Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) Kindergarten and First-Grade National Data Collection and Transfer School Recruitment

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Early 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

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0750 can be found here:

2024-04-30 - Revision of a currently approved collection

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

OMB# 1850-0750 v.29

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Spring Kindergarten Teacher Child-Level
Paper 6XUYH\
N a t i o n a l & H QW H U I R U ( G X F D W L R Q 6
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U . S.D e p a r t m e n t R I ( G X F DW L RQ

October 2022
revised October 2023

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

Spring 2024

Primary Teacher Survey (Child Level)

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID

T_ID
T

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-K:2024 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 7/31/2026.

TQCSK

Early Childhood Longitudinal Study, Kindergarten Class of 2023-24
Kindergarten Teacher Survey (Child Level)
Spring 2024 - Form TQCSK

INTRODUCTION
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (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 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-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.

THANK YOU VERY MUCH FOR YOUR HELP.

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 –
seven with a line through it like this – 7.

0, and do not write a

Write one number per box like this:

Write words like this:

John Smith

ACADEMIC RATING SCALE
Please rate this child's current skills, knowledge, and behaviors within language and literacy (section 1), science
(section 2), and mathematical thinking (section 3), based on your experience with him or her. If you are not the
primary teacher in any of these areas, you may want to consult with the person most familiar with the child’s
progress in the area when completing the scales.
This is NOT a test and should NOT be administered directly to the child.
Each skill, knowledge, or behavior is listed in bold, and there are often examples to help illustrate what is
intended. These examples do not exhaust all the ways the child may demonstrate what he or she
knows or can do. Use the examples as a guide to the level of proficiency a child should have reached in
order to receive the highest rating.
For each question, please rate this child compared to other children of the same age level using the
following five-point scale that reflects the degree to which a child has acquired and demonstrated the
identified skills, knowledge, and behaviors.
Not yet

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

Child is just beginning to demonstrate skill, knowledge, or behavior but
does so very inconsistently.

In progress

Child demonstrates skill, knowledge, or behavior with some regularity
but varies in level of competence.

Intermediate

Child demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.

Proficient

Child demonstrates skill, knowledge, or behavior competently and
consistently.

Not applicable or
Skill not yet taught

Skill, knowledge, or behavior has not been introduced in classroom
setting.

If this child has limited English proficiency or is an English language learner, answer with his or her
native language in mind if he or she does not yet demonstrate skills in English but does demonstrate them in
his or her native language.
If this child has a disability, it may be necessary to consider adaptations for some questions to make them
more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative
forms of verbal communication (for example, sign language, communication boards) or written
communication (for example, word processors, Braille, dictation). Please answer the questions with these
adaptations in mind.
iii
2

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SECTION 1: LANGUAGE AND LITERACY
A1. First, please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND
MARK ONE RESPONSE ON EACH ROW.
LITERACY.
THIS CHILD…

Contributes relevant information
to classroom discussions – for
example, during a class discussion,
can express an idea or a personal
opinion on a topic and the reasons
behind the opinion.
Engages in higher-level thinking
and reasoning during classroom
discussions – for example, answers
questions that are not just an
explicit recall of facts, makes
inferences, asks on-topic
questions, and can have a cohesive
exchange of ideas that are
centered on a given topic for at
least three conversational turns.
Uses morphemes to figure out
the meanings of 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.”
Uses complex sentence
structures – for example, says "If
she had brought her umbrella, she
wouldn't have gotten wet," or
"Yesterday it was raining cats and
dogs," or "Why can't we go on the
field trip at the same time as the
first grade?”
Understands and interprets a
story or other text read to
him/her – for example, by retelling
a story just read to the group, or
telling about why a story ended as
it did, or connecting part of the
story to his/her own life.

Not yet

Beginning

In progress

Intermediate

Proficient

TQCSK

Not
applicable
or
Skill not
yet taught

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A1. (Cont.) Please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD…

Easily and quickly names all
upper- and lower-case letters of
the alphabet.

Predicts what will happen next
in stories by using the pictures
and storyline for clues.

Not yet

Beginning

In progress

Intermediate

Proficient

Reads simple books
independently – for example,
reads books with a repetitive
language pattern.
Demonstrates early writing
behaviors – for example, by using
initial consonants to spell words
("d" for the word "dog"), or using
letter names to represent sounds
("r" for the word "are"), or phonetic
spelling ("hrt") for the word
"heart," to convey words or ideas.
Composes simple stories – for
example, by writing about a
personal experience in a journal.

