Memorandum United States Department of Education
Institute of Education Sciences
National Center for Education Statistics
DATE: May 1, 2023
TO: Robert Sivinski, OMB
THROUGH: Carrie Clarady, OMB Liaison, NCES
FROM: Jill McCarroll, Study Director, Early Childhood Longitudinal Studies Program, NCES
SUBJECT: Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) Fall 2023 Materials Revision Request (OMB#1850-0750 v.27)
The Early Childhood Longitudinal Study (ECLS) program, conducted by the National Center for Education Statistics (NCES) within the Institute of Education Sciences (IES) of the U.S. Department of Education (ED), draws together information from multiple sources to provide rich, descriptive data on child development, early learning, and school progress. The ECLS program studies deliver national data on children’s status at birth and at various points thereafter; children’s transitions to nonparental care, early care and education programs, and school; and children’s experiences and growth through the elementary grades. The Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) is the fourth cohort in the series of early childhood longitudinal studies. The study will advance research in child development and early learning by providing a detailed and comprehensive source of current information on children’s early learning and development, transitions into kindergarten and beyond, and progress through school. The ECLS-K:2024 will provide data about the population of children who will be kindergartners in the 2023-24 school year. The ECLS-K:2024 will focus on children’s early school experiences continuing through the fifth grade, and will include collection of data from children, parents, teachers, and school administrators.
The request to conduct the first three national data collection rounds for the ECLS-K:2024 was approved on April 7, 2023 (OMB# 1850-0750 v.26).1 The ECLS-K:2024 fall kindergarten data collection will be conducted from August until December 2023, followed by the spring (March-July 2024) kindergarten round, and the spring (March-July 2025) first-grade round. Each of these rounds of data collection will involve advance school contacts, for example to conduct student sampling activities, collect teacher and school information, and locate families whose children may have moved schools. Future OMB packages will be submitted for the third-and fifth-grade field test (to be conducted in March-July 2026), as well as for the national spring (March-July 2027) third-grade round and the spring (March-July 2029) fifth-grade round.
This current revision request (accompanied by 30 days of public comment) is to update study respondent materials, web and paper surveys, and website designs that will be used in the kindergarten and first-grade data collection activities. Many of the revisions in this package were made based on analyses of the fall 2022 field test data (OMB# 1850-0750 v.25), which informed changes to the design of the surveys and child assessment. Other changes occurred after further discussion on operational procedures. Revisions to the study instruments (and to some extent, the respondent materials and websites) are largely limited to changes to the fall kindergarten materials; additional revision requests will be submitted to OMB for revisions to the spring kindergarten and spring first-grade materials once additional analyses of the fall 2022 field test data are complete. National data collection work completed to date will also inform these future revisions.
The requested changes do not affect the approved total cost to the federal government for conducting this study. Revisions made to some parts of the previously approved ECLS-K:2024 national kindergarten and first-grade data collection request are detailed below.
Please note that the covers of all of the attachments submitted with this revision request have had the date of submission updated with “revised April 2023” to indicate the date of this revision request. Additionally, small grammatical errors (such as the removal of a spare comma) were updated throughout the documents.
Revisions were made throughout Part A to update text referring to the 2022 K-1 field test to be in the past tense, rather than the future tense.
Revisions were made throughout Part A to indicate that a children’s book rather than sticky notes with the Department of Education logo will be used as a parent incentive in the kindergarten- and first-grade rounds, in conjunction with the $15 Mastercard®.
REVISED – Attachment A-6, containing the script from the new student experience video, was added to the list of Attachments (page v) and elsewhere in Part A as appropriate. (page A-4)
REVISED – Text added to indicate the April 2023 revision request is the first of three requests that are planned. (pages A-2, A-3)
REVISED – Text was updated to reflect that the 2023 fall kindergarten field period will run through December 2023. (page A-2)
REVISED – Text added to indicate the MyECLS website is the study participants’ website. (page A-2)
REVISED – Text was added to indicate that the current revision request focuses on the fall kindergarten instruments and that the spring kindergarten and spring first-grade instruments will be updated in future revision requests. (pages A-3, A-11)
REVISED – All mentions of this change request/revision were removed from Part A, and surrounding text was updated as appropriate. (page A-3)
REVISED – Text was added to reflect the addition of a newsletter that will serve as an additional non-monetary incentive for parents and school staff. Text describing the distribution method of the newsletter distribution was also added. As noted, the final newsletter content will be provided to OMB for approval nearer to each release date. (pages A-3, A-28, A-30, A-31, A-32, A-33)
REVISED – A footnote was updated to indicate that the spring kindergarten and first-grade paper surveys will be included in future revision requests. (page A-3)
REVISED – Text and a footnote was added to indicate that the national district and school recruitment may extend through 2023. (pages A-4, A-5)
REVISED – Text was added to describe the new study Executive Summary, contained in Attachment A-1. (page A-5)
REVISED – A sentence about district and school recruitment was removed as it was duplicative of previous text in the same section. (page A-5)
REVISED – Text was edited to better reflect the distribution of the MyECLS login PINs to teachers, school staff, and parents. (pages A-6, A-8, A-10, A-11, A-12)
REVISED – Text was updated to indicate that team leaders may also update consent status on the MyECLS website. (page A-6)
REVISED – The description of the fall kindergarten child assessment was updated to reflect current design decisions. (page A-7)
REVISED – The content of the fall kindergarten parent survey was updated to reflect current design decisions. (page A-7)
REVISED – Text was updated to better reflect the flow of contact and mailings with school coordinators prior to the spring 2025 data collection. (page A-8 through A-9)
REVISED – Text was added to indicate that NCES is considering the use of abbreviated survey as an option for non-responders, in order to boost response rates. (pages A-9, A-11)
REVISED – Text was added to clarify that in the spring kindergarten round, children will again be routed to the English or Spanish assessment, or only to the ERBS items if they speak a language other than Spanish. (page A-9)
REVISED – Text was revised to more accurately reflect the procedure for the school administrator survey administration (specifically, that the person assigned rather than completing each section will be recorded on the MyECLS website). (pages A-10, A-12)
REVISED – Text was edited to clarify that the only the primary teachers of sampled students will be asked to complete surveys in the spring first-grade round. (page A-11)
REVISED – Text was edited to indicate that the vision assessment may be conducted with either the full sample or a subsample of children. (page A-11)
REVISED – Text was edited to reflect the decisions that have been made since the October 2022 submission about the study incentives. (pages A-24, A-28, A-32)
REVISED – The order of the table notes associated with Table A-5 were updated to reflect new additions. (pages A-25 through A-28)
REVISED – Text was added to indicate that NCES is considering using an end-of-round thank-you letter from the Secretary of Education for school staff and parents. (pages A-28, A-31, A-32, A-33)
REVISED – Text was added to indicate that the children’s book was chosen by the school and can be donated to the school library. (page A-29)
REVISED – A table note and footnotes were added to preview possible additional parent, school staff, and school incentives that NCES is considering. (pages A-28, A-29, A-31, A-32, A-33)
REVISED – Text was added to clarify that the children’s book used as a parent incentive will be distributed in the parent welcome packets in the beginning of each round of data collection. (page A-29)
REVISED – Text was edited to better reflect study procedures on the provision of food events for schools. (page A-30)
REVISED – Text was added to provide additional details about the school coordinators’ responsibilities. (page A-30)
REVISED – Text was removed as the 2022 field test has concluded. (page A-35)
REVISED – Text was edited to indicate that analysis of the field test parent incentive experiment did indicate the utility of offering a small incentive to parents. (pages A-35, A-36)
REVISED – Text was updated based on revisions to survey design. (page A-39)
REVISED – Text was edited to reflect changes to the timings estimated to complete the study instruments. (pages A-41, A-42)
REVISED – The respondent burden summary and table were updated to reflect the revised survey timings and school coordinator burden. This reduction in time was by design. Based upon field test experiences, the number of hours school coordinators are expected to spend during the assessment period reduced from 6 hours to 2 hours, in each of the three data collection rounds. While the estimated time to complete a few surveys went up, the majority of estimated time to complete surveys was reduced in this revision request. The original submission used the timing estimates for the field test versions of each instrument; the study knowingly field tested longer surveys in order to test more items in the item bank, with the expectation that cuts would be made to the national surveys. That is, the field test surveys were a bit longer than expected for national data collection rounds because the study was testing so many items. Additionally, based upon feedback from the field test (e.g., from respondents who felt the instruments were too long) and considering the response rates received for the longer surveys (i.e., assuming that response rates were in part depressed due to longer instruments), the study team attempted to reduce the length of all instruments when feasible. (pages A-42, A-32 through A-45)
REVISED – Text was edited to reflect the month of submission of the current revision request. (page A-45)
Revisions were made throughout Part B to update text referring to the 2022 K-1 field test to be in the past tense, rather than the future tense.
