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.

48 Global import shipment records of Kinder with prices, volume & current Buyer's suppliers relationships based on actual Global export trade database.

Laos Kindergarten and Creches: Number of Classroom data was reported at 9,558.000 Unit in 2017. This records an increase from the previous number of 8,688.000 Unit for 2016. Laos Kindergarten and Creches: Number of Classroom data is updated yearly, averaging 2,376.000 Unit from Dec 1985 (Median) to 2017, with 21 observations. The data reached an all-time high of 9,558.000 Unit in 2017 and a record low of 562.000 Unit in 1985. Laos Kindergarten and Creches: Number of Classroom data remains active status in CEIC and is reported by Lao Statistics Bureau. The data is categorized under Global Database’s Laos – Table LA.G017: Education Statistics.

Kinder Morgan - Текущие значения, предыдущие значения, прогнозы, графики и экономический календарь - Feb 2025.Data for Kinder Morgan including historical, tables and charts were last updated by Trading Economics this last February in 2025.

Increase the percentage of kindergarteners who are enrolled in public school full-day Kindergarten from 97.7% in 2014 to 99% by 2018.

Subscribers can find out export and import data of 23 countries by HS code or product’s name. This demo is helpful for market analysis.

Kinder Morgan - ارزش های فعلی، داده های تاریخی، پیش بینی، آمار، نمودار و تقویم اقتصادی - Mar 2025.Data for Kinder Morgan including historical, tables and charts were last updated by Trading Economics this last March in 2025.

IDEA Section 618 Data Products: Static Tables Part B Child Count and Educational Environments Table 11 Number and percent of children in race/ethnicity category ages 5 (in kindergarten) through 21 with disabilities served under IDEA, Part B, by disability category and state.

Abstract

The aim of the impact evaluation is to evaluate a community based early education and development program launched by the Department of Non-Formal Education Ministry of National Education. The program was developed in collaboration with the World Bank with a total budget of US$127,000,000 and targets an estimated 738,000 children aged 0 to 6 living in approximately 6,000 poor communities (dusuns). The aim of the program is to increase access to early childhood services with the secondary aim of improving school readiness.

Geographic coverage

Village level (310 villages in 9 of 34 provinces).

Analysis unit

Child/student Caregiver Heads of villages Health provider Education service provider

Universe

The survey included children aged 1 to 4 years in 2009, caregivers, random sample of classmates, heads of villages, health service providers, and education service providers.

Kind of data

Sample survey data

Sampling procedure

The trial was a pragmatic cluster (by village) randomized controlled trial with an additional matched control group. Sampling included 310 villages in the following 9 districts:

1. Bengkulu, Bengkulu Province
2. Sarolangun, Jambi Province
3. Lampung Timur, Lampung Province
4. Majalengka, Jawa Barat Province
5. Rembang, Jawa Tengah Province
6. Kulon Progo, DI Yogyakarta Province
7. Ketapang, Kalimantan Barat Province
8. Sidenreng Rappang, Sulawesi Selatan Province
9. Lombok Tengah, Nusa Tenggara Barat Province

It was planned that batch 1 would receive the first block grants at the start of the project. Block grants for batch 2 and batch 3 were to follow after nine and eighteen months respectively. A selection of villages was randomly allocated to either batch 1 or batch 3 (within each district), this sampling feature was used during the evaluation design.

Of the 310 villages, 100 were originally allocated to the intervention arm, 20 were originally allocated to a nine month delay staggered start, 100 were originally allocated to an 18 month delay staggered start, and 90 villages were allocated to a matched control group (no intervention).

Since this study aimed to track the same children over three rounds of data collection, the study team made every attempt to interview the baseline children (aged 12 to 23 months and the other aged 48 to 59 months at baseline) at the midline survey in 2010.

Sampling deviation

The most common reasons a child was unavailable for the 2010 midline interview were that the household/child moved (101+ children), the household was impossible to find (17 children), the child had died (9 children) or the family refused (5 children).

