The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is part of the Early Childhood Longitudinal Study (ECLS) program; program data is available since 1998-99 at . ECLS-K:2011 is a longitudinal study that focuses on children's early school experiences beginning with kindergarten and continuing through the fifth grade. It includes the collection of data from parents, teachers, school administrators, and before- and after-school care providers, as well as direct child assessments of students. ECLS-K:2011 is exceptionally broad in its scope and coverage of child development, early learning, and school progress, drawing together information from multiple sources to provide rich data about the population of children who were kindergartners in the 2010-11 school year. The survey was conducted using computer-assisted interviews and paper questionnaires. The primary respondents in this study are students and their parents, general classroom teachers, special education teachers, school administrators, and before- and after-school care providers.

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), is a study that is part of the Early Childhood Longitudinal Study program; program data is available since 1998-99 at . ECLS-B (https://nces.ed.gov/ecls/birth.asp) is a longitudinal study that is designed to provide policy makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The study was conducted using multiple data collection methods (computer-assisted in-person interviews, computer-assisted telephone interviews, self-administered questionnaires, and direct observation) to collect information about children's characteristics, behaviors, development, and experiences from the adults who were important in the children's lives, including mothers, fathers, early care and education providers, and teachers. Direct child assessments were used to measure children's development, knowledge, and skills from the time the children were about 9 months old. A nationally representative sample of approximately 14,000 children born in the U.S. in 2001 was fielded. Key statistics produced from ECLS-B focus on children's health, development, care, and education during the formative years from birth through kindergarten entry.

Historical Dataset of Parkview Early Literacy Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1987-2023),Student-Teacher Ratio Comparison Over Years (1987-2023),American Indian Student Percentage Comparison Over Years (2010-2023),Asian Student Percentage Comparison Over Years (1993-2023),Hispanic Student Percentage Comparison Over Years (1993-2023),Black Student Percentage Comparison Over Years (1992-2023),White Student Percentage Comparison Over Years (1993-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (2003-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2015)

Historical Dataset of Ridgemont Early Literacy Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2019-2023),Total Classroom Teachers Trends Over Years (2019-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2019-2023),Asian Student Percentage Comparison Over Years (2019-2020),Hispanic Student Percentage Comparison Over Years (2019-2023),Black Student Percentage Comparison Over Years (2019-2023),White Student Percentage Comparison Over Years (2019-2023),Two or More Races Student Percentage Comparison Over Years (2019-2023),Diversity Score Comparison Over Years (2019-2023),Free Lunch Eligibility Comparison Over Years (2019-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2019-2023)

Dataset

This dataset was created by Hümeyra Nur Şen

Contents

Financial overview and grant giving statistics of Early Literacy Ambassadors

These files contain the anonymized data and analysis files used in "Investigating Nature-based Preschoolers Gains in Early Literacy and Select Executive Function Skills".The abstract for the paper is found below: Nature-based education has grown exponentially throughout the United States. However, it has yet to be determined to what extent these programs are preparing children for formal schooling in kindergarten and beyond. This study directly assessed school readiness (i.e., early literacy and executive function) skills of children who attended a nature-based preschool (n = 82; M age = 47.75 months) in comparison to children in a non-nature preschool setting (n = 58; M age = 50.16 months) in the fall and spring of one school year. Nature-based classrooms were shown to spend, on average, two hours more outside than the non-nature classrooms. Children at both locations developed skills in early literacy and some aspects of executive function (e.g., working memory and inhibitory control) at similar rates. Other aspects of executive function, such as behavioral self-regulation, were associated with greater growth for children attending more conventional classrooms. This study suggests high-quality nature-based preschools can be successful at promoting many areas of children’s school readiness but may need to be more intentional when supporting the development of some aspects of executive function.

ABSTRACT Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.

