Download:
pdf |
pdfEarly Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National
Data Collection and Transfer School
Recruitment
OMB# 1850-0750 v.26
Attachment C-2
Fall Kindergarten Teacher-Level
Teacher Paper Survey
National Center for Education Statistics
U.S. Department of Education
October 2022
Note: Items under consideration to measure the effects of
COVID-19 are shown at the end of this document.
Teacher Background
Survey
Fall 2023
S_ID
T_ID
TT
Thank you for your time!
Please return the survey to your school coordinator or an ECLS staff member.
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 19 minutes per teacher background 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 XXXXXXXX.
TQAFK
Early Childhood Longitudinal Study, Kindergarten Class of 2023-24
General Education Teacher Survey (Teacher Level)
Fall 2023 – Form TQAFK
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study, Kindergarten Class of 202324 (ECLS-K:2024), a nationwide study of elementary-aged children and 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
surveys because one or more of the children you serve are participants in this study. The teacher survey contains
questions about you and your classroom practices.
The ECLS-K:2024 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.
Please record your answers directly on the survey by writing your responses in the space provided. Your best
estimates are acceptable answers.
Many of the questions ask that you respond separately for each kindergarten class that you teach – half-day
morning and/or afternoon or full-day.
-Report on half-day morning and half-day afternoon classes separately, in the appropriate columns.
-If you teach a full-day class (the same children are with you for the full day), please record your answers in only
the full-day class column; do not report on the morning and afternoon sessions of the class separately.
-If you teach a class with a day care component, please report only the instructional portion of the class, in the
appropriate class column. For example, if the instructional portion of the class is held in the morning, and the day
care portion in the afternoon, record your answers in the morning class section.
-If you teach the same subject to multiple classes throughout the day, please provide answers for your primary
class or homeroom.
DEFINITIONS RELATED TO LANGUAGE
Reference is made to English language learner (ELL) students, as well as to English as a Second Language (ESL),
bilingual, and dual-language programs in this survey. For this study, the following definitions apply:
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.
THANK YOU VERY MUCH FOR YOUR HELP.
1
i
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 – 0, and do not write a
seven with a line through it like this –
7.
Write one number per box like this:
1
2
3
4
5
6
Write words like this:
John Smith
ii
7
8
9
0
SECTION A. CLASSROOM AND STUDENT CHARACTERISTICS
60567
A1.
The first several questions pertain to your roles and responsibilities as a teacher. Which of the
following describes the kindergarten class or classes you currently teach? MARK ALL THAT APPLY.
Full-day
Morning half-day class
Afternoon half-day class
One class, some children stay for a full-day, some for a half-day
A2.
How many hours per day do your kindergarten classes or sessions listed in A1 normally meet?
THIS AMOUNT SHOULD INCLUDE WHEN YOU ARE MEETING IN PERSON OR THROUGH A REMOTE
CLASSROOM. WRITE THE NUMBER TO THE NEAREST HALF HOUR, FOR EXAMPLE, 2.5, 3.5… IF THERE
ARE NO CHILDREN IN A CLASS OR SESSION, WRITE "0." A FULL-DAY CLASS IS DEFINED BY ALL OR
SOME CHILDREN IN THE CLASS STAYING FOR A FULL-DAY. THUS, A CLASS IN WHICH ALL CHILDREN
STAY FOR A FULL-DAY, OR A CLASS IN WHICH SOME CHILDREN STAY FOR A FULL-DAY AND OTHERS
FOR A HALF-DAY, WOULD BE DEFINED AS A FULL-DAY CLASS.
Hours per day
Full-day
Morning
class
.
A3.
.
Afternoon
class
.
How many days per week do your kindergarten classes or sessions listed in A1 normally meet?
WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN IN A CLASS OR SESSION, WRITE "0."
Days per week
Full-day
Morning
class
1
Afternoon
class
60567
A4.
What type of program(s) do you teach in your classes or sessions?
MARK ONE PROGRAM TYPE FOR EACH CLASS YOU TEACH.
Full-day
a.
Regular 1-year kindergarten program
(traditional year of school primarily for
5-year-olds prior to first grade)
b. First year of a 2-year kindergarten program
c.
