E. G. Hausken. 2005

210 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2b77c627e635c87ee6839347cd922cb61d5c9532

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In Developmental and Educational Psychology

1. P. Davis‐Kean
2. Douglas D. Ready
3. M. Delisi
4. Thanh Lê
5. Mary Hagedorn
6. S. Meisels
7. J. Wright
8. C. Nord

In Education

1. Holly R. Sexton
2. David T. Burkam
3. P. Davis‐Kean
4. Douglas D. Ready
5. M. Delisi
6. Thanh Lê
7. Mary Hagedorn
8. S. Meisels

In Statistics and Probability

1. P. Davis‐Kean
2. M. Delisi
3. S. Meisels
4. J. Wright
5. J. Adelson
6. Karen Tourangeau
7. D. McCoach

Citations in the corpus

• School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “Second, because the majority of children had passed the English language proficiency test by the spring of first grade, the ECLS-K did not administer this test again in third grade (NCES, 2004; Pollack et al., 2005).”
• Self-Control as an Executive Function (2007, background): “Analysis of the ECLS-K data has confirmed that the tasks load on two separate factors (Rock et al., 2002).”
• Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version. NCES 2015-074. (2015, methodology): “The ECLS-K framework was based on the NAEP 1996 mathematics framework (National Assessment Governing Board 1994) and extended down to earlier grades (Rock and Pollack 2002; Pollack et al. 2005).”
• Race Differences in Parental Influences on Child Achievement: Multiple Pathways to Success (2009, methodology): “Based on analytic recommendations from ECLS researchers, the T-scores were used for these analyses in order to examine both cross-sectional differences across subgroups and longitudinal change within the sample (Pollack et al., 2005).”
• Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More? (2006, methodology): “—The data we use were drawn from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS-K), sponsored by the National Center for Education Statistics (NCES) (U.S. Department of Education 2000).(3) The purpose of ECLS-K is to document the educational status and progress of a natio”