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Userguide Part 2

1. 8 38 How to Export the Code Book l Complete any changes you wish to make to the displayed taglist 2 Click on the Code Book pulldown menu and select the View option 3 The Code Book for the current taglist opens in a new window similar to the one shown in figure 8 35 4 Click on the Export Code Book button 5 The Export code Book selection screen shown in figure 8 37 appears Figure 8 37 Export code book selection screen Format T Character separated values Cancel Destination Disk file v 6 Select the desired options from the Format pulldown menu and the Destination pulldown menu 7 Click on the OK button and complete any subsequent screens required for exporting the file Please note that exporting the child catalog in its entirety will take a long time due to its large size The code book and its variables can be selected to display their information from either the Variable List or the Working Taglist The information that can be displayed for a variable includes the variable name and label the question wording associated with the variable the position and format of the variable on the data file each value and its label unweighted frequencies and the unweighted percentage distributions as listed on table 8 3 The entire code book can also be viewed after moving all of the catalog s variables to the Working Taglist The following procedures describe how to view some
2. age of resident father and age of resident mother The ages of these persons in the household were collected during the fall of kindergarten in the household matrix However in the spring of kindergarten and the fall and spring of first grade age was not updated for household members who were previously in the household In the first grade for the composites PALESS18 PAOVER18 PAHDAGE and PAHMAGE year was added to the age of each person who had been in the household in fall kindergarten or spring kindergarten There were no changes to the ages of those who entered the household in fall first grade or spring first grade 7 17 Socioeconomic Status and Poverty Socioeconomic status SES was computed at the household level using data for the set of parents who completed the parent interview in fall first grade or spring first grade The SES variable reflects the socioeconomic status of the household at the time of data collection for spring first grade spring 2000 The components used to create the SES were as follows Father male guardian s education m Mother female guardian s education Father male guardian s occupation Mother female guardian s occupation and Household income Occupation was recoded to reflect the average of the 1989 General Social Survey GSS prestige score of the occupation It was computed by averaging the corresponding prestige score of the 1980 Census occupational
3. Both option 1 and 2 are circled as in 99 cases the respondent indicated both options 6 9 7 DATA FILE CONTENT AND COMPOSITE VARIABLES This chapter describes the content of the Early Childhood Longitudinal Study Kindergarten Class of 1998 99 ECLS K First Grade Public Use Data File and focuses largely on the composite variables that have been created The file can be used for longitudinal analysis in combination with the file from the base year kindergarten year see chapter 9 for details about longitudinal analyses The Base Year User s Manual is included in the first grade Electronic Code Book ECB with the First Grade User s Manual for reference Unlike the ECLS K files for the base year for which there were child teacher and school catalogs there is only one child level first grade data file or catalog as explained in chapter 1 This file was constructed at the child level and each child record contains data from the various respondents associated with the child the child herself himself a parent one or more teachers and a school administrator the facilities checklist school records as well as from the field management system FMS The first grade child catalog contains one record for each of the 17 487 responding students in fall and spring first grade There were 5 424 responding students in fall first grade 17 324 in spring first grade and 17 487 responding students in the combined file for first grad
4. 2 Sys on Rk3 Filename TYPE STATA DATA FILE NAME gt gt gt Save as type STATA data Files dta Cancel 9 Run the saved extract program in STATA to extract the data 8 5 1 Reviewing the Extract Specifications Users should review the SAS SPSS or STATA program code that is generated before running it to check that any statements subsetting the data are correct Note that the ECB sometimes outputs superfluous code for selecting cases this code is consistent with extract specifications but users may wish to delete it If a mistake in defining the criteria is made and it is not discovered until after writing out or running the extract program it is very easy to correct if the taglist was saved before exiting the ECB program Simply restart the ECB and select the appropriate catalog open the taglist that you saved define the extract criteria correctly by modifying the saved taglist as desired and saving it and write out the extract program again The program should be reviewed before running it because it may need to be customized 8 52 Repairing and Compacting the Database Periodically users may wish to repair and compact the database that contains the data of the ECB program If many taglists are created and deleted on a regular basis the database will contain 8 50 lingering references to old taglists that are no longer needed When the database is repaired and compacted the ECB
5. Cancel 4 Enter the new name for the taglist in the Taglist Name field 2 Click on the Save button 6 The newly assigned taglist name now appears in the Working Taglist header bar If a name that already exists 1s entered you will be prompted to replace the old taglist with the new taglist Click Y ES only if you wish to replace the old taglist with the new taglist How to Save an Existing Taglist Under a New Name 1 Complete any changes you wish to make to the existing taglist 2 Click on the Save As button above the Working Taglist column You can also click on the Taglist pulldown menu and select the Save As option 3 The Save Taglist As dialog box appears shown in figure 8 28 with the current taglist name in the Taglist Name field 8 30 Figure 8 28 Save Taglist As dialog box 2 4 3 6 If a name that already exists 1s entered you will be prompted to replace the old taglist with the new taglist Click YES only if you wish to replace the old taglist with the new taglist or enter a unique name Save Taglist As Sample T aglist 1 Sample Taglist 2 Sample T aglist 4 Taglist Name Enter the new name of the taglist in the Taglist Name field Click on the Save button The newly assigned taglist name now appears in the Working Taglist header bar 8 4 5 Exporting Taglists Taglists can be saved as external files tlt for distribution However the exported fil
6. Derived from Values 1989 GSS prestige scores EMQ120 not on 29 6 Handler Equip Cleaner Helpers file EMQ130 not on file and EMQ140 not on file PAANYLNG SPQ155 PIPRMLNG SPQ157 PACURMAR FSQ300 Labor 33 42 Production Working Occupation 34 95 Service Occupations 35 63 Agriculture Forestry Fishing Occupations 35 78 Marketing amp Sales Occupation 35 92 Transportation Material Moving 37 67 Precision Production Occupation 38 18 Administrative Support Including Clerk 39 18 Mechanics amp Repairs 39 2 Construction amp Extractive Occupations 48 69 Technologists Except Health 52 54 Writers Artists Entertainers Athletes 53 5 Executive Admin Managerial Occupation 57 83 Health Technologists amp Technicians 59 Social Scientist Workers Lawyers 61 56 Registered Nurses Pharmacists 62 87 Natural Scientists amp Mathematicians 63 43 Teacher Except Postsecondary 64 89 Engineers Surveyors amp Architects 72 1 Teachers College Postsecondary Counselors Librarians 77 5 Physicians Dentists Veterinarians 1 Non English language 2 English language 1 Married 2 Separated 3 Divorced 4 Widowed 5 Never married 7 No biological or adoptive parents in household 6L L Table 7 14 Spring first grade composite variables continued Variable name P4ERRFLG P4SHCHG P4SPQDAT P4DADTYP P4HDAD P4HDAGE P4HDRACE P4HDASN Category Family HH flag Family HH Fa
7. P2HUNGRY FDQ170 PSOLOSEWT FDQ180 2 FDQ190 P2NOTEA2 FDQ200 PSCUTML FDQ210 P2CHSKIP FDQ220 P2OFTCUT FDQ230 P2CHIEVR FDQ240 PZNOMONY FDQ250 Calculations were carried out by USDA in accordance with the standard methods described in Measuring Household Food Security Bickel et al 2000 available on the Food and Nutrition Service Web Site http www fns usda gov oane 98 L Table 7 14 Spring first grade composite variables continued Variable name P2FSSCAL Category Family HH Description A food security scale score This is a measure of the severity of food insecurity or hunger experienced in the household in the previous 12 months Derived from Values P2WORRFD FDQ130A P2FDLAST Continuous FDQ130B P2BLMEAL FDQ130C P2LOWCST FDQ130D P2NOBAL FDQI30E 2 FDQ130F P2EVCUT2 FDQ140 2 FDQ150 PZEATLES FDQ160 P2HUNGRY FDQ170 PSOLOSEWT FDQ180 2 FDQI90 P2NOTEA2 FDQ200 2 FDQ210 P2CHSKIP FDQ220 P2OFTCUT FDQ230 P2CHIEVR FDQ240 PZNOMONY FDQ250 Calculations were carried out in accordance with the standard methods described in Measuring Household Food Security Bickel et al 2000 available on the Food and Nutrition Service Web Site http www fns usda gov oane L8 L Table 7 14 Spring first grade composite variables continued Variable name P2FSSTAT B4AGE T4GLV
8. P4DO1 EMQ070 PADO2 EMQO070 P4DO3 EMQO070 PADO4 EMQO070 P4DO5 EMQO070 PADO6 EMQO070 P4D07 EMQ070 Values 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 8th grade or below 2 9th to 12th grades 3 High school diploma equivalent 4 Voc Tech program 5 Some college 6 Bachelor s Degree 7 Graduate professional school no degree 8 Master s degree 9 Doctorate or professional degree 1 35 hours or more per week EMQ 050 2 Less than 35 hours per week EMQ 050 3 Looking for work EMQ 060 amp EMQ 070 does not 6 4 Not in the labor force I8 L Table 7 14 Spring first grade composite variables continued Variable name P4DADOCC P4MOMTYP P4HMOM P4HMAGE Category Family HH Family HH Family HH Family HH Father s occupation Combination of EMQ120 not on file EMQ130 not on file and EMQ140 not on file Type of resident mother P4REL FSQ130 PAUNR FSQ180 Indicates whether the birth adoptive step PAREL FSQ130 PAUNR FSQ180 or foster mother of the focal child resides in the household with the focal child Age of resident mother P4AGE 1 through PAAGE 25 Values Description Derived from Handler Equip Cleaner Helpers Labor 2 Production Working Occupation 3 Service Occupations 4 Agriculture Forestry Fishing Occupations 5 Marketing amp Sales Occupation 6 Transportation Material Moving 7 Precis
9. Presence or absence of data Presence or absence of data Presence or absence of data Values 1999 2000 1 Year round school 2 Not year round school 0 ID not in facilities checklist 1 ID in facilities checklist 0 ID not in SAQ 1 ID in SAQ 0 False 1 True 7 9 Masked Variables All the variables from the ECLS K restricted use file are included in the same order on the ECLS K public use file New variables created during the masking process are added to the end of the files For some of the variables certain categories were modified The value labels for those masked variables were updated from the restricted use variables to reflect the new categories that were created during the masking process Variables on the restricted use files were modified in different ways based on the disclosure analysis NCES conducted in order to protect the identity of the respondents and children There are several types of modifications on the public use files 1 Outliers are top or bottom coded to prevent identification of unique schools teachers parents and children without affecting overall data quality 2 Certain schools identified as at risk for disclosure have a 5 to 10 percent noise introduced in those variables that pose a risk for disclosure 3 Variables with too few cases and a sparse distribution are suppressed in the public use files 4 Certain continuous variables are modified into categorical variables and
10. any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA ofa large city and defined as urban by the Census Bureau 4 Urban Fringe of mid size city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA of a mid size city and defined as urban by the Census Bureau 5 Large town an incorporated place or Census Designated Place with a pop Greater than or equal to 25 000 and located outside a CMSA or MSA 6 Small town an incorporated place or Census Designated Place with a pop Less than 25 000 and greater than 2 500 located outside a CMSA or MSA 7 non MSA Rural any incorporated place Census Designated Place or nonplace territory designated as rural by the Census Bureau that is not within a MSA 8 MSA Rural any incorporated place Census Designated Place or nonplace territory designated as rural by the Census Bureau that is within a MSA 1 Public 2 Private 69 L Table 7 14 Spring first grade composite variables Variable name CHILDID R4 AGE GENDER DOBMO DOBDD DOBYY WIRACETH Category Child Child Child Child Child Child Child Description Child identification number Child s age at the time the direct child assessment occurred This age will be in month and years not days Child s gender Child date of birth month Child s date of birth day Child s date of birth year Race and ethnic
11. fidentiality fidentiality fidentiality fidentiality fidentiality This data suppressed for respondent confidentiality his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T F T This data suppressed for respondent con T T T his data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con fidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality Thi
12. for private schools if he or she would like to create a data file that only includes public schools The selection indicator will be either a Yes or No to specify whether the cases that match the variable code should be included or excluded respectively 8 72 Table 8 13 Base year school catalog topical variable groupings Variable Topic identifier Description Field ID School composites S2KSCTYP School type enrollment percent 8 17 S2KPUPRI minority free reduced lunch eligible Variable Name school instructional level school year length percent gifted and talented School characteristics S2 Q1 S2 Q22 Attendance enrollment grade levels 18 137 school type special programs student composition admission requirements federal programs kindergarten programs cutoff dates for kindergarten entry School facilities and S2 Q23 S2 Q28 Funding sources facilities e g 137 172 resources cafeteria music room auditorium computers K2 Q1 Availability and condition of various 481 581 facilities e g lighting ventilation noise handicap accessible Community S2 Q29 S2 Q33 Busing students attending 173 194 characteristics and within outside neighborhood school safety community type community safety school safety K2 Q2 K2 Q4 Physical security in school building 582 599 neighborhood conditions adequacy of safety measures School policies and S2 Q34 S2Q40 Uniform code placement tes
13. school ID S3SCTYP S4SCTYP CICPTWO CIPWO CICWO C2CPTWO C2CWO0 C2PWO P4REL 1 to PAREL 25 FSQ130 P4UNR 1 to PAUNR 25 FSQ180 Values Continuous 17 spring 2000 kindrgrtn qnr AM class 2 spring 2000 kindrgrtn qnr PM class 3 spring 2000 kindrgrtn qnr AD class 4 spring 2000 qstnr non kindergarten 0 No change 1 Changed teachers 1 child did not change schools 2 child transferred from public to public 3 child transferred from private to private 4 child transferred from public to private 5 child transferred from private to public 6 child transferred other 7 child did not change schools 2 child transferred from public to public 3 child transferred from private to private 4 child transferred from public to private 5 child transferred from private to public 6 child transferred other 1 child joined in fall kindergarten 2 child joined in spring kindergarten 3 child joined in spring first grade 1 17 SL L Table 7 14 Spring first grade composite variables continued Variable name P4DADID P4HPARNT P4HFAMIL P4NUMSIB P4LESS18 P4OVER18 P4HTOTAL Category Family HH Family HH Family HH Family HH Family HH Family HH Family HH Description Household roster number of resident father Classification of the focal child s parents who reside in the household Family type categories using both parent and sibling information Tota
14. 11 214 then the household was considered to be below the poverty threshold Table 7 8 ECLS K and census poverty thresholds for 1999 Census weighted average Household size ECLS K income categories thresholds for 1999 2 Less than or equal to 15 000 11 214 3 Less than or equal to 15 000 13 290 4 Less than or equal to 20 000 17 029 5 Less than or equal to 20 000 20 127 6 Less than or equal to 25 000 22 727 7 Less than or equal to 25 000 25 912 8 Less than or equal to 30 000 28 967 9 Less than or equal to 35 000 34 417 U S Census Bureau Current Population Survey http www census gov hhes poverty threshld thresh99 html Parent Education WIPARED WIDADED and WIMOMED There are three parent education composites on the file These are WIPARED the highest level of education for the child s parents or nonparent guardians who reside in the household WI1DADED father s highest level of education and WIMOMED mother s highest level of education The variables include both parent birth adoptive step and foster and nonparent guardians For example if the child had no parents but had a guardian the education of the guardian and his her spouse were used in the creation of the composites if the guardian was specified as such in the relationship variable or if the guardian was the respondent respondent spouse and there were no other parent figures in the household The ECLS K provides an approximate but
15. 2521 2522 2523 2524 2525 2526 2527 2528 2529 2530 2531 2532 N P2 P2 P2 48 504 A4CVTNM A4CCHNS AACJPNS A4CKRN A4CFLPN A4OTASN A4OTLNG A4LANOS A4NUMLE A4NOESL A4ESLRE A4ESLOU A4TVTNM A4TCHNS A4TJPNS AATFLPN A4TOTAS A4TOTLG A4LEPOS A4ISPNH A4ICHNS AAIJPNS A4IKRN A4IFLPN A4IOTAS A4IOTLN A4LNGOS B4KTGEND B4KYRBOR B4KHISP B4KRACE2 B4KRACE4 B4KYRSTC B4KYRSPR B4KYRSKI B4KYRSFS B4KYRS2T B4KYRS6P B4KYRSES B4KYRSBI B4KYRSSP B4KYRSPE B4KYRSAR B4KYRSCH B4KHGHST FieldLabel A4 Q13C CHILDREN W SECTION 504 PLAN A4 QISB STUDENTS SPEAK VIETNAMESE A4 Q15C STUDENTS SPEAK CHINESE A4 Q15D STUDENTS SPEAK JAPANESE A4 QISE STUDENTS SPEAK KOREAN A4 QISF STUDENTS SPEAK FILIPINO LNG A4 Q15G STUDENTS SPEAK OTHR ASIAN LNG A4 Q15H STUDENTS SPEAK ANOTHER LNG A4 Q15H SPECIFY STUDENTS OTHER LANG A4 Q17 NUMBER LEP STUDENTS IN CLASS A4 Q18A LEP STUDENTS GET NO ESL A4 Q18B LEP STUDENTS GET IN CLASS ESL A4 Q18C LEP STUDENTS GET OUTSIDE ESL A4 Q19C TCHRS SPEAK VIETNAMESE A4 Q19D TCHRS SPEAK CHINESE A4 QI9E TCHRS SPEAK JAPANESE A4 Q19G TCHRS SPEAK A FILIPINO LNG A4 Q19H TCHRS SPEAK OTHER ASIAN LNG A4 QI9I TCHRS SPEAK ANOTHER LANGUAGE 4 Q19I SPECIFY TCHRS OTHER LANGUAGE A4 Q20B INSTRUCTION SPANISH A4 Q20C INSTRUCTION VIETNAMESE A4 Q20D INSTRUCTION CHINESE A4 Q20E INSTRUCTION JAPANESE
16. 2811 2812 2813 2814 2815 2816 2817 2818 2819 2820 2821 2822 2823 2824 2826 2828 2830 2832 2834 2836 2837 2838 2839 2840 2841 2850 2862 2873 2874 2875 S4TRANS S4PRE1 SAGRADEI S4SECOND S4NINTH S4TENTH S411TH S412TH S4MAGSKL S4BIASKL S4SPEDSK S4PRIVRD S4NAISKL S4PVTSPD S4EMPHAS S4PREK S4REDDYN S4KINGAR SAPREIST SAFIRIST S4SEC2ND S4THI3RD S4FOR4TH S4FIFSTH SASIX6TH S4SEV7TH S4ATE8TH SANINOTH SATENIO S4ELEV11 S4TWEL12 S4ASNPCT S4HSPPCT S4BLKPCT S4WHTPCT S4INDPCT SAOTHPCT SAELIBRK SAPARBRK SAELILNC S4PARLNC S4ELIRED S4PARRED S4CHSRVD S4CHLDNM S4INSTCM FieldLabel S4 Q4 GRADE LEVEL TRANSITIONAL S4 Q4 GRADE LEVEL PREFIRST S4 Q4 GRADE LEVEL FIRST GRADE S4 Q4 GRADE LEVEL SECOND GRADE S4 Q4 GRADE LEVEL NINTH GRADE S4 Q4 GRADE LEVEL TENTH GRADE S4 Q4 GRADE LEVEL ELEVENTH GRADE S4 Q4 GRADE LEVEL TWELFTH GRADE S4 Q6B IS IT AMAGNET SCHOOL S4 Q6D IS IT A TRIBAL SCHOOL S4 Q6E IS IT A SPECIAL ED SCHOOL S4 Q7A3 IS IT A PRIVATE ORDER S4 Q7C PRIVATE ACCREDITED BY NAIS S4 Q7E IS IT SPECIAL EDUCATION S4 Q9 WHAT S THE SCHOOL EMPHASIS S4 Q10 PRE K PARTICIPATES S4 Q10 TRANSITIONAL PARTICIPATES S4 Q10 KINDERGARTEN PARTICIPATES S4 Q10 PREFIRST PARTICIPATES S4 Q10 IST GRADE PARTICIPATES S4 Q10 2ND GRADE PARTICIPATES S4 Q10 3RD GRADE PARTICIPATES S4 Q10 4TH GRADE PARTICIPATES S4 Q10 5TH GRADE PARTICIPATES S4 Q10 6TH GRADE PARTICIPATES S4 Q10 7TH GRADE PARTICIPATES S4 Q10 8TH GRADE PARTICIPATES S4 Q
17. 7 32 ethnicity percentages were calculated by dividing the sum of numbers in the minority categories by the total enrollment variable SATOTNUM In some cases the composite could not be obtained from the data because of missing data or errors If the composite could not be derived from the data percent minority was obtained from the school sample frame If there was no value for this on the frame the composite was coded 9 Not Ascertained School Instructional Level S4SCLVL The purpose of this composite is to classify schools based on the highest grade taught in the school For new schools question 4 with grade level variable names S412TH S411TH SATENTH S4NINTH S48TH S47TH SASIXTH S4FIFTH SAFOURTH SATHIRD SASECOND SAGRADEI S4PRE1 SAKINDER SATRANS S4PRKNDR grade levels included in the school of the school administrator questionnaire was used to create this composite The highest grade level circled on the form was determined and the grade level was classified accordingly If question 4 was left blank question 10 with grade level variable names SATWELI2 S4ELEV11 SATENIO SANIN9TH S4ATE8TH S4SEV7TH S4SIX6TH SAFIFSTH S4FOR4TH S4THI3RD S4SEC2ND SAFIR2ST S4PREIST S4FIR2ST S4PREIST S4KINGAR S4REDDYN and S4PREK from the school administrator questionnaire grade levels that participate in special programs if applicable was used as a proxy for question 4 If the respondent did not answer questions 4
18. A4 Q20F INSTRUCTION KOREAN A4 Q20G INSTRUCTION FILIPINO LNG A4 Q20H INSTRUCTION OTHER ASIAN LNG A4 Q20I INSTRUCTION OTHER LNG A4 Q20I LANGUAGE OF INSTRUCTION OTHER B4K Q16 TEACHER S GENDER B4K Q17 TEACHER S YEAR OF BIRTH B4K Q18 HISPANIC OR LATINO B4K Q19 AMERICAN INDIAN OR ALASKA NATIVE B4K Q19 ASIAN B4K Q19 NATIVE HAWAIIAN OR OTHER PAC IS B4K Q20 NUMBER YEARS BEEN SCHOOL TEACHER B4K Q21A YRS TEACHER TAUGHT PRESCHOOL B4K Q21B YRS TEACHER TAUGHT KINDERGARTEN B4K Q21C YRS TEACHER TAUGHT FIRST GRADE B4K Q21D YRS TEACHER TAUGHT 2 TO 5 GRADE B4K Q21E YRS TCHER TAUGHT 6 GRADE OR UP B4K Q21F YRS TEACHER TAUGHT ESL B4K Q21G YRS TEACHER TAUGHT BILINGUAL ED B4K Q21H YRS TEACHER TAUGHT SPECIAL ED Q21I YRS TEACHER TAUGHT PHYSICAL ED B4K Q21J YRS TEACHER TAUGHT ART OR MUSIC B4K Q22 YRS TCHER TAUGHT AT THIS SCHOOL B4K Q23 HIGHEST ED LEVEL TCHER ACHIEVED 7 100 Comment This data recoded for respondent confidentiality This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed fo
19. Census Designated Place or nonplace territory within a CMSA or MSA of a large city and defined as urban by the Census Bureau 4 Urban Fringe of mid size city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA of a mid size city and defined as urban by the Census Bureau 5 Large town an incorporated place or Census Designated Place with a pop Greater than or equal to 25 000 and located outside a CMSA or MSA 6 Small town an incorporated place or Census Designated Place with a pop Less than 25 000 and greater than 2 500 located outside a CMSA or MSA 7 non MSA Rural any incorporated place Census Designated Place or nonplace territory designated as tural by the Census Bureau that is not within a MSA 8 MSA Rural any incorporated place Census Designated Place or nonplace territory designated as rural by the Census Bureau that is within a MSA T6 L Table 7 14 Spring first grade composite variables continued Variable name S4SCTYP S4PUPRI S4ENRLK S4ENRLF S4ENRLS S4MINOR S4GFTED S4FLNCH S4RLNCH Category School School School School School School School School School Description School type from the school administrator questionnaire Public or private school Total kindergarten enrollment Total first grade enrollment Total school enrollment Percentage of minority students in school Percentage of gifte
20. If we did not know where the child was at the end of the round of data collection we used the scheme shown in table 7 11 for assigning ID numbers By comparing these variables users can determine whether the child physically moved from one school to another and in which round Some children will have moved more than once over the course of the first 2 years These variables store the school at the end of the round only if a child moved from School A to School B and then to School C in the same round the school ID variable will contain School C the brief stay in School B is not represented in the data 7 55 Table 7 11 Case status and identification numbers for children not followed or located Case status sn ID Unlocatable Field staff were unable to locate a transfer student 9995 in his her new school End of field period Information on the transfer student s new 9996 school was identified too late in the field period for the case to be re fielded for the assessment Moved to non sampled PSU The transfer student enrolled in a 9997 school that was outside of ECLS K s sampled PSUs field staff did not attempt to collect the assessment but did attempt to collect the parent interview Do not follow The transfer student was flagged by the 9998 statisticians as do not follow because of subsampling of transfer students due to cost constraints if the child moved from his her original school field sta