Second year of a 2-year kindergarten
program
d. Transitional kindergarten program (extra
year of school before kindergarten starts. It is
different from preschool, Head Start, or
prekindergarten)
A5.
e.
Transitional/prefirst grade program (extra
year of school for children who have
attended kindergarten but have been judged
not ready for first grade)
f.
Ungraded program with at least some
kindergarten-aged students (a classroom
containing children with an age span of two
or more years, not formally identified by
grade(s))
g.
Multigrade program with at least some
kindergarten-aged children (a classroom
containing kindergarten and some
combination of other grades – for example a
combination of prekindergarten/kindergarten)
h.
Special education class (a classroom
containing primarily children with disabilities)
Do you currently teach a multigrade class? MARK ONE RESPONSE.
Yes
No
GO TO A7a on page
2
Morning
class
Afternoon
class
60567
A6.
What grade levels are included in your classes or sessions? MARK ALL THAT APPLY.
Morning
class
Full-day
a.
Afternoon
class
Prekindergarten
b. Transitional kindergarten
c.
Regular kindergarten
d. Transitional/prefirst grade
e.
First grade
f.
Second grade
g. Third grade or higher
A7a.
As of today’s date, how many children are there in your classes or sessions? WRITE NUMBER
IN BOX. IF THERE ARE NO CHILDREN WRITE "0."
Full-day
Morning
class
Total Class
Enrollment
3
Afternoon
class
A7.
60567
As of today's date, how many children that you teach in your classes or sessions are the following
ages? PLEASE KEEP IN MIND THE ANSWERS YOU PROVIDED AT QUESTION A7a (REGARDING TOTAL CLASS
ENROLLMENT) WHEN ANSWERING. WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A
PARTICULAR AGE, WRITE "0."
Morning
class
Full-day
b.
3 years old
c. 4 years old
d.
5 years old
e. 6 years old
f.
7 years old
g.
8 years old
h. 9 years old or older
i. Total class enrollment (sum
of b through h)
4
Afternoon
class
60567
A8.
As of today's date, how many of the students you teach in your classes or sessions are members of
the following groups? PLEASE KEEP IN MIND THE ANSWERS YOU PROVIDED AT QUESTION A7a
(REGARDING TOTAL CLASS ENROLLMENT) WHEN ANSWERING. PLEASE COUNT EACH STUDENT ONLY
ONCE. HISPANIC STUDENTS SHOULD ONLY BE COUNTED IN THE HISPANIC OR LATINO/LATINA CATEGORY
REGARDLESS OF RACE. WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A PARTICULAR RACE OR
ETHNICITY, WRITE "0."
Morning
class
Full-day
a.
Afternoon
class
Hispanic or Latino/Latina of
any race
b. American Indian or Alaska
Native, non-Hispanic
c.
Asian, non-Hispanic
d. Black or African American,
non-Hispanic
e.
Native Hawaiian or Other
Pacific Islander, non-Hispanic
f.
White, non-Hispanic
g. Two or more races,
non-Hispanic
h. Total class enrollment
(sum of a through g)
A9.
As of today's date, how many boys and girls are there in your classes or sessions?
PLEASE KEEP IN MIND THE ANSWERS YOU PROVIDED AT QUESTION A7a (REGARDING TOTAL CLASS
ENROLLMENT) WHEN ANSWERING. WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A PARTICULAR
GENDER, WRITE “0.”
Morning
class
Full-day
a.
Number of boys
b. Number of girls
c.
Number of students of
another gender
e. Number
Total class
of students
enrollment
of
unknown
(sum of agender
through d)
5
Afternoon
class
60567
A10.
How many of the children in your classes or sessions are repeating kindergarten this year?
WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN REPEATING KINDERGARTEN, WRITE “0.” IN YOUR
COUNT, INCLUDE CHILDREN WHO PARTICIPATED IN ANY TYPE OF KINDERGARTEN LAST YEAR AND
ARE NOW IN ANY TYPE OF KINDERGARTEN THIS YEAR.
Kindergarten includes traditional kindergarten, Transitional Kindergarten (TK), Early Transitional
Kindergarten (ETK), Readiness Kindergarten, Transitional or Prefirst Grade, or a program that is a
kindergarten equivalent but is ungraded or has multiple grades.
