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Early Childhood Longitudinal Study,
Kindergarten Class of 202-2
(ECLS-K:202)
Kindergarten and First-Grade Field Test Data
Collection, National Sampling, and National
Recruitment

OMB# 1850-0750 v.25

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Spring Kindergarten Teacher Child-Level
Paper Survey
National&HQWHUIRU(GXFDWLRQ6WDWLVWLFV
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revised May 2022

Note: Some items in these surveys are copyright protected and
as such are redacted in public review copies.

Teacher Survey
(Child Level)
2022

S_ID

T_ID
T

Link_ID
P

C_ID
C

Completing this survey will help us learn more about children and their
experiences in different schools and classrooms.
Thank you for your time!
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. The time required to complete this
information collection is estimated to average approximately 16 minutes per child-level survey including the time to review 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.
OMB No. 1850-0750. Approval expires 02/28/2025.

TQCSK

Early Childhood Longitudinal Study
Kindergarten Teacher Survey (Child Level)
Fall 2022 - Form TQCSK-FT

INTRODUCTION
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. You have
been asked to complete this survey because one or more of the children in your class(es)
are participants in this study. The child who is the subject of this survey is identified on the
cover. This survey contains questions about this child’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 this survey as completely
and accurately as possible.

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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22621

SECTION 5: SOCIAL SKILLS AND APPROACHES-TO-LEARNING

E1. For this set of items, please think about this child's behavior during the past month or two. Decide
how often the child demonstrates the behavior described. MARK ONE RESPONSE ON EACH ROW.
Never
Sometimes
Often
Very often
No opportunity

→
→
→
→
→

Child never exhibits this behavior.
Child exhibits this behavior occasionally or sometimes.
Child exhibits this behavior regularly but not all the time.
Child exhibits this behavior most of the time.
No opportunity to observe this behavior.
How Often?

Never

Sometimes

Often

Very
often

No
opportunity
to observe

a.
b.
c.
d.
e.
f.

Keeps belongings organized.

g.
h. Shows eagerness to learn new things.
i.

Works independently.

j.
k.
l.

Easily adapts to change in routines.

m.
n. Persists in completing tasks.
o. Pays attention well.
p. Follows classroom rules.
q.
r.
s.
t.
u.
v.
Source: Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills
Improvement System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved.

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SECTION 6: CLASSROOM BEHAVIORAL REGULATION

F1. Now we would like you to think about this child's behavior with other children and adults in the
classroom and his or her work with materials. Select the response that best indicates the frequency
this child exhibits the behavior described. MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Frequently/
Always
Usually

a. Observes rules and follows directions without
requiring repeated reminders.
b. Completes learning tasks involving two or more
steps (for example, cutting and pasting) in
organized way.
c. Completes tasks successfully.
d. Attempts new challenging tasks.
e. Concentrates when working on a task; is not
easily distracted by surrounding activities.
f.

Responds to instruction and then begins an
appropriate task without being reminded.

g. Takes time to do his or her best on a task.
h. Finds and organizes materials and works in an
appropriate place when activities are initiated.
i.

Sees own errors in a task and corrects them.

j.

Returns to unfinished tasks after interruption.

Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA: Abt Associates.
Adapted and used with permission.

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SECTION 7: CLASSROOM BEHAVIORS

G1. For this set of items, please read each statement and decide whether it is a “true” or “untrue” description
of this child’s reaction to a number of situations within the past six months. If you cannot answer one of
the items because you have never seen this child in that situation, then select “not applicable." MARK ONE
RESPONSE ON EACH ROW.
Extremely
untrue

Quite
untrue

Slightly
untrue

Neither
true nor
untrue

Slightly
true

Quite
true

Extremely
Not
true
applicable

a. When practicing an activity, has a
hard time keeping her/his mind
on it.
b. Will move from one task to another
without completing any of them.
c. When drawing or coloring in a
book, shows strong concentration.
d. When building or putting something
together, becomes very involved in
what s/he is doing, and works for
long periods.
e. Is easily distracted when listening
to a story.
f. Sometimes becomes absorbed in
a picture book and looks at it for a
long time.
g. Can wait before entering into new
activities if s/he is asked to.
h. Plans for new activities or changes
in routine to make sure s/he has
what will be needed.
i. Has trouble sitting still when s/he
is told to (story time, etc.).
j. Is good at following instructions.
k. Approaches places that s/he thinks
might be "risky" slowly and
cautiously.
l. Can easily stop an activity when
s/he is told "no."

Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior Questionnaire. Journal
of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three
to seven years: The Children's Behavior Questionnaire. Child Development, 72(5): 1394-1408. Adapted and used with permission.

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SECTION 8: STUDENT-TEACHER RELATIONSHIP

H1. Now we would like to ask about your relationship with this child. Below is a series of statements about
your relationship with him or her. For each statement, please select the category that most applies to your
relationship with this child. MARK ONE RESPONSE ON EACH ROW.
Definitely
does not
apply

Not
really

Neutral,
not sure

Applies
sometimes

Definitely
applies

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.

Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology
Review, 33(3), 444-458. Used with permission.

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SECTION 9: SCHOOL LIKING AND AVOIDANCE

I1. For the items below, please indicate how often each of these items applies to this child.
MARK ONE RESPONSE ON EACH ROW.
Doesn't apply
Seldom displays
this behavior

Sometimes applies
Occasionally displays
this behavior

Certainly applies
Often displays
this behavior

a. Likes to come to school.
b. Dislikes school.
c. Has fun at school.
d. Likes being in school.
e. Seems unhappy in school.
f.

Enjoys most classroom activities.

g. Groans or complains about
suggested activities.

Source: School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission.

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K1.

SECTION 11: PEER RELATIONSHIPS

Please indicate how often each of these items applies to this child, particularly in the context of his or
her behavior with peers. MARK ONE RESPONSE ON EACH ROW.
Doesn't apply
Seldom displays
this behavior

Sometimes applies
Occasionally displays
this behavior

Certainly applies
Often displays
this behavior

a.
b.
c.
d.
e.
f.
g.
h.
i.

Source: Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission.

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SECTION 12: STUDENT INFORMATION

L1. In which grade is this child enrolled? MARK ONE RESPONSE.
Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first)
grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.

• A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different
from preschool, Head Start, and prekindergarten.

• Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for
children who have attended kindergarten, but need more time to be ready for the first grade.

Kindergarten (Full-day program)
Kindergarten (Part-day program)
First grade or higher



GO TO Q L3

This is an ungraded classroom



GO TO Q L3

L2. Is the 2022-23 school year this child's...? MARK ONE RESPONSE.
Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first)
grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.

• A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different
from preschool, Head Start, and prekindergarten.

• Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for
children who have attended kindergarten, but need more time to be ready for the first grade.
First year in kindergarten
Second year in kindergarten
Third year or more in kindergarten
L3. How long has this child been in your classroom this school year? MARK ONE RESPONSE.
Entire school year
More than one semester but less than the entire school year
More than one quarter but less than one semester
Less than one quarter of the school year

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L4. How often does this child wear eye glasses or contact lenses in the classroom? MARK ONE RESPONSE.
Never
Seldom
Usually
Always
L5. Please indicate the total number of times this child has been absent from your class during the current
school year? MARK ONE RESPONSE.
No absences
1 to 4 absences
5 to 7 absences
8 to 10 absences
11 to 19 absences
20 or more absences
L6. Has this child ever fallen 2 or more weeks behind in school work this year? MARK ONE RESPONSE.
Yes
No



GO TO Q L8 on page 9

Not applicable (child has been enrolled in your class less than 2 weeks)



GO TO Q L8 on page 9

L7. Why has this child fallen behind in school work? MARK ALL THAT APPLY.
A health problem
A disciplinary problem
Lack of effort
Disorganized
Lacks prerequisite skills
Frequent absences
Emotional problems
Family problems
Some other reason (Please specify):

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L8.

As of today's date, how many times have you referred this child outside of the classroom for discipline
as a result of misbehavior? WRITE A NUMBER IN THE BOX BELOW. IF THE ANSWER IS ZERO, WRITE "0."
Number of times

L9.

During this school year, has this child received instruction in the following types of programs in your
school? MARK ALL THAT APPLY.
Gifted and talented programs include enrichment and accelerated programs.
Individual tutoring remedial program in reading/language arts
Individual tutoring remedial program in mathematics
Pull-out (that is, out of classroom) small group remedial program in reading/language arts
Pull-out (that is, out of classroom) small group remedial program in mathematics
Gifted and talented program in reading/language arts
Gifted and talented program in mathematics
None of the above

L10. During this school year, has this child received instruction and/or related services in your school at any
of the following times outside of the regular school day? MARK ONE RESPONSE ON EACH ROW.

Yes

No

Not
offered

Don't
know

a. Instruction or services before school
b. Instruction or services after school
c. Instruction or services on weekends

L11. Is English this child's native language? MARK ONE RESPONSE.
Yes



GO TO Q L17 on page 11

No
Don't know

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L12. Does this child participate in an instructional program designed to teach English language skills to
children with limited English proficiency? MARK ONE RESPONSE.
Yes
No



GO TO Q L17 on page 11

Please read the following examples and definitions for help in answering question L13.
Literacy in two languages:
A two-way immersion program or two-way bilingual program
Developmental bilingual program, late exit transitional program, or maintenance bilingual program
Transitional program, early exit bilingual program, or early exit transitional program
Heritage language program or indigenous language program
Literacy solely in English:
A sheltered English instruction or content-based English as a Second Language (ESL) program
Structured English Immersion (SEI)
Pull-out English as a Second Language (ESL) or English Language Development (ELD)
Push-in ESL program.