21. gifted and talented School Programs for Special Populations School S4 Q49 54 Q54 Includes School staff list salary 3040 3070 Questionnaire information staff s race ethnic Staffing and distribution Teacher Characteristics School S4 Q55 S4 Q59 Includes Professional development 3071 3120 Questionnaire process for decision making School Governance performance evaluation process and Climate School S4R Q39 S4 Q60 S4 Q69 Includes Administrator s gender race 3121 3161 Questionnaire ethnicity birth year experience and Principal education Characteristics Facility K4 QI K4 010 Includes Information on school 3165 3305 Checklist facilities e g presence and condition of rooms such as libraries computer labs bathrooms cafeteria handicap access to facilities school safety 8 62 Table 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID Special Education D4 QI D4 Q13 Includes Special education teacher 3306 3354 Teacher information such as gender years teaching educational background and certification Special Education E4 Q1 E4 Q25 Includes information specific to the 3355 3462 Student study child such as disability category Individualized Education Plan goals special education services received involvement in a general education program accommodations used and evaluations performed Student Record 04091 04 Q19 Includes
22. l Click on the Taglist pulldown menu to display the menu options 2 Select the Add option to display a list of previously saved taglists shown in figure 8 26 8 27 Figure 8 26 Add Taglist dialog box Add Taglist Spring First Grade OK 3 Highlight the saved taglist whose variables you wish to add to your Working Taglist 4 Click on the OK button 5 The new variables are added to your Working Taglist 8 4 3 Removing Variables from the Working Taglist Variables are removed from your Working Taglist by selecting one or more of the nonrequired variables and clicking one of the two command buttons described in table 8 2 AII variables can be removed by clicking on the Untag All button All but the required variables will be deleted from your Working Taglist Required variables are variables that are automatically extracted for all user created files and cannot be removed from the taglist by the user Table 8 2 Remove variables buttons Command Button Description The Untag button removes variables that are selected from the Working Taglist The Untag All button removes all non required E variables from the Working Taglist Attempting to remove or untag required variables from the Working Taglist is not permitted by the ECLS K First Grade Public Use ECB A message will display indicating that the required variable cannot be untagged 8 28 How to Untag Vari
23. or an Expand Search you have to reset the Variable List see section 8 3 1 4 before you can use the button 8 19 The Field ID remains active in narrowed or expanded list However the field IDs indicate the order of the variables in the catalog rather than that in the Variable List As a result the field IDs would not change in narrowed or expanded list 8 3 1 2 Narrowing Your Variable Search The Narrow Search function can be used to narrow the list of variables displayed in the Variable List Since some catalogs have several thousand variables this feature helps eliminate the variables that do not apply to your analysis In performing the Narrow Search you can enter key characters words or phrases as your criteria for searching the variable names variable descriptions or both Use the keywords in the Variable Identifier column in tables 8 7 or 8 13 to search the first grade child or base year school catalog variables respectively by variable description If Variable Name appears under the variable in the Variable Identifier column you must search by variable name Also the Narrow Search can be performed multiple times allowing you to repeatedly refine the list of variables displayed in the Variable List column Performing the Narrow Search function will only narrow down the variables listed in the Variable List window and will not affect those in the Working Taglist window How to Conduct a
24. were included in the category no resident mother for P4HMOM and no resident father for PAHDAD It also should be noted that because the composite construction identifies only one resident mother or one resident father same sex parents are not readily identified in the composites themselves Two approaches can be used to identify these couples First the user should search the relationship variables P3REL_1 PAREL 1 etc to identify households in which more than one person identifies himself or herself as a father mother to the focal child Second since not all same sex partners identify themselves as mother or father to the focal child the user should also search for households in which the respondent identified by P3PER 1 PAPER 1 etc is the child s parent and the respondent s spouse identified from P3SPOUSE P4SPOUSE is the same sex as the respondent 7 42 There are two sections in the parent interview that asked parent figure specific questions PEQ Parent education Employment Each of these sections may be completed during the parent interview about a different household member but about no more than two household members Rather than reserve space mostly unused for these sections for each of the 17 household members listed in the FSQ section these sections are repeated two times with pointer or foreign key variables that hold the original number of the household member For insta
25. whether school is public and 7 SACATHOL S4OTHREL type of private school from the school administrator questionnaire along with school sample frame data were used to create the school type composite variable If the response to question 5 Is this a public school was Yes then SASCTYP was coded public If the response to question 5 was No and the response to question 7 a SACATHOL Is your school a Catholic school was Yes then the school was coded as Catholic If the responses to both questions 5 and 7 a were No and the response to question 7 b SAOTHEREL Is your school private with another religious affiliation was Yes then SAKSCTYP was coded as private other religious Otherwise if the school had a school administrator questionnaire with valid answers to questions 5 and 7 then SAKSCTYP was coded as private non religious For returning schools the question about school type was not asked again because it was not expected that school type would have changed in a year For these schools the school type information was obtained either from the school sample data for originally sampled schools the spring kindergarten SAQ information or the fall first grade information if the school was part of the subsample in fall first grade If there was no school administrator questionnaire then school sample frame data were used to create the composite If the school administrator informatio
26. 113 0 049 2 302 5 300 C2RMSCAL General knowledge score C4RGSCAL C2RGSCAL 15 502 7 60 0 067 0 035 1 914 3 663 Approaches to learning Parent P4LEARN P2LEARN 14 601 0 03 0 006 0 004 1 534 2 352 Self control Parent P4CONTRO P2CONTRO 14 602 0 07 0 007 0 004 1 757 3 086 Social interaction Parent P4SOCIAL P2SOCIAL 14 620 0 04 0 007 0 005 1 504 2 261 Withdrawn Parent P4SADLON P2SADLON 14 591 0 01 0 005 0 004 1 335 1 783 Impulsive overactive Parent P4IMPULS P2IMPULS 14 436 0 07 0 009 0 005 1 710 2 925 Approaches to learning Teacher T4LEARN T2LEARN 14 287 0 09 0 010 0 006 1 684 2 836 Self control Teacher T4CONTRO T2CONTRO 14 085 0 01 0 010 0 005 1 834 3 363 Interpersonal Teacher T4INTERP T2INTERP 13 994 0 02 0 011 0 006 1 902 3 616 Externalizing problems Teacher T4EXTERN T2EXTERN 14 138 0 00 0 008 0 005 1 573 2 474 Internalizing problems Teacher T4INTERN T2INTERN 13 996 0 03 0 009 0 005 1 744 3 040 Median 1 744 3 040 Mean 1 755 3 137 Standard deviation 0 250 0 910 Coefficient of variation 0 143 0 290 Minimum 1 335 1 783 Maximum 2 302 5 300 9 16 Table 9 9 ECLS K spring kindergarten fall first grade and spring kindergarten spring first grade panels median design effects of differences in scores for subgroups Spring kindergarten Spring kindergarten fall first grade spring first grade Subgroups DEFT DEFF DEFT DEFF All students 2 082 4 333 1 744 3 040 Type of school Public 1 967 3 870 1 607 2 581 Private 1 515 2 294 1 833 3 361
27. 2 037 Practiced reading writing numbers daily P4RDWRNM 4 009 52 57 1 153 0 789 1 462 2 136 Visited library P4LIBRAR 4 009 45 18 1 375 0 786 1 750 3 061 Used computer 1 2 times per week P4COMPWK 2 754 46 15 1 251 0 950 1 317 1 734 Have family rule for TV P4TVRULE 3 982 91 23 0 492 0 448 1 098 1 205 HH received foodstamp in last 12 months P4FSTAMP 3 997 15 89 1 105 0 579 1 910 3 648 Child characteristics mean Age of child in months R4 AGE 4 518 86 90 0 134 0 067 2 000 4 011 Child s household size P4HTOTAL 4 011 4 63 0 039 0 022 1 762 3 106 Number of children 18 in child s HH P4LESS18 4 011 2 60 0 031 0 018 1 691 2 861 Number of siblings in HH P4NUMSIB 4 011 1 55 0 029 0 018 1 648 2 715 Number of hours watched TV after dinner P4TVAFDH 3 979 0 78 0 020 0 013 1 581 2 500 Median 1 462 2 136 Mean 1 562 2 519 Standard deviation 0 288 0 959 Coefficient of variation 0 184 0 381 Minimum 1 098 1 205 Maximum 2 245 5 042 9 13 Differences in scores from the assessment data and in social rating scores as reported by the parents and teachers spring kindergarten spring first grade only are presented in table 9 8 For the spring kindergarten fall first grade panel the differences in scores their standard errors and design effects were calculated using C23CWO0 and the corresponding replicate weights For the spring kindergarten spring first grade panel C24CWO0 and the corresponding replicate weights were used for computing the differences in assess
28. 3 and 8 7 3 for instructions on using and modifying the limiting variables for the child and school catalogs respectively How to Extract a File to SAS Format 1 Complete any changes you wish to make to the displayed taglist 2 Click on the Extract pulldown menu and select the SAS option 3 The Limiting Fields screen for the open catalog appears Make your selections for each limiting variable indicator 844 4 Verify that the ECLS K First Grade Public Use ECB CD ROM is mounted in your PC s default CD ROM drive and then click on the OK button 5 the desired name of the extract program file in the file name field of the screen shown in figure 8 43 Figure 8 43 Save SAS program file dialog box Savein Cx ECLS Fist Grade PublicUse Ec E Filename TYPE PROGRAM NAME HERE Save as type sas Program Files sas Cancel 6 To save the file to another directory click on the Save in dropdown menu button to browse to the new location as shown in figure 8 44 Figure 8 44 Save SAS program file location browse screen Savein Cx ECLS First Grade PublicUse Ec E e zx Desktop FS 15 My Computer 3 Floppy amp Program Files Ee EE CLS K First Grade Public amp 0 amp Sys on Rk3 F Filename lt lt lt TYPE PROGRAM FILE NAME HERE gt gt gt Save as type sas Program Files sas Cancel 7 Click on the Save b
29. 4 First Grade 5 Second Grade 6 Ungraded classroom 0 False 1 True 0 False 1 True 88 L Table 7 14 Spring first grade composite variables continued Variable name Category Description A4PCLASS Teacher flag Presence of spring first grade TQA PM data Kindergarten A4TQUEX Teacher flag Presence of spring first grade TQA data first or higher grades B4TQUEX Teacher flag Presence of spring first grade TQB data Kindergarten T4TQCDAT Teacher flag Presence of spring first grade TQC data R4REGION School Indicates the geographic region of the child s school Derived from A4PNEW Presence or absence of data Presence or absence of data Presence or absence of data Sampling Frame variable not on file Values 0 False 1 True 0 False 1 True 0 False 1 True 0 False 1 True 1 Northeast CT ME MA NH RI VT NJ NY PA 2 Midwest IL IN MI OH WI IA KS MN MO NE ND SD 3 South DE DC FL GA MD NC SC VA WV AL KY MS TN AR LA OK TX 4 West AZ CO ID MT NV NM UT WY AK CA HA OR WA 1 schooled at home 68 L Table 7 14 Spring first grade composite variables continued Variable name RAURBAN Category School Description Location type for school 7 category version Derived from Sample frame variable not on file Values 1 Large city a central city of Consolidated Metropolitan Statistical Area CMSA with a pop Greater to or equa
30. 4CPSU C1 4PSTR 4PPSU Y2COMSTR Y2COMPSU Approximating sampling errors DEFT Average root design effect 1 890 not available 1 759 not available 1 562 not available the full sample Table 9 5 ECLS K spring kindergarten spring first grade panel standard errors and design effects for Number Design SRS Survey item Variable name ofcases Estimate SE SE DEFT DEFF Child characteristics percent Lived in single parent family P4HFAMIL 14 936 23 59 0 610 0 348 1 755 3 079 Lived in two parent family P4HFAMIL 14 936 74 17 0 666 0 358 1 860 3 459 Mom worked 35 hours week P4HMEMP 10 557 66 43 0 627 0 459 1 365 1 862 Primary case is center based PAPRIMNW 6 150 35 73 1 437 0 611 2 352 5 530 Primary case is home based PAPRIMNW 6 150 64 27 1 437 0 611 2 352 5 530 Parents had high school or less WKPARED 14 938 36 95 0 940 0 395 2 381 5 668 Parents attended PTA P4ATTENP 14 922 41 31 0 909 0 403 2 256 5 090 Did homework 3 4 times per week P4HMWORK 14 924 39 78 0 950 0 401 2 372 5 627 Parents helped with homework 3 4 times week P4HLPHWK 14 441 37 67 0 765 0 403 1 897 3 599 Practiced reading writing numbers daily P4RDWRNM 14 926 52 11 0 767 0 409 1 876 3 521 Visited library P4LIBRAR 14 919 45 66 0 778 0 408 1 908 3 639 Used computer 1 2 times per week P4COMPWK 10 083 45 31 0 689 0 496 1 390 1 932 Have family rule for TV P4TVRULE 14 800 90 40 0 359 0 242 1 484 2 201 HH received foodstamp in last 12 months P4FSTAMP 14 874 15
31. 672 Table 7 7 Imputed exact household income value Number of values Number of values filled from Number of values Number of SES component known previous rounds imputed by hot deck cases resolved Exact hh income value Detailed income range Hot deck imputed 379 536 32 947 Assigned midpoint 76 53 129 Total missing 1 076 No donors could be found for these records the midpoint of the detailed income range was assigned 7 24 Once the components of the SES variable were imputed their corresponding z scores or normalized values were computed The expression of z score z for the A th component in the i th household is Xni x se x Ww Zhi where Xp is the value of the A th SES component for the i th household w is the base weight for the i th record X is the weighted mean of x and se x is the standard error of Thus each component was converted to a z score with mean of 0 and a standard deviation of one For income the component x is the logarithm of the income for i th household The logarithm of income was used because the distribution of the logarithm of income is less skewed than the direct income values The SES value for the i th household was then computed as SES 1 where m is number of nonmissing SES components for the i th household WISESL is the continuous variable for the SES composite that ranges from 2 96 to 2 88 As described the SES
32. Catholic private 1 538 2 364 2 037 4 150 Other private 1 562 2 440 1 714 2 939 Gender Male 1 656 2 743 1 553 2 412 Female 1 740 3 027 1 473 2 171 Race ethnicity White 1 830 3 349 1 591 2 531 Black 1 263 1 595 1 419 2 013 Hispanic 1 487 2 212 1 416 2 006 Asian 1 579 2 493 1 387 1 924 Pacific Islander 1 082 1 171 0 920 0 847 American Indian 7 032 49 442 1 013 1 026 Other 0 964 0 929 1 290 1 663 Region Northeast 1 949 3 800 1 584 2 508 Midwest 2 271 5 159 1 738 3 022 South 2 102 4 418 1 576 2 483 West 1 444 2 084 1 723 2 968 Urbanicity Central city 1 545 2 387 1 574 2 478 Urban fringe and large town 1 682 2 828 1 605 2 575 Small town and rural area 2 388 5 703 1 992 3 967 SES quintiles First 1 425 2 030 1 266 1 602 Second 1 425 2 032 1 378 1 899 Third 1 622 2 632 1 452 2 107 Fourth 1 313 1 724 1 366 1 865 Fifth 1 368 1 871 1 387 1 924 Each median is based on 3 items Each median is based on 13 items 9 17 For the panels that include spring first grade children standard errors and design effects were not computed for items from the teacher and school administrator questionnaires since there are no teacher or school weights computed for the first grade year Although standard errors and design effects may also be calculated for the teacher and school administrator questionnaires at the child level they are quite large compared to those typically found for the ECLS K data Design effects for teacher and school items are large beca
33. Education Services F2SPECS The composite variable F2SPECS indicates whether or not the child received special education services in the spring of the base year based on the presence or absence of a link to a special education teacher in the FMS in spring kindergarten Children were linked to special education teachers in the FMS The values are 1 if the child received special education services 2 if the child did not receive special education services and 9 if the link was missing between the child and his or her special education teacher in the FMS Indicator of Whether Child has an Individualized Education Plan IEP on Record at School U2RIEP The variable U2RIEP indicates whether or not the child had an IEP or Individualized Family Service Plan IFSP on record at his her school in the spring of the base year according to information from the student record abstract U2IEP The values for the variable are 1 child has an IEP IFSP on record at his or her school and 2 child does not have an IEP IFSP on record at his or her school It should be noted that this variable is slightly different from the composite in the spring first grade UARIEP The difference between UARIEP and U2RIEP is that in spring first grade respondents could indicate that the child had an IEP IFSP on record at his her school or another school Both types of records were counted in value 1 in the composite U4RIEP Food Security Status P2FSRAW P2FSSCAL and P
34. F4 YEAR ROUND SCHOOL F4SPECS F4 CHILD RECEIVED SPEC EDU SERV FROM F CS TYPE2 TYPE OF SCHOOL IN BASE YEAR SAMPLE FRE R3REGION R3 CENSUS REGION R3URBAN R3 LOCATION TYPE 7 CATEGORIES R3LOCALE R3 LOCATION TYPE 8 CATEGORIES R3DEST R3 MOVED TO FALL 1ST GR DESTINATION SC R3FIPSST SCHOOL FIPS STATE CODE R3FIPSCT R3 SCHOOL FIPS COUNTY CODE R3CCDLEA CCD LEASSCHOOL DIST ID PUBLIC CCD SCHOOL ID PUBLIC STATE SCHOOL ID PUBLIC R3 SCHOOL ZIP CODE SCHOOL PIN PRIVATE R4 CENSUS REGION R4 LOCATION TYPE 7 CATEGORIES R4 LOCATION TYPE 8 CATEGORIES R4 MOVED TO SPRING 1ST GR DESTINATN 5 R4 SCHOOL FIPS STATE CODE R4 SCHOOL FIPS COUNTY CODE R4 CCD LEASSCHOOL DIST ID PUBLIC R4 CCD SCHOOL ID PUBLIC R4 STATE SCHOOL ID PUBLIC R4 SCHOOL ZIP CODE R4 SCHOOL PIN PRIVATE The Variable List provides you with a comprehensive means of reviewing and identifying the variables that you want to use To help you select the desired variables the ECB provides you with the following capabilities Perform searches of variable names and descriptions see section 8 3 1 View code book information for each variable see section 8 4 9 and Move selected variables to a Working Taglist see section 8 4 2 8 17 8 3 1 Searching the Code Book for Variables The ECB allows you to search a catalog s Variable List for variables meeting criteria you specify The Narrow Search and Expand Search functions
35. K 1 longitudinal weights computed for children with complete data from different combinations of rounds All K 1 longitudinal weights are child level weights There are no K 1 longitudinal weights at the school or teacher level since school and teacher level weights are not computed for the first grade year The K 1 longitudinal weights available on the first grade restricted use ECB are described in table 9 1 This table is designed to help users choose appropriate weights for their analysis First decide which two or more points in time are the focus of the analysis The analysis could pertain to two points in time any two of spring kindergarten fall first grade and spring first grade three points in time any three of fall kindergarten spring kindergarten fall first grade and spring first grade or four points in time all four rounds of data For example if the analysis uses spring kindergarten and fall first grade data then the appropriate weights would be those beginning with C23 denoting child level data from round 2 AND round 3 Second consider the source of the data which also affects the choice of the weight In table 9 1 details under to be used in the analysis of provide guidance based on whether the data were collected through the child assessments parent interviews or teacher questionnaires A or B 9 4 For the same example noted earlier the two weights available are C23CW0 and C23PWO If parent data from
36. Missing appears as a blank when viewing code book frequencies and in the ASCII data files System missing codes blanks in the first grade files have one of two meanings either that an entire instrument or assessment is missing due to unit nonresponse or that some questions were not asked in one form of a questionnaire for returning schools but were asked in another form of a questionnaire for new schools this applies only to the school administrator questionnaire An example of the first meaning of system missing is a child s parent not participating in the parent interview In this case all questions from the parent interview will be blank system missing These may be translated to another value when the data are extracted into specific processing packages For instance SAS will translate these blanks into 66 25 periods for numeric variables The second meaning of a system missing code occurs only in the school administrator questionnaire School administrator questionnaires were distributed in spring kindergarten and spring first grade In order to reduce burden on the school administrator if it was the same school for both time periods a returning school questions that were not expected to change e g the grade levels included in the school were not asked again in spring first grade However if the school had not participated in spring kindergarten a new school all questions were asked Those questions that
37. Narrow Search 1 Click on the Narrow button located above the Variable List window 2 The Narrow Search dialog box appears as shown in figure 8 19 8 20 Figure 8 19 Narrow Search Text dialog box Enter Harrow Text m Search Variable Name Variable Description C Both Variable Name and Description Search Cancel 3 Enter a key character string word or phrase in the Enter Narrow Text field Character strings can include a single alphanumeric character or a sequence of several characters The search is not case sensitive The results returned will be all entries that contain that exact sequence of letters numbers spaces and words 4 Click in the Variable Name Variable Description or Both Variable Name and Description radio button to specify where to search 5 Click on the Search button to initiate the search 6 The variables meeting the specified criteria will be displayed in the Variables List column If no variable names or descriptions in the catalog contain the specified search text then the message shown in figure 8 20 will appear Figure 8 20 No Matches Found message No Matches Found No variables in the Variable List matched your search criteria You can press the Reset button to start over with the complete list of variables for the current catalog School Note After you Narrow Search the Variable List your next Narrow Search applies ONLY to the results of your previ
38. PUBLIC R4 CCD SCHOOL ID PUBLIC R4 STATE SCHOOL ID PUBLIC R4 SCHOOL ZIP CODE R4 SCHOOL PIN PRIVATE CHILD COMPOSITE DOB YEAR R4 COMPOSITE CHILD ASSESSMENT AGE MNTHS R4 CHILD SCH CHANGE TYPE BTWN RNDS 2 amp 4 R4 CHILD SCH CHANGE TYPE BTWN RNDS 3 amp 4 A4 PERCENT OF BLACKS IN CLASS A4 PERCENT OF HISPANICS IN CLASS A4 PERCENT OF MINORITIES IN CLASS B4 TEACHER S AGE S3 SCHOOL TYPE FROM FMS S4 SCHOOL TYPE FROM THE SCH ADMIN QUEST S4 TOTAL SCHOOL K ENROLLMENT S4 TOTAL SCHOOL FIRST GRADE ENROLLMENT S4 TOTAL SCHOOL ENROLLMENT S4 PERCENT MINORITY STUDENTS S4 PCT FREE LUNCH ELIGIBLE STUDENTS S4 PCT REDUCED LUNCH ELIGIBLE STUDENTS S4 PERCENT GIFTED TALENTED STUDENTS S4 PUBLIC OR PRIVATE SCHOOL P3 HOME ZIP CODE SPQIS7 WHAT PRIMARY LANGUAGE AT HOME P4 HOME ZIP CODE P4 SPQI20K INSTRUCTION IN BRAILLE P4 SPQI20L INSTRUCTION IN SIGN LANGUAGE P4 SPQ130A AGE AT THERAPY BEGINNING YR P4 SPQ130B AGE AT THERAPY BEGINNING MTH P4 SPQ157 WHAT PRIMARY LANGUAGE AT HOME P4 SPQ160 CHILD BORN IN THIS COUNTRY P4 SPQ180 YEAR COME TO UNITED STATES P4 SPQ190 CHILD A U S CITIZEN 7 96 Comment This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con fidentiality
39. School School year ending date month S4FOURTH S4THIRD S4SECOND SAGRADEI S4PRE1 S4KINDER S4TRANS S4PRKNDR S4TWEL12 S4ELEV11 SATENI0 SANINO9TH SAATESTH S4SEV7TH SASIX6TH S4FIFSTH S4FOR4TH S4THI3RD S4SEC2ND S4FIR2ST S4PREIST S4KINGAR S4REDDYN S4PREK S2SCLVL Sampling Frame variable not on file RARDDSTRI R4RDDSTR2 1 31 R4RDDSTR3 RARDDSTRA and whether a year round school from FMS variable not on file RAMMSTRI RAMMSTR2 RAMMSTR3 1 12 RAMMSTRA and whether a year round school from FMS variable not on file RAYYSTRI R4YYSTR2 R4YYSTR3 1999 2000 R4YYSTR4 and whether a year round school from FMS variable not on file RARDDSTRI R4RDDSTR2 1 31 R4RDDSTR3 RARDDSTRA and whether a year round school from FMS variable not on file RAMMSTRI RAMMSTR2 RAMMSTR3 1 12 RAMMSTRA and whether a year round school from FMS variable not on file 6 L Table 7 14 Spring first grade composite variables continued Variable name U4SCHEYY F4YRRND K4INFAC S4INSAC U4SRABS Category School School School flag School flag School flag Description School year ending date year Year round school Presence or absence of facilities checklist data Presence or absence of SAQ data Presence of spring first grade SRA data Derived from RAYYSTRI RAYYSTR2 RAYYSTR3 RAYYSTRA and whether a year round school from FMS variable not on file FMS variable not on file