Number of children
Full-day
Morning
class
6
Afternoon
class
60567
A11.
As of today’s date, how many children with the following characteristics in each of your classes have
been identified for an IEP? WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A PARTICULAR
GROUP, WRITE "0."
An IEP is 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.
Morning
class
Full-day
a.
Boys
b. Girls
c.
Another gender
d.
Unknown gender
e.
English language learners (ELL)
f. Hispanic or Latino/Latina of
any race
g.
American Indian or Alaska
Native, non-Hispanic
h.
Asian, non-Hispanic
i. Black or African American,
non-Hispanic
j.
Native Hawaiian or Other
Pacific Islander, non-Hispanic
k.
White, non-Hispanic
l.
Two or more races,
non-Hispanic
7
Afternoon
class
60567
A12. During this school year, approximately how many of all the students that you teach have
experienced housing insecurity or homelessness? WRITE IN NUMBER OR PERCENTAGE BELOW.
IF NO STUDENTS EXPERIENCED THIS, WRITE “0.”
Housing Insecurity: Having a place to live is uncertain because of high housing costs, low housing quality,
neighborhood problems, or overcrowding. It may or may not include homelessness.
Homelessness: Lacking a fixed, regular, and adequate nighttime residence, including but not limited to sleeping
in a shelter designated for temporary living accommodations or in places not designated for human habitation.
Number of students
Percentage of students
Don't know
A13. What proportion of the children in your classes demonstrated the following skills when they
started school this year? MARK ONE FOR EACH CLASS YOU TEACH.
a.
Name all upper and lower case letters
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Morning
class
Afternoon
class
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
b.
Read sight words
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
8
60567
c.
Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two
familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.”
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
d.
Uses morphemes to figure out meanings of new words – for example, knows that “-s” means “more than 1”
as in “trucks”; “-er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and
“unfriendly”; or “re” means “again” as in “reread” and “replay.”
MARK ONE FOR EACH CLASS YOU TEACH.
a.
Full-day
Morning
class
Afternoon
class
Full-day
Morning
class
Afternoon
class
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
e.
Recognize numbers to 20
MARK ONE FOR EACH CLASS YOU TEACH.
a.
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
9
d. About ¾ of the children
60567
e.
More than ¾ of the children
10
60567
f.
Counting forward from a given number other than 1
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Morning
class
Afternoon
class
Morning
class
Afternoon
class
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
g.
Write numbers to 20
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
e.
More than ¾ of the children
h.
Add or subtract two single digit numbers
MARK ONE FOR EACH CLASS YOU TEACH.
Full-day
a.
Less than ¼ of the children
b. About ¼ of the children
c.
About ½ of the children
d. About ¾ of the children
11
e.
More than ¾ of the children
60567
12
60567
A14. The next group of questions ask about classroom practices. In a typical day, how much time
does a child in your class spend in the following activities? DO NOT INCLUDE LUNCH OR RECESS
BREAKS. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL OF YOUR CLASSES. MARK ONE
RESPONSE ON EACH ROW.
No time
a.
Half
hour or
less
About
one
hour
About
two
hours
About
three
hours
Four
hours or
more
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
A15. How often do you provide explicit instruction in morphological awareness to help students find
meaningful units in words (for example, prefixes, suffixes, and base words)? MARK ONE RESPONSE.
IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL OF YOUR CLASSES.
Never
Less than half the time
About half the time
More than half the time
All the time
A16. Do you implement any of the following technology use practices as learning tools in your classroom?
MARK ALL THAT APPLY. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL OF YOUR CLASSES.
Encourage students to use personal tablets, cell phones, or other digital devices
Require students to use personal tablets, cell phones, or other digital devices
Encourage students to use school-provided tablets or other digital devices
Require students to use school-provided tablets or other digital devices
Encourage students to use school computers
Require students to use school computers
13
None of the above
60567
14
60567
A17. Which of the following best describes the mode of instruction that you use in your classes?
MARK ONE RESPONSE. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL OF YOUR CLASSES.
In-person instruction only
Web-based instruction only
GO TO A19
Blended instruction
GO TO A18
(In blended instruction, students are taught
with online educational materials in addition
to traditional face-to-face teaching.)