L13. Would you say the specialized language instruction this child receives is primarily a/an...?
MARK ONE RESPONSE.
Program that focuses on developing student's literacy in two languages
Program that focuses on developing student's literacy solely in English
Other program (Please specify):

No specialized language program is provided to this child



GO TO Q L16 on page 11

L14. How often does this child usually receive specialized language instruction of the following program types?
MARK ONE RESPONSE ON EACH ROW.
Not
applicable/ Less than
once a week
Never

1 day
a week

2 days
a week

3 days
a week

4 days
a week

a. Program that focuses on developing
student's literacy in two languages
b. Program that focuses on developing
student's literacy solely in English
c. Other program

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5 days
a week
or more

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L15. On the days when this child receives specialized language instruction, for how much time does he or she
receive instruction for the following program types? MARK ONE RESPONSE ON EACH ROW.
Not
Less
applicable/ than ½
Never
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

a. Program that focuses
on developing student's
literacy in two languages
b. Program that focuses
on developing student's
literacy solely in English
c. Other program

L16. During this school year, how often is this child's academic instruction provided in his or her native
language? MARK ONE RESPONSE.
None of the time
Less than half of the time
Half of the time
More than half of the time
Almost all the time

Please refer to the following definitions for help in answering the next two questions.
Individualized Education Program (IEP): A written statement of the educational program designed to meet
the individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities Education
Act (IDEA) are expected to have an IEP or an IFSP.
Individual Family Service Place (IFSP): A plan developed to support children and families involved in early
intervention (birth to age 3).
504 Plan: A written plan to provide appropriate services to a child with a disability, whether or not the disability
is judged to affect the child’s educational performance. Speech therapy services may often be specified as part
of a Section 504 plan.

L17. Does this child have an IEP/IFSP? MARK ONE RESPONSE.
Yes
No
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L18. Does this child have a 504 plan? MARK ONE RESPONSE.
Yes
No
L19. Does this child receive instruction in any of the following types of programs in your school?
MARK ALL THAT APPLY.
Speech-Language therapy for children with speech or language disorders/impairments
Special education services, not including speech therapy, whether provided in the classroom
or in a pull-out setting
None of the above
L20. During this school year, has this child received the following support services from your school (for example,
from a school psychologist, guidance counselor, or other personnel responsible for providing other related
services, including itinerant personnel)? MARK ALL THAT APPLY.
Social work services
Mental health services (for example, personal/group counseling, therapy, or psychiatric care)
Behavior management program
Service coordination/case management services
Training/counseling for their family and/or caregivers
None of the above
Other (Please specify):

L21. Does this child receive special accommodations (for example, for a disability or limited English proficiency)
to participate in the school's testing or assessment program? MARK ONE RESPONSE.
Yes
No
Don't know
Child does not participate in the school's testing or assessment program
There is no testing or assessment program at this grade level

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L22. During structured play time, how does this child compare with other children in the class in terms of
physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

L23. During unstructured play time, how does this child compare with other children in the class in terms of
physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

L24. Overall, how would you rate this child's academic skills in each of the following areas, based on curriculum
standards for his/her current grade level? MARK ONE RESPONSE ON EACH ROW.
Below
grade level

About on
grade level

Above
grade level

a. Reading
b. Writing
c. Oral language
d. Math
e. Science
f.

Social studies

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L25. How many instructional groups based on achievement or ability levels in reading do you currently
have in this child's class? MARK ONE RESPONSE.
I do not use instructional groups for reading



GO TO Q L27

Two
Three
Four
Five or more

L26. In which reading instructional group is this child currently placed. PLEASE USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE IN THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP IN THE BOX BELOW.

Instruction Group

L27. How many instructional groups based on achievement or ability levels in mathematics do you currently
have in this child's class? MARK ONE RESPONSE.
I do not use instructional groups for mathematics



GO TO Q L29 on page 15

Two
Three
Four
Five or more

L28. In which mathematics instructional group is this child currently placed. PLEASE USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE IN THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP IN THE BOX BELOW.

Instruction Group

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L29. During this school year, have this child's parents/guardians participated in the following activities?
MARK ONE RESPONSE ON EACH ROW.

Yes

No

Not
applicable/
Not offered

a. Attended regularly-scheduled conferences at
your school
b. Attended parent/teacher informal meetings that
you initiated to talk about the child's progress
c. Returned your telephone calls or emails
d. Initiated contact with you
e. Volunteered to help in your classroom or school

L30. How involved at the school would you say this child's parents/guardians are?
MARK ONE RESPONSE.
Not involved at all
Somewhat involved
Very involved
Overly involved
Don't know

L31. During this school year, besides regular teacher conferences, have you communicated with this child's
parents/guardians for any of the following purposes? MARK ALL THAT APPLY.
Behavior problems the child was having in school
Any problems the child was having with school work
Anything the child was doing particularly well in or better in at school
None of the above

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L32. Are you this child's primary teacher in the following subject areas? MARK ALL THAT APPLY.
A primary teacher is the teacher who is responsible for all learning in that subject area. The primary teacher
writes all lesson plans and handles all activities and assessments in the subject area. If you co-teach a subject
area with another teacher but think you could report about this child, please report that you are his/her primary
teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

L33. Please fill in the boxes below with the date the survey was completed.

2 0 2 2
MONTH

DAY

YEAR

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

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