40. Spring first grade PA CCQ Includes child care history for child 1498 1562 PI during their first grade year 1 e Child Care relative care non relative care center care Head Start Spring first grade P4 Includes information on non resident 1563 1611 PI parent and custody arrangements Non resident Parent Question Spring first grade P4 FRQ Includes television viewing habits and 1612 1634 PI rules parent communication with child Family Rules Spring first grade P4 CHQ Includes information on dentist and 1635 1686 PI doctor updates fall information on Child s Health indicators for developmental difficulties and Well Being Spring first grade P4 PEQ Includes parents education level job 1687 1700 PI Parent Education training currently attending courses 8 59 Table 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID Spring first grade P4 EMQ Includes parents employment status 1701 1730 PI Parent Employment Spring first grade P4 WPQ Includes family s utilization of AFDC 1731 1742 PI or food stamps free reduced breakfast Welfare and or lunch Other Public Transfers Spring first grade P4 PAQ Includes household income 1743 1748 PI Parents Income and Assets Spring first grade PA CMQ Includes number of places child lived 1749 1762 PI reasons for moving mode and language Child Mobility and of interview Plans to Move
41. This data suppressed for respondent confidentiality 2123 A4DELAY A4Q12E DEVELOPMENTAL DELAY This data recoded for respondent confidentiality 2124 A4VIS A4 12 VISION IMPAIRMENTS This data recoded for respondent confidentiality 2125 AAHEAR A4 Q12G HEARING IMPAIRMENTS This data recoded for respondent confidentiality 2126 A4ORTHO A4 QI2H ORTHOPEDIC IMPAIRMENTS This data recoded for respondent confidentiality 2127 A4OTHER 4 0121 OTHER HEALTH IMPAIRMENTS This data recoded for respondent confidentiality 2128 A4MULTI A4Q12J MULTIPLE DISABILITIES This data suppressed for respondent confidentiality 2129 A4AUTSM A4 QI2K AUTISM This data suppressed for respondent confidentiality 2130 A4TRAUM A4 QI2L TRAUMATIC BRAIN INJURIES This data recoded for respondent confidentiality 2131 A4DEAF A4 Q12M DEAFNESS AND BLINDNESS This data suppressed for respondent confidentiality 2132 A4OTDIS A4 Q12N OTHER SPECIFY DISABILITIES This data suppressed for respondent confidentiality 2133 A4SPCIA A4 Q13A SPECIAL DISABILITY SERVICES This data recoded for respondent confidentiality 2134 AAIEP A4 Q13B IEP FOR CHILDREN W DISABILITY This data recoded for respondent confidentiality 7 99 Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName 35 39 40 4l 42 43 44 45 46 48 49 50 51 54 55 56 58 59 60 61 63 64 65 66 67 68 69 70 71 2512 2513 2514 2515 2516 2518 2520
42. U4SRABS Child assessment status indicators e g 68 90 Variable Name cognitive data available parent data available teacher data available school data available special education data available student record abstract data available Recalibrated C3 Reading Reading Mathematics and General 221 223 Cognitive Skills C3 Math Knowledge T scores and IRT scale 235 237 and Knowledge C3 Gen Know scores 248 250 Fall first grade Recalibrated C4 Reading Reading Mathematics and General 251 253 Cognitive Skills C4 Math Knowledge T scores and IRT scale 265 267 and Knowledge C4 Gen Know scores 278 280 Spring first grade Recalibrated C3 Prof Reading Reading and Mathematics proficiency 224 228 Cognitive Skills C3 Prof Math scores 238 242 and Knowledge Fall first grade Recalibrated C4 Prof Reading Reading and Mathematics proficiency 254 258 Cognitive Skills C4 Prof Math scores 268 272 and Knowledge Spring first grade Recalibrated C3 Prob Reading Reading and Mathematics probability 229 233 Cognitive Skills C3 Prob Math scores 243 247 and Knowledge Fall first grade Recalibrated C4 Prob Reading Reading and Mathematics probability 259 263 Cognitive Skills C4 Prob Math scores 273 277 and Knowledge Spring first grade Social Skills and P4 Approaches Five factor scores from the social rating 145 Knowledge P4 Self scale in the parent interview 146 P4 Social approaches to learning self control 147 Parent Rating P4 Sad social interaction sad lonely 148 S
43. a biological parent the current mother father designation was given to the adoptive step foster guardian partner or unknown type parent This information along with household size and presence or absence 7 41 of grandparents siblings and other relatives was used to construct the household composition variables PAHPARNT PAHDAD P4HMOM and P4HFAMIL and parent type variables and PADADTYP After the actual residential parents were identified and the composite variables were constructed in any household without a parent the household respondent and his or her spouse if applicable was assigned as a parent figure Parent demographic variables including age race ethnicity and education were then constructed for all parents parent figures It should be noted however that these parent figures were not defined as parents meaning biological step adoptive or foster in the construction of the household composition composite variables described earlier For example for PAHFAMIL composite values are as follows 1 two parents and sibling s 2 two parents siblings 3 one parent and sibling s 4 one parent no siblings 5 other Parent figures were placed in the other category for this composite Likewise for the composite PAHPARNT parent figures were placed in categories 8 or 9 for related and unrelated guardians respectively Similarly parent figures
44. and 10 or there was no school administrator questionnaire then school sample frame data were used to determine the value for the composite 5 Recoding rules for data with errors were the following 1 If answers were reported as numbers and the total number of students was missing the total from another question about total enrollment Q3a S4ANUMCH was used if the difference between the summed total and the reported Q3a total was within a 5 percent confidence interval 95 105 percent 2 Ifthe method of reporting was mixed some in numbers other in percents the race percentages were 9 filled and the frame was checked for information 3 If percentages were recorded with none of the above errors and the summed total across categories was within 5 percent of the reported total any blanks were recoded to 0 4 Ifthe summed total was not 95 105 percent of the sum reported or not 95 105 percent of total enrollment from another question Q3a S4ANUMCH the individually reported percentages and numbers were made 9 and the frame was checked for information 5 Ifnumbers were reported with none of the above errors and the summed total across categories were within 5 percent of the reported total any blanks were recoded to 0 The composite came from the data in this case If the summed total was outside these boundaries e g the summed total was outside the 10 percent confidence interval any blanks were filled with 9 s and
45. are used to develop and refine the variables listed in your Variable List before adding them to your Working Taglist Help screens were designed for each catalog to expedite searching The help screen for the child catalog is provided in table 8 7 and for the school catalog in table 8 13 8 3 1 1 Using the Go Button Using the Go button located at the top of the Variable List column allows you to quickly move to a particular variable in the Variable List You use the field ID presented in the help screens described earlier How to Use the GO Button l Type the field ID in the input box on the left of the Go button 2 Click on the button 3 The Variable List will then scroll down automatically to show the selected variable 4 The selected variable is highlighted 5 The field ID of the current variable selected is showed on the right of the Go button figure 8 18 6 Click the Reset button to return to the top of the original Variable List Field ID 1 or enter another field ID to scroll to another variable 8 18 Figure 8 18 Go button ECLS K First Grade Public Use ECB First Grade Child Create E File Extract Tools Codebook Help VARIABLE LIST Expand Reset 100 Go Field ID 100 Variable Name Variable Description C3RDGFLG C3 READING TEST SCORE PRESENT amd C3MTHFLG P4EDIT P4ERRFLG CIRRRONR TEST SCORE PR
46. as employed Father s education m Detailed income range where the broad income range was known Detailed income range where the broad income range was unknown and n Exact household income value for households meeting the size and income criteria At this point all of the missing values had been imputed However an exact income value was still required to construct the SES composite for households that did not meet the size and income criteria for poverty The midpoint of the detailed income range was assigned for this purpose to households at income levels of 50 000 or less To derive the midpoint for higher income levels households were ranked by kindergarten year exact income within the levels of the first grade year detailed income range The four upper levels of the detailed range were subdivided according to the quantiles of the exact income The divisions were at the 33rd and 67th percentiles for levels of 50 001 to 75 000 and 75 001 to 100 000 they were at the 25th 50th and 75th percentiles for levels of 100 001 to 200 000 and 200 001 or more The log of exact household income was used to construct the SES composite This value does not vary widely within the levels of the detailed income range so the midpoint was a reasonable choice for constructing the SES composite It was used only for this purpose and was not retained in the data file after the SES composite was computed All missing values of the SES componen
47. belong to certain topics It does not reflect the contents of the entire child catalog 8 53 Table 8 6 Child catalog blocks As noted Order Block 1 Identifiers 2 FMS data 3 School demographic data 4 Round 3 school demographic data 5 Round 4 school demographic data 6 Child demographic composites 7 Round 3 child demographic composites 8 Round 4 child demographic composites 9 Round 3 child status change flag 10 Round 4 child status change flag Weights 11 Round 3 child weight full sample 12 Panel 23 child weight full sample 13 Panel 123 child weight full sample 14 Round 4 child weight full sample 15 Panel 24 child weight full sample 16 Panel 34 child weight full sample 17 Panel 124 child weight full sample 18 Panel 1234 child weight full sample 19 Round 3 parent weight full sample 20 Panel 23 parent weight full sample 2 Panel 123 parent weight full sample 22 Round 4 parent weight full sample 23 Panel 24 parent weight full sample 24 Panel 34 parent weight full sample 25 Panel 124 parent weight full sample 26 Panel 1234 parent weight full sample 27 Round 4 CPT weight full sample 28 Panel yr2 combined weight full sample Flags 29 Round 3 child assessment data status flags 30 Round 4 child assessment data status flags 31 Round 3 parent interview data status flags 32 Round 4 parent interview data status flags 33 Round 4 teacher questionnaire A data status flags 34 Round 4 teacher questionnaire B data status flags 35
48. box Save Changes Save changes to taglist 3 If you DO NOT wish to save your Working Taglist click on the No button If you DO wish to save your Working Taglist click on the Yes button For more information refer to section 8 4 4 Saving Taglists 8 2 4 Removing the Electronic Code Book Program From Your Personal Computer How to Uninstall the ECB 1 Click on the Windows Start button 2 Select the Settings menu 3 In the Control Panel window click on the Add Remove Programs 4 Select ECLS K First Grade Public Use ECB and click on the Add Remove button 8 13 gt Follow any prompts You will be prompted by the InstallShield Wizard to confirm the uninstallation and finish the process 6 It is designed that the uninstallation will keep the taglists when the ECB program is uninstalled in order that all the saved taglists will be retained when the ECB is reinstalled As a result the uninstallation will not remove the directory where the ECB was 8 2 5 Title Bar The Title Bar shown below in figure 8 14 is the horizontal bar located at the top of the main screen It will list the name of the program and the catalog that you have opened and it will indicate that you are in the Create Taglist mode Figure 8 14 Title Bar ZU ECLS K First Grade Public Use ECB First Grade Child Create T aglist 8 2 6 Menu Bar Selecting items from the pull down menus listed on the Menu Ba
49. calculated in the same way as those for the child except that there is not a variable that supplements parent reported race ethnicity with FMS data similar to the variable RACE for children All data on parent race ethnicity come from the parent interview Race ethnicity for parents is presented in the ECLS K files in two ways as dichotomous variables for each race ethnicity category for the father male guardian the variables are PAHDASN PAHDBLK P4HDIND PAHDPACI PAHDWHT P4HDHISP P4HDMTIR and for the mother female guardian the variables are PAIHMASN PAHMBLK P4HMIND PAHMPACI PAHMWHT PAHMHISP PAHMMTIR and as a categorical race ethnicity composite for the father male guardian it is P4HDRACE and for the mother female guardian it is PAHMRACE Respondents were allowed to indicate that they belonged to more than one of the five race categories white black or African American American Indian or Alaska Native Asian Native Hawaiian or other Pacific Islander From these responses a series of five dichotomous race variables were created that indicated separately whether the respondent belonged to each of the five specified race groups In addition one more dichotomous variable was created for those who had simply indicated that they were 7 27 multiracial without specifying the race e g biracial The retention of the dichotomous variables on the file allows users to create different composites as needed Parent race ethnicity i
50. certain categorical variables have their categories collapsed in the public use file While this protects the cases from a disclosure risk these variables can still be used in all different kinds of analysis such as regression analysis There is a comment field in the variable frequency distribution view screen of the electronic code book that displays a comment for each masked variable indicating whether the variable from the restricted use file has been recoded or suppressed in the public use file Variables that were recoded in any way during the data masking process display the comment This data recoded for respondent confidentiality Variables that were suppressed on the public use file for protection of the respondent or child from identification display the comment This data suppressed for respondent confidentiality and all values for the variable are set to equal 2 for that variable Table 7 15 presents the list of the masked variables The tables display the variable name variable label and the comment displayed in the electronic code book indicating if the variable was recoded or suppressed The table is sorted sequentially by the variable Field ID see section 8 3 1 1 for how to use the variable Field ID 7 94 All variables from the special education teacher questionnaire part A 1 all variables with the prefix D4 from the special education teacher questionnaire part 1 all variables with the prefix E4 a
51. conflicts with his status as the spouse partner of the reference person For example in a household containing a child s grandparents but not his or her parents we may designate the grandmother as the mother figure and the grandfather thus becomes the father by virtue of his marriage to the grandmother These cases were examined but left unchanged Both the original and correct grandfather Trelationship data and the new parent figure designation father that had been constructed were kept In fall first grade four cases remained with errors after these tests were run the cases can be identified by the flag P3ERRFLG In spring first grade 82 cases remained in error after these tests were run the cases can be identified by the flag PAERRFLG 6 2 Coding and Editing Specifications for Hard Copy Questionnaires 6 2 1 Receipt Control In order to monitor the more than 45 000 documents that were to be received in the first grade year the project specific receipt and document control system developed in the base year was used The receipt and document control system was initially loaded with the identifying information such as identification numbers for schools teachers and children the links between teachers and children and the questionnaires that were expected from each school and teacher for each cooperating school in the sample As data were collected in the field field supervisors completed transmittal forms for each schoo
52. desired 2 Click on the Taglist pulldown menu and select the Import option Figure 8 31 Pull down menu to select Taglist Import ECLS K First Grade Public Use Extract Tools C New Ctrl N Open Cti O Delete Add Variable a Save Cts C3GKFL s C4COGI C4RDGI Import C4MTHI Export 3 You will be prompted to save the current Working Taglist if unsaved changes have been made Save the taglist if desired 4 The Import Taglist From dialog box appears 5 Enter the file name you would like to import the taglist from 8 33 Figure 8 32 Import Taglist dialog box Import Taglist From 2 x Lookin x ECLS K First Grade Pubicuse EC v E e a T aglist1 Taolist2 tl File name T aglist1 tlt Files of type tl Cancel 6 Click on the Open button The Working Taglist will be replaced by the new imported taglist 8 4 7 Using Predefined Taglists The ECLS K First Grade Public Use ECB provides predefined taglists within each catalog which address specific topics These predefined taglists can be added to your Working Taglist or can be opened as a new Working Taglist Opening these predefined taglists is performed using the same steps as opening a user saved taglist presented in section 8 4 1 Users can add as many of the predefined taglists as desired to the open Working Taglist See sections 8 6 2 and 8 7 2 for listings and descriptions of the predefined taglists found i
53. end For example 0001001P is the ID number of the parent of the first child sampled in school 0001 If twins are sampled the ID of the first child sampled is used to generate the parent ID For twins there will be two child level records with the same parent ID Children with the same teacher can be identified by finding all children on the child file with the same teacher ID It should be noted that there is a difference in the variable names between the base year and first grade special education teacher IDs In the base year of the study information from special education teachers was included in a separate file and was not part of the child or teacher catalogs The ID number for special education teachers in the base year special education file was T ID In the first grade file the special education teacher information is included with the rest of the first grade data thus ID numbers were needed to distinguish special education teachers from regular education teachers In the first grade file 4 ID is used to identify regular education teachers and DAT ID is used to identify special education teachers 7 2 Missing Values All variables on these files use a standard scheme for missing values Codes are used to indicate item nonresponse legitimate skips and unit nonresponse 1 Not Applicable including legitimate skips 7 Refused a type of item nonresponse 8 Don t Know a type of item nonresponse 9 Not Ascertained a type
54. from fall kindergarten AND spring kindergarten AND spring first grade alone or in conjunction with any combination of a limited set of child characteristics e g age sex race ethnicity C124PWO0 parent interview data from fall kindergarten AND spring kindergarten AND spring first grade 4CWO child direct assessment data from all four rounds of data collection alone or in conjunction with any combination of a limited set of child characteristics e g age sex and race ethnicity 4PWO parent interview data from all four rounds of data collection Y2COMWO child direct assessment data from fall kindergarten AND spring kindergarten AND spring first grade in conjunction with parent and or teacher data from spring first grade AND one or more base year rounds of parent and or teacher data K 1 longitudinal weights are used to produce estimates of differences between two or more rounds of data collection spanning across both kindergarten and first grade Simple examples involving two rounds of data collection are the differences in children s mean assessment scores between spring kindergarten and spring first grade using C24CWO0 and the difference in social rating scores as reported 9 5 by parents using C24PWO social rating scores as reported by teachers and parents are not available for fall first grade K 1 longitudinal weights are also used to study the characteristics of children who were assessed in two or more rounds
55. in which the child passed the English Oral Language Development Scale OLDS This variable indicates whether or not the child received special education services based on the presence or absence of a link to a special education teacher in the FMS This variable indicates whether or not the child has an Individualized Education Program IEP or Individualized Family Service Plan IFSP on record at his her school or at another school according to information from the student record abstract Total days tardy during school year Total number of days absent during the school year Derived from CISCTOT C2SCTOT C3SCTOT C4SCTOT Child teacher link in the FMS variable not on file U4IEP 4TRDYTI UA4TRDYEI U4TRDYUI 4TRDYT2 U4TRDYE2 U4TRDYU2 4TRDYT3 U4TRDYE3 U4TRDYU3 4TRDYT4 U4TRDYE4 U4TRDYU4 CC c J4ABSTO1 U4ABSEX1 U4ABSUNI1 4ABSTO2 U4ABSEX2 U4ABSUN2 4ABSTO3 U4ABSEX3 U4ABSUN3 4ABSTO4 U4ABSEX4 U4ABSUN4 Cic Values 0 Child not identified as needing the OLDS 1 Child passed OLDS in fall kindergarten 2 Child passed OLDS in spring kindergarten 3 Child passed OLDS in fall first grade 4 Child passed OLDS in spring first grade 9 Child did not pass the OLDS by spring first grade 1 Child got special education services in spring first grade 2 Child did not get special education services in spring first grade 1 Child has IEP IFSP on record at his her school or anot
56. invoke the program Figure 8 7a Desktop icon 8 9 Figure 8 7b Desktop screen click start J Accessories Adobe Acrobat 4 0 Js Blaise41 J Connections J Dbmscopy Je Dell 4g GS Tools JA Main Microsoft Developer Network Microsoft Hardware J Microsoft Visual Basic 5 0 J Microsoft Visual Basic 6 0 J Microsoft Web Publishing UA Novell J Real J Seagate Crystal Reports J Seagate Crystal Reports 6 0 SPSS for Windows J StartUp 4g The Office Je Utilities Jg Weswin Login ECLS K First Grade Public Use ECB e Dutlook Express q a 10 29 AM 2 If you are a first time user of ECLS K First Grade Public Use ECB figure 8 8 will display and ask if you are a new ECB user Figure 8 8 First time user dialog box ECLS K First Grade Public Use ECB Is this the first time you have used the ECLS K First Grade Public Use ECB No 3 Click Yes if you are a first time user The ECLS K First Grade Public Use ECB splash screen shown in figure 8 9 will display 8 10 Figure 8 9 ECLS K First Grade Electronic Code Book splash screen 4 On the Select Catalog screen figure 8 10 highlight the catalog you want to work with Figure 8 10 Select Catalog screen Select Catalog Base Year School 5 Click OK to open the Main ECB screen shown in figure 8 11 8 11 Figure 8 11 Main electronic code book screen ECLS K Firs
57. of item nonresponse blank System Missing including unit nonresponse The Not Applicable code 1 has two purposes Its primary purpose is to indicate that a respondent did not answer the question due to skip instructions within the instrument or external reasons that led a respondent not to participate In the parent interview where the parent or guardian was a 7 3 respondent a Not Applicable is coded for questions that were not asked of the respondent because of a previous answer given For example a question about a sibling s age is not asked when the respondent has indicated that the child has no siblings A Not Applicable code is also used in the direct child assessment if a child did not participate in any section due to language or a disability For the teacher and school files where the instruments are self administered a Not Applicable is coded for questions that the respondent left blank because the written directions instructed them to skip the question due to a certain response on a previous question Another use of the Not Applicable code is when it is not known whether a respondent would have answered a question series following a lead question One example of this use of Not Applicable is in the Facility Checklist There are several skip patterns in this questionnaire that result in the use of Not Applicable codes To illustrate question 1a whether a particular facility is available is a lead
58. on household size the race ethnicity composite variables WIRACETH and RACE were created The categories were white non Hispanic black or African American non Hispanic Hispanic race specified Hispanic no race specified Asian Native Hawaiian or other Pacific Islander American Indian or Alaska Native and more than one race specified non Hispanic The child composites WIRACETH race ethnicity and RACE race ethnicity both share these categories however FMS data were used to fill in missing parent report data for the variable RACE and only parent report data were used for the variable WIRACETH A child was classified as Hispanic if a respondent indicated the child s ethnicity was Hispanic regardless of whether a race was identified and what that race Was It should be noted that there were additional race and ethnicity data collected for children in the spring of first grade These questions ask whether the child is a member of a Spanish Hispanic Latino group and if so what group FSQ 210 and FSQ 215 if the child is a member of an Asian group and if so what group FSQ 220 and FSQ 225 and if the child is a member of a Pacific Islander group and if so what group FSQ 230 and FSQ 235 These variables are available to users to make race and ethnicity distinctions but they were not incorporated into the composite variables Child s Height C3 HEIGHT and CAHEIGHT Children s height was measured twice at each data collectio
