Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Preschool Field Test

Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Kindergarten and First-Grade Field Test Data
Collection, National Sampling, and National
Recruitment

OMB# 1850-0750 v.22

AttachmentC-6
Spring First-Grade
Teacher-Level Teacher PaperSurvey
National Center for Education Statistics
U.S. Department of Education
September 2020
revised November 2020
NOTE: The full draft surveys were presented in the OMB package for Kindergarten and FirstGrade Field Test Data Collection, National Sampling, and National Recruitment
(OMB# 1850-0750 v.22). In the interest of maximizing available time in the field test and
minimizing respondent burden, only a subset of the items from any given instrument may be
administered to any one respondent, though all of the items will be tested across multiple
respondents. For the Teacher-Level Teacher Surveys, field test study skips have been added for
spring kindergarten and spring first grade. Final changes to other surveys are currently being
implemented and will be included in the upcoming March 2021 change request.

Teacher Background
Survey
2021

S_ID

T_ID
T

Completing this survey will help us learn more about teachers
and their classrooms.
Thank you for your time!
To show our appreciation, we have included with your invitation a check that
equals $20 for the teacher background survey plus $7 for every child for
whom you’ve been asked to complete a survey.
Please return the survey to your school coordinator or an ECLS staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750 v.22. The time required to complete
this information collection is estimated to average approximately 25 minutes per teacher background survey including instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202. # 1850-0750 v.22.
OMB No. 1850-0750, v.22. Approval expires xx/xx/xxxx
TQA1A-FT

Early Childhood Longitudinal Study
General Education Teacher Survey (Teacher Level)
Fall 2021 – Form TQA1A-FT
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study (ECLS), a nationwide study of
elementary-aged children, their schools, teachers, and parents. As part of the study, we are asking teachers at your
school to complete surveys. The teacher survey contains questions about you and your classroom practices. There
are also brief surveys for each of the sampled children that you teach. Those surveys contain questions about the
children’s skills and abilities.
The ECLS collects information from teachers of children who are in the study to investigate the relationship
between children’s academic progress and various school, classroom, teacher, and home characteristics. Taking
part in the study is voluntary. You may stop at any time or choose not to answer a question you do not want to
answer. However, only you can provide this information. Although we realize you are very busy, we urge you to
complete these surveys as completely and accurately as possible.
Please record your answers directly on the survey by writing your responses in the space provided. Your best
estimates are acceptable answers.
DEFINING "YOUR CLASS": Most of the items in this survey ask you to provide information about "your class." By
the term "your class," we generally mean the group of students who spend the majority of their school day with
you or your homeroom - though some or all of them may leave your classroom for certain activities, including
some academic instruction. If you are not sure what group of children to think about when answering questions
about "your class," please ask for assistance from the ECLS-K study representatives when they visit your school.
DEFINITIONS
For the purposes of this study, the following definitions apply.

• Kindergarten: Traditional year of school primarily for 5-year-olds prior to first grade.
• Transitional (or readiness) kindergarten (TK): A transitional kindergarten (TK) program is an extra year of

school before kindergarten starts. It is different from preschool or prekindergarten. TK may be for children
who are too young to start kindergarten or need more time to be ready for kindergarten. Schools have
different names for these programs (for example, early transitional kindergarten (ETK), readiness
kindergarten, or a kindergarten equivalent in a classroom without grades or one with multiple grades), but
all are types of kindergarten. The program may be in a public or private school, or an early childhood
setting such as a nursery school, early childhood learning center, or day care center. It may be a full- or
part-day program and have regular and/or special education

• Transitional first (or pre-first) grade: Transitional first (or pre-first) grade is a school program between

kindergarten and the first grade. The name of this program may vary by school (for example, a K-1 class or
placement). It is for children who have attended kindergarten, but need more time to be ready for the first
grade. Children in this program may be part of a regular first-grade classroom or in a separate classroom.

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• English language learner (ELL): A student whose native language is other than English and whose skills in
listening to, speaking, reading, or writing English are such that he/she derives little benefit from school
instruction in English.

• English-as-a-second-language (ESL) program: An instructional program designed to teach listening,

speaking, reading, and writing English language skills to students with limited proficiency in English.

• Bilingual education program: A program in which native language is used to varying degrees in instructing
students with limited proficiency in English.

• Dual language program: Also known as two-way immersion, the goal of these programs is for students to

develop language proficiency in two languages by receiving instruction in English and another language in
a classroom that is usually composed of half native English speakers and half native speakers of the other
language.