Composes
informative/explanatory text –
for example, uses a combination of
drawing, dictating, and writing to
state what is being written about,
supply some information about the
topic, and provide some sense of
closure.
Demonstrates an understanding
of some of the conventions of
print – for example, by using both
upper- and lower-case letters
when writing, or putting spaces
between words, or using a period
at the end of a sentence.

m. Finds meaningful units in words
such as prefixes, suffixes, and
base words.

TQCSK

Not
applicable
or
Skill not
yet taught

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SECTION 2: SCIENCE

B1. Next, please rate this child's current skills, knowledge, and behaviors in SCIENCE.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD…
a.

Uses his/her senses to
explore and observe – for
example, observes and notes
the habits of classroom pets, or
describes the differences in clay
before and after water is
added.
b. Forms explanations based on
observations and
explorations – for example,
describes or draws the
conditions (water, soil, sun) that
help a plant grow, or explains
that a block will slide more
quickly down a steeper slope.
c. Classifies and compares living
and non-living things in
different ways – for example,
classifies objects according to
"things that are alive and not
alive," or "things that fly and
things that crawl.
d. Directly compares two
objects with a measurable
attribute in common to see
which object has “more
of”/”less of” the attribute
and describes the difference –
for example, directly compares
the heights of two children and
describes one child as
taller/shorter.
e. Makes logical predictions
when pursuing scientific
investigations – for example,
observes and identifies patterns
in nature and predicts what
happens next (for example,
predicts if a new object will
float or sink).

Not yet

Beginning

In progress

Intermediate

Proficient

TQCSK

Not
applicable
or
Skill not
yet taught

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B1. (Cont.) Please rate this child's current skills, knowledge, and behaviors in SCIENCE.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD…
f.

Communicates scientific
information – for example,
records or describes the
properties of common objects
verbally or through drawings or
graphs.
g. Shows curiosity about the
world by asking how and why
things happen – for example,
asks how rocks are formed or
why it is warmer in the daytime
than at night.
h. Generates different strategies
to solve a problem – for
example, when a design
solution does not work as
intended, tries other tools,
materials, or methods to solve
the problem.
i. Shows an understanding of
cause and effect – for
example, knows if he or she
pushes a ball harder, it will go
faster.

Not yet

Beginning

In progress

Intermediate

Proficient

TQCSK

Not
applicable
or
Skill not
yet taught

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C1.

SECTION 3: MATHEMATICAL THINKING

Now, please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...
a. Counts forward beginning from a given
number within the known sequence,
instead of having to begin at 1 – for
example, child starts with 5 objects and is
given 2 more and child counts “6, 7” instead
of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.

Not yet

Beginning

In progress

Intermediate

Proficient

b. Orders a group of objects – for example,
by ordering rods or sticks by length, or
arranging paints from lightest to darkest or
musical instruments from softest to loudest.

c. Shows an understanding of the
relationship between quantities – for
example, knows that a group of ten small
stones is the same quantity as a group of
ten larger blocks.

d. Demonstrates consistent understanding of
one-to-one correspondence – for example,
when counting objects, says the number names
in the standard order, pairing each object with
one and only one number name and each
number name with one and only one object.
e. For any number from 1 to 9, finds the
number that makes 10 when added to the
given number (for example, by using objects
or drawings) and records the answer with a
drawing or equation (for example, 3 + _ = 10
and 4 + _ = 10).
f. Uses place value to compose and
decompose numbers from 11 to 19 into
tens and ones (for example, by using objects
or drawings) and records each composition
or decomposition by a drawing or
equation (for example, 18 = 10 + 8).

g. Solves problems involving numbers using
concrete objects – for example, "Vera has six
blocks, George has three, how many blocks
are there in all?" or “How many do I need to
give George so he will have the same
number of blocks as Vera?"

TQCSK

Not
applicable
or
Skill not
yet taught

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C1. (Cont.) Please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

h. Demonstrates an understanding of
graphing activities – for example, by looking
at a picture graph on favorite ice-cream
flavors and knowing which flavor is the most
popular and which one is the least popular.

Not yet

Beginning

In progress

Intermediate

Proficient

i. Measures length to the nearest whole
number using common objects – for example,
uses a paperclip or a pencil to measure a desk
and specifies the length in terms of those units.
j. Correctly names squares, circles, triangles,
and rectangles regardless of their
orientations or overall size.

TQCSK

Not
applicable
or
Skill not
yet taught

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SECTION 4: EARLY LANGUAGE SKILLS
D1.

