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User's Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version

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User's Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version NCES 2017-285 U.S. DEPARTMENT OF EDUCATION Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version February 2017 Karen Tourangeau Christine Nord Thanh Lê Kathleen Wallner-Allen Nancy Vaden-Kiernan Lisa Blaker Westat Michelle Najarian Educational Testing Service Gail M. Mulligan Project Officer National Center for Education Statistics NCES 2017-285 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Institute of Education Sciences Thomas W. Brock, Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics Peggy G. Carr Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high- quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to NCES, IES, U.S. Department of Education 550 12th Street SW Washington, DC 20202 Februrary 2017 The NCES Home Page address is http://nces.ed.gov. The NCES Publications and Products address is http://nces.ed.gov/pubsearch. The Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) has been funded by the U.S. Department of Education, Institute of Education Sciences, under contract number ED- IES-10-C-0048 with Westat. This report was produced under that contract. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation Tourangeau, K., Nord, C., Lê, T., Wallner-Allen, K., Vaden-Kiernan, N., Blaker, L. and Najarian, M. (2017). Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version (NCES 2017-285). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Content Contact Gail M. Mulligan (202) 245-8413 [email protected] CONTENTS Chapter Page LIST OF TABLES ................................................................................................................ ix LIST OF EXHIBITS ............................................................................................................. xv 1 INTRODUCTION ........................................................................................... 1-1 1.1 Background ......................................................................................... 1-2 1.2 Periods of Data Collection .................................................................. 1-3 1.3 Overview of the Second-Grade Rounds of Data Collection ............... 1-4 1.4 ECLS-K:2011 Kindergarten–Second Grade (K-2) Data File ............. 1-5 1.5 Contents of Manual ............................................................................. 1-5 2 DATA COLLECTION INSTRUMENTS AND METHODS ......................... 2-1 2.1 Data Collection Instruments ............................................................... 2-1 2.1.1 Direct Child Assessment ..................................................... 2-3 2.1.2 Parent Interview .................................................................. 2-7 2.1.3 General Classroom Teacher Questionnaires ....................... 2-10 2.1.4 Special Education Teacher Questionnaires ......................... 2-13 2.1.5 School Administrator Questionnaires ................................. 2-15 2.1.6 Copyrighted Materials ......................................................... 2-17 2.2 Data Collection Methods .................................................................... 2-17 2.2.1 Comparison of Data Collection Methods Used in Second Grade to Those Used in Earlier Data Collection Rounds ............................................................... 2-18 3 ECLS-K:2011 DIRECT AND INDIRECT ASSESSMENT DATA ............... 3-1 3.1 Direct Cognitive Assessment: Reading, Mathematics, and Science ................................................................................................ 3-1 3.1.1 IRT-Based Scores Developed for the ECLS-K:2011 ...................................................................... 3-2 3.1.1.1 Theta and the Standard Error of Measurement (SEM) of Theta.............................. 3-3 3.1.1.2 Scale Scores ......................................................... 3-6 3.1.2 Variables Indicating Exclusion from the Direct Assessment Due to Disability ............................................. 3-8 3.1.3 Choosing the Appropriate Score for Analysis ..................... 3-9 iii CONTENTS—Continued Chapter Page 3.1.4 Analytic Considerations for Measuring Gains in the ECLS-K:2011 ................................................................ 3-10 3.1.5 Reliability of the ECLS-K:2011 Scores .............................. 3-11 3.1.6 Validity of the ECLS-K:2011 Scores .................................. 3-12 3.2 Direct Cognitive Assessment: Executive Function ............................. 3-12 3.2.1 Dimensional Change Card Sort ........................................... 3-13 3.2.1.1 Dimensional Change Card Sort Data Flags .................................................................... 3-24 3.2.2 Numbers Reversed .............................................................. 3-25 3.2.2.1 Numbers Reversed Data Flags ............................ 3-32 3.3 Indirect Cognitive Assessment, the Academic Rating Scale .............. 3-32 3.4 Teacher-Reported Social Skills .......................................................... 3-34 3.5 Teacher-Reported Approaches to Learning Items and Scale .............. 3-36 3.6 Children’s Behavior Questionnaire (CBQ) and Temperament in Middle Childhood Questionnaire (TMCQ) .................................... 3-38 3.7 Student-Teacher Relationship Scale ................................................... 3-42 4 SAMPLE DESIGN AND SAMPLING WEIGHTS ........................................ 4-1 4.1 Sample Design .................................................................................... 4-1 4.1.1 ECLS-K:2011 School Sample ............................................. 4-2 4.1.2 The Sample of Children ...................................................... 4-4 4.2 Sample Design for the First- and Second-Grade Years ...................... 4-7 4.2.1 Fall First Grade and Fall Second Grade .............................. 4-7 4.2.2 Spring First Grade and Spring Second Grade ..................... 4-15 4.2.3 Following Movers ............................................................... 4-19 4.3 Calculation and Use of Sample Weights ............................................ 4-21 4.3.1 Types of Sample Weights ................................................... 4-22 4.3.2 Computation of Sample Weights ........................................ 4-28 4.3.2.1 Student Base Weights .......................................... 4-28 4.3.2.2 Student Weights Adjusted for Mover Subsampling ........................................................ 4-29 iv CONTENTS—Continued Chapter Page 4.3.2.3 Student Nonresponse-Adjusted Weights ............. 4-29 4.3.2.4 Raking to Sample Control Totals ........................ 4-30 4.3.3 Characteristics of Sample Weights ..................................... 4-31 4.3.4 Variance Estimation ............................................................ 4-32 4.3.4.1 Jackknife Method ................................................ 4-32 4.3.4.2 Taylor Series Method .......................................... 4-33 4.3.4.3 Specifications for Computing Standard Errors ................................................................... 4-34 4.3.5 Use of Design Effects .......................................................... 4-35 5 RESPONSE RATES ........................................................................................ 5-1 5.1 Study Instruments ............................................................................... 5-1 5.2 Unit Response Rates and Overall Response Rates ............................. 5-2 5.3 Nonresponse Bias Analysis ................................................................ 5-36 5.3.1 Effect
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