• ESL Instruction: A program of techniques, methodology, and special curriculum designed to teach ELL

students English language skills, which may include listening, speaking, reading, writing, study skills, content
vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

• Bilingual Instruction: Instruction in all courses and subjects given in English and the native language of the
child of limited English proficiency to the extent necessary to allow the child to achieve competence.

THANK YOU VERY MUCH FOR YOUR HELP.

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MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE THIS
SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not
cross zeroes or sevens. That is, do not write a zero with a line through it like this –
write a seven with a line through it like this – 7.

0, and do not

Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

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B1.

SECTION B. CLASS ORGANIZATION AND RESOURCES
Which of the following best describes the mode of instruction that you use in your class?
MARK ALL THAT APPLY.
In-person instruction only
Web-based instruction only



GO TO B3

Blended instruction
 GO TO B2
(In blended instruction, students
are taught with online educational
materials in addition to traditional
face-to-face teaching.)
B2.

During this school year, approximately what percentage of blended instruction that you
provide is in-person? WRITE NUMBER IN BOX. IF NO STUDENTS EXPERIENCED THIS, WRITE “0.”
In blended instruction, students are taught with online educational materials in addition to traditional
face-to-face teaching.
Percentage

B3.

The next group of questions asks about classroom practices. In a typical day, how much time
does a child in your class spend in the following activities? MARK ONE RESPONSE ON EACH ROW.
DO NOT INCLUDE LUNCH OR RECESS BREAKS.

No time

Half
hour or
less

About
one
hour

About
two
hours

About
three
hours

a. Working independently
b. Working on individual tasks
under teacher direction
c. Working with peers under
teacher direction
d. Working in small groups with
teacher
e. Teacher lecture with large group
and/or large group discussion
led by teacher

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Four
hours or
more

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B4.

How often does disruptive student behavior interfere with your instruction? MARK ONE RESPONSE.
Never
Seldom
Usually
Always

B5.

How much time per day would you estimate that you spend handling disruptive student behavior?
MARK ONE RESPONSE.
Less than ½ hour
½ hour to less than 1 hour
1 to less than 1½ hours
1½ to less than 2 hours
2 to less than 2½ hours
2½ to less than 3 hours
3 hours or more

2

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B6.

How often does the typical child in your class usually work on lessons or projects in the following
general subject areas, whether as a whole class, in small groups, or in individualized arrangements?
MARK ONE RESPONSE ON EACH ROW.

Never

Less than
once a
1 day
week
a week

2 days
a week

3 days
a week

4 days
a week

a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f.

Art

g. Physical education
h. Dance/creative movement
i.

Theater/creative dramatics

j.

Foreign language (excluding
English for ELL students)

k. Computer science (including
coding)

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5 days
a week

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B7.

On the days children work in these areas, how much time does the typical child in your class usually
work on lessons or projects in the following general subject areas? MARK ONE RESPONSE ON EACH ROW.
Less
than
Not
applicable/ ½ hour
a day
never

½ hour
1 to
to less
less
than
than 1½
1 hour
hours

1½ to
less
than 2
hours

2 to
less
than 2½
hours

2½ to
less
than 3
hours

3 hours
or
more

a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f.

Art

g. Physical education
h. Dance/creative movement
i.

Theater/creative dramatics

j.

Foreign language (excluding
English for ELL students)

k. Computer science (including
coding)

B8a. In an average week, how often do you divide your class or classes into achievement groups for
reading activities or lessons? MARK ONE RESPONSE.
Never



GO TO B9a on page 5

Less than once a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week

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B8b. When you use achievement groups for reading, how many groups do you typically have?
IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER
IN BOX. IF NONE, WRITE "0."
Number of groups

B8c. On days when you divide your class into achievement groups for reading, how many minutes
do the groups usually stay together? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE
OF YOUR CLASSES. WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of minutes

B9a. In an average week, how often do you divide your class or classes into achievement groups for
math activities or lessons? MARK ONE RESPONSE.
Never



GO TO B10 on page 6

Less than once a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week

B9b. When you use achievement groups for math, how many groups do you typically have? IF YOU
HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER IN BOX.
IF NONE, WRITE "0."
Number of groups

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B9c. On days when you divide your class into achievement groups for math, how many minutes do
the groups usually stay together? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF
YOUR CLASSES. WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of minutes

B10. How often do the children in your class do the following activities? MARK ONE RESPONSE ON
EACH ROW.
No
library
or media
center
in this
school

Once a
month
or less

Two or
three
times a
month

Once or
twice a
week

Three
or four
times a
week

Daily

a. Go to school library or media
center
b. Borrow materials from the
library or media center

B11. How many days a week do children have recess? WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of days

B12. In a typical day, how much time does your class spend in the following activities? IF YOU HAVE MORE
THAN ONE CLASS, ENTER THE AVERAGE FOR YOUR CLASSES. MARK ONE RESPONSE ON EACH ROW.