For this set of questions, select how often this child exhibits the following early English language skills
in school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.

How Often?

THIS CHILD...

Never

Recalls and communicates personal experiences
he/she has had to peers in a logical way.

Uses a varied vocabulary in spoken language.

Recalls and communicates the meaning of a story
or other experiences/events which he/she has heard.

Uses academic language learned in the classroom
when speaking. Academic language is the language
needed by students to do work and learn effectively
in schools. In contrast to “conversational” or “social”
language that might be used on the playground,
academic language is the language used in
classroom lessons, books, tests, and assignments.

Uses language effectively to initiate appropriate
interactions with other children.

Tries repeatedly to communicate information which
has not been understood.

Asks questions about information which is unclear
to him/her.

Uses language effectively to initiate appropriate
interactions with adults.

Relates and communicates personal experiences
in a logical way or “in a way that makes sense."

Uses descriptive vocabulary such as adjectives
and/or adverbs when speaking to provide detail.

Rephrases questions or asks follow-up questions if
he/she does not get the information he/she wanted.

Maintains a conversation with others that has at
least three conversational turns focused on a
single topic.

Rarely

Sometimes

Often

TQCSK

Very
often

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D2. Next, please think about this child's written language. Which of the following writing levels (ordered below
from lowest to highest) best describes the highest level at which this child is currently performing
(independently, without teacher help)? MARK ONE RESPONSE.
Scribbling
Drawing a picture
Can copy his or her name
Can copy sentences from the board
Write his or her name without copying
Can write most letters when asked to write the letter
Write initial sounds for many words
Write simple 2-4 letter words with invented spelling
Write multi-syllabic words with invented spelling with most sounds represented
Compose and write a complete sentence with invented spelling with most sounds represented
Compose and write 2 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write 5 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with most
sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with proper spelling,
grammar, and punctuation
Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling,
grammar, and punctuation
Compose and write a story with a clear beginning, middle, and end with proper spelling,
grammar, and punctuation
Not able to rate:
I have not had enough experience with this child to evaluate this skill.
I am not able to rate this item because the child does not write or has limited writing experience
due to a disability.

TQCSK

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D3.

How much does this child enjoy writing? MARK ONE RESPONSE.
Not at all
A little bit
Somewhat
Quite a bit
Very much

TQCSK

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E1.

SECTION 5: CLASSROOM BEHAVIORAL REGULATION

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

How often?

Never

Rarely

Sometimes

Frequently/
Usually

Always

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 instructions 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.

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.

TQCSK

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SECTION 6: STUDENT-TEACHER RELATIONSHIP
F1. Now we would like to ask about your relationship with this child. 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

a. X xxxxx xx xxxxxxxxxxxx, xxxx xxxxxxxxxxxx
xxxx xxxx xxxxx.
b. Xxxx xxxxx xxx X xxxxxx xxxx xx xx xxxxxxxxxx
xxxx xxxx xxxxx.
c. Xx xxxxx, xxxx xxxxx xxxx xxxx xxxxxxx xxxx xx.
d. Xxxx xxxxx xx xxxxxxxxxxxxx xxxx xxxxxxxx
xxxxxxxxx xx xxxxx xxxx xx.
e. Xxxx xxxxx xxxxxx xxx/xxx xxxxxxxxxxxx xxxx
xx.
f.

Xxxx X xxxxxx xxxx xxxxx, xx/xxx xxxxx xxxx
xxxxx.

g. Xxxx xxxxx xxxxxxxxxxxxx xxxxxx xxxxxxxxxxx
xxxxx xxxxxxx/xxxxxxx.
h. Xxxx xxxxx xxxxxx xxxxxxx xxxxx xx xx.
i.

Xx xx xxxx xx xx xx xxxx xxxx xxxx xxxx xxxxx xx
xxxxxxx.

Xxxx xxxxx xxxxxxx xxxxx xx xx xxxxxxxxx xxxxx
xxxxx xxxxxxxxxxx.

k. Xxxxxxx xxxx xxxx xxxxx xxxxxx xx xxxxxx.
l.

Xxxx xxxx xxxxx xx xx x xxx xxxx, X xxxx xx’xx
xx xxx x xxxx xxx xxxxxxxxx xxx.

m. Xxxx xxxxx’x xxxxxxxx xxxxxx xx xxx xx
xxxxxxxxxxxxx xx xxx xxxxxx xxxxxxxx.