59. or child status variables for spring first grade Data collected derived from spring first grade school administrator questionnaire Data scores collected derived from spring first grade teacher questionnaire C Data collected derived from spring first grade student record abstract First grade cross round parent composite variables Kindergarten and Cross round Variables C23C C123C Child level panel weight variable from spring kindergarten and fall first grade Child level panel weight variable from fall kindergarten spring kindergarten and fall first grade 7 7 C24C C34C C124C CI 4C C23P C123P C24P C34P C124P CI 4P F2 HS K2 P2 S2 U2 WK Y2COM Child level panel weight variable from spring kindergarten and spring first grade Child level panel weight variable from fall first grade and spring first grade Child level panel weight variable from fall kindergarten spring kindergarten and spring first grade Child level panel weight variable from fall kindergarten spring kindergarten fall first grade and spring first grade Child level panel weights for parent data from spring kindergarten and fall first grade Child level panel weights for parent data from fall kindergarten spring kindergarten and fall first grade see chapter 9 for details Child level panel weights for parent data from spring kindergarten and spring first grade Child level panel weights for parent data from fall fi
60. or female guardian in the household is White Mother or female guardian in the household is Hispanic Mother or female guardian in the household is more than one race Derived from PARCI 1 through PARC6 1 up to 25 and PAHSP 1 through PAHSP 25 FSQ190 and FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PA4HSP 1 through PAHSP 25 FSQ190 FSQ195 and the other specify text not on file collected in FSQ198 when FSQ195 91 another race Values 1 White 2 Black or African American 3 Hispanic race specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than 1 race non Hispanic 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 8 L Table 7 14 Spring first grade composite variables continued Variable name Category Description WIMOMED Family HH Mother s highest level of education P4HMEMP Family HH The work status of the mother or female guardian in the household Derived from PAHIG 1 through PAHIG 4 PEQ020 P4HIS 1 through P4HIS 4 PEQ030 1 EMQ020 PAHRS EMQ050 P4VAC 030 PALOK EMQ060 P4DO1 EMQ070 PADO2 EMQO070 P4D
61. order to use data from these variables in analysis for all of the schools not just the new schools data from returning schools collected in the base year must be pulled forward To conduct analyses using all school data analysts must merge the base year school variables that were not collected in spring first grade with 7 57 the first grade school variables for returning schools The base year school catalog has been included with the first grade child catalog to facilitate merging the SAQ variables from both rounds of data collection Table 7 12 lists the variables from the spring kindergarten school questionnaire that do not appear in the spring first grade returning school questionnaire The SAQ includes school administrator characteristics School administrators changed in some returning schools between the kindergarten and first grade school years In the first grade returning SAQ if the school administrator was the same as in kindergarten then the school administrator skipped the school administrator characteristics in order to reduce burden If the returning school administrator was new in first grade then he or she answered the school administrator characteristic items Thus analysts must decide which school administrator characteristics to use 1 those for the kindergarten school administrator or those for the first grade school administrator First grade school composites were created for all schools regardless of which questio
62. printed from the ECLS K First Grade Public Use ECB main screen The code book displays several pieces of information about each variable that are described in table 8 3 Table 8 3 Code book information Field Description Question Text The question that was asked the respondent by the interviewer or that was on the self administered instruments Variable Name The name of the variable as it appears in the catalog and a brief Description description of its content Record Number The row number of the variable within the catalog data file Format The format of the variable The first character is either or N for alphabetical or numeric All variables are numeric except the identifiers which begin with an A The number following the A or N is the length of the variable For numeric variables the number after the decimal point is the number of decimal places Comment Information to clarify specific information about a variable Position The column number position of the variable within the catalog data file Response A brief statement of each response code s meaning Codes The numeric codes specifying each response Frequency The numeric count of respondents providing the corresponding response code The frequency counts are unweighted Percent The percentage of respondents providing the corresponding response code The percents are unweighted How to View the Code Book for Tagged Variabl
63. question that skips to question 1b whether a particular facility was observed if the facility is available Question 1b is a lead question that skips to question 2 if a facility is observed A Not Applicable for question 1b whether a particular facility was observed means that the facility was not available or that the observer failed to answer whether the facility was available A Not Applicable for question 2 observer rating of the facility or question 3 handicap accessibility means that the specific facility was not available that the observer did not answer whether it was available the facility was available but not observed or that the observer failed to answer whether it was observed In these cases the Not Applicable code does not simply mean that the facility was not available at the school Another example of the use of the Not Applicable code is illustrated in the skip pattern link between question 4 number of portable classrooms in the Facility Checklist and questions 1a and 1b about whether or not the observer reported available or observed portable classrooms If an observer failed to answer in question la m whether portable classrooms were available the number of portable classrooms in question 4 was coded Not Applicable Also if an observer answered yes that there were portable classrooms in question la m but then did not answer whether he she observed them in question 1b m question 4 about the
64. respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality his data suppressed for respondent confidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data suppressed for respondent con fidentiality This data suppressed for respondent confidentiality This data recoded for respondent confidentiality This data suppressed for respondent con This data suppressed for respondent con fiden
65. spring kindergarten and fall first grade are needed for the analysis then C23PWO should be used Base year longitudinal weights for the analysis of the base year data within the kindergarten year alone are described in the base year user s manuals First grade longitudinal weights for the analysis of the first grade data within the first grade year alone are described in chapter 4 of this user s manual Table 9 1 ECLS K K 1 longitudinal weights K 1 longitudinal panel weights Weight to be used for analysis of C23CW0 child direct assessment data from BOTH spring kindergarten and fall first grade alone or in conjunction with any combination of a limited set of child characteristics e g age sex race ethnicity C23PWO parent interview data from BOTH spring kindergarten and fall first grade C123CW0 child direct assessment data from fall AND spring kindergarten AND fall first grade alone or in conjunction with any combination of a limited set of child characteristics e g age sex race ethnicity C123PWO0 parent interview data from fall AND spring kindergarten AND fall first grade C24CW0 child direct assessment data from BOTH spring kindergarten and spring first grade alone or in conjunction with any combination of a limited set of child characteristics e g age sex race ethnicity C24PWO parent interview data from BOTH spring kindergarten and spring first grade C124CW0 child direct assessment data
66. variables were coded and how the race ethnicity composite was created Office of Budget and Management Executive Office of the President 1980 Standard Industrial Classification Manual Springfield VA and Office of Federal Statistical Policy and Standards U S Department of Commerce 1980 Standard Occupational Classification Manual 2nd ed Washington DC Superintendent of Documents U S Government Printing Office Language Coding The same coding rules used in the base year were used to code home languages reported by respondents Partially Complete Parent Interviews A completed parent instrument was defined by whether the section on family structure FSQ was completed by the respondent Only completed interviews were retained in the final data file A small number of interviews in each round approximately five less than one percent in fall first grade and 113 less than one percent in spring first grade terminated the parent interview after the FSQ section but before the end of the instrument These interviews were defined as partially complete cases and were included in the data file All instrument items after the interview termination point were set to 9 for not ascertained Household Roster in the Parent Interview Several tests were run on the household roster to look for missing or inaccurate information These tests are the same tests run on the kindergarten year data the difference in the first gra
67. 04 Teacher program class age and race ethnic Questionnaire A composition gender composition Classroom and percent limited English proficient Student languages in classroom Characteristics First Grade A4 Q21 A4 Q54 Includes Instructional approach 2205 2440 Teacher presence of centers learning areas Questionnaire A curriculum content teacher s aide Instructional physical resources e g texts Activities and equipment materials for art and music Curricular Focus Instructional time spent on specific aspects of reading and language arts math computers science and social studies First Grade 4 Q55 A4 Q57 Includes Criteria and standards for 2441 2459 Teacher evaluating students Questionnaire A Student Evaluation First Grade A4 Q58 A4 Q60 Includes Communication with parents 2460 2465 Teacher and percent of parents involved in Questionnaire A school offered activities Parent Involvement Kindergarten for Q1 Q6 Includes Class organization class 2469 2496 children repeating activities and evaluation Teacher Questionnaire B Class Organization Kindergarten for B4K Q7 B4K QI5 Includes Views on readiness school 2497 2544 children repeating climate environment Teacher Questionnaire B Teacher Views Kindergarten for Q16 Q26 Includes Gender birth year race 2545 2577 children repeating ethnicity experience education Teacher Questionnaire Teacher Demographics First Gr
68. 10 9TH GRADE PARTICIPATES S4 Q10 10TH GRADE PARTICIPATES S4 Q10 11TH GRADE PARTICIPATES S4 Q10 12TH GRADE PARTICIPATES S4 Q11A PERCENT OF ASIAN STUDENTS S4 Q11B PERCENT OF HISPANIC STUDENTS S4 Q11C PERCENT OF BLACK STUDENTS S4 Q11D PERCENT OF WHITE STUDENTS S4 Q11E PERCENT OF AMERICAN INDIANS S4 Q11F PERCENT OF OTHER STUDENTS S4 Q12A1 ELIGIBLE FOR FREE BREAKFAST S4 Q12A2 PARTICIPATES IN BREAKFAST S4 Q12B1 ELIGIBLE FOR FREE LUNCH S4 Q12B2 PARTICIPATES IN FREE LUNCH S4 Q12C1 ELIGIBLE IN REDUCED PRICE LUNCH S4 Q12C2 PARTICIPATES IN RED PRICE LUNCH S4 Q16 NUMBER SERVED BY TITLE 1 S4 Q18 OF CHILDREN SITE ACCOMMODATES S4 Q20A INSTRUCTIONAL COMPUTERS S4ADMNCM S4 Q20B INSTRUCT ADMIN COMPUTERS S4TOTCM S4 Q20C TOTAL NUMBER OF COMPUTERS 7 102 Comment This data suppressed for respondent con This data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T T T This data suppressed for respondent con This data suppressed for respondent con T T his data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for
69. 2 American Indian 1 237 1 531 2 535 6 427 Other 1 260 1 587 1 092 1 193 Region Northeast 1 679 2 819 1 942 3 772 Midwest 2 2770 5 151 1 762 3 106 South 2 033 4 135 1 665 2 172 West 1 645 2 707 1 514 2 291 Urbanicity Central city 1 866 3 482 1 462 2 138 Urban fringe and large town 1 924 3 703 1 622 2 632 Small town and rural area 2 056 4 226 1 798 3 233 SES quintiles First 1 444 2 084 1 218 1 484 Second 1 396 1 948 1 210 1 464 Third 1 462 2 136 1 248 1 558 Fourth 1 448 2 096 1 228 1 508 Fifth 1 492 2 226 1 269 1 611 Each median is based on 19 items Each median is based on 19 items 9 15 Table 9 8 ECLS K spring kindergarten fall first grade and spring kindergarten spring first grade panels standard errors and design effects of differences in scores for the full sample Number Design SRS Survey item Variable name ofcases Estimate SE SE DEFT DEFF Difference between spring kindergarten and fall first grade Reading score C3RRSCAL C2RRSCAL 4 915 5 31 0 173 0 079 2 181 4 756 Math score C3RMSCAL 5 126 5 40 0 106 0 074 1 434 2 057 C2RMSCAL General knowledge score C3RGSCAL C2RGSCAL 4 893 3 17 0 115 0 055 2 082 4 333 Median 2 082 4 333 Mean 1 899 3 715 Standard deviation 0 406 1 452 Coefficient of variation 0 214 0 391 Minimum 1 434 2 057 Maximum 2 181 4 756 Difference between spring kindergarten and spring first grade Reading score CARRSCAL C2RRSCAL 15 539 22 71 0 148 0 073 2 021 4 085 Math score C4RMSCAL 16 126 15 74 0
70. 23 0 652 0 294 2 215 4 906 Child characteristics mean Age of child in months R4 AGE 16 325 86 91 0 068 0 035 1 940 3 764 Child s household size P4HTOTAL 14 936 4 56 0 024 0 012 2 072 4 293 Number of children 18 in child s HH P4LESS18 14 936 2 55 0 021 0 010 2 205 4 861 Number of siblings in HH P4NUMSIB 14 936 1 51 0 019 0 010 1 971 3 886 Number of hours watched TV after dinner P4TVAFDH 14 779 0 77 0 013 0 007 1 983 3 932 Median 1 971 3 886 Mean 1 981 4 020 Standard deviation 0 320 1 219 Coefficient of variation 0 162 0 303 Minimum 1 365 1 862 Maximum 2 381 5 668 9 12 Table 9 6 ECLS K all four round panel standard errors and design effects for the full sample Number Design SRS Survey item Variable name ofcases Estimate SE SE DEFT DEFF Child characteristics percent Lived in single parent family P4HFAMIL 4 011 22 66 0 851 0 661 1 287 1 656 Lived in two parent family P4HFAMIL 4 011 75 21 0 859 0 682 1 259 1 586 Mom worked 35 hours week P4HMEMP 2 830 65 49 1 257 0 893 1 407 1 979 Primary case is center based PAPRIMNW 1 640 36 89 1 611 1 192 1 352 1 828 Primary case is home based P4PRIMNW 1 640 63 11 1 611 1 192 1 352 1 828 Parents had high school or less WKPARED 4 012 36 25 1 095 0 759 1 443 2 082 Parents attended PTA P4ATTENP 4 008 42 47 1 753 0 781 2 245 5 042 Did homework 3 4 times per week P4HMWORK 4 008 38 78 1 299 0 770 1 688 2 850 Parents helped with homework 3 4 times week P4HLPHWK 3 889 36 55 1 102 0 772 1 427
71. 2FSSTAT Food security status of the families in which children reside was assessed based on responses to the 18 food security questions P2WORRFD through 2 in the spring kindergarten parent interview The questions measure a wide range of food insecurity and reduced food intake They are combined into a scale using statistical methods based on the Rasch measurement model The items and the food security scale based on them have been validated using both ethnographic and statistical methods Calculations of food security variables were carried out in accordance with the standard methods described in Guide to Measuring Household Food Security Revised 2000 U S Department of 7 39 Agriculture Food and Nutrition Service Alexandria VA March 2000 Analysis of the ECLS K data using Rasch methods indicated that use of the standard benchmark household scores was appropriate P2FSSCAL is the scale score presentation of the food security items It is an interval level measure of food insecurity and is appropriate for linear models This scale score is a Rasch transformation of the raw score P2FSRAW Valid values range from 1 4 to 13 0 with higher values indicating more severe food insecurity Under Rasch model assumptions the scale score for families that affirm no items raw score 0 is indeterminate It is less than the lowest measured value 1 4 but its precise value is unknown and may vary substantially among families PZFS
72. 4REGION R4URBAN R4LOCALE GENDER RACE R3AGE R4AGE R3ELIG C4CWO CAPWO CACPTWO CARSCALE CARTSCOR CARPROFI CARPROF2 CARPROF3 C4RPROF4 C4RPROF5 C4RPROB1 C4RPROB2 C4RPROB3 C4RPROB4 CARPROBS5 CARPRINT CAMSCALE CAMTSCOR C4MPROF 1 C4MPROF2 C4MPROF3 C4MPROF4 C4MPROF5 2 C4MPROB3 C4MPROB4 C4MPROBS5 C4GSCALE C4GTSCOR C4CMOTOR PIFIRKDG WISESQS T4GLVL S4PUPRI S4SCTYP S4ENRLS C4SPASMT Field label CHILD IDENTIFICATION NUMBER SPRING 2000 SCHOOL IDENTIFICATION NUMBER SPRING 2000 TEACHER IDENTIFICATION NUMBER SPRING 2000 SPECIAL ED TEACHER ID NUMBER R3 CENSUS REGION R3 LOCATION TYPE R3 LOCATION TYPE 8 CATEGORY R4 CENSUS REGION R4 LOCATION TYPE 7 CATEGORY R4 LOCATION TYPE 8 CATEGORY CHILD COMPOSITE GENDER CHILD COMPOSITE RACE R3 COMPOSITE CHILD ASSESSMENT AGE MNTHS R4 COMPOSITE CHILD ASSESSMENT AGE MNTHS R3 CHILD ELIGIBILITY IN ROUND 3 C4 CHILD WEIGHT FULL SAMPLE C4 PARENT WEIGHT FULL SAMPLE C4 CHILD PARENT TCHER WEIGHT FULL SAMPLE C4 READING IRT SCALE SCORE C4 READING T SCORE C4 PROFI LETTER RECOGNITION C4 PROF2 BEGINNING SOUNDS C4 PROF3 ENDING SOUNDS C4 PROF4 SIGHT WORDS C4 PROF5 WORD IN CONTEXT C4 PROBI LETTER RECOGNITION C4 PROB2 BEGINNING SOUNDS C4 PROB3 ENDING SOUNDS C4 PROB4 SIGHT WORDS C4 PROBS WORD IN CONTEXT C4 PRINT FAMILIARITY C4 MATH IRT SCALE SCORE C4 MATH T SCORE C4 PROFI COUNT NUMBER SHAPE C4 PROF2 RELAT
73. 6 DATA PREPARATION As described in chapter 5 two types of data collection instruments were used for the Early Childhood Longitudinal Study Kindergarten Class of 1998 99 ECLS K data collection in the fall and spring first grade computer assisted and self administered paper forms hard copy The data preparation approach differs with the mode of data collection The direct child assessment and parent interview were conducted using computer assisted interviewing CAI techniques Editing specifications were built into the computer programs used by assessors to collect these data The teacher and school administrator forms were self administered When the field supervisors returned these forms coders recorded the receipt of these forms into a project specific forms tracking system Coders reviewed the questionnaires to ensure data readability for transfer into an electronic format The visual review included changing upcoding any Other specify responses that actually fit within the available response categories of the question There were some items where upcoding was conducted after the data were keyed due to the large volume of other responses Once they finished this review the coders sent the instruments to data entry to be manually transferred to an electronic format and reviewed for range and logic consistency The following sections describe the data preparation activities for both modes of data collection in more detail 6 1 Coding an
74. 749 A4KT3RD Q3G TCH 3RD GRADE OR HIGHER LEVEL This data suppressed for respondent confidentiality 1750 AAKAONLY Q4A MORNING CLASS ONLY This data suppressed for respondent confidentiality 1751 A4KPONLY Q4B AFTERNOON CLASS ONLY This data suppressed for respondent confidentiality 1756 A4K3YRO A4K Q7A HOW MANY 3 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1757 Q7B HOW MANY 4 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1758 A4K5YRO Q7C HOW MANY 5 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1759 A4K6YRO Q7D HOW MANY 6 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1760 A4K7YRO Q7E HOW MANY 7 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1761 A4KSYRO Q7F HOW MANY 8 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1762 A4K9YRO A4K Q7G HOW MANY 9 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 1763 A4KTAGE Q7H TOTAL CLASS ENROLLMENT AGE This data recoded for respondent confidentiality 1764 A4KASIA A4K Q8A OF ASIAN PACIFIC ISLANDERS This data recoded for respondent confidentiality 1765 A4KHISP Q8B OF HISPANICS ALL RACES This data recoded for respondent confidentiality 1766 A4KBLAC Q8C OF NON HISPANIC BLACKS This data recoded for respondent confidentiality 7 97 Table 7 15 Recoded and suppresse
75. 9 Flags indicate unit response for the data source e g direct child assessment parent interview or that the parent interview data were edited Scores are for the direct and indirect child assessment Composite variables including the child demographic variables were created to facilitate data analysis See chapter 7 section 7 4 for a detailed description of the composite variables and table 7 13 and 7 14 for a list of all composite variables Direct assessment related data are the child s home language date of assessment and exclusions from the direct assessment Direct assessment items are not released Parent interview data are the data items from the parent interview 8 52 Teacher questionnaire data the data items from both the kindergarten and first grade teacher questionnaires collected during the first grade year a School data are the data items from the returning and new school administrator questionnaires and the facility checklist Special education data are the data items from the special education teacher questionnaires Student record abstract data are the data items from the student record abstract form Taylor Series Sampling Strata and primary sampling units PSUs are the stratum and first stage unit identifiers that are required for estimating standard errors with the Taylor Series linearization method using software such as SUDAAN or STATA B Weight replicates are used to estimate s
76. ASS changed from those used for the kindergarten versions of this variable because A4CLASS is used to note TQA data for both kindergarten and nonkindergarten children first and second graders A4CLASS is defined by the TQA data that are linked to the child s record For the majority of children AACLASS and the child s grade level values taken from the grade level composite TAGLVL match However there are a small number of cases for which they do not For example a child may have been in a morning kindergarten class but his teacher filled out only the afternoon section of the TQA instrument In that case A4CLASS was set to kindergarten afternoon class and the teacher s afternoon data were linked to that child If the teacher had not responded to the TQA the value of the A4CLASS was coded as blank if the teacher had a TQA with two classes and neither matched the child s class then the value was coded as 9 Not Ascertained 7 29 7 4 4 School and Class Composite Variables Variables on school and class characteristics were constructed from the teacher and school data and the sample frame Details on how some of the variables were created follow School Type S3SCTYP and SASCTYP In fall first grade the information for SASCTYP was taken from the frame because there was no school administrator interview during that data collection period In spring first grade SASCTYP was created as follows For new schools questions 5 S4PUBLIC
77. B4 016 YRS TEACHER TAUGHT KINDERGARTEN This data recoded for respondent confidentiality 2609 B4YRSFST B4 QI6C YRS TEACHER TAUGHT FIRST GRADE This data recoded for respondent confidentiality 2610 BAYRS2T5 B4 QI16D YRS TEACHER TAUGHT 2 TO 5 GRADE This data recoded for respondent confidentiality 2611 BAYRS6PL B4 QI6E YRS TEACHER TAUGHT 6 GRADE OR UP This data recoded for respondent confidentiality 2612 BAYRSESL B4Q16F YRS TEACHER TAUGHT ESL This data recoded for respondent confidentiality 2613 B4YRSBIL B4 Q16G YRS TEACHER TAUGHT BILINGUAL ED This data recoded for respondent confidentiality 2614 BAYRSSPE B4 QI16H YRS TEACHER TAUGHT SPECIAL ED This data recoded for respondent confidentiality 2615 BAYRSPE B4 Q16I YRS TEACHER TAUGHT PHYSICAL ED This data recoded for respondent confidentiality 2616 B4Q16J YRS TEACHER TAUGHT ART OR MUSIC This data recoded for respondent confidentiality 2617 BAYRSCH 4017 YRS TEACHER TAUGHT AT THIS SCHOOL This data recoded for respondent confidentiality 2618 B4HGHSTD B4 Q18 HIGHEST ED LEVEL TEACHER ACHIEVED This data recoded for respondent confidentiality 2666 TAKFLBHN Q1 FELL BEHIND DUE TO HEALTH This data suppressed for respondent confidentiality 2671 TAKPLLES Q2E PULL OUT ESL PROGRAM This data suppressed for respondent confidentiality 2672 Q2F IN CLASS ESL This data suppressed for respondent confidentiality 2673 TAKGFTTA Q2G GIFTED AND TALENTED PROG
78. CATEGORIES GENDER CHILD COMPOSITE GENDER RACE CHILD COMPOSITE RACE R3AGE R3 COMPOSITE CHILD ASSESSMENT AGE MNTH R35AMPLE R3 CHILD SUBSAMPLED IN ROUND 3 R4AGE R4 COMPOSITE CHILD ASSESSMENT AGE MNTH PIFIRKDG P1 FIRST TIME KINDERGARTENER W1SESQ5 W1 CATEGORICAL SES MEASURE T4GLVL T4 GRADE LEVEL OF CHILD S4SCTYP 54 SCHOOL TYPE FROM THE SCH ADMIN QUEST S4ENRLS 54 TOTAL SCHOOL ENROLLMENT 54 PUBLIC OR PRIVATE SCHOOL 8 4 1 Opening A Taglist The ECLS K First Grade Public Use ECB allows you to open a predefined or previously saved taglist and display it in the Working Taglist column Taglists however are saved as part of a particular catalog and can only be opened as part of the associated catalog How to Open a Taglist 1 Open a catalog 8 25 2 Select Open from the Taglist pulldown menu 3 The Open Taglist dialog box shown in figure 8 25 appears Figure 8 25 Open Taglist dialog box Open Taglist Spring First Grade 4 Highlight the taglist that you wish to open 5 Click on the OK button If you have made modifications to the taglist currently open in the Working Taglist column you will be prompted to save your changes 8 42 Adding Variables to the Working Taglist Variables can be added to your Working Taglist after you have identified the variables in the ECB s catalog that you want to extract The user selected variables can be added to the Working Taglist by selecting one of the two command butt