Historical Dataset of Mercedes Early Literacy Program is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2019-2023),Total Classroom Teachers Trends Over Years (2019-2023),Student-Teacher Ratio Comparison Over Years (2021-2023),Hispanic Student Percentage Comparison Over Years (2019-2023),White Student Percentage Comparison Over Years (2021-2023),Two or More Races Student Percentage Comparison Over Years (2019-2020),Diversity Score Comparison Over Years (2019-2023),Free Lunch Eligibility Comparison Over Years (2019-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2022-2023)

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), is part of the Early Childhood Longitudinal Study (ECLS) program; program data is available since 1998-99 at . ECLS-K (https://nces.ed.gov/ecls/kindergarten.asp) is a longitudinal study that collected information about children's early learning and development, transition into kindergarten, and progress through school. A nationally representative sample of kindergartners in the 1998-99 school year was selected and followed over time. The study was conducted using direct assessments of children in their schools, telephone interviews with parents, and self-administered questionnaires for teachers and school administrator. Key information available in ECLS-K includes information on children's cognitive, social, emotional, and physical development, children's home environment, home educational activities, school environment, classroom environment, classroom curriculum, teacher qualifications, and before- and after-school care.

Financial overview and grant giving statistics of Early Childhood Computer Literacy Foundatioon

This is the proportion of children in the area at expected level in each of the Early Learning Goals (ELGs) within the Literacy area of the assessment. Literacy is one of the 4 specific areas of learning and covers the ELGs: Comprehension, Word reading, and Writing.

The early years foundation stage (EYFS) profile is a teacher assessment of children’s development at the end of the EYFS, specifically the end of the academic year in which a child turns 5. This is typically the summer term of reception year. The EYFSP was introduced in 2012/13.

As part of wider reforms to the EYFS, the EYFS profile was revised significantly in September 2021. Changes included revisions to all 17 ELGs across the 7 areas of learning, the removal of ‘exceeding’ assessment band, and the removal of statutory local authority moderation. It is therefore not possible to directly compare 2021/22 assessment outcomes with earlier years. The 2019/20 and 2020/21 collections were cancelled because of the COVID-19 pandemic.

Teacher assessments cover all schools and early years providers with children registered for government-funded early years provision at the end of the EYFS. These include all state-funded schools and maintained nursery schools, children in private, voluntary and independent (PVI) providers, including childminders. Excludes a child who has not been assessed due to long periods of absence, for instance a prolonged illness, or arrived too late in the summer term for teacher assessment to be carried out, or for an exemption.

Local authority district data are based on matching the postcode of the school or provider to the National Statistics Postcode Lookup (NSPL). Percentages may not sum to 100.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

Financial overview and grant giving statistics of Magic Penny Early Literacy Institute Inc.

This is the replication data for: Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia

Historical Dataset of Ashkum Early Literacy Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1989-2023),Student-Teacher Ratio Comparison Over Years (1989-2023),Asian Student Percentage Comparison Over Years (2002-2010),Hispanic Student Percentage Comparison Over Years (1992-2023),Black Student Percentage Comparison Over Years (2002-2023),White Student Percentage Comparison Over Years (1991-2023),Two or More Races Student Percentage Comparison Over Years (2011-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (2003-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2002-2012)

Percentage of children in the official age group for early childhood education (from birth to the start of primary education) who are enrolled in any level of education, expressed as a percentage of the population of the corresponding age group. Name in source: Net enrolment rate, early childhood education, both sexes (%).

This dataset tracks annual white student percentage from 1993 to 2023 for Parkview Early Literacy Center vs. New Mexico and Roswell School District

This dataset tracks annual white student percentage from 2019 to 2023 for Ridgemont Early Literacy Center vs. Texas and Fort Bend Independent School District

This dataset tracks annual hispanic student percentage from 1993 to 2023 for Parkview Early Literacy Center vs. New Mexico and Roswell School District

This dataset tracks annual american indian student percentage from 2010 to 2023 for Parkview Early Literacy Center vs. New Mexico and Roswell School District