Revisions were made throughout Part B to indicate that a children’s book rather than sticky notes with the Department of Education logo will be used as a parent incentive in the kindergarten- and first-grade rounds, in conjunction with the $15 Mastercard®.
REVISED – Text was added to describe recruitment for ECLS-K:2024 to date, and to more fully describe the strategy for replacing sample districts and schools. (pages B-2 and B-3, B-14)
REVISED – A footnote was added to preview possible strategies for boosting sample sizes. (page B-3)
REVISED – A footnote was added to indicate that the national district and school recruitment may extend through the remainder of 2023 and possibly into 2024. Details about replacement schools were edited. (pages B-12, B-14)
REVISED – Text was added to describe the new study Executive Summary, contained in Attachment A-1. (page B-13)
REVISED – Text was added to reflect updated study procedures for non-response parent follow-up and survey completion. (page B-15)
REVISED – Text was added to indicate that NCES is considering the use of abbreviated survey as an option for non-responders, in order to boost response rates. (pages B-15, B-37)
REVISED – Text describing the study’s COVID safety precaution protocols was added. (page B-15)
REVISED – Text was added to indicate that NCES is considering using an end-of-round thank-you letter from the Secretary of Education for school staff and parents. (page B-16)
REVISED – A footnote was added to indicate that birthday cards will only be distributed to children for whom the study has parental addresses. (page B-16)
REVISED – Attachment A-6, containing the script from the new student experience video, was referenced in Part B as appropriate. (page B-16)
REVISED – Text was updated to reflect that the 2023 fall kindergarten field period will run through December 2023. (page B-16)
REVISED – Text was edited to correct an error in the initial OMB submission; specifically, a sentence referencing teachers should have referenced school coordinators. (page B-17)
REVISED – Text was edited to better reflect the questions in the parent survey. (page B-17)
REVISED – Text was added to reference possible alternate school incentives. (page B-17)
REVISED – Text was added to more fully explain the distribution of the school staff and parent newsletters. (pages B-18, B-23, B-28, B-32)
REVISED – Text was added to note that the Mastercard® logo will appear on the sticker placed on the envelope containing the card, which is part of the parent welcome packet. (page B-18)
REVISED – Text was edited to indicate that all teachers, school administrators, and parents will receive a new, unique PIN to log onto the study website in the spring 2024 round. (pages B-18, B-22, B-27, B-28)
REVISED – Text added to indicate that the text message survey reminder templates will be provided to school coordinators only upon request in the national data collection rounds. (pages B-18, B-23, B-28, B-32)
REVISED – Text was edited to indicate further revisions to the spring 2024 and 2025 materials that will be included in future revision requests. (page B-18)
REVISED – Text was updated to reflect that the 2023 fall kindergarten field period may extend later in December 2023 if additional make-up assessments are needed. (page B-21)
REVISED – Text was deleted to remove mention of a parent postcard prior to the spring 2024 round. (pages B-23, B-25)
REVISED – Text was edited to indicate that all school coordinators will receive a new, unique PIN to log onto the study website in the spring 2024 round and to better reflect the flow of contact and mailings to the coordinator. (page B-24)
REVISED – Text was edited to indicate that all school coordinators will receive a new, unique PIN to log onto the study website in the spring 2025 round. (pages B-29, B-32)
REVISED – Text was edited to better reflect the flow of contact and mailings to the school coordinator in the spring 2025 round. (page B-30)
REVISED – Text was edited to remove reference to a future OMB revision request. (page B-32)
REVISED – Edit was made to correct the name of one of the sponsoring organizations. (page B-34)
REVISED – Text was edited to correct an error with a term (“regular field follow-up” was changed to “regular follow-up”). (page B-37)
REVISED – Text was edited to indicate that consideration to the length of the fall kindergarten surveys has now occurred. (page B-37)
REVISED – Text was edited to reflect correct study procedures for primary and special education teachers. (page B-39)
REVISED – The name and telephone number for the new NCES Longitudinal Surveys Branch Chief was added to the contact section. (page B-41)
Revisions were made throughout Part C to update text referring to the 2022 K-1 field test to be in the past tense, rather than the future tense. (page C-1)
A footnote was added to note that future revision requests may also include abbreviated surveys for respondents who did not complete full-length surveys. (page C-2)
REVISED – Text was edited to note what instruments have changed for the current revision request. (pages C-1, C-2)
REVISED – Text was edited to reflect removal of particular parent survey content to reduce the length of the fall kindergarten instrument. (pages C-4, C-5, C-7, C-8, C-10, C-11, C-12, C-13, C-14, C-15, C-16, C-19, C-21, C-23)
REVISED – Text was edited to reflect changes in fall kindergarten parent survey questions about experiences during the coronavirus pandemic (pages C-11, C-14, C-19)
REVISED – Text was edited to reflect removal of particular teacher-level and child-level teacher survey content to reduce the length of the fall kindergarten instrument. (pages C-31, C-33, C-37)
Spanish and selected Mandarin translations of the parent respondent materials were added to Attachment A1.
Revisions were made throughout Part A-1 to indicate that a children’s book rather than sticky notes with the Department of Education logo will be used as a parent incentive in the kindergarten- and first-grade rounds, in conjunction with the $15 Mastercard®.
Throughout attachment A1, the QR codes that link to the study website were removed and placeholders were added. The final QR codes will be added prior to printing.