A18. During this school year, approximately what percentage of the blended instruction that you
provide is in-person? WRITE IN PERCENTAGE BELOW. IF NO STUDENTS EXPERIENCE THIS, WRITE
“0.” IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL OF YOUR CLASSES.
In blended instruction, students are taught with online educational materials in addition to traditional
face-to-face teaching.
Percentage
A19. In some schools, special efforts are made to make the transition into kindergarten less difficult
for children. Are any of the following done in your school? MARK ALL THAT APPLY.
I (or someone at the school) phone or send home information about kindergarten
program to parents.
Preschoolers spend some time in the kindergarten classroom.
The school days are shortened at the beginning of the school year.
Parents and children visit kindergarten prior to the start of the school year.
I (or another teacher) visit the homes of the children at the beginning of the school year.
Parents come to the school for orientation prior to the start of the school year.
Staggered school entry where kindergartners start the school year in smaller groups
before meeting with the full class.
None of the above
15
60567
A20. Many schools have PTAs/PTOs that help provide additional support to their school. Which of the
following are supported by funds raised or donated by your PTA/PTO? PLEASE INCLUDE
PROGRAMS RUN BY THE SCHOOL AND THOSE RUN BY OUTSIDE GROUPS. MARK ALL THAT APPLY.
PTA/PTO/Parent-Teacher-Student Organization: The PTA is the Parent Teacher Association and is usually
associated with the state or national PTA. A PTO is a Parent-Teacher Organization that is independent
from a state or national organization. A Parent-Teacher-Student Organization involves parents, teachers,
and school staff to facilitate family involvement.
Books for your class library
Technology for classroom (Smart Boards, Chromebooks, tablets, apps, etc.)
Basic classroom supplies (paper, pencils, crayons, etc.)
Classroom arts supplies (for musical, visual, dance, and dramatic arts activities)
Field trips
Enrichment programs (for example, STEM programs, arts programs, literacy programs,
cooking programs)
PTA/PTO does not provide funds or donations to support my classroom.
Our school does not have a PTA/PTO.
Other (Please specify):
A21. How often does disruptive student behavior interfere with your instruction in your classes
or sessions? MARK ALL THAT APPLY.
Morning
class
Full-day
a.
Never
b. Seldom
c.
Usually
d. Always
16
Afternoon
class
60567
A22. How much time per day would you estimate that you spend handling disruptive student
behavior in your classes? MARK ONE RESPONSE.
Less than ½ hour
½ hour to less than 1 hour
1 to less than 1 ½ hours
1 ½ to less than 2 hours
2 to less than 2 ½ hours
2 ½ to less than 3 hours
3 hours or more
A23. To what extent do you agree that the following behavioral support practices are characteristic of
your teaching in your classes? MARK ONE RESPONSE ON EACH ROW.
Neither
agree
Strongly
disagree
a.
Classroom routines are consistently
implemented.
b. Expectations of students are clearly
communicated in positive terms.
c.
You gain the attention of all students
before beginning a lesson.
d. You solicit both group and individual
responses to questions.
e.
You provide all students with individual
opportunities to respond to questions.
f.
There is a system for documenting and
rewarding appropriate student behavior.
g. You use a range of consequences to
discourage inappropriate student behavior.
17
Disagree
nor disagree
Strongly
Agree
agree
60567
A24. To what extent do you agree that you teach the following social and emotional competencies in
your classes? MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
a.
Neither
agree
Disagree nor disagree
Agree
Strongly
agree
Self-awareness (teaching students to
recognize their own feelings, interests,
strengths, and limitations)
b. Self-management (teaching students to
regulate emotions and manage daily
stressors)
c.
Social awareness (teaching students to
take the perspective of others and
appreciate similarities and differences)
d. Relationships and social skills (teaching
students prosocial behavior and skills to
develop meaningful relationships)
e.
Responsible decision making (teaching
students to identify problems and analyze
problems, understand consequences, and
take responsibility for their decisions)
A25. How strongly do you agree or disagree that you utilize the following practices in your classes?
MARK ONE RESPONSE ON EACH ROW.
a.