79. CDLEA R3 CCD LEANSCHOOL DIST ID PUBLIC WISESQ5 w1 CATEGORICAL SES MEASURE R3CCDSID CCD SCHOOL ID PUBLIC T4GLVL T4 GRADE LEVEL OF CHILD R3STSID STATE SCHOOL ID PUBLIC S4SCTYP 54 SCHOOL TYPE FROM THE SCH ADMIN QUEST R3SCHZIP R3 SCHOOL ZIP CODE S4ENRLS 54 TOTAL SCHOOL ENROLLMENT R3SCHPIN R3 SCHOOL PIN PRIVATE S4PUPRI 54 PUBLIC OR PRIVATE SCHOOL R4REGION 4 CENSUS REGION R4URBAN R4 LOCATION TYPE 7 CATEGORIES R4LOCALE R4 LOCATION TYPE 8 CATEGORIES R4DEST R4 MOVED TO SPRING 1S5T GR DESTINATN S R4FIPSST R4 SCHOOL FIPS STATE CODE R4FIPSCT R4 SCHOOL FIPS COUNTY CODE R4CCDLEA R4 CCD LEASSCHOOL DIST ID PUBLIC R4CCDSID R4 CCD SCHOOL ID PUBLIC R4STSID R4 STATE SCHOOL ID PUBLIC R4SCHZIP R4 SCHOOL ZIP CODE R4SCHPIN R4 SCHOOL PIN PRIVATE 6 You are now ready to use the functions of the ECLS K First Grade Public Use ECB as described in the following sections 8 2 3 Exiting the ECLS K First Grade Public Use Electronic Code Book The ECLS K First Grade Public Use ECB can be shut down at any time however you will be prompted to save any unsaved information 8 12 How to Shut Down the ECB l From the File menu click on the Exit option as shown in figure 8 12 Figure 8 12 Exit screen z ECLS K First Grade Publi Open Catalog Print Setup 2 If you have not saved your Working Taglist you will be prompted with the dialog box shown in figure 8 13 Figure 8 13 Save working taglist dialog
80. Don t Know the weight composite was coded as 8 Don t Know If either the height or weight composites were coded as not ascertained 9 the BMI composite was coded as not ascertained 9 If neither the height nor weight composites were coded as not ascertained and either the height or weight composite was coded as 8 Don t Know then the BMI composite was coded as 8 Don t Know 7 6 First Grade Variables A4 B4 C3 C4 D4 E4 F3 F4 IF K4 P3 P4 R3 R4 S4 T4 U4 Wi Data collected derived from spring first grade teacher questionnaire A Data collected derived from spring first grade teacher questionnaire B Data scores collected derived from fall first grade direct child assessment and fall first grade weight variables Data scores collected derived from spring first grade direct child assessment and spring first grade weight variables Data collected from spring first grade special education teacher questionnaire A Data collected from spring first grade special education teacher questionnaire B Data from fall first grade FMS Data from spring first grade FMS Imputation flags Data collected derived from spring first grade school facility checklist Data scores collected derived from fall first grade parent interview Data scores collected derived from spring first grade parent interview Derived child demographic or child status variables for fall first grade Derived child demographic
81. ECB program is designed to run under Windows 95 Windows 98 Windows 2000 or Windows NT 4 0 on a Pentium class or higher PC The PC should also have a minimum of 20 megabytes MB of available disk space The program will visually fit best on screens set to a desktop area of 800 x 600 pixels It will still work on other screen settings but it may not make the best use of the available screen space You can check set your desktop area as follows 1 Click on the Windows Start button 2 Select the Settings menu and then the Control Panel folder icon 3 In the Control Panel window click on the Display icon 4 Select the Settings tab 5 Set the Desktop Area to 800 x 600 pixels with the Desktop Area slidebar The ECB requires approximately 20 MB of available disk space on your hard drive If 20 MB of space is not available you may wish to delete unnecessary files from the drive to make space for the ECB 8 1 2 ECLS K First Grade Public Use Electronic Code Book Features The ECLS K First Grade ECB allows a user to Search the names and labels of variables in the databases called catalogs to select variables for analysis see section 8 3 Variable List Examine the question wording response categories and response frequencies for variables the user selects see section 8 4 9 Viewing Code Book and Variable Information Create a list of variables to be extracted from the catalog save the list for later use print the
82. ESENT C3GKFLG C3 GENERAL KNOWLEDGE TEST SCORE PRE C4COGDAT C4 HAVE COG ASSESSMENT DATA C4RDGFLG C4 READING TEST SCORE PRESENT C4MTHFLG C4 MATH TEST SCORE PRESENT C4GKFLG C4 GENERAL KNOWLEDGE TEST SCORE PRE P3PARDAT HAVE PARENT DATA P3SPQDAT HAVE SPQ DATA P4PARDAT P4 HAVE PARENT DATA P4SRSDAT P4 HAVE SRS DATA P4SPQDAT P4 HAVE SPQ DATA A4CLASS 44 TEACHER DATA CLASS TYPE AATQUEX A4 PART QUESTIONNAIRE COMPLETED B4TQUEX B4 PART B QUESTIONNAIRE COMPLETED T4TGCDAT T4 HAVE TEACHER QUESTIONNAIRE C DATA S4INSAQ 54 DATA AVAILABLE FOR SCH ADMIN QUEST S4RETNEW 54 RETURNING OR NEW SCHOOL K4INFAC K4 DATA AVAILABLE FOR FACILITY CHECKLIS D4SETOA D4 SP ED PART A QUESTIONNAIRE COMPLET E4SETOB E4 SP ED PART B QUESTIONNAIRE COMPLET U4SRABS U4 STUDENT RECORDS ABSTRACT COMPLET P3SHCHG P3 HOUSEHOLD HAD ROSTER CHANGE P3TWIN P3 HOUSEHOLD HAS SAMPLED TWINS P3EDIT P3 CASE EDITED P3ERRFLG P3 HOUSEHOLD HAS ERROR IN ROSTER P4SHCHG P4 HOUSEHOLD HAD ROSTER CHANGE PATWIN P4 HOUSEHOLD HAS SAMPLED TWINS P4 CASE EDITED P4 HOUSEHOLD HAS ERROR IN ROSTER C1 REC READING ROUTING TEST RIGHT CIRASCAL C1 REC READING IRT SCALE SCORE v b For field IDs that identify different groups of variables please refer to table 8 7 for first grade child catalog topical variable groupings and table 8 13 for base year school catalog topical variable groupings The Go button will not be available in narrowed or expanded list After a Narrow Search
83. For the same example earlier the full sample weight C24CWO0 the with replacement sample design WR the stratum variable C24CS TR and the PSU variable C24CPSU must be specified 9 4 5 Design Effects An important analytic device is to compare the statistical efficiency of survey estimates with what would have been obtained in a hypothetical and usually impractical simple random sample SRS of the same size For a discussion of design effects and their use see section 4 5 In this section design effects are presented for selected illustrative estimates produced using kindergarten first grade longitudinal weights The tables that follow show estimates standard errors and design effects for selected means and proportions based on the ECLS K child and parent data For each survey item the tables present the number of cases the estimate the standard error taking into account the actual sample design Design SE the standard error assuming SRS SRS SE the root design effect DEFT and the design effect DEFF Standard errors Design SE were produced using JK2 Standard errors and design effects are presented in tables 9 5 to 9 9 In tables 9 5 and 9 6 data items are from the parent interview data Full sample weights were used to compute the estimates then the corresponding replicate weights were used to compute standard errors and design effects In table 9 5 C24PWO and the corresponding replicate weights were used In table 9 6 C1 4P
84. H TRANSITIONAL KINDERGARTEN This data suppressed for respondent confidentiality 2078 A4TREGK A4 Q2C TEACHES REGULAR KINDERGARTEN This data suppressed for respondent confidentiality 2079 A4 Q2D PRE IST GRADE LEVEL This data suppressed for respondent confidentiality 2080 A4TIST A4 Q2E TCH IST GRADE LEVEL This data suppressed for respondent confidentiality 2081 AAT2ND A4 Q2F TCH 2ND GRADE LEVEL This data suppressed for respondent confidentiality 2082 A4T3RD A4 Q2G INCLUDES 3RD GRADE This data suppressed for respondent confidentiality 2083 A4T4TH A4 Q2H INCLUDES 4TH GRADE This data suppressed for respondent confidentiality 2084 A4TSTH A4 Q2I INCLUDES 5TH GRADE This data suppressed for respondent confidentiality 2085 A4SYRSLS A4Q3A 5 YEARS OLD OR LESS IN CLASS This data recoded for respondent confidentiality 2086 A46YROL A4 Q3B HOW MANY 6 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 2087 AATYROL A4 Q3C HOW MANY 7 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 2088 A48YROL A4 03 HOW MANY 8 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 2089 A49YROL A4 Q3E HOW MANY 9 YEAR OLDS IN CLASS This data recoded for respondent confidentiality 2090 A410YRMO 10 YEAR OLDS amp OLDER IN CLASS This data recoded for respondent confidentiality 2091 A4TOTAG A4 Q3G TOTAL CLASS ENROLLMENT AGE This data recoded for respondent confidentiality 2092 A4AS
85. IAN A4 Q4A OF ASIAN PACIFIC ISLANDERS This data recoded for respondent confidentiality 2093 A4HISP A4 Q4B OF HISPANICS ALL RACES This data recoded for respondent confidentiality 2094 A4BLACK A4 Q4C OF NON HISPANIC BLACKS This data recoded for respondent confidentiality 2095 A4WHITE A4 Q4D OF NON HISPANIC WHITES This data recoded for respondent confidentiality 2096 A4AMRIN A4 Q4E OF AMERICAN INDIANS This data recoded for respondent confidentiality 2097 A4RACEO A4 Q4F OF STUDENTS OF OTHER RACES This data recoded for respondent confidentiality 2098 A4TOTRA A4 Q4G TOTAL CLASS ENROLLMENT RACES This data recoded for respondent confidentiality 2099 A4BOYS A4 Q5A NUMBER OF BOYS IN CLASS This data recoded for respondent confidentiality 2100 A4GIRLS A4 Q5B NUMBER OF GIRLS IN CLASS This data recoded for respondent confidentiality 2106 A4GIFT A4 Q8A CLASSIFIED AS GIFTED TALENTED This data recoded for respondent confidentiality 2107 AAPRTGF A4 Q8B TAKE PART IN GIFTED TALENTED This data recoded for respondent confidentiality 2118 A4DISAB A4 Q11 NUMBER WITH DISABILITIES This data recoded for respondent confidentiality 2119 A4IMPAI A4 Q12A COMMUNICATION IMPAIRMENTS This data recoded for respondent confidentiality 2120 A4LRNDI A4 Q12B LEARNING DISABILITIES This data recoded for respondent confidentiality 2121 A4EMPRB A4Q12C SERIOUS EMOTIONAL PROBLEMS This data recoded for respondent confidentiality 2122 A4RETAR A4Q12D MENTAL RETARDATION
86. IVE SIZE C4 PROF3 ORDINALITY SEQUENCE C4 PROF4 ADD SUBTRACT C4 PROF5 MULTIPLY DIVIDE C4 PROBI COUNT NUMBER SHAPE C4 PROB2 RELATIVE SIZE C4 PROB3 ORDINALITY SEQUENCE C4 PROB4 ADD SUBTRACT C4 PROBS MULTIPLY DIVIDE C4 GENERAL KNOWLEDGE IRT SCALE SCORE C4 GENERAL KNOWLEDGE T SCORE C4 COMPOSITE MOTOR SKILLS P1 FIRST TIME KINDERGARTNER W1 CATEGORICAL SES MEASURE T4 GRADE LEVEL OF CHILD S4 PUBLIC OR PRIVATE SCHOOL S4 SCHOOL TYPE FROM THE SCH ADMIN QUEST S4 TOTAL SCHOOL ENROLLMENT C4 CHILD ASSESSMENT IN SPANISH 8 67 Required Limiting field YES YES YES YES YES YES YES YES YES YES YES ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZzZZ OOOOOOOCOOOOOOOOOOOOOOOCOOOOOOOOO NO NO NO NO NO NO NO NO NO NO NO NO NO NO YES NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO NO YES NO YES YES NO NO NO Table 8 10 First grade predefined taglist child catalog Field name Field label Required Limiting field CHILDID CHILD IDENTIFICATION NUMBER YES NO S4 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER YES NO T4 ID SPRING 2000 TEACHER IDENTIFICATION NUMBER YES NO D4T ID SPRING 2000 SPECIAL ED TEACHER ID NUMBER YES NO R3REGION R3 CENSUS REGION YES NO R3URBAN R3 LOCATION TYPE YES NO R3LOCALE R3 LOCATION TYPE 8 CATEGORY YES NO RAREGION R4 CENSUS REGION YES NO R4URBAN R4 LOCATION TYPE 7 CATEGORY YES NO RALOCALE R4
87. Kindergarten for AAK Q1 A4K Q27 Includes Type of kindergarten 1763 1875 children repeating program class age and race ethnic Teacher composition gender composition Questionnaire A percent limited English proficient Classroom languages in classroom gifted and Characteristics talented attendance special needs children Kindergarten for A4K Q28 A4K Q47 Includes Instructional approach 1876 1962 children repeating presence of centers learning areas Teacher curriculum content teacher s aide Questionnaire A physical resources e g texts Class Organization equipment materials for art and music and Resources Kindergarten for Q48 A4K Q54 Includes Instructional time spent on 1963 2082 children repeating specific aspects of reading and language Teacher arts math computers science and Questionnaire A social studies Instructional Activities and Curricular Focus Kindergarten for A4K Q55 A4K Q58 Includes Conferences teachers sending 2083 2090 children repeating home information Teacher Questionnaire A Parent Involvement Kindergarten for A4K Q59 A4K Q60 Includes In service sessions training 2091 2104 children repeating Teacher Questionnaire A School and Staff Activities 8 60 Table 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID First Grade A4 Q1 A4 Q20 Includes Type of kindergarten 2108 22
88. L A4ACLASS A4DCLASS Category Family HH Teacher Teacher Teacher flag Teacher flag Description A categorical measure of food security status that identifies households as food secure food insecure without hunger food insecure with hunger moderate and food insecure with hunger severe Teacher s age Grade level of child Presence of spring first grade TQA AM data Kindergarten Presence of spring first grade TQA all day data Kindergarten Derived from P2WORRFD FDQ130A P2FDLAST FDQ130B P2BLMEAL FDQ130C P2LOWCST FDQ130D P2NOBAL FDQI30E 2 FDQ130F P2EVCUT2 FDQ140 2 FDQ150 PLEATLES FDQ160 P2HUNGRY FDQ170 PSOLOSEWT FDQ180 2 FDQI90 P2NOTEA2 FDQ200 2 FDQ210 P2CHSKIP FDQ220 P2OFTCUT FDQ230 P2CHIEVR FDQ240 PZNOMONY FDQ250 Calculations were carried out in accordance with the standard methods described in Measuring Household Food Security Bickel et al 2000 available on the Food and Nutrition Service Web Site http www fns usda gov oane B4YRBORN T4GRADE T4KGRADE U4CRGRD T4KTYPCL FMS teacher type variable not on file A4ANEW A4DNEW Values 1 Food secure 2 Food insecure without hunger 3 Food insecure with hunger moderate 4 food insecure with hunger severe 21 78 1 Kindergarten half day 2 Kindergarten full day 3 Kindergarten half or full day unknown
89. LOCATION TYPE 8 CATEGORY YES NO GENDER CHILD COMPOSITE GENDER YES NO RACE CHILD COMPOSITE RACE YES NO R3AGE R3 COMPOSITE CHILD ASSESSMENT AGE MNTHS YES NO R4AGE R4 COMPOSITE CHILD ASSESSMENT AGE MNTHS YES NO R3ELIG R3 CHILD ELIGIBILITY IN ROUND 3 YES YES 4CWO0 C1C2C3C4 CHILD PANEL WEIGHT FULL SAMPLE NO NO 4PWO C1C2C3C4 PARENT PANEL WEIGHT FULL SAMPLE NO NO C4CPTWO C4 CHILD PARENT TCHER WEIGHT FULL SAMPLE NO NO Y2COMWO0 2 4 0 4 4 PNL WT FULL SAMPLE NO NO C3RSCALE C3 READING IRT SCALE SCORE NO NO C3RPROFI PROFI LETTER RECOGNITION NO NO C3RPROF2 PROF2 BEGINNING SOUNDS NO NO C3RPROF3 C3 PROF3 ENDING SOUNDS NO NO C3RPROF4 PROF4 SIGHT WORDS NO NO C3RPROF5 PROFS WORD IN CONTEXT NO NO C3RPROBI PROB LETTER RECOGNITION NO NO C3RPROB2 PROB2 BEGINNING SOUNDS NO NO C3RPROB3 C3 PROB3 ENDING SOUNDS NO NO C3RPROB4 PROB4 SIGHT WORDS NO NO C3RPROBS PROBS WORD IN CONTEXT NO NO C3RPRINT C3 PRINT FAMILIARITY NO NO C3MSCALE C3 MATH IRT SCALE SCORE NO NO C3MPROFI PROFI COUNT NUMBER SHAPE NO NO C3MPROF2 C3 PROF2 RELATIVE SIZE NO NO C3MPROF3 PROF3 ORDINALITY SEQUENCE NO NO C3MPROF4 PROF4 ADD SUBTRACT NO NO C3MPROF5 PROFS MULTIPLY DIVIDE NO NO C3MPROBI PROBI COUNT NUMBER SHAPE NO NO C3MPROB2 C3 PROB2 RELATIVE SIZE NO NO C3MPROB3 PROB3 ORDINALITY SEQUENCE NO NO C3MPROB4 C3 PROB4 ADD SUBTRACT NO NO C3MPROBS PROBS MUL
90. NEEDS S2PRKNDR S2 Q4 GRADE LEVEL PREKINDERGARTEN S2TRANS S2 Q4 GRADE LEVEL TRANSITIONAL S2KINDER S2 Q4 GRADE LEVEL KINDERGARTEN S2PREI S2 Q4 GRADE LEVEL PREFIRST S2GRADEI S2 Q4 GRADE LEVEL FIRST GRADE S2SECOND S2 Q4 GRADE LEVEL SECOND GRADE S2THIRD S2 Q4 GRADE LEVEL THIRD GRADE S2FOURTH S2 Q4 GRADE LEVEL FOURTH GRADE S2FIFTH S2 Q4 GRADE LEVEL FIFTH GRADE S2SIXTH S2 Q4 GRADE LEVEL SIXTH GRADE S27TH S2 Q4 GRADE LEVEL SEVENTH GRADE S28TH S2 Q4 GRADE LEVEL EIGHTH GRADE S2NINTH S2 Q4 GRADE LEVEL NINTH GRADE S2TENTH S2 Q4 GRADE LEVEL TENTH GRADE S211TH S2 Q4 GRADE LEVEL ELEVENTH GRADE S212TH S2 Q4 GRADE LEVEL TWELFTH GRADE S2PUBLIC S2 Q5 IS IT A PUBLIC SCHOOL S2REGSKL S2 Q6A IS IT REGULAR PUBLIC SCHOOL S2MAGSKL S2 Q6B IS IT A MAGNET SCHOOL S2CHCESK S2 Q6C IS IT SCHOOL OF CHOICE S2BIASKL S2 Q6D IS IT A TRIBAL SCHOOL S2SPEDSK S2 Q6E IS IT A SPECIAL ED SCHOOL S2EARLCH S2 Q6F IS IT AN EARLY CHILDHOOD CTR S2CATHOL S2 Q7A1 IS IT A CATHOLIC SCHOOL S2DIOCES S2 Q7A2 IS IT A DIOCESAN SCHOOL S2PARISH S2 Q7A3 IS IT A PARISH SCHOOL S2PRIVRD S2 Q7A4 IS IT A PRIVATE ORDER S2OTHREL S2 Q7B PRIVATE OTHER RELIGIOUS S2NAISKL S2 Q7C PRIVATE ACCREDITED BY NAIS S2OTHPRI S2 Q7D IS IT OTHER PRIVATE S2PVTSPD S2 Q7E IS IT SPECIAL EDUCATION S2PVTEAR S2 Q7F IS IT AN EARLY CHILDHOOD CENTER S2FOCUS S2 Q8 DOES SCHOOL HAVE A FOCUS S2EMPHAS S2 Q9 WHAT S THE SCHOOL EMPHASIS S2PREK S2 Q10 PRE K PARTICIPATES S2REDDYN S2 Q10 TRANSITIONAL PARTICIPATES S2KINGAR S2 Q10 KINDERGARTEN PA
91. NGUAL AID S2 Q23J FROM MIGRANT AID S2 Q23K FROM OTHER GRANTS S2 Q24 OF CHILDREN SITE ACCOMMODATES S2 Q30 COMMUNITY SCHOOL IS LOCATED IN S2 Q37 NO GRADE TESTED S2 Q37 PRE KINDERGARTEN TESTED S2 Q37 TRANSITIONAL K TESTED S2 Q37 KINDERGARTEN TESTED S2 Q37 PRE FIRST TESTED S2 Q37 FIRST GRADE TESTED S2 Q37 2ND GRADE TESTED S2 Q37 THIRD GRADE TESTED S2 Q37 FOURTH GRADE TESTED S2 Q37 FIFTH GRADE TESTED S2 Q37 SIXTH GRADE TESTED S2 Q37 SEVENTH GRADE TESTED S2 Q37 EIGHTH GRADE TESTED S2 Q37 NINTH GRADE TESTED S2 Q37 TENTH GRADE TESTED S2 Q37 ELEVENTH GRADE TESTED S2 Q37 TWELFTH GRADE TESTED S2 Q41A OFFER BEFORE SCHOOL CARE S2 Q41G OFFER SUMMER SCHOOL PROGRAMS S2 Q41H SCHOOL YR MIGRANT PROGRAMS S2 Q411 SUMMER MIGRANT PROGRAMS 7 60 Table 7 12 Variables from the spring kindergarten school administrator questionnaire that were included in the first grade new school administrator questionnaire but not the first grade returning school administrator questionnaire continued Variable name Variable label S2HRVIS S2CHCARE S2PTAMT S2NWSHME S2RPRTCD S2PTCONF S2HVISIT S2INVITE S2CLASPR S2FUNDRS S2WRKSHP S2ONIEP S20N504 S2IEP504 S2REGCUR S2REGMLA S2EVLIEP S2TSTIEP S2NOGFT S2GFTR S2GFTK S2GFTP S2GFTIST S2GFT2ND S2GFT3RD S2GFT4TH S2GFTSTH S2GFTNBR S2LOSLRY S2HISLRY School Administrator Characteristics S2GNDER S2BRTHYR S2ORIGIN S2RACEI S2RACE2 S2RACE3 S2RACE4 S2
92. NLY ENGLISH A4K Q20B TCHRS SPEAK SPANISH A4K Q20C TCHRS SPEAK VIETNAMESE A4K Q20D TCHRS SPEAK CHINESE A4K Q20E TCHRS SPEAK JAPANESE A4K Q20F TCHRS SPEAK KOREAN A4K Q20G TCHRS SPEAK A FILIPINO LNG A4K Q20H TCHRS SPEAK OTHER ASIAN LNG 201 TCHRS SPEAK ANOTHER LANGUAGE A4K Q201SPECIFY TCHRS OTHER LANGUAGE A4K Q21 DAILY TIME TCHR SPEAK NON ENG A4K Q23A CLASSIFIED GFTED TALENTED A4K Q23B TAKE PART GIFTED TALENTED A4K Q24 NUMBER WITH DISABILITIES A4K Q25A COMMUNICATION IMPAIRMENTS A4K Q25B LEARNING DISABILITIES A4K Q25C SERIOUS EMOTIONAL PROBLEMS A4K Q25D MENTAL RETARDATION A4K Q25E DEVELOPMENTAL DELAY A4K Q25F VISION IMPAIRMENTS A4K Q25G HEARING IMPAIRMENTS A4K Q25H ORTHOPEDIC IMPAIRMENTS Q25I OTHER HEALTH IMPAIRMENTS A4K Q25J MULTIPLE DISABILITIES A4K Q25K AUTISM A4K Q25L TRAUMATIC BRAIN INJURIES A4K Q25M DEAFNESS AND BLINDNESS A4K Q25N OTHER SPECIFY DISABILITIES A4K Q26A SPECIAL DISABILITY SERVICES A4K Q26B IEP FOR CHLDRN W DISABILITY 7 98 Comment This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This da
93. NO C3RPROF4 C3 PROF4 SIGHT WORDS NO NO C3RPROF5 C3 PROFS WORD IN CONTEXT NO NO C3RPROBI C3 PROBI LETTER RECOGNITION NO NO C3RPROB2 C3 PROB2 BEGINNING SOUNDS NO NO C3RPROB3 C3 PROB3 ENDING SOUNDS NO NO C3RPROBA C3 PROBA SIGHT WORDS NO NO C3RPROBS PROBS WORD IN CONTEXT NO NO C3RPRINT C3 PRINT FAMILIARITY NO NO C3MSCALE MATH IRT SCALE SCORE NO NO C3MTSCOR C3 MATH T SCORE NO NO C3MPROF1 C3 PROFI COUNT NUMBER SHAPE NO NO C3MPROF2 C3 PROF2 RELATIVE SIZE NO NO C3MPROF3 C3 PROF3 ORDINALITY SEQUENCE NO NO C3MPROF4 C3 PROF4 ADD SUBTRACT NO NO C3MPROF5 PROFS MULTIPLY DIVIDE NO NO C3MPROBI C3 PROBI COUNT NUMBER SHAPE NO NO C3MPROB2 C3 PROB2 RELATIVE SIZE NO NO C3MPROB3 ORDINALITY SEQUENCE NO NO C3MPROB4 PROB4 ADD SUBTRACT NO NO C3MPROBS 5 MULTIPLY DIVIDE NO NO C3GSCALE C3 GENERAL KNOWLEDGE IRT SCALE SCORE NO NO C3GTSCOR GENERAL KNOWLEDGE T SCORE NO NO C3CMOTOR C3 COMPOSITE MOTOR SKILLS NO NO PIFIRKDG P1 FIRST TIME KINDERGARTNER YES YES WISESQ5 W1 CATEGORICAL SES MEASURE YES NO T4GLVL T4 GRADE LEVEL OF CHILD YES YES S4PUPRI S4 PUBLIC OR PRIVATE SCHOOL YES YES S4SCTYP S4 SCHOOL TYPE FROM THE SCH ADMIN QUEST YES NO S4ENRLS S4 TOTAL SCHOOL ENROLLMENT YES NO C3SPASMT C3 CHILD ASSESSMENT IN SPANISH NO NO 8 66 Table 8 9 Spring first grade predefined taglist child catalog Field name CHILDID S4 ID T4 ID D4T_ID R3REGION R3URBAN R3LOCALE R
94. O3 EMQO070 PADO4 EMQO070 P4DO5 EMQO070 PADO6 EMQO070 P4D07 EMQ070 Values 1 8th grade or below 2 9th to 12th grades 3 High school diploma equivalent 4 Voc Tech program 5 Some college 6 Bachelor s Degree 7 Graduate professional school no degree 8 Master s degree 9 Doctorate or professional degree 1 35 hours or more per week EMQ 050 2 Less than 35 hours per week EMQ 050 3 Looking for work EMQ 060 amp EMQ 070 does not 6 4 Not in the labor force Table 7 14 Spring first grade composite variables continued Variable name P4MOMOCC v8 L WIHEARLY W1IMOMAR P4ABSDAD P4BDVITL Category Family HH Family HH Family HH Family HH Family HH Description Mother s occupation Mother worked between the child s birth and the start of kindergarten Biological mother was married to the biological father at the time of the child s birth Type of nonresident father Derived from Combination of EMQ120 not on file EMQ130 not on file and EMQ140 not on file PAMOMWRK SPQ200 P4BIOLOG SPQ150 P4REL FSQ130 PACTP NI PACTP N4 NRQ100 The vital status of the nonresident biological P4CTP_N1 P4CTP_N4 NRQ100 father Values 1 Handler Equip Cleaner Helpers Labor 2 Production Working Occupation 3 Service Occupations 4 Agriculture Forestry Fishing Occupations 5 Marketing amp Sales Occupation 6 Transportation Material Moving 7 Pr
95. Q78E HOURS WEEK SPENT TEACHING S2 Q78F HOURS WEEK MEETING WITH PARENTS S2 Q78G HOURS WEEK MEETING WITH STUDENTS S2 Q78H HOURS WEEK W REQUIRED PAPERWORK S2 Q79 ESTIMATE PERCENT OF NAMES KNOWN Slightly different version of the question than in the spring first grade SAQ questionnaire for new schools Questions about school administrator characteristics were in a separate section of the questionnaire and could only be completed by the school administrator 7 62 Run the program generated after extraction to create a child level data set DATA2 Sort and DATA2 by S4 ID and B Merge DATAI and DATA2 by 54 ID to obtain a merged child level file Once the spring kindergarten school data has been merged to the spring first grade child data the user may need to create new variables combining data from the spring kindergarten SAQ and the spring first grade SAQ For example if the analyst wants to limit the schools in an analysis to only those offering second grade the variables S4SECOND from the child level spring first grade data and S2SECOND from the spring kindergarten school catalog will need to be combined because the SASECOND variable exists only for schools the received the SAQ for new schools in spring kindergarten 7 8 Composite Tables Tables 7 13 and 7 14 describe the composite and derived variables that are on the ECLS K child catalog Please note that a few of the variables specified in the der
96. R 2 P4PAY 1 P4VAC 1 P4JOB 1 P4HRS 1 P4LOK 1 P4DO1 1 Interview item P4 PEQ010 PERS 1 COMPLETED NEW DEGREE P4 PEQ020 PERS 1 DEGREE TYPE COMPLETED P4 PEQ030 IF PERS 1 ENROLLED IN COURSES P4 PEQ040 PERS 1 COURSE FULL PART TIME P4 PEQ050 IF PERS 1 GETS JOB TRAINING P4 PEQ060 PERS 1 HR WK SPEND ON TRAINING P4 PEQ010 PERS 2 COMPLETED NEW DEGREE P4 PEQ020 PERS 2 DEGREE TYPE COMPLETED P4 PEQ030 PERS 2 ENROLLED IN COURSES P4 PEQ040 PERS 2 COURSE FULL PART TIME PR PEQ050 IF PERS 2 GETS JOB TRAINING PR PEQ060 PERS 2 HR WK SPEND ON TRAINING P4 EMQ020 PERS 1 HAD PAID JOB LAST WEEK P4 EMQ030 IF PERS 1 ON LEAVE PAST WEEK P4 EMQ040 PERSON 1 NUMBER OF ALL JOBS P4 EMQ050 PERSON 1 HOURS WK AT ALL JOBS P4 EMQ060 PERS 1 SOUGHT JOB LAST 4 WEEKS P4 EMQ070 PERS 1 CHKD W PUB EMPL AGENCY Table 7 9 Pointers to parent figure questions continued P4EMPP2 Person pointer P4 EMQ020 150 HH PERSON POINTER 2 P4DO2 1 PA4DO3 1 PA4DOA 1 PA4DOS 1 P4D06_1 P4DO7 1 PADOW 1 PATAK 1 PA4OCC 1 PAPAY 2 PAVAC 2 P4JOB 2 PAHRS 2 PALOK 2 P4DO1 2 PA4DO2 2 P4D03 2 P4D04 2 P4DO5 2 P4D06 2 P4DO7 2 P4DOW 2 PATAK 2 PAOCC 2 7 45 Interview item P4 EMQ070 PERS 1 CHKD W PRIV EMP AGENCY P4 EMQ070 PERS 1 CHKD W EMPLOYER DIRECTLY P4 EMQ070 PERS 1 CHKD W FRIENDS amp REL P4 EMQ070 PERS 1 PLACED OR ANSWERED ADS P4 EMQ070 PERS 1 READ WANT ADS P4 EMQ070 PERS 1 DID SOMETHING ELSE P4 EMQ080 WHAT PERSON 1 DOING LAST WEEK P4 EMQ100 PE
97. RACES S2YSTCH S2TOTPRI S2 Q41J OFFER HEARING VISION TESTS S2 Q41K CHILDCARE FOR PARENT EVENT S2 Q43A FREQUENCY PTA PTO MEETINGS S2 Q43B FREQUENCY NEWS SENT HOME S2 Q43C FREQUENCY OF REPORT CARDS S2 Q43D FREQ OF PARENT TCHR CONFERENCE S2 Q43E FREQUENCY OF HOME VISITS S2 Q43F FREQ OF PERFORMANCES FOR PARENTS S2 Q43G FREQ OF CLASSROOM PROGRAMS S2 Q43H FREQUENCY OF FUNDRAISERS S2 Q431 FREQUENCY OF WORKSHOPS S2 Q53A SPECIAL EDUCATION ON IEP S2 Q53B SPECIAL EDUCATION ON 504 PLAN S2 Q53C SPECIAL ED ON IEP amp 504 S2 Q55A IEP IN REG CURRICULUM 1 SUBJECT S2 Q55B IEP IN REG MATH LANGUAGE ARTS S2 Q55C IEPS SAME EVAL STANDARDS S2 Q55D IEPS TAKE STANDARD TESTING S2 Q56 NO GIFTED TALENTED PROGRAM S2 Q56 GIFTED TALENTED IN TRANSITIONAL K S2 Q56 GRADE K GIFTED TALENTED S2 Q56 PREFIRST GIFTED TALENTED S2 Q56 IST GRADE GIFTED TALENTED S2 Q56 2ND GRADE GIFTED TALENTED S2 Q56 3RD GRADE GIFTED TALENTED S2 Q56 4TH GRADE GIFTED TALENTED S2 Q56 5TH GRADE GIFTED TALENTED S2 Q57 NUMBER GIFTED TALENTED S2 Q59 LOWEST ANNUAL BASE SALARY S2 Q60 HIGHEST ANNUAL BASE SALARY S2 Q70 GENDER OF PRINCIPAL S2 Q71 YEAR PRINCIPAL WAS BORN S2 Q72 PRINCIPAL IS HISPANIC LATINO S2 Q73A PRINCIPAL IS AMERICAN INDIAN S2 Q73B PRINCIPAL IS ASIAN S2 Q73C PRINCIPAL IS BLACK S2 Q73D PRINCIPAL IS HAWAIIAN OR PAC IS S2 Q73E PRINCIPAL IS WHITE 52 Q74A NUMBER OF YRS TEACHING S2 Q74B NUMBER OF YRS AS PRINCIPAL 7 61 Table 7 12 Variables from