REVISED – Text was edited to improve readability. (page A1-6)
REVISED – Text updated to indicate that text message survey reminder templates will be provided to school coordinators only upon request. (pages A1-7, A1-13, A1-45, A1-49, A1-52, A1-55, A1-58, A1-61, A1-64, A1-67, A1-70, A1-73, A1-94, A1-96, A1-112, A1-126, A1-131, A1-135, A1-138, A1-141, A1-145)
REVISED – Text was edited to correct the estimated time to complete the fall 2023 teacher surveys. (page A1-10, A1-15, A-118)
REVISED – Text added to indicate that parents will receive a yearly study newsletter. (pages A1-20, A1-46, A1-53, A1-59, A1-65, A1-71, A1-99, A1-103, A1-120, A1-127, A1-132, A1-136, A1-142, A1-146)
REVISED – Text was added to the parental consent forms to include the possibility of future collection of administrative data. (pages A1-31, A1-36)
REVISED – The title of the parent fall 2023/spring 2024 MyECLS PIN postcard was edited to reflect that all parents will receive new PINs each round of the study. (page A1-41)
REVISED – New survey reminders were drafted to convey an extended deadline for completion of the study surveys. (pages A1-70 through page 75 and A1-145 through A-148)
REVISED – The title of the COVID-19 Protocols Overview was updated to reflect the fact that it is a fact sheet. (page A1-81)
REVISED: The title of the Executive Summary was updated to indicate it may be used in multiple rounds of the study. A fill was also added to the Summary, as the number of children sampled in each school is still under consideration. (page A-82)
REVISED – The shell for the electronic newsletter for parents and teachers was added to this revision request. (pages A1-84 through A1-87)
REVISED – An insert for the children’s book incentive was added. (pages A1-88 and A1-89)
REVISED – The title of the spring 2024 school coordinator MyECLS PIN email was edited to reflect that all school coordinators will receive new PINs each round of the study. (page A1-93)
REVISED – Text was added to the spring 2024 email alerting the school coordinator to upcoming study activities to indicate that they will receive an email with a new PIN to access the MyECLS website. (page A1-96)
REVISED – Letter was updated to use a customizable fill for the respondent’s name. (page A1-98)
REVISED – Text was added to the spring 2024 study notification email for school administrators and teachers to indicate that they will receive an email with a new PIN to access the MyECLS website. (page A1-1017)
REVISED – The title of the school administrator/teacher spring 2024 MyECLS PIN email was edited to reflect that all school staff will receive new PINs each round of the study. (page A1-108)
REVISED – Text was added to the spring 2024 study notification email for parents to indicate that they will receive a new PIN to access the MyECLS website in their upcoming study mailing. (page A1-110)
REVISED – Text was edited to correct the estimated time to complete the spring 2024 teacher surveys. (page A1-118)
REVISED – Text was added to the spring 2024 study welcome letter for teachers to indicate that they will receive an email with a new PIN to access the MyECLS website. (page A1-118)
REVISED – Text was added to the spring 2024 study welcome letter for parents to indicate that the new PIN to access the MyECLS website is included in the welcome package. (page A1-120)
REVISED – Text was added to the spring 2024 first consent reminder for parents to indicate that they received a new PIN to access the MyECLS website in the welcome package. (page A1-127)
REVISED – Text was added to the spring 2024 first consent reminder for school administrators and teachers to indicate that they were emailed a new PIN to access the MyECLS website. (page A1-130)
REVISED – Text was added to the spring 2024 second consent reminder for parents to indicate that they received a new PIN to access the MyECLS website in the welcome package. (page A1-1132)
REVISED – Text was added to the spring 2024 second consent reminder for school administrators and teachers to indicate that they were emailed a new PIN to access the MyECLS website. (page A1-134)
REVISED – Previous respondent materials that were submitted in October 2022 were missing from the January 2023 swap-out. These materials have been added back into Attachment A1.
Third Survey Reminder Text Message for Parents, Spring 2024 (page A1-138)
Third Survey Completion Reminder Email for Teachers and School Administrators, Spring 2024 (page A1-140)
Fourth Survey Completion Reminder Email for School Coordinators, Spring 2024 (page A1-141)
Fourth Survey Completion Reminder Email for Parents, Spring 2024 (page A1-142)
Throughout attachment A2, the QR codes that link to the study website were removed and placeholders were added. The final QR codes will be added prior to printing.
Revisions were made throughout Part A-2 to indicate that a children’s book rather than sticky notes with the Department of Education logo will be used as a parent incentive in the kindergarten- and first-grade rounds, in conjunction with the $15 Mastercard®.
REVISED – Text was added to the fall 2024 email alerting the school coordinator to upcoming study activities to indicate that they will receive an email with a new PIN to access the MyECLS website. (page A2-1)
REVISED – Text updated to indicate that text message survey reminder templates will be provided to school coordinators only upon request. (pages A2-2, A2-18, A2-23, A2-38, A2-40, A2-42, A2-44, A2-46, A2-48, A2-50, A2-52)
REVISED – The title of the fall 2024 school coordinator MyECLS PIN email was edited to reflect that all school coordinators will receive new PINs each round of the study. (page A2-4)
REVISED – Text in the fall 2024 parent postcard was updated to provide a PIN for parents to use when logging onto the MyECLS website to provide updated contact information. (page A2-7)
REVISED – Letter was updated to use a customizable fill for the respondent’s name. (page A2-8)
REVISED – Text added to indicate that parents will receive a yearly study newsletter. (pages A2-9, A2-13, A2-33, A2-39, A2-43, A2-47, A2-51)
REVISED – Text was edited to correct the estimated time to complete the spring 2025 teacher/school administrator surveys. (pages A2-20, A2-31)
REVISED – Text was added to indicate to parents that they will receive a new PIN to access the MyECLS website. (pages A2-21, A2-33, A2-39, A2-43)
REVISED – The title of the spring 2025 parent MyECLS PIN postcard was edited to reflect that all parents will receive new PINs each round of the study. (page A2-22)
REVISED – New survey reminders were drafted to convey an extended deadline for completion of the study surveys. (pages A2-54 through A2-57)
Attachment A-6, the student experience video script, is new.
Changes were made to the fall kindergarten web survey in Attachment B-1 to reduce survey length and add items asking about family experiences during the coronavirus pandemic. Items deleted include items related to the child’s academic and social-emotional skills (now included only in spring kindergarten due to space concerns in the fall kindergarten instrument), the days of the week the child has school (this can be obtained from schools), and language use in the household (specifically, gate questions, questions about what language each parent figure speaks, and questions about how well parent figures speak, read, write and understand English; other home langue items such as what language are spoken in the home, primary language spoken in the home, and the language used by the parent figure and child in conversation with each other were retained). (See Appendix A to this memo, which lists all items removed and added for the instruments in this submission.) Many of the items added were related the coronavirus pandemic, and were previewed for possible inclusion in OMB# 1850-0750 v.26.
In addition, the order of the survey sections was changed to place questions that may be seen as more relevant to an education study closer to the beginning of the survey. Some items were changed to allow respondents to identify members of the household by their initials rather than their full names; we also started collecting mobile and landline numbers from some respondents. Skip logic between items was also changed to reflect these changes and references to the field test were removed. Programming specifications were updated (i.e., internal programming notes) in the final web instrument relative to the prior, approved version, to refine these for clarity to the programmers. In addition, skips and display instructions were added for districts that do not allow tracing information to be collected. A Spanish version of the survey has also been added.
Changes were made to the fall kindergarten web and paper surveys in Attachments C-1 and C-2 to reduce survey length and refine items about the coronavirus pandemic. Skip logic between items was also changed to reflect these changes and references to the field test were removed. Programming specifications were updated (i.e., internal programming notes) in the final web instrument relative to the prior, approved version, to refine these for clarity to the programmers. Questions were also renumbered.
Changes were made to the fall kindergarten web and paper surveys in Attachments D-1 and D-2 to reduce the survey length. Skip logic between items was also changed to reflect these changes and references to the field test were removed. Programming specifications were updated (i.e., internal programming notes) in the final web instrument relative to the prior, approved version, to refine these for clarity to the programmers. Questions were also renumbered.
Items deleted include items related to language, literacy skills, and knowledge (most items for this construct were retained); all items about science skills and knowledge (these are now planned for inclusion in a later round); some (but not all) items about the child’s functional use of language in the classroom; some items about social skills and approaches to learning (most items for this construct were retained); all items about classroom behavioral regulation (other items retained in the survey are related to this construct); and all items about strategic planning (these are now planned for inclusion in a later round). No items were added, although one item added some new response options. (See Appendix A to this memo, which lists all items removed for the instruments in this submission.)
Screenshots were updated throughout the document to reflect the text changes.