No time

1-15
minutes

16-30
minutes

31-45
minutes

Longer
than 45
minutes

a. Lunch
b. Free play indoors
c. Free play outdoors
(including recess)

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B13. Do any of the following staff members provide direct instruction to students in your class who
are struggling or at risk of failure in reading or math? INCLUDE STAFF OTHER THAN YOURSELF
WHO PROVIDE DIRECT INSTRUCTION EITHER IN YOUR CLASS OR IN A PULL-OUT SETTING. EXCLUDE
PARAPROFESSIONALS/AIDES. MARK ALL THAT APPLY.
A reading specialist/interventionist who has specialized training in reading instruction
A math specialist/interventionist who has specialized training in math instruction
A special education teacher

B14. How many hours a week do different types of paid professionals/aides or volunteers usually
work directly with children on instructional tasks either in your classroom or in a pull-out
setting? WRITE THE NUMBER OF HOURS IN THE APPROPRIATE BOXES BELOW. IF NONE, WRITE "0."
Number of
Hours
a. General paraprofessionals/aides
b. Special education paraprofessionals/aides
c. ESL or bilingual education paraprofessionals or aides
d. Volunteers (for example, parents, high school students,
community members)

B15. Please report the following about the computers located in your classroom every day. PLEASE
INCLUDE ANY DESKTOP, LAPTOP, OR OTHER COMPUTER-TYPE DEVICE (FOR EXAMPLE, TABLETS) USED
FOR INSTRUCTIONAL OR ADMINISTRATIVE PURPOSES. IF YOUR SCHOOL PROVIDES EACH STUDENT
WITH A DEVICE, BUT THOSE DEVICES MUST STAY AT SCHOOL, PLEASE REPORT THOSE DEVICES HERE.
WRITE NUMBER IN BOX. IF NONE, WRITE “0.”
Number of
Devices
a. Total number of devices
b. Number with internet access

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B16. Please report the following about the computers that can be brought into your classroom (for
example, laptops on carts, or school-provided student computers if students are allowed to
take their computers home). PLEASE INCLUDE ANY DESKTOP, LAPTOP, OR OTHER COMPUTER-TYPE
DEVICE (FOR EXAMPLE, TABLETS) USED FOR INSTRUCTIONAL OR ADMINISTRATIVE PURPOSES. WRITE
NUMBER IN BOX. IF NONE, WRITE “0.”
Number of
Devices
a. Total number of devices
b. Number with internet access

B17. How frequently do you or your students use computers (desktop, laptop, or other computer-type
devices such as a Chrome Book) in the following instructional activities? MARK ONE RESPONSE ON
EACH ROW.

Never

Rarely

Sometimes

Often

Not
available

a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f.

Accessing digital resources
available through the
district (intranet)

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B18. How frequently do you or your students use an interactive whiteboard (for example, SMART Board,
Activboard) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Often

Not
available

a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f.

Accessing digital resources
available through the
district (intranet)

B19. How frequently do you or your students use digital cameras (still or video) in the following
instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Often

Not
available

a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f.

Accessing digital resources
available through the
district (intranet)

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B20. How frequently do your students use digital tablets (such as an iPad) in the following instructional
activities? MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Often

Not
available

a. Daily assignments
b. Internet research
c. Special projects
d. Presentations
e. Homework
f.

Accessing digital resources
available through the
district (intranet)

B21. Which of the following statements is true about how well your school system provides you with
the instructional materials and other resources you need to teach your class in the following
subject areas: MARK ONE RESPONSE ON EACH ROW.
I get all the
resources I
need

I get most
of the
resources I
need

I get some
of the
resources I
need

I don’t get
any of the
resources I
need

a. Reading and language arts
b. Mathematics
c. Science

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D1.

SECTION D. PARENT INVOLVEMENT
Now we would like to ask you about family involvement. How many regularly scheduled
conferences do you have with a parent or guardian of each child in your class during the
school year? MARK ONE RESPONSE.
No conferences
One conference
Two conferences
Three or more conferences

D2.