98. RAM This data suppressed for respondent confidentiality 2674 TAKBEHPR T4K Q2H PROGRAM FOR BEHAVIORAL PROBLEMS This data suppressed for respondent confidentiality 2677 TAKTTIEN Q3C TITLE 1 ENGLISH LANGUAGE ARTS This data suppressed for respondent confidentiality 2678 Q3D TITLE 1 COMBINED SUBJECTS This data suppressed for respondent confidentiality 2679 TAKTTIES Q3E TITLE 1 ESL BILINGUAL This data suppressed for respondent confidentiality 2680 TAKTTISP Q3F TITLE 1 HANDICAPPED SPECIAL ED This data suppressed for respondent confidentiality 2697 TAKLNGTM Q15 LENGTH OF TIME IN CLASSROOM This data suppressed for respondent confidentiality 2698 TAKGRADE Q16 GRADE CHILD ENROLLED This data suppressed for respondent confidentiality 2699 TAKTYPCL 017 TYPE OF CLASS This data suppressed for respondent confidentiality 2729 TAPLLESL T4 QIE PULL OUT ESL PROGRAM This data suppressed for respondent confidentiality 2730 TAINCESL T4 QIF IN CLASS ESL This data suppressed for respondent confidentiality 273 T4GFTRD T4QIG GIFTED PROGRAM IN READING This data suppressed for respondent confidentiality 2732 GIFTED PROGRAM IN MATHEMATICS This data suppressed for respondent confidentiality 2733 TABEHPRB QII PROGRAM FOR BEHAVIORAL PROBLEMS This data suppressed for respondent confidentiality 2736 TATTIENG T4 Q2C TITLE 1 ENGLISH LANGUAGE ARTS This data suppressed for respo
99. RAP P3THERA2 P3THERA3 5 P3THERA6 P3THERA7 P3THERA8 P3THERA9 P3THER10 P3THERII P3THER12 P3THER13 P3THER14 P3THERIS5 P3BIOLOG P3ANYLNG P3PRMLNG P3MOMWRK P3WICMOM P3WICCHD SPQ010 SPQ020 SPQ030 SPQ040 SPQ060 SPQ065 SPQ070 SPQ080 SPQ090 SPQ100 SPQ105 SPQ107 SPQ108 SPQ109 110 120 120 SPQ120D SPQI20E SPQI20F SPQ120G SPQ120H SPQ1201 SPQ120J SPQ120K SPQI20L SPQ130A SPQ130B SPQ150 SPQI55 SPQI57 SPQ200 SPQ210 SPQ220 PARCBEFK P4NCBEFK P4HSBEFK P4DBEFK P4WEIGHP P4WEIGHO P4WEIGHS5 P4WEIGH6 P4PREMAT P4EARLY P4EARDAY P4SIGHT P4CORREC P4DIFFHR P4THERAP P4THERA2 P4THERA3 5 P4THERA6 P4THERA7 P4THERA8 P4THERA9 P4THER10 P4THER11 P4THER12 16 P4THER17 P4BIOLOG P4ANYLNG P4PRMLNG P4MOMWRK P4WICMOM P4WICCHD SPQ010 SPQ020 SPQ030 SPQ040 SPQ060 SPQ065 SPQ070 SPQ080 SPQ090 SPQ100 SPQ105 CHQ270 CHQ315 CHQ190 SPQ110 SPQ120A SPQ120B SPQ120D SPQ120E SPQ120F SPQ120G SPQ120H SPQI120I SPQI20J SPQI20K SPQI20L SPQ130A SPQI30B SPQ150 SPQI55 SPQI57 SPQ200 SPQ210 SPQ220 The text of SPQ010 040 was changed slightly in round 4 the phrase the year before he she started kindergarten was replaced by the year before he she started kindergarten in 1998 SPQI30A 130B Asks the earliest age at which each service 120A 120L began but does not have the same
100. RS 1 JOB AVAILABLE LAST WEEK P4 EMQI30 50 IST PERSON OCCUPATION CODE P4 EMQ020 PERS 2 HAD PAID JOB LAST WEEK P4 EMQ030 IF PERS 2 ON LEAVE PAST WEEK P4 EMQ040 PERSON 2 NUMBER OF ALL JOBS P4 EMQ050 PERSON 2 HOURS WK AT ALL JOBS P4 EMQ060 PERS 2 SOUGHT JOB LAST 4 WEEKS P4 EMQ070 PERS 2 CHKD W PUB EMPL AGENCY P4 EMQ070 PERS 2 CHKD W PRIV EMP AGENCY P4 EMQ070 PERS 2 CHKD W EMPLOYER DIRECTLY P4 EMQ070 PERS 2 CHKD W FRIENDS amp REL P4 EMQ070 PERS 2 PLACED OR ANSWERED ADS P4 EMQ070 PERS 2 READ WANT ADS P4 EMQ070 PERS 2 DID SOMETHING ELSE P4 EMQ080 WHAT PERSON 2 DOING LAST WEEK P4 EMQ100 PERS 2 JOB AVAILABLE LAST WEEK P4 EMQ130 50 2ND PERSON OCCUPATION CODE Conversely employment pointers were governed primarily by the relationship to the respondent The respondent and spouse were selected if the respondent was a parent otherwise the mother father was selected As a result any individual who was listed as a mother or father in FSQ130 but was not listed as the spouse of the other parent who is the respondent was not be recognized as the other parent of the focal child Whether the parent was still a current member of the household was not checked in the employment section The cases that follow are an illustration of the problems encountered with the pointers In case 1 the mother was person 1 and her boyfriend was person 5 Because the mother reported the boyfriend as her spouse the employment pointers were c
101. RTICIPATES S2PREIST S2 Q10 PREFIRST PARTICIPATES S2FIRIST S2 Q10 IST GRADE PARTICIPATES S2SEC2ND S2 Q10 2ND GRADE PARTICIPATES S2THI3RD 2 Q10 3RD GRADE PARTICIPATES 7 59 Table 7 12 Variables from the spring kindergarten school administrator questionnaire that were included in the first grade new school administrator questionnaire but not the first grade returning school administrator questionnaire continued Variable name Variable label S2FOR4TH S2FIF5TH S2SIX6TH S2SEV7TH S2ATE8TH S2NIN9TH S2TEN10 S2ELEV11 S2TWEL12 S2AFUN S2BFUN S2CFUN S2DFUN S2EFUN S2FFUN S2GFUN S2HFUN S2IFUN S2JFUN S2KFUND S2CHLDNM S2CMNITY S2NOTEST S2TESTPK S2TESTR S2TESTK S2TESTP1 S2TEST1 S2TEST2 S2TEST3 S2TEST4 S2TEST5 S2TEST6 S2TEST7 S2TEST8 S2TEST9 S2TEST10 S2TEST11 S2TEST12 S2B4SCH S2SUMMER S2MIGRS Y S2MIGRSM JIJI S2 Q10 4TH GRADE PARTICIPATES S2 Q10 5TH GRADE PARTICIPATES S2 Q10 6TH GRADE PARTICIPATES S2 Q10 7TH GRADE PARTICIPATES S2 Q10 8TH GRADE PARTICIPATES S2 Q10 9TH GRADE PARTICIPATES S2 Q10 10TH GRADE PARTICIPATES S2 Q10 11TH GRADE PARTICIPATES S2 Q10 12TH GRADE PARTICIPATES S2 Q23A FROM STATE COMPENSATORY FUNDS S2 Q23B FROM COMMUNITY FUND RAISING S2 Q23C FROM PTA FUND RAISING S2 Q23D FROM LOCAL NATIONAL BUSINESS S2 Q23E FROM SPECIAL ED PROGRAM AGENCY S2 Q23F FROM AUXILIARY AFFILIATED SER S2 Q23G FROM MEDICAID S2 Q23H FROM IMPACT AID S2 Q23I FROM BILI
102. Round 4 teacher questionnaire C data status flags 36 Round 4 school administrator questionnaire data status flags 37 Round 4 facility checklist data status flags 38 Round 4 special education questionnaire A data status flags 39 Round 4 special education questionnaire B data status flags 40 Round 4 student record abstract data status flags 4 Round 3 parent data edit flags and error flags 42 Round 4 parent data edit flags and error flags 8 54 Table 8 6 Child catalog blocks As noted continued Order Block Scores 43 Round 3 child assessment scores 44 Round 4 child assessment scores 45 Round 4 parent SRS scores 46 Round 4 teacher questionnaire C scores 47 Round 1 recalibrated child assessment scores 48 Round 2 recalibrated child assessment scores 49 Round 3 recalibrated child assessment scores 50 Round 4 recalibrated child assessment scores 5 Round 1 recalibrated teacher questionnaire C scores 52 Round 2 recalibrated teacher questionnaire C scores Composite Variables 53 Round 3 child composites 54 Round 4 child composites 55 Round 1 parent composites 56 Round 2 parent composites 57 Round 3 parent composites 58 Round 4 parent composites 59 Cross round Parent composites 60 Round 4 teacher questionnaire A composites 61 Round 4 teacher questionnaire B composites 62 Round 4 teacher questionnaire C composites 63 Round 3 school administrator questionnaire composites 64 Round 4 school administrator questionnaire composites 65 Ro
103. S AS PRINCIPAL This data suppressed for respondent confidentiality This data recoded for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality 3099 SAPRINHR 54 Q64C NUMBER YRS A PRINCIPAL HERE This data recoded for respondent confidentiality 3105 SAYRESL S4 Q65F YEARS TEACHING ESL PROGRAM This data recoded for respondent confidentiality 3106 S4YRBILG 54 Q65G YEARS TEACHING BILINGUAL ED This data recoded for respondent confidentiality 3119 SAEDLVL S4 Q67 HIGHEST LEVEL OF EDUCATION This data recoded for respondent confidentiality 7 103 8 PUBLIC USE ELECTRONIC CODE BOOK 8 1 Introduction The purpose of this guide is to provide data users of the Early Childhood Longitudinal Study Kindergarten Class of 1998 99 ECLS K specific directions for using the ECLS K First Grade Public Use Electronic Code Book ECB CD ROM The information in this guide provides a comprehensive tour through the ECLS K First Grade Public Use ECB that addresses all of the functions and capabilities of the program These functions allow users to interact with accompanying c
104. SCAL for such cases is assigned a value of 6 If these cases a substantial majority of all cases are included in linear models appropriate methods must be used to take into account this indeterminacy P2FSSTAT is a categorical measure of food security status formed by dividing P2FSSCAL into four ordered categories food secure food insecure without hunger food insecure with hunger moderate and food insecure with hunger severe P2FSSTAT is appropriate for comparing prevalence rates of food insecurity and hunger across subpopulations and can be used as a categorical variable in associative models There are few cases in the most severe category so for most prevalence reporting purposes the two categories of food insecure with hunger moderate and severe should be collapsed and reported as a single category When interpreting food security statistics users should remember that food security status is a household level characteristic In most households classified as food insecure with hunger the children in the household were not hungry The food security raw score PZFSRAW is a count of affirmative responses to the 18 items This is an ordinal level measure of food insecurity and is not recommended for use in analysis Responses to items skipped because of screening are assumed to be negative Families with no valid responses are coded as missing 9 This includes families that were not interviewed in 1999 and a few who refused all of
105. SNFL SAHSPFL SABLKFL SAWHTFL S4INDFL and SAOTHFL were equal to 1 for each of the race variables SAPCTASN S4HISPPCT SABLKPCT S4WHTPCT SAINDPCT SAOTHPCT these 6 race ethnicity variables were reported by the respondent as percentages In this case the five percentages for minorities all categories but White not of Hispanic origin were added together to create the composite S4PCTASN S4HISPPCT SABLKPCT S4INDPCT SAOTHPCT However if the flags were equal to 2 for all the race ethnicity variables the answers were reported as numbers and the race There were also other questions in the school administrator questionnaire that allowed for answers to be recorded as either a number or percent The flags for these variables are SAADAFLG average daily attendance reported as number percent SAASINFL question about Asian or Pacific Islander teachers reported as number or percent S4HISPFL question about Hispanic teachers reported as number or percent S4BLAKFL question about black teachers reported as number or percent SAWHTEFL question about white teachers reported as number or percent SAAINDFL question about American Indian or Native Alaskan teachers reported as number or percent and S4TOTHFL question about teachers of other races reported as number or percent In all cases the final variables related to these flags are reported as percentages but the flags indicate how the answers were originally recorded by respondents
106. ST YES NO S4ENRLS S4 TOTAL SCHOOL ENROLLMENT YES NO C3SPASMT C3 CHILD ASSESSMENT IN SPANISH NO NO C4SPASMT C4 CHILD ASSESSMENT IN SPANISH NO NO on the settings of the Select column in the Extract Specifications window The default setting is all Yes in the Select column meaning that all records will be present in the extract file To exclude records in a particular category of a variable change the Yes associated with that code in the Select column to No by double clicking on it At least one of the codes for each limiting variable must be selected as Yes or no records will be extracted for analysis For example an extract using the default specifications above will include both kindergartners and first graders To restrict the extract to records for first graders only double click the Yes next to all the kindergarten classes to change to No 8 69 The limiting fields feature for each catalog allows the user to create a subset of cases based 8 7 Base Year School Catalog The base year school catalog contains information from base year schools selected to participate in the ECLS K survey and includes data collected at the school level from school administrators and ECLS K field staff Refer to chapter 7 for instructions on using the data from the base year school catalog for first grade school level analyses Base Year School Catalog Required Variables Table 8 11 presents the pretagged required v
107. Student attendance and 3463 3574 Abstract Individualized Education Plan record 8 63 8 6 2 Child Catalog Predefined Taglists There are three predefined taglists provided with the child catalog that can be used for extracting data These three taglists fall first grade spring first grade and first grade are defined in tables 8 8 8 9 and 8 10 respectively The required variables identified with Y ES appearing in the Required column are the same as those listed in table 8 5 The limiting variables identified as YES in the Limiting field column are the same as those described in section 8 6 3 8 6 3 Child Catalog Limiting Fields The limiting fields for the child catalog include a whether the child was subsampled in fall first grade b whether the child attended kindergarten for the first time in the base year base year variable c child s grade level in spring first grade and d child s school type public vs private in spring first grade The whole list is too long to be shown in figure 8 53 These limiting fields are specific to the child catalog and allow codes within each variable to be included or excluded from the extraction depending on the selection indicator For example the user can select No for private schools if he or she would like to create a data file that only includes public school first graders The selection indicator will be either a Yes or No to specify whether the variable code sh
108. THR CCQ290 P3RELNUM CCQ030 PSRELCAR CCQ020 PSNRLNUM CCQ130 P3NRLCAR CCQ120 P3DCNUMB CCQ225 PSDAYCAR CCQ220 P3RELNMH CCQ070 PSNRLNMH CCQ170 PSDCHRS CCQ250 P3RELPLA CCQ050 P3NRLPLA CCQ140 Values 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No Continuous Continuous Continuous 1 Yes 2 No Continuous Continuous 0 No nonparental care 1 Relative care in child s home 2 Relative care in another home 3 Nonrelative care in child s home 4 Nonrelative care in another home 5 Center based program 6 2 or more programs 7 location of care varies Table 7 13 Fall first grade composite variables continued Variable Name P3SUMVD P3SUMSH R3R2SCHG 99 L R3DEST P3KSHCHG Category Child Child Child Child Family HH Description Derived from Length of summer school vacation in days PSLTOTMO TUQO010 PSLTOTDA TUQ015 PSSTRTMO TUQ020 P3STRTDA TUQ025 Length of summer school program in P3SUMSCH HEQ220 PSPRMSTM hours HEQ240B P32NDYPRM HEQ250 P3NHRPRM HEQ260 Child made a school change from public S2KPUPRI S3PUPRI to private or vice versa between spring kindergarten and fall first grade Moved to fall first grade destination FMS variable not on file school Household had roster change A dichotomous variable set to 1 if a household experienced a true change between rounds In this context true change means that at le
109. TIPLY DIVIDE NO NO C3GSCALE C3 GENERAL KNOWLEDGE IRT SCALE SCORE NO NO C4RSCALE C4 READING IRT SCALE SCORE NO NO C4RPROFI1 C4 PROFI LETTER RECOGNITION NO NO C4RPROF2 C4 PROF2 BEGINNING SOUNDS NO NO C4RPROF3 C4 PROF3 ENDING SOUNDS NO NO C4RPROF4 C4 PROF4 SIGHT WORDS NO NO 8 68 Table 8 10 First grade predefined taglist child catalog continued Field name Field label Required Limiting field CARPROF5 C4 PROFS WORD IN CONTEXT NO NO CARPROBI C4 PROBI LETTER RECOGNITION NO NO C4RPROB2 C4 PROB2 BEGINNING SOUNDS NO NO C4RPROB3 C4 PROB3 ENDING SOUNDS NO NO C4RPROB4 C4 PROBA SIGHT WORDS NO NO CARPROBS5 C4 PROBS WORD IN CONTEXT NO NO CARPRINT C4 PRINT FAMILIARITY NO NO C4MSCALE C4 MATH IRT SCALE SCORE NO NO C4MPROFI C4 PROFI COUNT NUMBER SHAPE NO NO C4MPROF2 C4 PROF2 RELATIVE SIZE NO NO C4MPROF3 C4 PROF3 ORDINALITY SEQUENCE NO NO C4MPROF4 C4 PROF4 ADD SUBTRACT NO NO CAMPROFS C4 PROFS MULTIPLY DIVIDE NO NO C4MPROBI C4 PROBI COUNT NUMBER SHAPE NO NO CAMPROB2 C4 PROB2 RELATIVE SIZE NO NO CAMPROB3 C4 PROB3 ORDINALITY SEQUENCE NO NO C4MPROB4 C4 PROBA ADD SUBTRACT NO NO CAMPROBS C4 PROBS MULTIPLY DIVIDE NO NO CAGSCALE C4 GENERAL KNOWLEDGE IRT SCALE SCORE NO NO PIFIRKDG P1 FIRST TIME KINDERGARTNER YES YES WISESQ5 W1 CATEGORICAL SES MEASURE YES NO T4GLVL T4 GRADE LEVEL OF CHILD YES YES S4PUPRI S4 PUBLIC OR PRIVATE SCHOOL YES YES S4SCTYP S4 SCHOOL TYPE FROM THE SCH ADMIN QUE
110. WO and the corresponding replicate weights were used 9 10 11 6 Table 9 4 Specifications for computing standard errors Type of analysis Spring kindergarten fall first grade longitudinal Kindergarten fall first grade longitudinal Spring kindergarten spring first grade longitudinal Kindergarten spring first grade longitudinal Kindergarten first grade longitudinal Combined longitudinal WR with replacement Design effects were not calculated using these weights Full sample weight C23CWO0 C23PWO C123CWO0 C123PWO C24CW0 C24PWO C124CW0 C124PWO 4CWO 4PWO Y2COMWO ID CHILDID PARENTID CHILDID PARENTID CHILDID PARENTID CHILDID PARENTID CHILDID PARENTID CHILDID Replication method WesVarPC Replicate weights C23CW1 C23CW40 C23PWI C23PW40 C123CW1 C123CW40 C123PW1 C123PW40 C24CW1 C24CW90 C24PW1 C24PW90 C124CW1 C124CW90 C124PW1 C124PW90 4CWI1 4CW40 4PW1 4PW40 Y2COMWI Y2COMWO90 Jackknife method JK2 JK2 JK2 JK2 JK2 JK2 JK2 JK2 JK2 JK2 JK2 Computing standard errors Taylor Series method SUDAAN amp STATA Sample design WR WR WR WR WR WR WR WR WR WR WR Nesting variables C23CSTR C23CPSU C23PSTR C23PPSU C123CSTR C123CPSU C123PSTR C123PPSU C24CSTR C24CPSU C24PSTR C24PPSU C124CSTR C124CPSU C124PSTR C124PPSU C1_4CSTR
111. YPE OF SCHOOL IN BASE YEAR SAMPLE FRE R4LOCALE R4 LOCATION TYPE 8 CATEGORIES R3REGION R3 CENSUS REGION GENDER CHILD COMPOSITE GENDER R3URBAN R3 LOCATION TYPE 7 CATEGORIES RACE CHILD COMPOSITE RACE R3LOCALE R3 LOCATION TYPE 8 CATEGORIES R3AGE R3 COMPOSITE CHILD ASSESSMENT AGE MNTH R3DEST R3 MOVED FALL 1ST GR DESTINATION SC R3SAMPLE R3 CHILD SUBSAMPLED IN ROUND 3 R3FIPSST R3 SCHOOL FIPS STATE CODE R4AGE R4 COMPOSITE CHILD ASSESSMENT AGE MNTH R3FIPSCT R3 SCHOOL FIPS COUNTY CODE PIFIRKDG P1 FIRST TIME KINDERGARTENER R3CCDLEA R3 CCD LEANSCHOOL DIST ID PUBLIC WISESQ5 w1 CATEGORICAL SES MEASURE R3CCDSID CCD SCHOOL ID PUBLIC T4GLVL T4 GRADE LEVEL OF CHILD R3STSID STATE SCHOOL ID PUBLIC S4SCTYP 54 SCHOOL TYPE FROM THE SCH ADMIN QUEST R3SCHZIP R3 SCHOOL ZIP CODE S4ENRLS 54 TOTAL SCHOOL ENROLLMENT R3SCHPIN R3 SCHOOL PIN PRIVATE S4PUPRI 54 PUBLIC OR PRIVATE SCHOOL R4REGION 4 CENSUS REGION R4URBAN R4 LOCATION TYPE 7 CATEGORIES R4LOCALE R4 LOCATION TYPE 8 CATEGORIES R4DEST R4 MOVED SPRING 1ST GR DESTINATN SI R4FIPSST R4 SCHOOL FIPS STATE CODE R4FIPSCT R4 SCHOOL FIPS COUNTY CODE R4CCDLEA R4 CCD LEASSCHOOL DIST ID PUBLIC R4CCDSID R4 CCD SCHOOL ID PUBLIC R4STSID R4 STATE SCHOOL ID PUBLIC R4SCHZIP R4 SCHOOL ZIP CODE R4SCHPIN R4 SCHOOL PIN PRIVATE The Variable List shown in figure 8 17 is a list of all variables associated with the current catalog For the ECLS K First Grade Public Use ECB yo
112. YT2 U2TRDYE2 U2TRDYU2 U2TRDYT3 U2TRDYE3 U2TRDYU3 U2TRDYT4 U2TRDYE4 U2TRDYU4 Values 0 100 0 100 0 100 1 Yes 2 No 1 Child got special education services in spring kindergarten 2 Child did not get special education in spring kindergarten 1 Child has IEP IFSP on record at his her school 2 Child does not have an IEP IFSP on record Continuous Table 7 14 Spring first grade composite variables continued U2ABSN A4CLASS R4R2TCHG R4R2SCHG R4R3SCHG RNDFLG P4MOMID Child Child flag Child flag Child flag Child flag Child flag Family HH Description Total number of days absent during the school year This flag indicates the TQA data that is attached to a child s record and whether the data is for a morning afternoon or full day kindergarten class or a non kindergarten class e g first or second grade Child changed teachers between spring kindergarten and spring first grade School type change between spring kindergarten and spring first grade School type change between fall first grade and spring first grade Round that child joined study Household roster number of resident mother Derived from U2ABSTO1 U2ABSEXI U2ABSUNI U2ABSTO2 U2ABSEX2 U2ABSUN2 U2ABSTO3 U2ABSEX3 U2ABSUN3 U2ABSTOA U2ABSEXA U2ABSUN4 A4ACLASS A4DCLASS A4PCLASS and the presence of TQA data for non kindergartners R4T_ID R2T_ID R4R2SCHG school ID
113. able information close the window by clicking on the Windows control X in the upper right corner of the screen You ll return to the main screen 8 40 How to Print Information for a Single Code Book Variable The ECB currently does not support printing the information for a single variable directly to the printer If you must print the information for a single variable please follow the these steps Double click on the variable to activate the Variable Quick View see the previous How To section for details With the Variable Quick View being the active window on top press lt Alt gt lt Print Screen gt to save the image of the Variable Quick View window In any application that supports bitmap images e g Microsoft Paint Microsoft Word etc paste the saved image Print the image to the printer using the print function of the application that you are using How to Display and Print the Entire Code Book or Selected Pages l Move all of the catalog s variables displayed in the Variable List to the Working Taglist by clicking on the Tag All button Click on the OK button of the Add All Variables Confirmation dialog box shown in figure 8 39 Figure 8 39 Add All Variables dialog box Add All Yariables Confirmation x Do you want to add all variables to your taglist 1 Cancel All of the variables listed in the Variable List are now displayed in the Working Taglist Select View f
114. ables from the Working Taglist 1 Highlight the variable s in the Working Taglist that you wish to remove See Microsoft Windows techniques discussed in previous page 2 Click on the Untag button and the selected variables are removed from your Working Taglist To remove all nonrequired variables from the Working Taglist click on the Untag All button 8 4 4 Saving Taglists The ECLS K First Grade Public Use ECB has the ability to save the newly created or modified taglist displayed in the Working Taglist column Taglists can be saved either under the name already assigned or under a new name If you have opened a new taglist and have not yet assigned it a name you will be presented with the Save As dialog box If you have opened a predefined taglist and have made modifications to it you must save the modified taglist to a new name You will also be prompted to save your Working Taglist changes if you attempt to close the catalog or if you open or import another taglist How to Save a New Taglist 1 Complete any changes you wish to make to the new taglist 2 Click on the Save or Save As button above the Working Taglist column You can also select the Save or Save As options from the Taglist pulldown menu 3 The Save Taglist As dialog box appears as shown in figure 8 27 8 29 Figure 8 27 Save Taglist As dialog box Save Taglist As Sample T aglist 1 Sample Taglist 2 Sample T aglist 3 Taglist Name Save
115. ach catalog allows the user to create a subset of cases based on the settings of the Select column in the Extract Specifications window The default setting is all Y es in the Select column meaning that all records will be present in the extract file At least one of the codes for the limiting variable must be selected as Yes or no records will be extracted for analysis For example an extract using the default specifications above will include all schools public private and not ascertained To restrict the extract to private school records double click the Yes next to Public to change it to No and double click the Yes next to Not Ascertained to change it to No 8 8 Switching Catalogs The ECLS K First Grade Public Use ECB provides the capability of closing one catalog and opening another catalog without exiting the ECB program How to Change Displayed Catalogs in the ECB 1 In the main ECB screen click on the File pulldown menu and select the Open Catalog option 8 74 2 If you have unsaved changes made to the Working Taglist you will be prompted to save the changes figure 8 55 Figure 8 55 Save changes Save Changes Ed Save changes to working taglist 1 No Cancel 3 You can then either choose Yes to proceed to save the taglist or No to abandon the changes 4 The Select Catalog screen shown in figure 8 56 appears Figure 8 56 Select Catalog
116. ade B4 QI Q2 Includes School related staff 2581 2593 Teacher development and training activities Questionnaire B School and Staff Activities First Grade B4 Q3 B4 Q10 Includes Views on teaching school 2594 2630 Teacher climate and environment Questionnaire B Teacher Views 8 61 Table 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID First Grade B4 Q11 B4 025 Includes Gender birth year race 2631 2674 Teacher ethnicity experience education Questionnaire B Teacher Demographics School S4 Q1 S4 Q16 Includes Attendance enrollment 2799 2883 Questionnaire admission requirements federal School programs Characteristics School S4 Q17 S4 Q22 Includes Funding sources facilities 2884 2915 Questionnaire e g cafeteria music room auditorium School Facilities and Resources School S4 Q23 S4 Q26 Includes Community type community 2916 2934 Questionnaire safety school safety Community Characteristics and School Safety School S4 Q27 SA Q31 Includes Uniform code testing and 2935 2965 Questionnaire assessments School Policies and Practices School S4 Q32 SA Q37 Includes Programs and services for 2966 3006 Questionnaire families parent involvement in school School Family Community Connections School S4 Q38 S4 Q48 Includes Limited English proficient 3007 3039 Questionnaire special education