Display pictures, posters, artwork
and other décor that reflect the
cultures and ethnic backgrounds
of each student in your class
Strongly
disagree
b. Ensure that all notices and
communications to families and
caregivers are written in their
language of origin
c.
Use alternative formats and varied
approaches to communicate and share
information with families and caregivers
d. Screen books, movies, and other
media resources for negative cultural,
ethnic, or racial stereotypes before
18
Neither
agree
Disagree nor disagree
Agree
Strongly
agree
using them in your classes
60567
19
60567
A26. The next series of questions asks about the use of different languages in your classroom by
teachers and other adults. Are any languages other than English used by teachers, aides, or
other adults in your classes or sessions? MARK ONE RESPONSE.
Yes
No
GO TO A29 on page 19
A27. How often is a non-English language used by teachers, aides, or other adults in your classes
or sessions in the following ways? MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
a.
For academic instruction in reading/literacy
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Morning
class
Afternoon
class
Never
b. Less than half the time
c.
About half the time
d. More than half the time
e.
All the time
b.
For academic instruction in mathematics
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Never
b. Less than half the time
c.
About half the time
d. More than half the time
e.
All the time
20
60567
c.
For academic instruction in other subjects
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Never
b. Less than half the time
c.
About half the time
d. More than half the time
e.
All the time
d.
For instructional support (for example, explaining directions, etc.)
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Never
b. Less than half the time
c.
About half the time
d. More than half the time
e.
All the time
e. For controlling and directing student behavior (classroom management)
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Never
b. Less than half the time
c.
About half the time
d. More than half the time
21
Morning
class
Afternoon
class
e.
All the time
60567
22
60567
f.
For conversation
MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
Full-day
a.
Morning
class
Afternoon
class
Never
b. Less than half the time
c.
About half the time
d. More than half the time
e.
All the time
A28. What languages are used for academic instruction in your classes or sessions?
MARK ALL THAT APPLY.
Morning
class
Full-day
a.
English
b. Spanish
c.
A European language other
than Spanish such as French,
German, or Russian
d. A Chinese language or dialect
e.
A Filipino language
f.
A Southeast Asian language such
as Vietnamese, Thai, or Khmer
g. A South Asian language such as
Hindi or Tamil
h.
Another Asian language such as
Japanese or Korean
i.
A Middle Eastern language such
as Arabic or Farsi
j.
An African language such as
Swahili or Amharic
23
Afternoon
class
k.
60567
Other language(s)
(Please specify):
24
60567
A29. Now please think about all of the books and other written materials in your classroom.
In which languages other than English are these written? IF YOU TEACH MORE THAN ONE
CLASS, CONSIDER ALL YOUR CLASSES. MARK ALL THAT APPLY.
Morning
class
Full-day
Afternoon
class
a. None other than English
b. Spanish
c.
A European language other
than Spanish such as French,
German, or Russian
d. A Chinese language or dialect
e. A Filipino language
f.
A Southeast Asian language such
as Vietnamese, Thai, or Khmer
g. A South Asian language such as
Hindi or Tamil
h. Another Asian language such as
Japanese or Korean
i.
A Middle Eastern language such
as Arabic or Farsi
j.
An African language such as
Swahili or Amharic
k. Other language(s)
(Please specify):
A30. Do any of the children in your classes or sessions speak a language other than English
(aside from native English speakers who are learning a foreign language)? PLEASE INCLUDE
ALL CHILDREN WHO SPEAK A NON-ENGLISH LANGUAGE, INCLUDING THOSE WHO SPEAK
ENGLISH WELL. MARK ONE RESPONSE.
Yes
No
GO TO A32 on page 20
25
60567
A31. Which languages other than English are spoken by one or more children in your classes or
sessions? MARK ALL THAT APPLY.
Morning
class
Full-day
a.
Afternoon
class
Spanish
b. A European language other
than Spanish such as French,
German, or Russian
c.
A Chinese language or dialect
d. A Filipino language
e.
A Southeast Asian language such
as Vietnamese, Thai, or Khmer
f.
A South Asian language such as
Hindi or Tamil
g. Another Asian language such as
Japanese or Korean
h.
