Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for Kindergarten through First Grade. Working Paper Series.

By D. Rock, Judith M. Pollack. 2002

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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).”
Full-Day and Half-Day Kindergarten in the United States (2004, methodology): “Additionally, the use of IRT scale scores and the adaptive testing approach used in the ECLS-K limit the concern that gain scores may be unreliable due to floor and ceiling effects (Rock and Pollack 2002).”
Income is not enough: incorporating material hardship into models of income associations with parenting and child development. (2007, methodology): “K (Rock & Pollack, 2002).”
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement (2012, methodology): “For more details n the ECLS-K assessments and the psychometric properties of CLS-K assessment instruments, see National Center for Education tatistics (2001) and Rock and Pollack (2002).”
The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Statistics In Brief. NCES 2006-064. (2006, background): “13For more information, also refer to Rock and Pollack (2002).”