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Kindergartners' Skills at School Entry: An Analysis of the ECLS-K

Sara Bernstein, Jerry West, Rebecca Newsham, and Maya Reid (July 15, 2014) Kindergartners' Skills at School Entry: An Analysis of the ECLS-K Princeton, NJ: Mathematica Policy Research.

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 data set, this brief examines the school readiness and abilities of beginning kindergartners across several academic and behavioral areas and highlights those areas where attention before kindergarten might benefit all children, as well as help close the gaps between more- and less-advantaged children. The brief reports that 44 percent of children enter kindergarten with one or more risk factors based on their home environment; these risk factors are incrementally associated with lower school readiness scores for children than for those with no such circumstances; and despite an increase in programs to level the playing field by giving disadvantaged children opportunities for preschool education, these gaps persist.

"You may have tangible wealth untold. Caskets of jewels and coffers of gold. Richer than I you can never be — I had a mother who read to me." — Strickland Gillilan