A Middle Eastern language such
as Arabic or Farsi
i.
An African language such as
Swahili or Amharic
j.
Other language(s)
(Please specify):
A32. Do you have any students who are English language learners (ELLs) in your classes or sessions?
MARK ONE RESPONSE.
An English Language Learner (ELL) is 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.
Yes
No
GO TO B1 on page 23
A33. How many English language learners (ELLs) do you have in your classes or sessions?
WRITE NUMBER IN BOXES BELOW.
Number of ELL children
Full-day
Morning
class
26
Afternoon
class
60567
A34. How many of the ELL children in your classes or sessions receive instruction designed to teach
listening, speaking, reading, and writing English language skills to children with limited English
proficiency in the following ways? WRITE NUMBER IN BOX. IF NO STUDENTS RECEIVE PARTICULAR
INSTRUCTION, WRITE "0."
Morning
class
Full-day
a.
Afternoon
class
Receive no ELL instruction
in the school
b. Receive ELL instruction
within the regular class
c.
Receive ELL instruction
outside the regular class
within the school setting
A35. If you provide specialized language instruction in your classes or sessions for English language
learners (ELLs), would you say this instruction is primarily…? MARK ONE RESPONSE.
Full-day
a.
English as a Second Language (ESL): An instructional
program designed to teach listening, speaking,
reading, and writing English language skills to
students with limited proficiency in English.
b. Bilingual education: A program in which native
language is used to varying degrees in instructing
students with limited proficiency in English.
c.
Dual-language (also called two-way immersion
(TWI)): 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.
d. No specialized language instruction provided.
27
Morning
class
Afternoon
class
60567
A36. Which languages other than English are spoken by you or any other teacher or aide to the
ELL children in your classes or sessions for instructional support or conversation?
MARK ALL THAT APPLY.
Morning
class
Full-day
a.
Afternoon
class
None other than English
b. Spanish
c.
A European language other
than Spanish such as French,
German, or Russian
d. A Chinese language or dialect
e.
A Filipino language
f.
A Southeast Asian language such
as Vietnamese, Thai, or Khmer
g. A South Asian language such as
Hindi or Tamil
h.
Another Asian language such as
Japanese or Korean
i.
A Middle Eastern language such
as Arabic or Farsi
j.
An African language such as
Swahili or Amharic
k.
Other language(s)
(Please specify):
A37. How much time per day do you and any other teacher or aide speak any non-English
language in your classes or session? MARK ONE RESPONSE.
Morning
class
Full-day
a.
1-15 minutes
b. 16-30 minutes
c.
31-60 minutes
d. More than 60 minutes
28
Afternoon
class
SECTION B. VIEWS ON SCHOOL READINESS AND SCHOOL ENVIRONMENT
60567
B1.
Next we would like to ask about students' kindergarten readiness and their parental support. How
important do you believe the following characteristics are for a child to be ready for kindergarten?
MARK ONE RESPONSE ON EACH ROW.
Very
Not
Not very Somewhat
important important important important
a. Finishes tasks
b. Can count to 20 or more
c. Takes turns and shares
d. Has good problem-solving skills
e. Is able to use pencils and paint brushes
f.
Is not disruptive of the class
g. Knows the English language
h. Is sensitive to other children's feelings
i.
Sits still and pays attention
j.
Knows most of the letters of the
alphabet
k. Can follow directions
l.
Identifies primary colors and shapes
m. Communicates needs, wants, and
thoughts verbally in primary language
29
Essential
60567
B2.
Please indicate the extent to which you agree with each of the following statements on
children's preparation for school. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
Strongly
agree
a. Attending preschool (for example,
nursery school, prekindergarten, or
Head Start) is very important for
success in kindergarten.
b. Children who begin formal reading and
math instruction in preschool will do
better in elementary school.
c. Parents should make sure their
children know the alphabet before
they start kindergarten.
d. Most children should learn to read in
kindergarten.
e. Parents need help in learning how to
teach their children how to read.
f.
Parents should set aside time every
day for their kindergarten children to
practice schoolwork.
g. Homework should be given to
kindergarten children almost every day.
h. Parents should read to their children
and play counting games at home
regularly.
B3.