REVISED – Text edited to indicate that updated screenshots and final translations are being provided. (page F-3)
The following MyECLS landing page revisions were made:
REVISED – An additional error message that may display was added, in English and Spanish. (page F-5)
REVISED – Text was edited and reformatted to describe and display the new child experience video. (page F-8)
REVISED – The text in the new and returning visitor login boxes has been edited for rounds after the fall kindergarten round. (page F-8)
REVISED – Spanish text was reformatted to correct errors related to the bullets. (page F-9)
REVISED – Text was added and reformatted to describe and display the new child experience video in Spanish. (page F-9)
REVISED – Text edited to correct two spacing issues. (page F-10)
REVISED – The Spanish text in the new and returning visitor login boxes has been edited for rounds after the fall kindergarten round. (page F-10)
REVISED – Titles have been added to error message 16 in English and Spanish. (page F-26)
REVISED – The GDPR statement was added to the Technical and Security Recommendations modal in English and Spanish. (page F-29)
REVISED – Text edited to correct a typo in the Spanish translation. (page F-34)
REVISED – Text added, in English and Spanish, to describe the school and parent newsletters in the More Information section. (pages F-50, F-51)
REVISED – Text and video thumbnails added, in English and Spanish, to describe and display the child experience video in the More Information section. (pages F-50, F-51)
The following MyECLS School Coordinator Portal revisions were made:
REVISED – Text about an accordion functionality for the To Do list section of the website was removed to reflect the final programmed portal. (page F-57)
REVISED – Text added to match the screenshot of the Privacy and Authorization section. (page F-61)
REVISED – Descriptive text added to clarify when links to other pages are active. (page F-67)
REVISED – A link to the parent information page was added to the last bullet. (page F-72)
REVISED – The column header labels on the Child Information Form were revised. (page F-74)
REVISED – Text edited to clarify that the school administrator survey status section appears only in spring rounds. (page F-76)
REVISED – Text revised to remove the options to print consent forms or select all rows in the grid. (page F-84)
REVISED – Text revised to include the contact information fields that will be added. (page F-86)
REVISED – Text revised to include “census” as a teacher type. (page F-88)
The following MyECLS School Administrator Portal revision was made:
REVISED – Text added to indicate that the changes to this section have not yet been programmed, so the screenshots will be provided in a future revision request. (page F-91)
The following MyECLS Parent Portal revisions were made:
REVISED – Text added to provide a link to the full consent form language on explicit consent screen 1, in English and Spanish. Text added to state that the screenshots for these consent screens do not match the text as the programming has not begun. (pages F-108, 109)
REVISED – Text added to provide a link to the full consent form language on implicit consent screen 4, in English and Spanish. (page F-112)
REVISED – Spanish text edited to remove the words “el estudio” from consent screen 4. (page 112)
REVISED – Text added in English and Spanish to provide a message to parents whose survey is no longer available. (pages F-117, F-118)
REVISED – Text added to provide error messages in English and Spanish to the contact information fields. (page F-120)
Changes were made to reflect edits to fall kindergarten web and paper surveys in Attachments B-1, C-1, C-2, D-1, and D-2. Tabs for the spring kindergarten and spring first-grade surveys have not changed.
NOTE: Items were removed from ECLS-K: 2024 to reduce burden and make room for new items added for this data collection. A primary strategy for choosing specific items for removal was choosing items from domains that were already well-covered in ECLS-K. Please see Attachment B-1 for the full context of items that were deleted.
Item # |
Item Wording National |
Construct |
INQ050a |
Question
“Our records also show that {CHILD} is {male/female}. Is
that correct? |
Child gender |
INQ060a |
Question
“Our records show that {CHILD} was born on {DATE OF BIRTH}.
Is that correct?” |
Child date of birth |
PIQ030 |
Question
"Have you met {CHILD}'s teacher yet?” |
Whether parent has met child’s teacher |
PIQ090d |
Question
"Did {CHILD} say good things about school?” |
Child’s adjustment to kindergarten |
PIQ110a |
Question
"Now we're going to ask you how important you think it is for
children to know or do certain things to be ready for
kindergarten. |
Parent’s beliefs about school readiness |
PIQ110b |
Question
"Takes turns and shares?” |
Parent’s beliefs about school readiness |
PIQ110c |
Question
"Is able to use pencils and paint brushes?” |
Parent’s beliefs about school readiness |
PIQ110d |
Question
"Sits still and pays attention?” |
Parent’s beliefs about school readiness |
PIQ110e |
Question
"Knows most of the letters of the alphabet?” |
Parent’s beliefs about school readiness |
PIQ110f |
Question
"Communicates needs, wants, and thoughts verbally in
{his/her/their} primary language?” |
Parent’s beliefs about school readiness |
PIQ500 |
Question
"How many times was {CHILD} late for school during the past
four weeks?” |
How many times the child has been late for school |
PSQ020 |
Question
"Now we would like to ask about the skills some children
demonstrate at this age. |
Ratings of child competence in literacy, language, and mathematics |
PSQ025 |
Question
"Can {CHILD} correctly recognize the letters of the
alphabet?" |
Ratings of child competence in literacy, language, and mathematics |
PSQ030 |
Question
"Can {CHILD} write {his/her} first name, even if some of the
letters are backwards?" |
Ratings of child competence in literacy, language, and mathematics |
PSQ035 |
Question
"How often can {CHILD} explain things {he/she/they}
{has/have} seen or done so that you get a very good idea of what
happened?" |
Ratings of child competence in literacy, language, and mathematics |
PSQ040 |
Question
"How high can {CHILD} count?" |
Ratings of child competence in literacy, language, and mathematics |
PSQ045 |
Question
"Can {CHILD} identify basic shapes such as a triangle,
rectangle, circle, or square?" |
Ratings of child competence in literacy, language, and mathematics |
PSQ050a |
Question
"How often does {CHILD} do the following? |
Child language use |
PSQ050b |
Question
"Asks questions when information is unclear to
{him/her/them/him or her}" |
Child language use |
PSQ050c |
Question
"Answers questions in a thoughtful way that makes
sense" |
Child language use |
PSQ050d |
Question
"Rephrases questions or asks follow-up questions if
{he/she/they/he or she} {does/do} not get the information
{he/she/they/he or she} wanted" |
Child language use |
KSQ035 |
Question
“What days of the week does {CHILD} have school?”