117. ality his data recoded for respondent confidentiality S4 Q40 BILINGUAL SERVICES PERCENT 1ST S4 Q40 ESL SERVICES PERCENT 1ST S4 Q40 ESL AND BILINGUAL PERCENT 1ST his data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality 2980 SAYRSESL 54 041 YEARS FOR ESL SERVICES 1ST This data recoded for respondent confidentiality 2981 SAYRSBIL S4 Q41B YEARS FOR BILINGUAL SERVICES 1ST This data recoded for respondent confidentiality 2982 SASRVBTH 54 041 YRS FOR ESL amp BILINGUAL SER IST This data recoded for respondent confidentiality 3007 S4FTETOT 54 049 TOTAL FTE SCHOOL STAFF This data recoded for respondent confidentiality 3008 S4ADMFTE 54 Q50A FTE ADMINISTRATIVE STAFF This data recoded for respondent confidentiality 3009 S4TCHFTE 54 Q50B FTE CLASSROOM TEACHERS This data recoded for respondent confidentiality 3010 S4GYMFTE 54 Q50C FTE GYM DRAMA ART TEACHERS This data recoded for respondent confidentiality 3011 S4TTIFTE 854 Q50D FTE TITLE 1 TEACHERS This data recoded for respondent confidentiality 3012 SAAIDFTE 54 Q50E FTE TEACHER AIDES This data recoded for respondent confidentiality 3013 S4SPEFTE 54 Q50F FTE SPECIAL ED TEACHERS This data recoded for respondent confidentiality 3014 S4SPAFTE 54 Q50G FTE SPECIAL ED AIDES This data recoded for respondent confidentiality 3015 S4ESLFTE 54 Q50H FTE ESL BILINGUAL TEACHERS This data r
118. ampling strata and PSU 9 Round 4 parent Taylor series sampling strata and PSU 92 Panel 24 parent Taylor series sampling strata and PSU 93 Panel 34 parent Taylor series sampling strata and PSU 94 Panel 124 parent Taylor series sampling strata and PSU 95 Panel 1234 parent Taylor series sampling strata and PSU 96 Round 4 CPT Taylor series sampling strata and PSU 97 Panel yr2 combined Taylor series sampling strata and PSU Replicate Weights 98 Round 3 child replicate weights 99 Panel 23 child replicate weights 100 Panel 123 child replicate weights 101 Round 4 child replicate weights 102 Panel 24 child replicate weights 103 Panel 34 child replicate weights 104 Panel 124 child replicate weights 105 Panel 1234 child replicate weights 106 Round 3 parent replicate weights 107 Panel 23 parent replicate weights 108 Panel 123 parent replicate weights 109 Round 4 parent replicate weights 110 Panel 24 parent replicate weights 111 Panel 34 parent replicate weights 112 Panel 124 parent replicate weights 113 Panel 1234 parent replicate weights 114 Round 4 CPT replicate weights 115 Panel yr2 combined replicate weights 8 56 Table 8 7 Child catalog topical variable groupings As noted Topic Variable identifier Description Field ID Identifiers CHILDID ID School identification number 1 6 Variable Name Teacher identification number Parent Child identification numbers Status flags C3COGDAT
119. ance Estimation For each K 1 full sample weight listed in table 9 2 a set of replicate weights was calculated Replicate weights are used in the jackknife replication method to estimate the standard errors of survey estimates Any adjustments done to the full sample weights were repeated for the replicate weights For any full sample weight involving fall first grade there are 40 replicate weights For all other weights there are 90 replicate weights The smaller number of replicates is due to the fact that only 30 percent of the full sample of schools were included in the fall first grade subsample See chapter 4 for a description of the fall first grade sample and how the replicate weights were created Each replicate weight variable name has the same weight prefix as for the full sample weight variable name For example the replicate weights for C23CWO0 are C23CW1 through C23CW40 the replicate weights for C24CWO are C24CW1 through C24CW90 Stratum and first stage unit identifiers used with the Taylor Series method are provided for each of the K 1 longitudinal weights in the file They are described in table 9 3 For a description of the Taylor Series method see section 4 4 2 Specifications for computing standard errors are given in table 9 4 For each type of analysis described in table 9 4 users can choose between the replication method and the Taylor Series method for computing standard errors 9 8 Table 9 3 ECLS K Taylor Se
120. and child demographics Certain composites were created using data from the Field Management System FMS Tables 7 13 and 7 14 list all the composite variables for fall first grade and spring first grade respectively Although there were far fewer composites in fall first grade than in spring first grade the general order of both tables is the same with some areas relevant only to spring first grade All basic child demographic items are listed first Child care variables follow the demographics and then household composition For spring first grade imputed variables are listed next then demographics for parents resident father and mother characteristics are followed by characteristics of nonresident biological 7 9 parents and nonresident adoptive parents Teacher classroom and school variables are listed last Once the user identifies the composites of interest he or she can refer to table 8 8 for instructions on accessing the variables from the ECB 7 4 1 Child Composite Variables There are many child level composite variables on the child catalog Tables 7 13 and 7 14 describe all of the composites Some of the composites are described in further detail here Child s Age at Assessment R3 AGE and R4 AGE The child s age was calculated by determining the number of days between the date when the child completed the ECLS K direct child assessment e g the spring first grade source variables were C4ASMTMM C4ASMTDD CAASMTY Y
121. and the child s date of birth DOBMO DOBDA DOBYR The total number of days was then divided by 30 to calculate the age in months The child assessment date was tested for the appropriate range September to November 1999 for round 3 March to July 2000 for spring first grade If the assessment date fell outside these ranges the modal assessment date for the child s school was used Gender GENDER The gender composite was derived using the gender indicated in the parent interview CHILDGEN and if it was missing the FMS The composite for GENDER is on the file but not the source variable CHILDGEN Gender was only asked in the fall and spring of first grade 1f the household was new to the study For most of the cases the data were collected in the base year Child s Date of Birth DOBYY DOBMM and DOBDD The child date of birth composites were created using parent interview data CHILDDOB and in cases in which the parent interview data did not exist or were outside of the criteria for inclusion 7 10 using the FMS data If the date of birth given was before June 1 1990 or after March 31 1995 the data were excluded This composite was updated from the base year with data collected from households that were new to the study in the fall and spring of first grade Race Ethnicity WIAMERIN WIASIAN WIPACISL WIBLACK WIWHITE WIHISP WIMTIRAC WIRACETH and RACE The composites for the child s race ethnicity are presented i
122. answer categories for responses In fall kindergarten spring kindergarten and fall first grade SPQ130A asked for entry of age and SPQ130B asked for entry of the unit months or years In spring first grade SPQ130A asked for entry in years and SPQ13OB asked for entry of months SPQ155 and SPQ157 are equivalent to PLQ020 and PLQ060 however because there was no equivalent question in SPQ for PLQ30 is English also spoken in your home the definition was slightly different Despite the differences in question structure the kindergarten and first grade composites capture the same information Another change in the SPQ derived composites involves WIMOMAR biological mother was married to the biological father at the time of the child s birth The kindergarten versions of this composite were WKHMOMAR and WKBMOMAR These variables indicated whether or not the biological mother was married to the biological father at the time of the child s birth WKHMOMAR was coded if the biological mother resided in the house at the time of the interview WKBMOMAR was coded if the biological mother resided outside the house at the time of the interview The variables were mutually exclusive that is if there was a nonmissing value for WKHMOMAR the variable WKBMOMAR would be set to inapplicable 1 and the converse was also true Only one composite was used in spring kindergarten to represent this information because with four rounds of data it did not make sense t
123. ariables that will be automatically extracted for all user created data files from the base year school catalog The user cannot remove the required variables from the taglist All user defined taglists will include the required variables The last variable S2 Public or Private School is the limiting field The school catalog 1s organized into blocks of data corresponding to specific content areas See section 8 7 3 for more information on limiting fields Table 8 11 Base year school catalog required variables Field name Field label S ID School Identification Number CREGION Census Region in Sample Frame KURBAN Location Type in Sample Frame S28AQWO0 S2 School Weight Full Sample S2KSCTYP 2 School Type from the Sch Admin Quest S2KENRLK 52 Total School K Enrollment S2KENRLS 52 Total School Enrollment S2KPUPRI S2 Public or Private School The school catalog is organized into blocks of data corresponding to specific content areas The content areas are as follows Identifier is the school identification number School demographic data are from the sampling frame e g census region School weight full sample This variable is not needed when merging base year school data with first grade child level school data School administrator data status flag indicates unit response for school administrator questionnaire 8 70 Facility checklist data status flag indicates unit response facility checklist School admin
124. ast one individual entered or left the household between rounds and this change did not involve interviewer corrections for fall first grade roster errors P3REL FSQ130 P3UNR FSQ180 P3JOI P3REASL FSQ015 HEQ230A P3PRMSTD HEQ230B P3PRMEDM HEQ240A P3PRMEDD Values 1 15 days or less 2 16 109 days and 3 110 or more days 1 30 hours or less 2 31 359 hours and 3 360 hours or more 1 Child did not change schools 2 Child transferred from public to public 3 Child transferred from private to private 4 Child transferred from public to private 5 Child transferred from private to public 6 Child transferred other 1 Yes 2 No 0 False 1 True L9 L Table 7 13 Fall first grade composite variables continued Variable Name Category Description R3REGION School Indicates the geographic region of the child s school R3URBAN School Location type for school 7 category version Derived from Sampling Frame variable not on file Sample frame variable not on file Values 1 Northeast CT ME MA NH RI VT NJ NY PA 2 Midwest IL IN MI OH WL IA KS MN MO NE ND SD 3 South DE DC FL GA MD NC SC VA WV AL KY MS TN AR LA OK TX 4 West AZ CO ID MT NV NM UT WY AK CA HA OR WA 1 schooled at home 1 Large city a central city of Consolidated Metropolitan Statistical Area CMSA with a pop Greater to or equal to 250 000 2 Mid siz
125. ata users to view variable frequencies tag variables for extraction and create the SAS SPSS for Windows or STATA code needed to create an extract each file for analysis The two data files on the ECB school and child are each referred to as a catalog Instructions for using the CD ROM and ECB are provided in chapter 8 7 3 Variable Naming Conventions Variables were named according to the data source e g parent interview teacher questionnaire and the data collection point 1 a number is used to indicate in which round of data collection the variable was obtained as follows 1 for fall kindergarten 2 for spring kindergarten 3 for fall first grade and 4 for spring first grade These variable names are used consistently throughout the catalog The prefixes listed here are in two categories 1 first grade variables and 2 kindergarten year and cross round variables In general variable names start with the following prefixes Children s height and weight measurements were each taken twice to prevent error and provide an accurate reading Children s BMI was calculated based on height and weight The rules for using Don t Know and Not Ascertained codes for these values was as follows If both the first and second measurement of height in the child assessment were coded as 8 Don t Know then the height composite was coded as 8 Don t Know If both the first and second measurements of weight were coded as 8
126. atalogs and view the data in various ways by performing customized searches queries and extractions The organization of this document provides a start to finish approach through the system beginning with the installation of the ECB utilizing the ECB s functions navigating through the catalogs and performing user specified data extractions The ECLS K First Grade Public Use ECB CD ROM contains an ECB that allows users to easily examine the variables in both of the ECLS K First Grade Public Use ECB data sets The data user can create SAS SPSS for Windows and STATA programs that will generate an extract data file from any of the data files on the CD ROM The following flat ASCII data files are contained on the CD ROM B First Grade Child Data child1p dat This data file contains all data collected in Fall first grade Spring first grade Base Year School Data school dat Spring kindergarten from the ECLS K Public Use Base Year Electronic Code Book NCES 2000 097 August 2000 Additionally the CD ROM contains Portable Document Format PDF files of the first grade questionnaires and the base year school administrator questionnaire in appendix A the record layout for each data file in appendix B and the base year user s guide in appendix C of the ECB A supplementary base year data file is also included in appendix D The menu bars are described in section 8 9 8 1 8 1 1 Hardware Software Requirements The
127. ble 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID Fall first grade PI CMQ Includes mode and language of 933 934 Mobility and interview Tracking Updates Spring First grade P4 Roster Includes number of people in 936 1184 PI P4 FSQ household relationship of people to 1185 1351 Family Structure child age of people gender of people and race ethnicity of people round joined round left Spring first grade PA SPQ Includes for freshened or previous 1352 1397 PI round nonresponse cases child care Supplementary before K child s health and well being Items parent marital history primary language parent education and employment welfare Spring first grade P4 PIQ Includes parents contact with school 1398 1448 PI parent attendance in school related Parent Involvement activities barriers to attendance to with Child s school related activities School Spring first grade P4 HEQ Includes attending activities in the 1449 1489 PI community e g museums zoos Home athletic events home computer access Environment and use participation in extra curricular Activities and activities e g music lessons craft Cognitive classes information on community Stimulation crime and safety mealtimes and bedtimes Spring first grade P4 CFQ Includes information on parents 1490 1497 PI relationship to one another Critical Family Processes
128. c Use Electronic Code Book Program on Your Personal Computer Program installation is initiated by running the Setup exe file found within the CD ROM s root directory How to Install the Program l Close all applications on your computer 2 Insert the installation CD ROM into your PC s CD ROM drive 3 From the desktop Start menu select Run 4 Type D Setup exe into the Open field of the Run screen shown in figure 8 1 If your CD ROM drive is assigned a different drive letter substitute it for the D 8 3 Figure 8 1 Windows Run screen Run BEI Type the name of a program folder or document and i Windows will open it for you Open D setup exe Cancel Browse 5 Click on the OK button to start the installation You will now see several installation screens some of which will prompt you for a response Depending on your PC s configuration you may encounter warning messages during installation To respond always keep the newer version of a file being copied and ignore any access violation occurred during file copying If you are installing multiple ECB not different versions of the same ECB on your PC you may receive a message warning that setup is about to replace pre existing files To respond always insists to continue the installation although the default is to cancel the setup When you get a followup message to confirm whether the installation should be continued
129. category codes covered by the ECLS K occupation Table 7 14 provides details on the prestige score values WIDADSCR WIMOMSCR The variables were collected as follows l Income The information about income was collected in spring first grade As a result income is missing for all households with parents who did not participate in the survey in spring first grade Broad range and detailed range income questions were asked of all participants The broad range classifies household income as 25 000 and less per year or as greater than 25 000 The detailed range classifies household income as shown in table 7 1 Nakao K and Treas J 1992 The 1989 Socioeconomic Index of Occupations Construction from the 1989 Occupational Prestige Scores General Social Security Methodological Report No 74 Chicago NORC 7 18 Table 7 1 Levels of the detailed income range Detailed income range Total household income 1 5 000 or less 2 5 001 to 10 000 3 10 001 to 15 000 4 15 001 to 20 000 5 20 001 to 25 000 6 25 001 to 30 000 7 30 001 to 35 000 8 35 001 to 40 000 9 40 001 to 50 000 10 50 001 to 75 000 11 75 001 to 100 000 12 100 000 to 200 000 13 200 001 or more Households that were determined to meet the size and income criteria related to poverty shown in table 7 2 were asked to report income to the nearest 1 000 We call this exact income for simplicity 2 Parent s education The informat
130. chool readiness at the beginning of kindergarten predict children s skill and knowledge levels at the end of first grade 3 What family background characteristics e g family poverty parent education maternal employment affect children s later school outcomes 4 Do children who easily adapted to a school setting in kindergarten do better in first grade than their peers who experienced more difficulty settling into school or are there no lingering effects of a slow adjustment to kindergarten 5 To what extent do children experience gains or losses in their learning between spring of kindergarten and fall first grade when school 1s out 6 Do factors such as participation in enrichment programs help to minimize summer learning loss after controlling for family background factors 9 2 To study these and similar questions researchers would combine information from two or more rounds of data collection across the kindergarten and first grade years For the first question the researcher would need to examine differences between fall kindergarten and spring first grade assessment scores To do this one would combine fall kindergarten data with spring first grade data Similarly questions 2 and 3 regarding the relationship between readiness at kindergarten entry or maternal employment in that time frame and first grade outcomes would be examined by combining data from the same two timepoints Note that for question 3 one would nee
131. coded as 2 No In fall kindergarten the composite was calculated somewhat differently than it was in spring first grade because additional questions were used which asked if the child had ever had a 7 47 particular type of care These questions were CCQ120 ever have nonrelative care CCQ015 ever had relative care CCQ265 ever had center care and CCQ210 ever in Head Start In fall kindergarten if any of CCQ025 130 215 or 280 questions on nonparental care on a regular basis was equal to 1 Yes WKCAREPK was coded as 1 Yes Otherwise if any of the four variables was unknown 8 or 9 and the corresponding ever have care question CCQ015 ever had relative and CCQ265 ever had center care CCQ 210 ever in Head Start was not equal to 2 No WKCAREPK was coded as 9 Not Ascertained Otherwise WKCAREPK was coded as 2 No If the variable about whether the child was in a particular type of care the year before kindergarten was missing e g CCQ130 about nonrelative care and the variable about ever having been in a particular type of care e g CCQ120 was not equal to 2 No WKCAREPK was coded as 9 Not Ascertained Although the spring first grade version of WKCAREPK and the fall kindergarten version are very similar it should be noted that the composite created in spring first grade will not reflect the child care experiences of any new children added to the sample the freshened sample or prior round n
132. composite is the average of up to five measures each of which was standardized to have a mean of 0 and a standard deviation of 1 hence the negative valves For analyses that require a continuous SES measure such as multivariate regressions WISESL is the variable to use A categorical SES variable WISESQS was created that contains the quintile for the value of the composite SES for the child Quintile 1 represents the lowest SES category and quintile 5 represents the highest SES category The quintiles were computed at the child level using the spring first grade parent weights For categorical analyses use WISESQS and the parent weight Note that for households with only one parent present not all the components were defined In these cases the SES was computed averaging the available components 7 25 The imputed income variable WIINCOME was also used to create a household level poverty variable WIPOVRTY Income was compared to preliminary census poverty thresholds for 1999 which vary by household size Table 7 8 shows the broad income categories used in the ECLS K parent interview for determining whether to ask a more detailed question about income to the nearest 1 000 For comparison the table also shows weighted poverty thresholds from census Households whose income fell below the appropriate threshold were classified as poor see table 7 8 For example if a household contained two members and the household income was lower than
133. create cross year files for K 1 longitudinal analyses The information contained in this chapter applies to users of the base year and first grade files Users of the public use files can consider using the public use longitudinal file briefly described in chapter 1 which combines data from the base and first grade years It contains longitudinal weights so that analysts can examine children s growth and development between kindergarten and first grade Although it is somewhat streamlined it contains most of the variables in the restricted use files This chapter begins with a discussion of K 1 longitudinal analyses and the types of research questions that can be addressed with cross year files It then describes the merging procedures and the K 1 longitudinal weights 9 1 Conducting Longitudinal Analyses As described in chapter 1 one of the primary goals of the ECLS K is to understand how children s early experiences influence their transition into kindergarten and their progression through the early elementary school years A major strength of the ECLS K design is that it captures important aspects of children s experiences as they occur Thus information about children s transition into kindergarten is measured in the fall of their kindergarten year and again in the spring Capturing this information as it occurs means that the information is not distorted by faulty memory or by revisions to memory based on subsequent experiences In additio
134. d Variable name P4TWIN WIPOVRTY WI1INCOME WISESL WISESQS WIPARED Category Family HH Family HH Family HH Family HH Family HH Family HH Description Household has sampled twins Poverty indicator Household income Socioeconomic scale Quintile indicator for WISESL Highest level of education for the child s parents or nonparental guardians who reside in the household If only one parent or guardian resides in the household WIPARED reflects that parent s education level Derived from PAPER 1 to PAPER 25 person type in FSQ roster WIINCOME PAHTOTAL composites and Census defined thresholds P4HILOW PAQ100 PANCCAT PAQ110 PNINCOME PAQ120 WIINCOME WIMOMED WIDADED W1MOMSCR WIDADSCR all composites Derived from WISESL at the child level using spring first grade P4 weights W1MOMED WIDADED composites Values O No twin in HH 1 Twin in HH 1 Below poverty threshold 2 At or above poverty threshold Continuous Continuous 1 First quintile lowest 2 Second quintile 3 Third quintile 4 Fourth quintile 5 Fifth quintile highest 1 8th grade or below 2 9th to 12th grades 3 High school diploma equivalent 4 Voc Tech program 5 Some college 6 Bachelor s Degree 7 Graduate professional school no degree 8 Master s degree 9 Doctorate or professional degree LL L Table 7 14 Spring first grade composite variables continued WIMOMSCR Ca
135. d and personal services 4 Agricultural Forestry and Fishing Occupations This category is concerned with the production propagation breeding growing gathering and catching of animals animal products and plant products timber crop and ornamental the provision of services associated with agricultural production and game farms fisheries and wildlife conservation Other agricultural and related occupations include occupations concerned with the production and propagation of animals animal products plants and products crops and ornamental 5 Marketing and Sales Occupations This category includes occupations involving selling goods or services purchasing commodities and property for resale and conducting wholesale or retail business 6 Transportation and Material Moving Occupations This category includes occupations concerned with operating and controlling equipment used to facilitate the movement of people or materials and the supervising of those workers 7 Precision Production Occupations Precision production includes occupations concerned with performing production tasks that require a high degree of precision or attainment of rigid specification and operating plants or large systems Examples are tool and die makers pattern and model makers machinists jewelers engravers and so on Also included are some food related occupations including butchers and bakers Plant and system operators include water and s