TQCSK

Definitely
applies

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F1. (Cont.) We would like to ask about your relationship with this child. 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

n. Xxxx xxxxx xx xxxxxx xx xxxxxxxxxxxx xxxx xx.
o. Xxxx xxxxx xxxxxx xxxxxx xxx/xxx xxxxxxxx xxx
xxxxxxxxxxx xxxx xx.

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.

TQCSK

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SECTION 7: SCHOOL LIKING
G1. Please indicate how often this applies to this child. MARK ONE RESPONSE.
Doesn’t apply
Seldom
displays this
behavior

Sometimes applies
Occasionally
displays this
behavior

Certainly applies
Often displays
this behavior

Likes being in school.

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

TQCSK

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SECTION 8: STRATEGIC PLANNING
H1. Please read the statements below and indicate how often each applies to this child’s behaviors observed across
the past month. MARK ONE RESPONSE ON EACH ROW.

a. Xxxxx x xxxxx xxxxxxxxxxxxx xx xxx
xxxxxxxxxxxx xxxxxxx xxxxx xxx
xxxxxx (xxx xxxxxxx, xxxxx xxxxx
x xxx xxxx xx xxxxx xx xx xxxxxxx
xxxx).
b. Xxxxxxxx xxx xxxx xx xxxxxxx xx
xxxxxxxx xxx xx xxxxx xx xxxx xxxxxxxx
xxxxxx xxx xxxx xxx xxx.
c. Xxxxxxxx xxxx xx xxxxxx xxxxx
xxxxxxxxxxx xxx xxxxxxxx
xxxxxxxxxxxx.
d. Xxxxxxxxxx xxx xxxxxxxx xxxxxxxxxxxx
xx x xxxxxxxxxx xxx xx xxxxx (xxx
xxxxxxx, “Xx X xxxx xxx xxxx, xxxx xx
xxx xxx.”).
e. Xxxx-xxxxxxxx xxxxxx xxxxx xxxxxxx xx
xxxxxxxx xx xxxxxxxxxx.
f. Xxxxxxxx x xxxx xxx xxxxx-xxxx
xxxxxxxx (xxx xxxxxxx, “Xxxxx, X’x
xxxxx xx xxxx xx xxx xxxx. Xxxx, X xxxx
xxx xxx xxxx xxx xxxx xx.”).
g. Xxxxxxx xxxxxxxxxx xxxx xxx xxxxxxxx
xx x xxxxxxx xxxxx’x xxxx.
h. Xxxxxxx xxxxxxx xxxxx x xxx xxxx xx
xxxxx.
i. Xxxxxxxxx xx xxxxxxxxx xxxx xxxx
xxxxxxxxxxxxx xx x xxxxx xxxxx
xxxxxxxx (xxx xxxxxxx, xxxxx xxxxxxxx
xxxxxx xx xxxx xxxxx xxx xxxxxxxxx).
j. Xxxxxxxxxxxx xxxx xxxxxxxx xxx
xxxx xxxx xxxx xxx xxxxxxxxxx
xxxxxxxx.

Does not apply

Sometimes
applies

Consistently
applies

Source: Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Adapted and used with permission. McDermott, P. A.
(2018). Learning-To-Learn Scales. Philadelphia: University of Pennsylvania and Edumetric and Clinical Science.

TQCSK

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SECTION 9: PEER RELATIONSHIPS
I1. 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.

a. Xxxxx xxxxxxxxx xxxx xxxxx xxxxxxxx
xxx xxxxxxxxxx.

Doesn’t apply
Seldom
displays this
behavior

Sometimes applies
Occasionally
displays this
behavior

Certainly applies
Often displays
this behavior
___________

b. Xx xxx xxxxxx xx xxxxxxxx xx xxxxx.
c. Xxxxx xxxxx xxxx xxxxx.
d. Xx xxxx xxxxxx xxxxx.
e. Xx xxxxxxxx xxxx xxxxx’ xxxxxxxxxx.
f.

Xx xxxxxxxxxxx xxxx xxxxx.

g. Xxxxx xxxxxxx xxx xxxxx xxxxxx (xxx
xxxxxxx, xxxxxxxx, xxxxxxx xx xxxxxx).
h. Xx xxxxxxx xx xxxxx.
i.

Xxxxxx xxxx xx xxxxxxx xxxx xxxxx
xxxxxxxx xxx xxxxx.

TQCSK

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SECTION 10: STUDENT INFORMATION

J1.

J2.

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)

GO TO J2

Kindergarten (Part-day program)

GO TO J2

First grade

GO TO J4 on page 17

Second grade

GO TO J4 on page 17

The child is ungraded/in an ungraded classroom.