|
Days of the week that the child has school |
SSQ010a |
Item wording is redacted due to copyright |
Social interaction |
SSQ010b |
Item wording is redacted due to copyright |
Social interaction |
SSQ010c |
Item wording is redacted due to copyright |
Social interaction |
SSQ010d |
Item wording is redacted due to copyright |
Social interaction |
SSQ010e |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010f |
Item wording is redacted due to copyright |
Social interaction |
SSQ010g |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010h |
Item wording is redacted due to copyright |
Self-control |
SSQ010i |
Item wording is redacted due to copyright |
Social interaction |
SSQ010j |
Question
"Keeps working at something until {he/she/they/he or she}
{is/are} finished." |
Approaches toward learning |
SSQ010k |
Item wording is redacted due to copyright |
Self-control |
SSQ010l |
Item wording is redacted due to copyright |
Self-control |
SSQ010m |
Question
"{(Continued) }Please indicate how often {CHILD} acts in the
following ways. |
Approaches toward learning |
SSQ010n |
Item wording is redacted due to copyright |
Self-control |
SSQ010o |
Question
"Concentrates on a task and ignores distractions." |
Approaches toward learning |
SSQ010p |
Item wording is redacted due to copyright |
Self-control |
SSQ010q |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010r |
Question
"Helps with chores." |
Approaches toward learning |
SSQ010s |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010t |
Item wording is redacted due to copyright |
Externalizing problem behaviors: Impulsive/Overactive |
SSQ010u |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010v |
Question
"Is eager to learn new things." |
Approaches toward learning |
SSQ010w |
Item wording is redacted due to copyright |
Externalizing problem behaviors: Impulsive/Overactive |
SSQ010x |
Question
"Is creative in work or in play." |
Approaches toward learning |
SSQ010y |
Item wording is redacted due to copyright |
Externalizing problem behaviors: Impulsive/Overactive |
SSQ010Z1 |
Item wording is redacted due to copyright |
Externalizing problem behaviors: Impulsive/Overactive |
SSQ010Z2 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z3 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z4 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z5 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z6 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z7 |
Item wording is redacted due to copyright |
Externalizing problem behaviors: Impulsive/Overactive |
SSQ010Z8 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ010Z9 |
Item wording is redacted due to copyright |
Internalizing problem behaviors: Sad/Lonely |
SSQ020a |
Question
"Please rate how true each of these statements is for
{CHILD}. |
Attention Focusing |
SSQ020b |
Question
"Will move from one task to another without completing any of
them." |
Attention Focusing |
SSQ020c |
Question
"When drawing or coloring in a book, shows strong
concentration." |
Attention Focusing |
SSQ020d |
Question
"When building or putting something together, becomes very
involved in what {he/she/they/he or she} {is/are} doing, and works
for long periods of time." |
Attention Focusing |
SSQ020e |
Question
"Please rate how true each of these statements is for
{CHILD}. |
Attention Focusing |
SSQ020f |
Question
"Sometimes becomes absorbed in a picture book and looks at it
for a long time." |
Attention Focusing |
SSQ025a |
Question
"Please rate how true each of these statements is for
{CHILD}. |
Inhibitory Control |
SSQ025b |
Question
"Plans for new activities or changes in routine to make sure
{he/she/they/he or she} {has/have} what will be needed." |
Inhibitory Control |
SSQ025c |
Question
"Has trouble sitting still when told to (story time,
etc.)." |
Inhibitory Control |
SSQ025d |
Question
"Is good at following instructions." |
Inhibitory Control |
SSQ025e |
Question
"Please rate how true each of these statements is for
{CHILD}. |
Inhibitory Control |
SSQ025f |
Question
"Can easily stop an activity when told "no."" |
Inhibitory Control |
PLQ020 |
Question
“Now we would like to ask about the language, or languages,
spoken in your home. |
Languages spoken in the home |
PLQ030 |
Question
“Is English also spoken in your home?” |
Languages spoken in the home |
PLQ040 |
Question
"What languages other than English are spoken in your home?”
|
Languages spoken in the home |
PLQ041a |
Question
"What is the primary language that {you/NAME} {speak/speaks}
in your home?" |
Primary language spoken |
PLQ041c |
Question
"You mentioned that {you/NAME} {speak/speaks} two or more
languages equally at home. What are these languages? |
Primary language spoken |
PLQ050a |
Question
"How well {do/does} {you/NAME} . . . |
English proficiency of each parent |
PLQ050b |
Question
"Read English?” |
English proficiency of each parent |
PLQ050c |
Question
"Write English?” |
English proficiency of each parent |
PLQ050d |
Question
"Understand someone speaking English?” |
English proficiency of each parent |
PLQ060 |
Question
"What is the primary language spoken in your home?" |
Primary language spoken |
PLQ060b |
Question
"You mentioned that two or more languages are spoken equally
at home. What are these languages? |
Primary language spoken |
PLQ083 |
Question
"How often {do/does} {{you/{NAME} use {{NON-ENGLISH
LANGUAGE}/a language other than English} in speaking to {CHILD}?
|
How often parents speak a language other than English to the child |
PLQ090 |
Question
"How often does {CHILD}} use {{NON-ENGLISH LANGUAGE}/a
language other than English} in speaking to {you/{NAME}}? |
How often the child speaks a language other than English to parents |
HEQ020 |
Question
"How often do you or other family members use a language
other than English when doing any of the activities listed in the
previous questions, such as {telling stories{,} {and}/singing
songs{,} {and}/helping with arts and crafts{,} {and}/doing
chores/playing games or doing puzzles{,} {and}/talking about
nature or doing science projects{,} {and}/building{,}
{and}/playing a sport or exercising{,} {and}/practicing reading,
writing, or working with numbers}?" |
Language other than English used in the home for activities, reading, etc. |
HEQ035 |
Question
"In a typical week, how often do you or any other family
members read books to {CHILD} in a language other than
English?” |
Language other than English used in the home for activities, reading, etc. |
HEQ036a |
Question
"How often… |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child |
HEQ036b |
Question
"Do you spend time talking about the pictures when you and
{CHILD} are reading books with pictures?" |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child |
HEQ036c |
Question
"Do you and {CHILD} talk about a book you read sometime in
the past?" |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child |
HEQ045 |
Question
"{Is this book in English or {{NON-ENGLISH LANGUAGE/ a
language other than English}/Are these books in English,
{{NON-ENGLISH LANGUAGE}/a language other than English}, or is one
in English and the other in {{NON-ENGLISH LANGUAGE}/a language
other than English}/Are these books mainly in English,
{{NON-ENGLISH LANGUAGE}/a language other than English}, or are
there about the same number of books in English as in
{{NON-ENGLISH LANGUAGE}/another language}?” |
Literacy materials in the home |
CCQ211 |
Question
“Is {{CHILD}'s {RELATIVE}/ that relative} 18 years of age or
older?” |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) |
CCQ221 |
Question
“Is the care provided by {{CHILD}'s {RELATIVE}/ that
relative} in your home or another home?” |
Participation in ECE, by type of arrangement (relative) |
CCQ311 |
Question
“We’d like to know more about the nonrelative who
provides {the most} care for {CHILD} now. Is this person 18 years
of age or older?” |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) |
CCQ321 |
Question
“Is that care provided in your home or another home?” |
Participation in ECE, by type of arrangement (nonrelative) |
CCQ500a |
Question
“Has {CHILD} ever received child care on a regular basis
…? |
Participation in ECE, by type of arrangement (relative) |
CCQ500b |
Question
“{Has {CHILD} ever received child care on a regular basis
…?} |
Participation in ECE, by type of arrangement (nonrelative) |
CCQ500c |
Question
“{Has {CHILD} ever received child care on a regular basis
…?} |
Participation in ECE, by type of arrangement (center) |
CCQ510a |
Question
“How old was {CHILD} in years and months when {he/she/they}
first received the following care on a regular basis? |
Participation in ECE, by type of arrangement (relative) |
CCQ510b |
Pre-unit
“Months” |
Participation in ECE, by type of arrangement (relative) |
CCQ520a |
Question
“{How old was {CHILD} in years and months when {he/she/they}
first received the following care on a regular basis?} |
Participation in ECE, by type of arrangement (nonrelative) |
CCQ520b |
Pre-unit
“Months” |
Participation in ECE, by type of arrangement (nonrelative) |
CCQ530a |
Question
“{How old was {CHILD} in years and months when {he/she/they}