Next we would like to ask a few questions about your teaching position. How much control do
you feel you have in your classroom in the following areas? MARK ONE RESPONSE ON EACH ROW.
No
control
a. Selecting skills to be taught
b. Deciding teaching techniques
c. Disciplining children
30
Slight
control
Some
control
Moderate
control
A great
deal of
control
Section C. TEACHER BACKGROUND
60567
The next few questions ask about your background, education experience, and credentials.
The first questions are about your characteristics.
C1.
What is your gender? MARK ONE RESPONSE.
Male
Female
Another gender
C2.
In what year were you born? WRITE IN YEAR BELOW.
YEAR
C3.
Are you Hispanic or Latino/Latina of any race? MARK ONE RESPONSE.
Hispanic/Latino: A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican,
South or Central American, or other Spanish culture or origin, regardless of race.
Yes
No
C4.
Which best describes your race? MARK ALL THAT APPLY.
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
31
60567
C5.
What is the highest level of education you have completed? MARK ONE RESPONSE.
Did not complete high school
GO TO C9 on page 28
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor's degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)
C6a. What is the name of the college or university where you earned your highest degree?
WRITE RESPONSE IN BOX.
COLLEGE OR UNIVERSITY
The college or university where I earned my highest degree was outside the United States.
C6b. In what city and state is it located? IF OUTSIDE THE CONTINENTAL UNITED STATES, WRITE LOCATION
IN BOX LABELED “CITY.” WRITE RESPONSE IN BOX.
STATE
CITY
MARK HERE IF YOU DO NOT HAVE A BACHELOR'S DEGREE FROM
A COLLEGE OR UNIVERSITY AND GO TO C9 ON PAGE 28.
32
60567
C7.
What was your undergraduate major field(s) of study? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
Other education-related major (such as reading/literacy education, math education,
secondary education, educational psychology, education administration, music education, etc.)
Non-education major (such as History, English, etc.)
None of the above
MARK HERE IF YOU DO NOT HAVE A GRADUATE DEGREE AND GO TO C9 ON PAGE 28.
C8.
If you have a graduate degree, what was the major field(s) of study of your highest level
graduate degree? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
Other education-related major (such as reading/literacy education, math education, secondary
education, educational psychology, education administration, music education, etc.)
Non-education major (such as History, English, etc.)
None of the above
33
60567
C9.
Have you ever taken a college course in the following areas? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Special education
English as a Second Language (ESL) or teaching English language learners (ELL)
Child development
Methods of teaching reading/language arts
Methods of teaching mathematics
Methods of teaching science
Classroom management
None of the above
C10. Which of the following describes the teaching certificate you currently hold in your state?
MARK ONE RESPONSE.
Regular or standard state certificate or advanced professional certificate
Certificate issued after satisfying all requirements except the completion of a probationary period
Certificate that requires some additional coursework, student teaching, or passage of a test
before regular certification can be obtained
Certificate issued to persons who must complete a certification program in order to continue teaching
I do not hold any of the above certifications in this state.
GO TO C13 on page 29
C11. In what areas are you certified? MARK ALL THAT APPLY.
Elementary education
Early childhood education
Special education
English as a Second Language (ESL) or instruction for English language learners (ELLs)
Other (Please specify):
34
60567
C12a. Which of the following best describes the type of educator preparation program you participated
in while earning your current certification? MARK ONE RESPONSE.
Traditional four-year undergraduate program based at an institution of higher education
Traditional graduate program at an institution of higher education
Alternative program based at an institution of higher education
Alternative program not based at an institution of higher education
Other preparation program
C12b. If your current certification is not the same as your initial certification, which of the follow best
describes the type of educator preparation program you participated in while earning your initial
certification? MARK ONE RESPONSE.
Traditional four-year undergraduate program based at an institution of higher education
Traditional graduate program at an institution of higher education
Alternative program based at an institution of higher education
Alternative program not based at an institution of higher education
Other preparation program
Does not apply – my current certification is the same as my initial certification.
C13. Have you taken the exam for National Board for Professional Teaching Standards certification?
MARK ONE RESPONSE.
Yes
No
GO TO C15 on page 30
C14. What was the result of your National Board for Professional Teaching Standards exam?
