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 Full-Day Kindergarten

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Findings from the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 First Look - A snapshot of children who were first-time kindergartners in the 2010-11 school year and in second grade in 2012-13: there were no significant differences in reading knowledge and skills, by age of entry. However, children who were 66 to 71 months when they entered kindergarten had higher average math scores than those who were younger than 60 months at kindergarten entry. (Gail M. Mulligan, et al., National Center for Education Statistics, May 2015) ...

Findings from the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) First Look - Researchers looked at three cohorts of kindergartners who started in the 2010-11 school year: 87 percent were 5 years old, 10 percent were 6 or older, 3 percent were younger than 5. The older children scored higher than younger children on spring reading, math and science tests. The achievement gap starts young: White and Asian students scored higher than Latino and Black students, scores were lowest for students below the poverty level (Gail M. Mulligan, et al., National Center for Education Statistics, November 2014)...

Kindergartner' Skills at School Entry: An Analysis of the ECLS-K - Despite an increase in preschool programs to level the playing field for disadvantaged children, gaps persist. Using data from the Early Childhood Longitudinal Study, researchers looked at four risk factors affecting children's development and school achievement: single parent households, mothers with less than a high school education, households below the poverty line, and non-English speaking households. They found 44 percent of children entering kindergarten had one or more risk factors incrementally associated with lower school readiness scores. (Sara Bernstein, et al., Mathematica Policy Research, July 2014)...

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America - Disadvantaged children fall behind in abilities essential to school success prior to age 3; achievement gaps are evident at kindergarten entry when children in the lowest income quintile are 20 months behind children in the top quintile. In the last decade, public investment in preschool has not been enough to address the inequality. That decade saw an improvement in state pre-K investment which might have produced very small increases in access to quality, but its impact was limited because states reduced their per-child funding as enrollment expanded. (Milagros Nores and W. Steven Barnett, CEELO and NIEER, May 2014)...

Preschool-to-Kindergarten Transition Patterns for African American Boys - Four patterns emerged following a study of African American boys transitioning from preschool to kindergarten. Just over half (51%) of the boys showed significant academic gains. A sizeable group (19%) were low preschool achievers whose scores fell further after transition. The smallest group (11%) were early preschool achievers who declined academically and behaviorally in kindergarten. Then there were consistent early achievers - 20% - who were high performing achievers in preschool and remained so in kindergarten. (Iheoma Iruka, Frank Porter Graham Child Development Institute, University of North Carolina, January 2014)...

Teaching Math to Young Children - This practice guide offers educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. (Institute of Education Sciences (IES), Nov 2013)...

Kindergarten Entry Status: On-Time, Delayed-Entry, and Repeating Kindergartners - A look at kindergartners in the school year 2010-2011 reveals reading progress: in the fall, reading scores were higher, on average, for delayed-entry kindergartners and for repeaters, 36 and 37 respectively, while on-timers scored at 35. By spring, reading scores were higher for delayed-entry kindergartners and on-timers, 51 and 50, while repeaters were at 48. Other revealing stats concern math scores, entry age, parents' education, poverty status and race/ethnicity. (NCES, May 2013)...

Variation in Children’s Experience of Kindergarten and the Common Core - This paper focuses on the structural elements of the kindergarten experience of American children and the new context of the Common Core standards. This paper will consider how differences in the opportunity to learn through publicly funded kindergarten may affect the potential for children to reach a common set of standards across these differences. Specifically, this paper focuses on structural variations in the provision of kindergarten, including length of school day and age of entry, as well as variation in the preparation of kindergarten teachers. (NAEYC, November 2012)...

First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 - This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds. (NCES, July 2012)...

WWC Quick Review of the Report "The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten - The study examines whether exposure to Kindergarten PAVEd for Success, a vocabulary instruction program, improved expressive vocabulary of kindergartners. The study analyzed data for nearly 1,300 kindergarten students in 64 schools serving predominantly rural and high poverty youth in the Mississippi Delta region and surrounding areas. WWC Clearinghouse indicates the report meets the WWC evidence standards. The study is a randomized controlled trial. (What Works Clearinghouse, IES, December 2011)...

One Size Can’t Fit All – Developing Smart Policies to Evaluate Pre-K-3 Teacher Effectiveness PDF - This presentation was used during the webinar entitled "One Size Can’t Fit All – Developing Smart Policies to Evaluate Pre-K-3 Teacher Effectiveness." The November 8, 2011 webinar featured (1) Lisa Guernsey, Director of the Early Education Initiative at the New America Foundation; (2) Robert Pianta, Ph.D., Dean and Novartis Professor of Education and Director of the Center for Advanced Study of Teaching and Learning at the University of Virginia Curry School of Education; and (3) Cheryl Ohlson, Ed.D., Senior Master Educator, Early Childhood Education for the District of Columbia Public Schools. The panel was moderated by Karen Schimke, Project Manager for Early Learning at the Education Commission of the States....

Preprimary School Enrollment--Summary: 1970 to 2009 - Table 237 in the Statistical Abstract of the United States: 2012. This is the second table on the page. Scroll down the page to Table 237. (U.S. Census Bureau, September 2011)...

Attendance in Early Elementary Grades: Associations with Student Characteristics, School Readiness, and Third Grade Outcomes - This report examines a sample of kindergarten students who participated in school readiness assessments in 19 school districts in California. The authors address the following questions: 1. How does attendance in early grades (kindergarten and first grade) relate to third grade performance? 2. Does the association between attendance and later outcomes depend on the readiness skills that students possess when they enter kindergarten? (Applied Survey Research, July 2011)...

Head Start Children Go to Kindergarten - This Head Start study followed the entire cohort of children who entered the program in fall 2006 through the end of kindergarten and found they continued to make progress in their cognitive and social-emotional development, even scoring above the norm in early reading and writing assessments. Also, whereas 11 percent of children were designated as needing special education services at the beginning of Head Start, just 6 percent were in this category by the end of kindergarten. Researchers also found that the more advanced the children were in their cognitive and social-emotional development at the end of Head Start, the better they did at the end of kindergarten. (Office of Planning, Research and Evaluation/Administration for Children and Families, 2010)...

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