first received the following care on a regular basis?} |
Participation in ECE, by type of arrangement (center) |
CCQ530b |
Pre-unit
“Months” |
Participation in ECE, by type of arrangement (center) |
CCQ600c |
Question
“{Did {CHILD} receive child care on a regular basis the year
before {he/she/they} started kindergarten…?} |
Participation in ECE, by type of arrangement (center) |
CCQ700 |
Question
“For the next few questions please think about the relative
who provided {the most} care for {CHILD} the year before
{he/she/they} started kindergarten. Was that care provided in your
home or in another home?” |
Participation in ECE, by type of arrangement (relative) |
CCQ711 |
Question
“Was this relative 18 years of age or older at the time he
or she cared for {CHILD}?” |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) |
CCQ800 |
Question
“For the next few questions please think about the
nonrelative who provided {the most} care for {CHILD} the year
before {he/she/they} started kindergarten. Was that care provided
in your home or in another home?” |
Participation in ECE, by type of arrangement (nonrelative) |
CCQ811 |
Question
“Was this nonrelative 18 years of age or older at the time
he or she cared for {CHILD}?” |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) |
CHQ032a |
Question
"How old was {CHILD} when {he/she/they} completely stopped
breastfeeding or being fed breast milk?” |
Breastfeeding history |
CHQ032b |
Question
“How old was {CHILD} in months when {he/she/they} completely
stopped breastfeeding or being fed breast milk? Watermark: “Enter age in months” |
Breastfeeding history |
CHQ032c |
Question
“How old was {CHILD} in years when {he/she/they} completely
stopped breastfeeding or being fed breast
milk? |
Breastfeeding history |
CHQ120 |
Question
"Have ear tubes been placed in the right ear, left ear, or
both ears when {CHILD} had surgery to place tubes in
{his/her/their} ears?" |
Treatments used for ear infections |
CHQ150 |
Question
"Have ear tubes been placed in the right ear, left ear, or
both ears when {CHILD} had surgery to place tubes in
{his/her/their} ears {after {his/her/their} second birthday, but
before the start of this school year}?" |
Treatments used for ear infections |
HRQ040a |
What
{was/is/} {CHILD}'s biological {female parent/male parent/parent
of another gender}'s date of birth? |
Biological parents’ sex, age, and race/ethnicity |
HRQ040b |
Pre-unit
“Year:” |
Biological parents’ sex, age, and race/ethnicity |
HRQ060 |
Question
"How old {is/was} {CHILD}'s biological {female parent/male
parent/parent of another gender} {when {he/she/they}
died}? |
Biological parents’ vital status |
HRQ080a |
Question
"What is {CHILD}'s biological {female parent/male
parent/parent of another gender}'s date of death?” |
Biological parents’ vital status |
HRQ080b |
Pre-unit
“Year:” |
Biological parents’ vital status |
HRQ090 |
Question
"{Is/Was/Are/Were} {he/she/they} Hispanic or
{Latino/Latina/Latinx}?" |
Biological parents’ sex, age, and race/ethnicity |
HRQ100 |
Question
"What {is/was} {his/her/their} race? You may name one or
more races to indicate what {he/she/they}
{considers/consider/considered} {himself/herself/themself} to
be.” |
Biological parents’ sex, age, and race/ethnicity |
HRQ110 |
Question
"To the best of your knowledge, {has/did} {CHILD} ever
{lived/live} with {his/her/their} biological {female parent/male
parent/parent of another gender}?” |
Child’s history of living with a biological parent |
HRQ120a |
Question
"When did {CHILD}'s {female parent/male parent/parent of
another gender} last live in the same household as
{CHILD}? |
Child’s history of living with a biological parent |
HRQ120b |
Pre-unit
“Year:” |
Child’s history of living with a biological parent |
NRQ010 |
Question
“The next questions are about {CHILD}'s contact with
{his/her/their} parents who live outside the household. |
Introduction to nonresident parent section |
NRQ123 |
Question
“How many times have {CHILD} and {his/her/their}
{biological/adoptive} {male parent/female parent/parent of another
gender} talked on the telephone or in a video call to each other,
e-mailed, texted, or had some other type of contact that was not
in person in the past 4 weeks? |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household |
CFQ010 |
Question
"Now I have some questions about relationships {CHILD} may
have with other people. Is there any person who is like a mother,
father, or parent to {CHILD}?” |
Other parent-like figures and grandparents to support child/parent |
CFQ020 |
Question
“Who is this person?” |
Other parent-like figures and grandparents to support child/parent |
CFQ060 |
Question
“Now we have some questions about {CHILD}’s
grandparents. How many of {CHILD}’s grandparents are still
living?” |
Other parent-like figures and grandparents to support child/parent |
CFQ070 |
Question
“How many grandparents would you say {CHILD} has a close
relationship with?” |
Other parent-like figures and grandparents to support child/parent |
EMQ200 |
"Which
best describes {your/{NAME}'s} current employment
situation?" |
Parents’ current employment |
CMQ022 |
Question
“In case we need to contact you for the next survey in the
spring, we would like to ask a few questions about how to reach
you.” |
Introduction to contact information |
CMQ026a |
Question
"Please enter your contact information. |
Email address |
CMQ026b |
Question
"Or |
Telephone number |
CMQ070 |
Question
"Is there a second phone number, such as a work number or a
friend or relative’s number where you can sometimes be
reached?” |
Telephone number |
CMQ080a |
Question
"What is that telephone number? |
Telephone number |
CMQ080b |
Question
"Please enter an extension if there is one. |
Telephone number |
CMQ090 |
Question
"Where is this phone located or to whom does this number
belong?” |
Telephone number |
CMQ090OS |
InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” |
Other specify for telephone number |
Section |
Item # |
Item Wording National |
Construct: Timing of Kindergarten enrollment with respect to school guidelines |
||
PIQ |
PIQ075 |
Question
“Why did you wait at least a year from the school guidance
to enroll {CHILD} in kindergarten?” |
Construct: Sex at birth |
||
CHQ |
CHQ017 |
Question
“What was {CHILD}'s sex at birth?” |
Construct: Current receipt of services through an IFSP, IEP, or 504 plan |
||
CHQ |
CHQ094b |
Question
“Since March 2020, how many gaps or delays, if any, has
{CHILD} experienced in receiving services through the {IFSP} {,}
{or} {IEP} {,} {or} {504 plan}?” |
CHQ |
CHQ094c |
Question
“Approximately how long, in total, {was the gap or
delay/were the gaps or delays} in receiving services through the
{IFSP} {,} {or} {IEP} {,} {or} {504 plan}?” |
CHQ |
CHQ094d |
Question
“Do you think that {CHILD} needs accommodations, special
education, or other help from the school that {CHILD} is not
currently getting?” |
Construct: Family experiences during the coronavirus pandemic |
||
CVQ |
CVQ010a |
Question
“Now we would like to ask you some questions about your
family's experiences during the coronavirus pandemic. Please
indicate how much you disagree or agree with the following
statements about activities {CHILD} did in-person with other
people, not virtually. |
CVQ |
CVQ010b |
Question
“{CHILD} saw less of one or more of {his/her/their} parents
or guardians.” |
CVQ |
CVQ010c |
Question
“{CHILD} saw less of {his/her/their} other relatives.” |
CVQ |
CVQ010d |
Question
“{CHILD} saw less of {his/her/their} caregivers or
teachers.” |
CVQ |
CVQ020a |
Question
“As a result of the coronavirus pandemic, about how often
did {CHILD} do any of the following things virtually through video
calls (for example, with FaceTime, WhatsApp, WeChat, or Zoom)
between March and June 2020? |
CVQ |
CVQ020b |
Question
“See parents or guardians” |
CVQ |
CVQ020c |
Question
“See other relatives who are not parents or
guardians” |
CVQ |
CVQ020d |
Question
“See caregivers or teachers” |
CVQ |
CVQ030a |
Question
“Earlier we asked about current child care and child care
used the year before kindergarten. Now we have some questions
about child care that was used before and after March 2020 when
many businesses were closed down nationwide. This includes child
care with relatives, nonrelatives, day care centers, nursery
schools, preschools, or prekindergarten programs. This does not
include care provided by parents and guardians, or occasional
babysitting or back-up care providers. |
CVQ |
CVQ030b |
Question
“Nonrelatives (for example, family or in-home child care
providers, regular sitters, or neighbors)? This does not include
child care centers?” |
CVQ |
CVQ030c |
Question
“Day care centers, nursery schools, preschools, or
prekindergarten programs?” |
CVQ |
CVQ040a |
Question
“On average, how many days per week did {CHILD} attend a day
care center, nursery school, preschool, or prekindergarten program
during the following time period{s}?” |
CVQ |
CVQ040b |
Question
“{On average, how many days per week did {CHILD} attend a
day care center, nursery school, preschool, or prekindergarten
