Showing 1 – 7 of 7 results.
Curated
Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999 (ICPSR 3676)
Released/updated on: 2013-08-08
Geographic coverage: United States
Time period: 1998-01-01--1999-01-01
The Early Childhood Longitudinal Study (ECLS) program provides national data on children's status at birth and at various points thereafter, children's transition to nonparental care, early education programs, and school, and children's experiences and growth through the fifth grade. ECLS also provides data to test hypotheses about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. The Kindergarten Class of 1998-1999 addresses four key issues: (1) school readiness, (2) children's transitions to kindergarten, first grade, and beyond, (3) the relationship between children's kindergarten experience and their elementary school performance, and (4) children's growth in math, reading, and general knowledge (i.e., science and social studies), and their progress through elementary school.
Curated
Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade (ICPSR 4075)
Released/updated on: 2013-08-12
Geographic coverage: United States
Time period: 2001-01-01--2002-01-01
The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. This data collection contains the wave of data collected in the spring of third grade (2002). The third-grade data collection includes information about the diversity of the study children, the schools they attended, and their academic progress in the years following kindergarten. Other variables include child gender, child race, family background, childcare, childcare arrangements, food security, hours per week in child care, socioeconomic status, household income, highest level of education for parents and students, parents' employment status, teachers' evaluation practice, and usefulness of different activities in the classroom.
Curated
National Household Education Survey, 1991: Revised Version (ICPSR 2762)
Released/updated on: 2000-07-27
Geographic coverage: United States
This data collection is a revised version of the NATIONAL HOUSEHOLD EDUCATION SURVEY, 1991 (ICPSR 9877). Like the original survey, this data collection consists of two main components: the Early Childhood Education Survey (children 3 to 8 years old) (Part 1, Preprimary Data, and Part 2, Primary Data) and the Adult Education Survey (persons 16 and older) (Part 3, Adult Data, and Part 4, Course Data). In the Early Childhood Education (ECE) component, 13,892 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were questions on participation in nonparental care/education, characteristics of programs and care arrangements, and early school experiences, including delayed kindergarten entry and retention in grade. In addition to questions about care/education arrangements and school, parents were asked about activities children engaged in with parents and other family members inside and outside the home. Information on family, household, and child characteristics was also collected. In the Adult Education (AE) component, 9,774 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Information was collected on up to four courses and included the subject matter of the course, duration, sponsorship, purpose, and cost. A smaller sample of nonparticipants (n = 2,794) also completed interviews about barriers to participation. Information on the household and the adult's background and current employment was also elicited. In addition to the ECE and AE components, two merge files (Parts 5 and 6), containing the course code variables for each reported course, are supplied for use with the Adult and Course data files.
Curated
National Household Education Survey, 1995 (ICPSR 2087)
Released/updated on: 2006-01-12
Geographic coverage: United States
The National Household Education Survey (NHES) series reports information on the condition of education in the United States by collecting data at the household level rather than using a traditional school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey includes two topical survey components: the Adult Education (AE) component, which collected information about adults' participation in adult education, and the Early Childhood Program Participation (ECPP) component, which focused on children's participation in nonparental childcare and early childhood programs. The AE component explored the participation of adults (aged 16 years and older) in a wide range of educational activities during the 12 months prior to the interview. Respondents were asked about their participation in seven broadly-defined types of adult education activities: adult basic skills and GED preparation classes, English As a Second Language instruction, courses taken toward college degrees or vocational diplomas or certificates, apprenticeship programs, career or job-related courses, any other formally structured courses, and computer-only or video-only instruction on the job. The AE component also collected data pertaining to reasons for and barriers to participation in adult education. In all, 19,722 adult interviews were completed: 11,713 with adult education participants and 8,009 with nonparticipants. The ECPP component examined children's early experiences in various types of nonparental childcare arrangements and early childhood programs. The core of this survey collected extensive information on children's participation and experiences in four types of nonparental care and programs: care by relatives (not including parents), care by nonrelatives, Head Start programs, and other center-based programs. Other information collected in this component concerned children's kindergarten and primary school experiences, children's personal and household demographic characteristics, parent/guardian characteristics, literacy-related home activities, and children's health and disability status. In total, interviews were completed for 14,064 children who were newborn through age 10 and in 3rd grade and below. This includes interviews for 4,135 infants and toddlers, 3,431 preschool children, 1,680 kindergarten children, 4,717 primary school children, and 101 home-schooled children.
Curated
National Household Education Survey, 2001 (ICPSR 3198)
Released/updated on: 2006-01-18
Geographic coverage: United States
The National Household Education Survey (NHES) reports on the condition of education in the United States by collecting data at the household level rather than using a traditional, school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey included three topical survey components. The Early Childhood Program Participation (ECPP) Survey (Part 1) gathered information on the nonparental care arrangements and educational programs of preschool children, such as care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start. The Before- and After-School Programs and Activities (ASPA) Survey (Part 2) addressed relative and nonrelative care for school-age children during the out-of-school hours, including home schooling as well as participation in before- and/or after-school programs, activities, and self-care. The Adult Education and Lifelong Learning (AELL) Survey (Part 3) collected data such as type of program, employer support, and credential sought for participation in the following types of adult educational activities: English as a second language, adult basic education, credential programs, apprenticeships, work-related courses, and personal interest courses. Some information on work-related informal learning activities was gathered as well.
Curated
National Household Education Survey, 2003 (ICPSR 4098)
Released/updated on: 2006-01-18
Geographic coverage: United States
The National Household Education Survey (NHES) reports on the condition of education in the United States by collecting data at the household level rather than using a traditional, school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey included two topical survey components. The Parent and Family Involvement in Education (PFI) Survey (Part 1) addressed homeschooling, school choice, types and frequency of family involvement in children's schools, school practices to involve and support families, learning activities with children outside of school, and the involvement of nonresidential parents. The Adult Education for Work-Related Reasons (AEWR) Survey (Part 2) collected information about participation in college and university degree or certificate programs taken for work-related reasons, postsecondary vocational/ technical diploma or degree programs taken for work-related reasons, apprenticeships, work-related courses, and work-related informal learning. In addition, the survey explored factors associated with participation or nonparticipation in adult education activities.
Curated
Project on Human Development in Chicago Neighborhoods (PHDCN): School Screen, Wave 1, 1994-1997 (ICPSR 13600)
Released/updated on: 2006-03-01
Geographic coverage: United States, Chicago, Illinois
Time period: 1994-01-01--1997-01-01
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The School Screen obtained information regarding schools attended, involvement in day care and after-school programming, and enrollment in any special programming.