MARK ONE RESPONSE.
Awaiting test results
Passed
Have not yet passed
35
60567
The next few questions pertain to your years of experience. Counting this school year, how many
C15. years have you taught in your current school, including part-time teaching? WRITE THE NUMBER
OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING EACH HALF YEAR
COMPLETED OR ALMOST COMPLETED AS 0.5. IF THIS IS YOUR FIRST SEMESTER TEACHING IN THIS
SCHOOL, ENTER 0.5.
Year(s)
C16. Counting this school year, how many years have you been a K-12 teacher, including years in which
you taught part-time? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5,
3.0, 3.5), COUNTING EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A NEW
TEACHER AND THIS IS YOUR FIRST SEMESTER TEACHING, ENTER 0.5.
Year(s)
C17. Counting this school year, how many years have you taught each of the following grades and
programs, including years in which you taught part-time? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF
YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A
NEW TEACHER AND THIS IS YOUR FIRST SEMESTER TEACHING, ENTER 0.5. WRITE "0" IF YOU HAVE NEVER TAUGHT THE GRADE
OR PROGRAM LISTED.
Total years grade or
program taught
a. Preschool
b. Kindergarten
c. First grade
d. Second grade
e. Third grade
f. Fourth grade
g. Fifth grade
h. Sixth grade or higher
i. English as a Second Language (ESL), bilingual education,
and/or dual language program
j. Special education program
k. Program for gifted children
l. Art or music program
36
60567
m. Physical education program
37
60567
C18. How long do you plan to continue to teach? MARK ONE RESPONSE.
As long as I am able
Until I am eligible for retirement benefits from this job
Until I am eligible for retirement benefits from a previous job
Until I am eligible for Social Security benefits
Until a specific life event occurs (for example, parenthood, marriage)
Until a more desirable job opportunity comes along
Definitely plan to leave as soon as I can
Undecided at this time
C19. Date Survey Completed.
2 0 2 3
MONTH
DAY
YEAR
Thank you very much for answering these questions and taking the
time to participate in the Early Childhood Longitudinal Study.
38
Coronavirus (COVID-19) Items
The items below are being considered for the fall kindergarten teacher survey.
TQA***
Copyright: No
Round: Fall Kindergarten National Survey
Source: New
QUESTION TEXT:
Question: “The next few items pertain to student progress and the COVID-19 pandemic. How concerned are you
about students falling behind academically due to disruptions caused by the COVID-19 pandemic?”
CODES
1.
2.
3.
4.
5.
Extremely concerned
Very concerned
Somewhat concerned
Not too concerned
Not at all concerned
TQA***
Copyright: No
Round: Fall Kindergarten National Survey
Source: New
QUESTION TEXT:
Question: “How concerned are you about students falling behind socially due to disruptions caused by the
COVID-19 pandemic?”
CODES
1.
2.
3.
4.
5.
Extremely concerned
Very concerned
Somewhat concerned
Not too concerned
Not at all concerned
TQA***
Copyright: No
Round: Fall Kindergarten National Survey
Source: New
QUESTION TEXT:
Question: “What strategies, if any, are you using to help students catch up?”
CODES
1.
2.
3.
4.
5.
6.
7.
91.
1:1 tutoring
Small group tutoring
Extra math class period
Extra reading class period
Small group/differentiated instruction
Extra homework
None. I am not using any strategies in my classes to help students catch up.
Other {(Please specify):/(Please specify on next
screen.)}
PROGRAMMER INSTRUCTIONS:
DISPLAY CODE 91 ABOVE CODE 7.
TQAOS***
Copyright: No
Round: Fall Kindergarten National Survey
Source: New
ENTER TEXT
Length
100
TQA***
Copyright: No
Round: Fall Kindergarten National Survey
Source: New
QUESTION TEXT:
Question: “To what extent do you agree that students, who have fallen behind due to disruptions caused by the
COVID-19 pandemic, will be able to catch up to grade-level expectations by the end of the school year?”
CODES
1.
2.
3.
4.
5.
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
| File Type | application/pdf |
| Author | Nancy Vaden-Kiernan |
| File Modified | 2022-10-07 |
| File Created | 2022-10-07 |