program during the following time period{s}?}” |
CVQ |
CVQ040c |
Question
“{On average, how many days per week did {CHILD} attend a
day care center, nursery school, preschool, or prekindergarten
program during the following time period{s}?}” |
CVQ |
CVQ050a |
Question
“During the following time period{s}, how much of {CHILD}’s
attendance at a day care center, nursery school, preschool, or
prekindergarten program was in-person? |
CVQ |
CVQ050b |
Question
“During the following time period{s}, how much of {CHILD}’s
attendance at a day care center, nursery school, preschool, or
prekindergarten program was in-person? |
CVQ |
CVQ050c |
Question
“During the following time period{s}, how much of {CHILD}’s
attendance at a day care center, nursery school, preschool, or
prekindergarten program was in-person? |
CVQ |
CVQ070 |
Question
“How often were you or someone else in your household
available to help {CHILD} participate remotely?” |
CVQ |
CVQ080a |
Question
“How many times was there a change in child care for {CHILD}
during the following time period{s}? |
CVQ |
CVQ080b |
Question
“{How many times was there a change in child care for
{CHILD} during the following time period{s}?} |
CVQ |
CVQ090 |
Question
“What were the main causes of changes in child care between
March and June 2020?” |
CVQ |
CVQ100 |
Question
“What were the main causes of changes in child care between
July and December 2020?” |
CVQ |
CVQ110 |
Question
“Between March 2020 and December 2020, did {CHILD}
participate in any of the following?” |
CVQ |
CVQ120 |
Question
“Between March 2020 and December 2020, which of the
following occurred for you {or another adult in the household} as
a result of child care being closed, unavailable, unaffordable, or
because you were concerned about {CHILD’s} safety in
care?” |
CVQ |
CVQ130a |
Question
“Please indicate how much you disagree or agree with the
following statements. |
CVQ |
CVQ130b |
Question
“Difficulty concentrating.” |
CVQ |
CVQ130c |
Question
“Loneliness or isolation.” |
CVQ |
CVQ130d |
Question
“Feeling down, depressed, or hopeless.” |
CVQ |
CVQ140 |
“Many
things happen in families that may affect young people. Since
March 2020, have any of the following happened to your family that
you think were related to the coronavirus pandemic?” |
CVQ |
CVQ150a |
Question
“Between March 2020 and December 2020, how confident were
you that {CHILD} learned the following skills that you expected
{him/her/them} to learn at {his/her/their} age? |
CVQ |
CVQ150b |
Question
“Between March 2020 and December 2020, how confident were
you that {CHILD} learned what you expected {him/her/them} to learn
at {his/her/their} age? |
CVQ |
CVQ150c |
Question
“Physical or motor skills (for example, walking alone,
beginning to run, kicking a ball, pulling toys behind
{him/her/them} when walking, using a spoon to eat,
scribbling)” |
CVQ |
CVQ150d |
Question
“Language skills (for example, repeating words heard in a
conversation; recognizing people, objects, or parts of the body;
pointing to an object or picture when it is named; putting at
least two words together, such as “more food”) |
CVQ |
CVQ160 |
Question
“How concerned, if at all, are you about {CHILD} falling
behind in school this year as a result of any experiences or
disruptions {CHILD} had related to the coronavirus pandemic since
it started in March 2020?” |
NOTE: Items were removed from ECLS-K: 2024 to reduce burden and make room for new items added for this data collection. A primary strategy for choosing specific items for removal was choosing items from domains that were already well-covered in ECLS-K. Please see Attachments C-1 & C-2 for the full context of items that were deleted.
Section |
Item # |
Item Wording National |
Construct |
TQA |
A11d |
Question
“{(Continued) }As of today’s date, how many children
with the following characteristics in your {full-day class
/morning class/afternoon class} have been identified for an
IEP? |
Equitable classroom practices |
TQA |
A11e |
Question “American Indian or Alaska Native, non-Hispanic” |
Equitable classroom practices |
TQA |
A11f |
Question
“Asian, non-Hispanic” |
Equitable classroom practices |
TQA |
A11g |
Question “Black or African American, non-Hispanic” |
Equitable classroom practices |
TQA |
A11h |
Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” |
Equitable classroom practices |
TQA |
A11i |
Question “White, non-Hispanic” |
Equitable classroom practices |
TQA |
A11j |
Question “Two or more races, non-Hispanic” |
Equitable classroom practices |
TQA |
A15 |
Question
“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)?” |
Time spent on specific activities and skills in reading/language arts and in mathematics |
TQA |
A17 |
Question
“Which of the following best describes the mode of
instruction that you use in your classes?” |
Instructional activities |
TQA |
A18 |
Question
“During this school year, approximately what percentage of
the blended instruction that you provide is in-person?” |
Instructional activities |
TQA |
A20 |
Question
“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?" |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) |
TQA |
A21 |
Question
“How often does disruptive student behavior interfere with
your instruction in your {full-day class /morning class/afternoon
class}?” |
Overall behavior of the class |
TQA |
A23a |
Question
“To what extent do you agree that the following behavioral
support practices are characteristic of your teaching in your
classes? |
School climate |
TQA |
A23b |
Question
“Expectations of students are clearly communicated in
positive terms.” |
School climate |
TQA |
A23c |
Question
“You gain the attention of all students before beginning a
lesson.” |
School climate |
TQA |
A23d |
Question
“You solicit both group and individual responses to
questions.” |
School climate |
TQA |
A23e |
Question
“You provide all students with individual opportunities to
respond to questions.” |
School climate |
TQA |
A23f |
Question
“There is a system for documenting and rewarding appropriate
student behavior.” |
School climate |
TQA |
A23g |
Question
“You use a range of consequences to discourage inappropriate
student behavior.” |
School climate |
TQA |
A24a |
Question
“To what extent do you agree that you teach the following
social and emotional competencies in your classes? |
Socioemotional competencies taught |
TQA |
A24b |
Question
“Self-management (teaching students to regulate emotions and
manage daily stressors)” |
Socioemotional competencies taught |
TQA |
A24c |
Question
“Social awareness (teaching students to take the perspective
of others and appreciate similarities and differences)” |
Socioemotional competencies taught |
TQA |
A24d |
Question
“Relationships and social skills (teaching students
prosocial behavior and skills to develop meaningful
relationships)” |
Socioemotional competencies taught |
TQA |
A24e |
Question
“Responsible decision making (teaching students to identify
problems and analyze problems, understand consequences, and take
responsibility for their decisions)” |
Socioemotional competencies taught |
TQA |
A28 |
Question
“What languages are used for academic instruction in your
{full-day class/morning class/afternoon class}?” |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) |
TQA |
A29 |
Question
“Now please think about all of the books and other written
materials in your classroom. |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) |
TQA |
C6a |
Question
“What is the name of the college or university where you
earned your highest degree?” |
Teacher’s education, including degrees and credentials/licenses |
TQA |
C6b |
Question "City:" |
Teacher’s education, including degrees and credentials/licenses |
Section |
Item # |
Item Wording National |
|
Construct: COVID-19 Pandemic |
|||
TQA |
CSA300 |
Question
“The next few items pertain to student progress and the
COVID-19 pandemic. How concerned are you that the children in your
class are currently behind academically in their kindergarten
readiness due to disruptions in the past few years caused by the
COVID-19 pandemic?” |
|
|
|
|
|
TQA |
CSA310 |
Question
“How concerned are you that the children in your class are
currently behind socially or behaviorally in their kindergarten
readiness due to disruptions in the past few years caused by the
COVID-19 pandemic?” |
|
TQA |
CSA320 |
Question
“What strategies, if any, are you using to help students
catch up?” |
|
TQA |
CSA330 |
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?” |
|
Construct: Teacher’s education and experience |
|||
TBA |
TBA120b |
Question
“Is your current certification the same as your initial
certification?” |
|
TBA |
TBA160 |
Question
“Counting this school year, how many years have you been a
K-12 teacher, including years in which you taught
part-time?” |
|
NOTE: Items were removed from ECLS-K: 2024 to reduce burden and make room for new items added for this data collection. A primary strategy for choosing specific items for removal was choosing items from domains that were already well-covered in ECLS-K. Please see Attachments D-1 & D-2 for the full context of items that were deleted.