GO TO J4 on page 17

Which best describes the type of kindergarten in which this child is enrolled? MARK ONE RESPONSE.

Regular kindergarten
Transitional kindergarten
Transitional first (or pre-first) grade

Kindergarten equivalent but is ungraded or has multiple
grades
J3.

Is the 2023-24 school year this child's...? MARK ONE RESPONSE.

First year in kindergarten
Second year in kindergarten
Third year or more in kindergarten

TQCSK

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J4.

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
J5.

How often does this child wear eye glasses or contact lenses in the classroom? MARK ONE RESPONSE.
Never
Seldom
Usually
Always

J6.

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 J8 on page 18

Two
Three
Four
Five or more
J7.

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

Instructional Group

TQCSK

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J8.

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 J10

Two
Three
Four
Five or more
J9.

In which mathematics instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group

J10.

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 that 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 the child’s
primary teacher for that subject area.

Reading/Language Arts
Mathematics
Science
Social Studies
J11.

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 to 35 absences
36 to 80 absences
81 to 89 absences
90 or more absences

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J12.

Has this child ever fallen 2 or more weeks behind in school work this year? MARK ONE RESPONSE.
Yes

J13.

GO TO J14

Not applicable

GO TO J14

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
Homelessness
Some other reason (Please specify):

J14.

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

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J15.

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
J16.

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

Not offered

Don’t know

a. Instruction or services before school
b. Instruction or services after school
c. Instruction or services on weekends
The next few questions are about transition to kindergarten.
J17.

Did this child participate in early education activities or programs (for example preschool, Head
Start, or prekindergarten) during last school year (2022-23)? MARK ONE RESPONSE.
If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten
experience as last school year’s early education program.
Yes
No

I do not know whether this child was in early education
activities or programs last school year.

GO TO J22 on page 22
GO TO J22 on page 22

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J18.

Did you provide education activities or programs to this child last school year (2022-23)? MARK ONE
RESPONSE.
If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as
last school year’s early education program.
Yes

GO TO J22 on page 22

No
J19.

To what extent were you involved in planning this child’s transition from last school year’s early
education activities or programs to this school year’s program? MARK ONE RESPONSE.
If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as
last school year’s early education program.
Not at all
Somewhat
Extensively

J20.

To what extent did you communicate with the person(s) who provided early education activities or
programs to this child last school year? MARK ONE RESPONSE.
If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as
last school year’s early education program.
Not at all
Somewhat
Extensively

J21.

Have you reviewed this child’s records from any early education activities or programs that this
child participated in before this school year? MARK ONE RESPONSE.
If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as
last school year’s early education program.
Yes
No, I don’t have access to the records.

No, I have access to the records but have not reviewed
them.

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J22.

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

GO TO J28 on page 24

No
Don’t know
J23.

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 J28 on page 24

Please read the following examples and definitions for help in answering question J24.

J24.

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

No specialized language program is provided to this child

GO TO J27 on page 24

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J25.

How often does this child usually receive specialized language instruction of the following program
types? MARK ONE RESPONSE ON EACH ROW.

a. Program that
focuses on
developing
students’ literacy
in two languages
b. Program that
focuses on
developing
students’ literacy
solely in English

Not
applicable
/Never

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 or
more

c. Other program

J26.

On the days when this child receives specialized language instruction, for how much time does this
child receive instruction of the following program types? MARK ONE RESPONSE ON EACH ROW.

a. Program that
focuses on
developing
students’ literacy
in two languages
b. Program that
focuses on
developing
students’ literacy
solely in English

Not
applicabl
e/Never

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

c. Other program

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3 hours
or more

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J27.

During this school year, how often is this child’s academic instruction provided in this child’s 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

J28.

Does this child have an IEP/IFSP? MARK ONE RESPONSE.
Yes
No

J29.

Does this child have a 504 plan? MARK ONE RESPONSE.
Yes
No

J30.

Does this child receive instruction in any of the following types of programs in your school? SELECT
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

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J31.

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):

J32.

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.
J33a. 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

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J33b. 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
J34.

Overall, how would you rate this child’s academic skills in each of the following areas, based on
curriculum standards for this child’s 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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J35.

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

Yes

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 you in your
classroom or school
J36.

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

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J37.

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

J38.

Please fill in the boxes with the date the survey was completed.
2 0 2 4
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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File Modified	2023-10-12
File Created	2023-09-29