What percentage of children in your class have parents who participate in the following activities?
MARK ONE RESPONSE ON EACH ROW.

None

1-25%

26-50%

51-75%

a. Attend teacher-parent conferences
b. Volunteer regularly to help in your
classroom or another part of the
school
c. Attend open houses or parties
d. Attend art/music events or
demonstrations

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76% or
more

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D3.

During this school year, how often have you made contacts with parents in the following ways?
MARK ONE RESPONSE ON EACH ROW.

Never

One
to two
times

Three
to five
times

Six
to ten
times

11 to
14
times

a. Sent home letters, newsletters, or
other notices addressed to all parents
and guardians
b. Communicated with parents and
guardians via text messaging
c. Shared portfolios or other collections
of children's work for parents and
guardians to see
d. Used email or list-serve to send out
group updates or information to
parents and guardians
e. Maintained classroom website for
families and guardians to access
f.

Used email to address individual
questions or concerns of parents
and guardians

g. Talked to parents and guardians by
telephone

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15 or
more
times

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F1.

SECTION F. SCHOOL AND STAFF ACTIVITIES
The next set of questions pertains to school-related activities. Have you participated in the following
activities since the beginning of the academic year? MARK ONE RESPONSE ON EACH ROW.

Never

Once a
month
or less

Two or
three
times a
month

Once or
twice a
week

Three
to four
times a
week

Daily

a. Meeting with other teachers
to discuss lesson planning
b. Meeting with other teachers to
discuss curriculum development

F2.

In the past 12 months, did you participate in any professional development activities pertaining to
the use of evidence-based practices tied to your teaching assignment? MARK ONE RESPONSE.
Yes
No

F3.



GO TO F5 on page 14

In the past 12 months, how many hours did you spend on these activities? MARK ONE RESPONSE.
4 hours or less
5 – 8 hours
9 – 12 hours
13 – 16 hours
17 – 20 hours
21 – 24 hours
25 – 28 hours
29 – 32 hours
33 hours or more

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F4.

To what extent was the professional development you received in the past 12 months relevant
to your role as a teacher? MARK ONE RESPONSE.
Not relevant
Somewhat relevant
Relevant
Very relevant

F5.

Which of the following staff development and training activities have you participated in during
the current academic year? MARK ALL THAT APPLY.
Workshops involving study groups or small-group problem solving
Direct instruction from an outside consultant on a specific topic
Peer observation and feedback
Visits to, or observations of, other schools
Release time for attending professional conferences
Enrollment in college or university courses related to your profession
Professional development via distance learning (web-based, etc)
Workshops on using computers and technology in the classroom
None of the these

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F6.

How often did you participate in professional development activities covering the following topics
in the last 12 months? MARK ONE RESPONSE ON EACH ROW.

Never

Once a
year

2 times
a year

3 to 4
times
a year

More than
4 times
a year

a. How to use assessment data to identify
students who are struggling or at risk
of failure in reading
b. How to use assessment data to identify
students who are struggling or at risk
of failure in math
c. How to use and apply assessment data
to guide reading instruction
d. How to use and apply assessment
data to guide math instruction
e. How to implement the reading curriculum
f.

F7.

How to implement the math curriculum

Have you received support from any of the following staff members during the current academic
year? IF THE RESOURCE IS NOT AVAILABLE TO YOU, MARK THE LAST COLUMN. MARK ONE RESPONSE
ON EACH ROW.
Yes, support
received

No, support
not received

Resources
not available

a. A school or district staff member whose
role is to provide ongoing training and
support to classroom teachers in the
delivery of effective reading instruction
b. A school or district staff member whose
role is to provide ongoing training and
support to classroom teachers in the
delivery of effective math instruction
c. A school or district staff member who
provides ongoing training and support
to classroom teachers in the delivery of
effective behavioral supports
d. A school or district staff member to
support teachers in collecting, organizing,
and managing assessment data
e. A school or district staff member to support
teachers in the interpretation and use of
assessment data to guide instruction

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F8.

How often have you been observed by a peer for the purposes of receiving instructional feedback
during the current academic year? MARK ONE RESPONSE.
Never
Once
2 times
3 or 4 times
More than 4 times

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H19. Please fill in the boxes below with the date the survey was completed.

2 0 2 1
MONTH

DAY

YEAR

Thank you very much for answering these questions and for taking
the time to participate in the Early Childhood Longitudinal Study.

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