Item # |
Item Wording National - REDACTED |
Construct |
ARC005c |
Question “Uses
correct endings on verbs and nouns when speaking – for
example, says “dog plays” and “dogs play”
or uses present tense (“she runs” or “she is
running”) and past tense correctly for both regular and
irregular verbs (“he walks” and “he walked”;
“I run” and “I ran”).” |
Language and literacy skills and knowledge |
ARC005e |
Question “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.”” |
Language and literacy skills and knowledge |
ARC005o |
Question “Finds
meaningful units in words such as prefixes, suffixes, and base
words.” |
Language and literacy skills and knowledge |
ARC010a |
Question “Next,
please rate {CHILD}’s current skills, knowledge, and
behaviors in SCIENCE. |
Science skills and knowledge |
ARC010b |
Question “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.” |
Science skills and knowledge |
ARC010c |
Question “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.” |
Science skills and knowledge |
ARC010d |
Question “{(Continued)
}Please rate {CHILD}’s current skills, knowledge, and
behaviors in SCIENCE. |
Science skills and knowledge |
ARC010e |
Question “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).” |
Science skills and knowledge |
ARC010f |
Question “Communicates
scientific information – for example, records or describes
the properties of common objects verbally or through drawings or
graphs.” |
Science skills and knowledge |
ARC010g |
Question “{(Continued)
}Please rate {CHILD}’s current skills, knowledge, and
behaviors in SCIENCE. |
Science skills and knowledge |
ARC010h |
Question “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." |
Science skills and knowledge |
ARC010i |
Question “Shows an
understanding of cause and effect – for example, knows if
{he/she} pushes a ball harder, it will go faster." |
Science skills and knowledge |
ELC010 |
Question "Answers
questions that are not just an explicit recall of facts but that
require some higher-level thinking.” |
Child's functional use of language in the classroom |
ELC015 |
Question "Is a good
listener in conversations with peers.” |
Child's functional use of language in the classroom |
ELC025 |
Question "Responds to
questions in a thoughtful way that makes sense.” |
Child's functional use of language in the classroom |
ELC030 |
Question “Uses
grammatically correct sentences when speaking.” |
Child's functional use of language in the classroom |
ELC040 |
Question “Uses
correct endings on verbs and– for example, says “dog
plays” and “dogs play” or uses present tense
(“she runs” or “she is running”) and past
tense correctly for both regular and irregular verbs (“he
walks” and “he walked”; “I run” and
“I ran”).”.” |
Child's functional use of language in the classroom |
ELC045 |
Question "Asks
on-topic questions that are relevant to the discussion in the
classroom.” |
Child's functional use of language in the classroom |
ELC050 |
Question "Uses complex
sentences with two or more clauses of various types (for example,
independent, dependent) in spoken language, rather than using only
simple, short sentences with a subject and a verb.” |
Child's functional use of language in the classroom |
ELC055 |
Question “Is a good
listener in conversations with adults.” |
Child's functional use of language in the classroom |
ELC060 |
Question "Instructs
peers in tasks which need to be done in a certain order.” |
Child's functional use of language in the classroom |
ELC080 |
Uses evidence from a text
or word problem to support {his/her} answer.” |
Child's functional use of language in the classroom |
ELC085 |
Question "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.”” |
Child's functional use of language in the classroom |
ELC090 |
Question "Uses long
sentences with descriptive language and connecting words in a
grammatically appropriate way when speaking.” |
Child's functional use of language in the classroom |
ELC100 |
Question "Shows
understanding of spoken instructions and daily
conversations.” |
Child's functional use of language in the classroom |
ELC105 |
Tries out new words (for
example, heard in stories or from teacher) when speaking.” |
Child's functional use of language in the classroom |
ELC130 |
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.”” |
Child's functional use of language in the classroom |
ELC145 |
Question "Finds
meaningful units in words such as prefixes, suffixes, and base
words.” |
Child's functional use of language in the classroom |
ELC140 |
Question "Actively
contributes within a classroom discussion.” |
Child's functional use of language in the classroom |
SSC007 |
Item wording is redacted due to copyright |
Social skills and approaches to learning |
SSC017 |
Item wording is redacted due to copyright |
Social skills and approaches to learning |
SSC018 |
Item wording is redacted due to copyright |
Social skills and approaches to learning |
SSC019 |
Item wording is redacted due to copyright |
Social skills and approaches to learning |
BRC001 |
Question “Now we
would like you to think about {CHILD}’s behavior with other
children and adults in the classroom and {his/her} work with
materials. Select the response that best indicates the frequency
{CHILD} exhibits the behavior described. |
Classroom behavioral regulation |
BRC002 |
Question “Completes
learning tasks involving two or more steps (for example, cutting
and pasting) in organized way.” |
Classroom behavioral regulation |
BRC003 |
Question “Completes
tasks successfully.” |
Classroom behavioral regulation |
BRC004 |
Question “Attempts
new challenging tasks.” |
Classroom behavioral regulation |
BRC005 |
Question “Concentrates
when working on a task; is not easily distracted by surrounding
activities.” |
Classroom behavioral regulation |
BRC006 |
Responds to instructions
and then begins an appropriate task without being reminded.” |
Classroom behavioral regulation |
BRC007 |
Question “Takes time
to do {his/her} best on a task.” |
Classroom behavioral regulation |
BRC008 |
Question “Finds and
organizes materials and works in an appropriate place when
activities are initiated.” |
Classroom behavioral regulation |
BRC009 |
Question “Sees own
errors in a task and corrects them.” |
Classroom behavioral regulation |
BRC010 |
Question “Returns to
unfinished tasks after interruption.” |
Classroom behavioral regulation |
SPC001 |
Item wording is redacted due to copyright |
Strategic planning |
SPC002 |
Item wording is redacted due to copyright |
Strategic planning |
SPC003 |
Item wording is redacted due to copyright |
Strategic planning |
SPC004 |
Item wording is redacted due to copyright |
Strategic planning |
SPC005 |
Item wording is redacted due to copyright |
Strategic planning |
SPC006 |
Item wording is redacted due to copyright |
Strategic planning |
SPC007 |
Item wording is redacted due to copyright |
Strategic planning |
SPC008 |
Item wording is redacted due to copyright |
Strategic planning |
SPC009 |
Item wording is redacted due to copyright |
Strategic planning |
SPC010 |
Item wording is redacted due to copyright |
Strategic planning |
ELC200 |
Question
“Next, please think about {CHILD}’s written language.
Which of the following writing levels (ordered below from lowest
to highest) best describes the highest level at which {CHILD} is
currently performing (independently, without teacher
help)?” |
Child's functional use of language in the classroom |
1 Note that the expiration date associated with this clearance (April 30, 2026) has not been updated on the materials being submitted in conjunction with this revision request. The revision request expiration date, received once the request is cleared, will be updated on these materials prior to printing or otherwise distributing. Materials that are not part of this revision request will be updated with the April 30, 2026 date prior to printing/distributing.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Modified | 0000-00-00 |
| File Created | 2023-12-12 |