Mode of data collection

Face-to-face

Research instrument

There were six questionnaires: 1. Village Head (Book A) 2. Household (Book B) 3. Child (Book C) 4. Caregiver (Book D) 5. Service Provider (Book G) 6. Tim Pengelola Kegiatan/TPK (Book H)

Cleaning operations

Data entry, double entry, and data cleaning was done by Entry Data Team.

Response rate

The resultant participation rates at both the district and village levels were 90% (extra villages were added in Middle Lombok, these have not been included in this calculation). At the child level, the participation rate was 99.92%. The retention rate at the child level at midline was 99.67%.

Subscribers can find out export and import data of 23 countries by HS code or product’s name. This demo is helpful for market analysis.

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.

About this dataset

Context

The dataset tabulates the data for the Kinder, LA population pyramid, which represents the Kinder population distribution across age and gender, using estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates. It lists the male and female population for each age group, along with the total population for those age groups. Higher numbers at the bottom of the table suggest population growth, whereas higher numbers at the top indicate declining birth rates. Furthermore, the dataset can be utilized to understand the youth dependency ratio, old-age dependency ratio, total dependency ratio, and potential support ratio.

Key observations

• Youth dependency ratio, which is the number of children aged 0-14 per 100 persons aged 15-64, for Kinder, LA, is 34.8.
• Old-age dependency ratio, which is the number of persons aged 65 or over per 100 persons aged 15-64, for Kinder, LA, is 22.7.
• Total dependency ratio for Kinder, LA is 57.5.
• Potential support ratio, which is the number of youth (working age population) per elderly, for Kinder, LA is 4.4.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Variables / Data Columns

• Age Group: This column displays the age group for the Kinder population analysis. Total expected values are 18 and are define above in the age groups section.
• Population (Male): The male population in the Kinder for the selected age group is shown in the following column.
• Population (Female): The female population in the Kinder for the selected age group is shown in the following column.
• Total Population: The total population of the Kinder for the selected age group is shown in the following column.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for Kinder Population by Age. You can refer the same here

Kinder Morgan - Les valeurs actuelles, des données historiques, des prévisions, des statistiques, des tableaux et le calendrier économique - Mar 2025.Data for Kinder Morgan including historical, tables and charts were last updated by Trading Economics this last March in 2025.

Kindergarten immunization coverage for school year 2016-2017 by school

Taiwan Number of School: Kindergarten data was reported at 6,323.000 Unit in 2018. This records an increase from the previous number of 6,310.000 Unit for 2017. Taiwan Number of School: Kindergarten data is updated yearly, averaging 1,866.500 Unit from Jul 1951 (Median) to 2018, with 68 observations. The data reached an all-time high of 6,611.000 Unit in 2013 and a record low of 28.000 Unit in 1951. Taiwan Number of School: Kindergarten data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G055: Education Statistics.

IDEA Section 618 Data Products: Static Tables Part B Child Count and Educational Environments Table 13 Number and percent of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state.

Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers’ beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities

The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings), and To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The study addressed six primary groups of research questions: What is the nature and distribution of education and experience of teachers and teacher assistants in pre-k public school programs? What is the nature and distribution of global quality and specific practices in key areas such as literacy, math, and teacher-child relationships in a diverse sample of pre-k public school programs for four-year-olds as well as in a similarly diverse sample of kindergarten classes? How do quality and practices vary as a result of child and teacher characteristics (e.g., child gender, race, home language, family income, and teacher's years of education) and classroom, program, community, and state structural variables (e.g., teacher-child ratio, funding base of the program, teacher salary, and degree of state regulation) for children with different demographic characteristics (e.g., race, gender, home language, and family income)? Do quality and practice vary in relation to combinations of these variables? For example, are quality and practice a function of family poverty and teacher pay or education? Can children's outcomes at the end of their pre-kindergarten year be predicted by the children's experiences in pre-k programs? Are the various dimensions of quality and/or practice differentially related to outcomes? Are these relationships constant across a population of children with different characteristics (e.g., race, gender, home language, and family income)? Do pre-kindergarten program quality and practices predict children's transitions to kindergarten and children's skills at the end of the kindergarten year? Are these transitions moderated by children's characteristics, like race, gender, and family income? The six states in the study were selected based on the significant amount of resources they have committed to pre-k initiatives. States were also selected to maximize the diversity in geography, program settings (public school or community), program intensity (full day versus part day), and educational requirements for teachers. Within each state, a random sample of 40 centers/schools was selected. One classroom in each center/school was selected at random for observation, and four children in each classroom were selected for individual assessment. The children were followed from the beginning of pre-k through the end of kindergarten. In five of the six states, families were also visited in their homes. Classroom Services and Specific Instructional Practices Within the 40 classrooms in each participating state, carefully trained data collectors conducted classroom observations twice each year, while additional surveys were used to gather information from administrators/principals, teachers, and parents. Data were gathered on program services, (e.g., healthcare, meals, and transportation), program curriculum, teacher training and education, teachers' opinions of child development, and their instructional practices on subjects such as language, literacy, mathematics concepts, and social-emotional competencies. Data were also collected as to what types of steps were taken to aid children in their transitions from pre-k to kindergarten. Children Within each participating pre-k classroom, four randomly selected children were assessed using a battery of individual instruments to measure language, literacy, mathematics, and related concept development, as well as social competence. A panel of expert reviewers aided the researchers in selecting a variety of standardized and nonstan

This dataset provides information about the number of properties, residents, and average property values for Kinder Avenue cross streets in Charleroi, PA.

The Kinder Houston Area Survey is a longitudinal study that began in May 1982 after Houston, Texas, recovered from the recession of the mid-1980s. The overall purpose of this research was to measure systematically the public responses to the new economic, educational, and environmental challenges, and to make the findings of this continuing project readily available to civic and business leaders, to the general public, and to research scholars. Part 1, All Responses from 25 Successive Samples, contains all the responses from the successive representative samples of Harris County residents from 1982 through 2014. These are the data that enabled the project to analyze continuity and change among area residents over the course of 26 years. In 13 of the 14 surveys (the years from 1994 through 2014, the one exception being 1996), the surveys were expanded with oversample interviews in Houston's ethnic communities. Using identical random-selection procedures, and terminating after the first few questions if the respondent was not of the ethnic background required, additional interviews were conducted in each of the years to enlarge and equalize the samples of Anglo, African American, and Hispanic respondents at about 500 each. In 1995 and 2002, the research also included large representative samples (N=500) from Houston's Asian communities, with one-fourth of the interviews conducted in Vietnamese, Cantonese, Mandarin, or Korean -- the only such surveys in the country. These additional interviews are included in Part 2, Additional Oversample Interviews. The data contained in Part 2 are for Restricted-Use of Part 1, All Responses from 25 Successive Samples. The data contained in Part 3 are based on a 14-year total of 6,576 Anglos, 6,086 African Americans, 6,094 Hispanics, and 1,250 Asians, along with 387 others, and are of particular value in assessing the similarities and differences both within and among Houston's (and America's) four largest ethnic groups. Beginning in 2003, the data files have incorporated detailed information from the 2000 Census on the characteristics of the respondent's neighborhood, not only at the level of home ZIP code, but also by Census tract and block group. In Part 4, Restricted-Use information from 2000 Census, the data record the population and geographical area of each of the three sectors, distributions by ethnicity and immigrant status, age and gender composition, employment and commuting patterns, and levels of education and income. With this information incorporated in the datasets covering five years of expanded surveys, researchers are able to connect the respondents' perceptions and experiences with information on the neighborhoods in which they live, thereby adding a contextual dimension to analyses of the factors that account for individual differences in attitudes and beliefs. Conducted during February and March of each year, the interviews measured perspectives on the local and national economy, on poverty programs, inter-ethnic relationships. Also captured were respondents' beliefs about discrimination and affirmative action, education, crime, health care, taxation, and community service, as well as their assessments of downtown development, mobility and transit, land-use controls and environmental concerns, and their attitudes toward abortion, homosexuality, and other aspects of the social agenda. Also recorded were religious and political orientations, as well as an array of demographic and immigration characteristics, socioeconomic indicators, and family structures.