The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. NCES 2001-023.

By J. West, Kristin Denton, Lizabeth M. Reaney. 2000

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Racial Disparities and Discrimination in Education: What Do We know, how Do We Know It, and What Do We Need to Know? (2003, unknown): “…for groups of children sorted by social class background, for teacher responses at the end of kindergarten, and for related variables such as "seems eager to learn," "pays attention," "easily gets angry," "argues with others," and "fights with others" (West, Denton, and Reaney, 2001, tables 6, 7).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, result): “In this respect at least, our results differ from those in the ECLS kindergarten year, in which maternal education had a strong impact on children’s knowledge and skills (West et al., 2000).”
Income is not enough: incorporating material hardship into models of income associations with parenting and child development. (2007, background): “Finally, an average of 23 kindergartners was selected for participation from each of the sampled schools (West et al., 2000).”
School Readiness, Full-Day Kindergarten, and Student Achievement (2006, result): “Similar results were reported by West et al. (2001) who used ECLS‐K data to examine skills such as accepting peer ideas, making friends, and comforting others.”