136. d Editing Specifications for Computer Assisted Interviweing The very nature of designing a computer assisted interview forces decisions about edit specifications to be made up front Both acceptable ranges and logic consistency checks were pre programmed into the electronic questionnaire The next few sections describe the coding and editing of the data collected using CAI Though the child assessments and the parent interviews were both collected using CAI the child assessment did not contain some of the additional range and edit checks contained in the parent interview The following sections describe the coding and editing that was conducted on the CAI parent interview 6 1 6 1 1 Range Specifications Within the CAI parent interview instruments respondent answers were subjected to both hard and soft range edits during the interviewing process The child assessment did not have such hard and soft ranges A soft range is one that represents the reasonable expected range of values but does not include all possible values Responses outside the soft range were confirmed with the respondent and entered a second time For example the number of hours each week a child attends a daycare center on a regular basis had a soft range of one to 50 A value outside this range could be entered and confirmed as correct by the assessor as long as it was within the hard range of values one to 70 Hard ranges are those that have a finite set of
137. d data on the ECLS K First Grade Year Public Use File continued FieldID FieldName 1767 1768 1769 1770 1771 1772 1782 1783 1784 1785 1786 1787 1788 1789 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1801 1802 1803 1804 1805 1808 1809 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 A4KWHIT A4KAMRI A4KRACE A4KTOTR A4KBOYS A4KGIRL A4KCVTN A4KCCHN AAKCJPN AAKCKRN AAKCFLP AAKOTAS A4KOTLN A4KLANO A4KNUML A4KNOES A4KESLR A4KESLO A4KTNOO A4KTSPN A4KTVIN A4KTCHN AAKTJPN AAKTKRN AAKTFLP AAKTOTA AAKTOTL AAKLEPO A4KNONE A4KGIFT A4KPRTG A4KDISA A4KIMPA A4KLRND A4KEMPR A4KRETA A4KDELA A4KVIS A4KHEAR A4KORTH A4KOTHE A4KMULT A4KAUTS A4KTRAU A4KDEAF A4KOTDI A4KSPCI A4KIEP FieldLabel A4K Q8D OF NON HISPANIC WHITES A4K Q8E OF AMERICAN INDIANS A4K Q8F OF STUDENTS OF OTHER RACES A4K Q8 TOTAL CLASS ENROLLMENT RACES A4K Q9 NUMBER OF BOYS IN CLASS A4K Q9 NUMBER OF GIRLS IN CLASS A4K QI6B STUDENTS SPEAK VIETNAMESE Q16C STUDENTS SPEAK CHINESE A4K Q16D STUDENTS SPEAK JAPANESE QI6E STUDENTS SPEAK KOREAN A4K QI6F STUDENTS SPEAK FILIPINO LNG A4K Q16G STUDENT SPEAK OTHR ASIAN LNG A4K QI6H STUDENTS SPEAK ANOTHER LNG Q16H SPECIFY STUDENTS OTHER LANG A4K Q18 NUMBER LEP STUDENTS IN CLASS A4K Q19 LEP STUDENTS GET NO ESL A4K Q19 LEP STUDENTS GET IN CLASS ESL A4K Q19 LEP STUDENTS GET OUTSIDE ESL A4K Q20A TCHRS SPEAK O
138. d from student record abstract data It was derived in the same way as the composite for total absences First a total was created by summing the number of tardies reported by individual term Second a total was created based on the sum of the excused and unexcused tardies for all applicable terms The first total was used for the composite 1f the second total was not available because of missing data If both totals were available the first total was used for the composite value if the difference between total one and total two was equal to or less than 10 However if the first total was 0 but there were data for excused or unexcused tardies the composite was set to 9 Not Ascertained Also if the difference between the totals was greater than 10 the composite was also set to 9 Not Ascertained 7 4 7 Parent Identifiers and Household Composition The construction of parent identifiers and the household composition variables from the parent interview data was a two step process First individuals identifying themselves as the child s mother father were located within the household roster and the type of their relationship to the child biological adoptive foster step partner or unknown was established For households containing more than one father or mother a hierarchy was used to designate the current or residential parent of each gender The biological parent if present was always the current mother or father In the absence of
139. d talented students in school Percentage of students eligible for free lunch in school Percent of students eligible for reduced price lunch in school Derived from S4PUBLIC S4CATHOL S4OTHEREL SAOTHPRI CS TYPE2 school sample frame variable not on file SSSCTYP S2KSCTYP transfer school file S4SCTYP Sampling Frame variable not on file Sampling Frame variable not on file SAANUMCH SAQ Sampling Frame variable not on file Sampling Frame variable not on file S4PCTASN S4HISPPCT S4BLKPCT SAWHTPCT S4INDPCT S4OTHPCT S4GFTNBR S4ANUMCH S2KGFTED S4ELILNC S4ANUMCH S4ELIRED S4ANUMCH Values 1 Catholic 2 Other Religious 3 Other Private 4 Public 1 Public 2 Private Continuous Continuous 1 0 149 students 2 150 299 students 3 300 499 students 4 500 749 students 5 750 and above students Continuous Continuous Continuous Continuous T6 L Table 7 14 Spring first grade composite variables continued Variable name SASCLVL Category School Description School instructional level from SAQ Derived from S412TH S411TH SATENTH S4NINTH S48TH S47TH SASIXTH S4FIFTH Values 1 Less than 1st grade 2 Primary school 3 Elementary school 4 Combined school U4SCHBDD School School year starting date day U4SCHBMM School School year starting date month U4SCHBYY School School year starting date year U4SCHEDD School School year ending date day U4SCHEMM
140. d to include data from the parent interview in the base year Researchers who want to examine the influence of children s kindergarten adjustment on their first grade performance as in question 4 might use data from three rounds i e fall kindergarten spring kindergarten and spring first grade For example one could create variables from fall kindergarten and spring kindergarten to measure adjustment during kindergarten and then relate those variables to outcomes in the spring of first grade K 1 files can also be used to answer questions 5 and 6 focusing on summer learning gains or losses For these questions a researcher would combine data from spring kindergarten with data from fall first grade Because the fall first grade data are available for only a subsample of the ECLS K children these analyses would be restricted to the 5 424 children in the fall first grade sample 9 3 Merging Base Year Child Level Data with the First Grade Child Level Data To create a K 1 data file which combines data from the base year and first grade data collections an analyst should use the ECLS K Restricted Use or Public Use Base Year Electronic Code Book ECB NCES 2000 079 or NCES 2001 029 and the ECLS K First Grade Restricted Use ECB NCES 2001 102 The same procedures can be followed by users who wish to create a public use K 1 longitudinal file themselves Perform the following steps to merge the base year child level variables needed for a
141. de files is the absence of detailed edit flags Rather than carrying seven different flags describing each type of edit performed on a particular case as was done in the kindergarten year one flag was used per round to identify cases that were edited for any of the reasons described below These flags are P3EDIT and P4EDIT the flag is set to 1 if the case was edited in the given round There were 212 cases requiring edits in the round 3 roster data and 226 cases requiring edits in the round 4 data There were essentially three general types of roster tests performed to determine which cases required editing First the relationship of an individual to the focal child was compared to the individual s listed age and gender Any problems found were corrected based on data from prior data collections wherever possible Second households with more than one mother or more than one father were scrutinized for errors While it is possible to have more than one mother in a household for example a household could contain one biological and one foster mother of the focal child such cases warranted closer inspection There were 37 cases with more than one mother or father in the household Corrections 6 5 were made wherever clear errors and a clear resolution existed Lastly the relationship of an individual to both the focal child and the reference person was examined as there are cases in which the relationship of an individual to the focal child
142. dinal C weights First stage primary sampling unit within stratum base year spring first grade longitudinal C weights Sampling stratum base year spring first grade longitudinal P weights First stage primary sampling unit within stratum base year spring first grade longitudinal P weights Sampling stratum base year first grade longitudinal C weights First stage primary sampling unit within stratum base year first grade longitudinal C weights Sampling stratum base year first grade longitudinal P weights First stage primary sampling unit within stratum base year first grade longitudinal P weights Sampling stratum K 1 combined longitudinal weights First stage primary sampling unit within stratum K 1 combined longitudinal weights 9 9 For the replication method using WesVar the full sample weight the replicate weights and the method of replication are required parameters Variance estimation using the ECLS K data should be done using the paired jackknife method JK2 As an example to compute the mean difference in reading scores between spring kindergarten and spring first grade and their standard errors users need to specify C24CWO as the full sample weight C24CW1 to C24CW90 as the replicate weights and JK2 as the method of replication For the Taylor Series method using either SUDAAN SAS or STATA the full sample weight the sample design the nesting stratum and primary sampling unit PSU variables are required
143. e First grade school and teacher level data including composites are also stored on the child catalog The file named child1p dat is stored in the root directory of the CD ROM as an ASCII file However it is strongly recommended that users access the data using the ECB software available on the CD ROM rather than access the ASCII file directly Appendix B on the CD ROM contains the record layout for the child catalog There is also a school catalog on the file that is from the base year of the study This is included in order to allow analysis of data in conjunction with the base year file and to provide school data that were not collected again in the first grade details about these data are provided in section 7 7 This chapter is divided into nine sections Sections 7 1 through 7 3 focus on the conventions used in the study and describe identification variables missing values and variable names Section 7 4 provides details about the creation of composite variables on the first grade file Composites created from the base year data that are made available on the first grade file are also described Sections 7 5 through 7 7 focus on issues that users may want to know for particular analyses the relationship among 7 1 composites on the child catalog variables to identify children who changed schools and merging base year school level data with first grade child level data Section 7 8 contains tables of the composite variables Fi
144. e Printer Dialog box Enter the pages you want to print and the number of copies you want Click on the OK button 8 42 8 When you are done viewing the entire code book close the window by clicking on the Windows control X in the upper right corner of the screen You ll return to the main screen 8 5 Extracting Data from the Electronic Code Book Once the variables have been selected tagged for extraction and reside in the Working Taglist the next step is to generate the code through which the statistical analysis software can retrieve and display the results The ECLS K First Grade Public Use ECB provides options for generating the code for analyzing data with the SAS SPSS for Windows or STATA statistical analysis programs To run these programs you will need the appropriate statistical software and the ECLS K First Grade Public Use ECB CD ROM from which the program can extract data SPSS users should note that certain catalogs will produce a Frequencies command statement with more than 500 variables This may produce a warning of too many variables and the Frequencies command will not execute Users may work around this limitation by dividing the Variable List into two or more Frequencies commands When extracting data to be used with either the SAS SPSS for Windows or STATA programs a dialog box will be presented that allows the user to define the extract population through the Limiting Fields See figure 8 42 The Lim
145. e city a central city of a CMSA or Metropolitan Statistical Area MS A with a pop Less than 250 000 3 Urban fringe of large city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA ofa large city and defined as urban by the Census Bureau 4 Urban Fringe of mid size city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA of a mid size city and defined as urban by the Census Bureau 5 Large town an incorporated place or Census Designated Place with a pop Greater than or equal to 25 000 and located outside a CMSA or MSA 6 Small town an incorporated place or Census Designated Place with a pop Less than 25 000 and greater than 2 500 located outside a CMSA or MSA 7 Rural any incorporated place Census Designated Place or nonplace territory designated as rural by the Census Bureau 89 L Table 7 13 Fall first grade composite variables continued Variable Name R3LOCALE S3PUPRI Category School School Description Location type for school 8 category version Public or private school Derived from Sample frame variable not on file S3SCTYP Values 1 Large city a central city of Consolidated Metropolitan Statistical Area CMSA with a pop Greater to or equal to 250 000 2 Mid size city a central city of a CMSA or Metropolitan Statistical Area MS A with a pop Less than 250 000 3 Urban fringe of large city
146. e created by using the school start and end dates that the majority of children in a school had A slightly different strategy was used for year round schools This is explained here Year round Schools FAYRRND This composite was created using data from the FMS Some children were in year round schools in which groups of children had different schedules and attended during segments of the year called tracks For those schools the starting date for the school year was the earliest date reported for a track of students The latest date reported for a track was designated as the end of the school year The values for the year round school variable are 1 Yes and 2 No Total Days Absent During School Year U4ABSN A composite was created that indicates the total number of days the child was absent during the school year It was derived as follows First a total was created by summing the number of absences reported by individual term Second a total was created based on the sum of the excused and unexcused absences for all applicable terms The first total was used for the composite 1f the second total was not available because of missing data If both totals were available the first total was used for the composite value if the difference between total one and total two was equal to or less than 10 However if the first total was 0 but there were data for excused or unexcused absences the composite was set to 9 Not 7 35 Asc
147. e specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than 1 race non Hispanic 1 Yes 2 No 08 L Table 7 14 Spring first grade composite variables continued Variable name P4HDBLCK P4HDIND P4HDPACI P4HDWHT P4HDHISP P4HDMTIR W1DADED P4HDEMP Category Family HH Family HH Family HH Family HH Family HH Family HH Family HH Family HH Description Father or male guardian in the household is African American Father or male guardian in the household is Native American Father or male guardian in the household is Pacific Islander Father or male guardian in the household is White Father or male guardian in the household is Hispanic Father or male guardian in the household is more than one race Father s highest level of education The work status of the father male guardian in the household Derived from PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PAHSP 1 through PAHSP 25 FSQ190 FSQ195 and the other specify text not on file collected in FSQ198 when FSQ195 9 another race 1 through PAHIG 4 PEQ020 PAHIS 1 through P4HIS 4 PEQ030 P4HRS EMQ050 PAPAY 1 EMQ020 P4VAC 030 PALOK EMQ060
148. ecision Production Occupation 8 Administrative Support Including Clerk 9 Mechanics amp Repairs 10 Construction amp Extractive Occupations 11 Technologists Except Health 12 Writers Artists Entertainers Athletes 13 Executive Admin Managerial Occupation 14 Health Technologists amp Technicians 15 Social Scientist Workers Lawyers 16 Registered Nurses Pharmacists 17 Natural Scientists amp Mathematicians 18 Teacher Except Postsecondary 19 Engineers Surveyors amp Architects 20 Teachers college Postsecondary Counselors Librarians 21 Physicians Dentists Veterinarians 22 Unemployed retired 1 Yes 2 No 1 Yes 2 No 1 Biological only 2 Both biological and adoptive 1 Living 2 Dead 8 L Table 7 14 Spring first grade composite variables continued Variable name Category Description P4ABSMOM Family HH Type of nonresident mother P4BMVITL Family HH vital status of the nonresident biological mother P2FSRAW Family HH Food security raw score a simple count of the number of food security items affirmed by the parent Derived from Values 1 Biological only 2 Both biological and FSQ130 adoptive NRQ100 PACTP NI PACTP N4 NRQ100 1 Living 2 Dead P2WORRFD FDQ130A P2FDLAST Continuous FDQ130B P2BLMEAL FDQ130C P2LOWCST FDQ130D P2NOBAL FDQI30E P2CANTAF FDQ130F P2EVCUT2 FDQ140 2 FDQ150 PZEATLES FDQ160
149. ecoded for respondent confidentiality 3016 S4ESAFTE 54 Q50I FTE ESL BILINGUAL AIDES This data recoded for respondent confidentiality 3017 S4LIBFTE S4Q50J LIBRARY MEDIA SPECIALISTS This data recoded for respondent confidentiality 3018 S4THRFTE 54 Q50K SPEECH PHYSICAL THERAPISTS This data recoded for respondent confidentiality 3019 SANRSFTE 54 Q50L FTE SCHOOL NURSES This data recoded for respondent confidentiality 3020 SAREAFTE 54 Q50M FTE READING SPECIALIST TCHRS This data recoded for respondent confidentiality 3021 S4MSCFTE 54 Q50N FTE MATH SCIENCE SPECIALISTS This data recoded for respondent confidentiality 3022 SAFRLFTE 54 Q500 FTE FOREIGN LNG SPECIALISTS This data recoded for respondent confidentiality 3025 SATEAASN 54 053 ASIAN TEACHERS This data suppressed for respondent confidentiality 3027 SAETHNIC 54 Q53 HISPANIC LATINO TEACHERS This data recoded for respondent confidentiality 3029 SATEABLK 54 053 BLACK TEACHERS This data recoded for respondent confidentiality 3033 SATEAIND 3090 S4BRTHYR 3091 SAORIGIN 3092 SARACEI 3093 SARACE2 3094 SARACE3 3095 S4RACE4 3096 SARACES5 3097 S4YSTCH 3098 SATOTPRI S4 Q53 AMERICAN INDIAN TEACHERS S4 Q61 YEAR PRINCIPAL WAS BORN S4 Q62 PRINCIPAL IS HISPANIC LATINO S4 Q63A PRINCIPAL IS AMERICAN INDIAN S4 Q63B PRINCIPAL IS ASIAN S4 Q63C PRINCIPAL IS BLACK S4 Q63D PRINCIPAL IS HAWAIIAN OR PAC IS S4 Q63E PRINCIPAL IS WHITE S4 Q64A NUMBER OF YRS TEACHING S4 Q64B NUMBER OF YR
150. ed from the cognitive assessments because he or she is a child with disabilities or has a non English and non Spanish home language and was not able to pass the Oral Language Development Scale OLDS The first stages of weighting were to Adjust the base year school weight for base year school nonresponse and Compute the base year child weight 9 6 Base year child weights were then adjusted for Subsampling of schools for the study weights involving fall first grade only Subsampling of movers all weights and Child nonresponse all weights Since the K 1 longitudinal weights do not concern children brought into the sample in spring first grade through sample freshening the adjustments having to do with freshening do not apply to longitudinal weights The final stage of weighting was to rake the final adjusted weights to sample control totals For a description of each stage of weighting see section 4 3 The adjustment cells vary for each type of weight depending on the characteristics of the schools children or parents involved 9 4 3 Characteristics of Longitudinal Weights The statistical characteristics of the longitudinal weights are presented in table 9 2 For each weight the number of cases with nonzero values is presented together with the mean weight the standard deviation the coefficient variation 1 e the standard deviation as a percentage of the mean weight the minimum value of the weight
151. ertained If the difference between the totals was greater than 10 the composite was also set to 9 Not Ascertained Total Days Tardy During School Year U4TARD A composite was also created that indicates the total number of days the child was tardy during the school year It was derived in the same way as the composite for total absences First a total was created by summing the number of tardies reported by individual term Second a total was created based on the sum of the excused and unexcused tardies for all applicable terms The first total was used for the composite 1f the second total was not available because of missing data If both totals were available the first total was used for the composite value if the difference between total one and total two was equal to or less than 10 However if the first total was 0 but there were data for excused or unexcused tardies the composite was set to 9 Not Ascertained If the difference between the totals was greater than 10 the composite was also set to 9 Not Ascertained Indicator of Whether Child Received Special Education Services FASPECS The composite variable FASPECS indicates whether or not the child received special education services in the spring of first grade based on the presence or absence of a link to a special education teacher in the FMS in spring kindergarten Children were linked to special education teachers in the FMS The values are 1 if the child received s
152. erwise if PLQ020 was 1 a language other than English was regularly spoken in the home and PLQO60 indicated any non English language then WKLANGST was 1 for non English The specification for the spring first grade composite was the same 7 48 6v L Table 7 10 Supplemental section item matches to spring first grade items Fall kindergarten Spring kindergarten Fall first grade Spring first grade Variable name Item number Variable name Item number Variable name Item number Variable name Item number Child care in year prior to kindergarten Relative care Nonrelative care Head Start Center care Status at birth Birth weight pounds Birth weight ounces More than 5 5 pounds More than 3 pounds More than 2 weeks early How premature number How premature unit PIRPREK PIWEIGHP PIWEIGHO PIWEIGH5 PIWEIGH6 PIEARLY PIEARDAY Vision and hearing difficulties Difficulty seeing far obj Vision correctable PISIGHT Difficulty hearing speech PIDIFFHR Receipt of services in year prior to kindergarten Receipt of any services Speech therapy Occupational therapy Vision services Social work services Psychological services Home visits Parent support Special needs Private tutoring Braille Sign language Age therapy began Age therapy began Unit Family background Biolog parents ma
153. es 1 Complete any changes you wish to make to the displayed taglist 2 Click on the Code Book pulldown menu and select the View option 3 The Code Book for the current taglist opens in a new window as shown in figure 8 35 8 36 Figure 8 35 Code book view fg ECLS K First Grade Public Use ECB First Grade Child View Codebook 4 tote E amp amp To ECLS K Electronic Codebook Catalog First Grade Child 8 3070 CHILDID 1 1 4 ca Variable Name CHILD IDENTIFICATION NUMBER Record Number Position Format Comment Unweighted Response Codes Frequency Percent CHILD ID 17 487 100 0 17 487 100 0 Variable Name S4 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER Record Number 1 Position 21 24 Format 004 Comment Unweighted Response Codes Frequency Percent SCHOOL ID 17 437 100 0 17 487 100 025 Variable Name T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMBER gt NOTE The counter 1 of 1 on the tool bar on top of the screen indicates the current page number and the total page number of the report Users must navigate to the last page of the report to load the entire report Once the user has viewed the last page of the report the sign will disappear and the correct total page number will show 4 Use the buttons described in table 8 4 to navigate through the displayed code book 8 37 Table 8 4 Navigation buttons Com
154. es should be accessed only through the ECBs Manually modifying the files outside the ECB is not recommended How to export a taglist 1 2 Add to the Working Taglist all the variables that you would like to export Click on the Taglist pulldown menu and select the Export option Figure 8 29 Pull down menu to select Taglist Export ECLS K First Grade Public Use E E File Extract Tools Code New Ctrl N Open Delete Add C3RDGI C3MTHI C3GKFL C4COGI C4RDGI C4MTHI Ctri 0 Save Cul S Save s Import Export 3 The Export Working Taglist To dialog box appears 4 Enter the file name you would like to save the taglist to Figure 8 30 Export Taglist dialog box Export Working T aglist To 21x ECLS K First Grade Public Use EC c Save in File name Tagiisi2 u Save as type Prt Cancel 5 Click on the Save button 6 You will be prompted to replace the file if the file name you entered already exists Do so or click on No to enter a new file name The Working Taglist will be saved to the file you named 8 32 8 4 6 Importing Taglists Taglists can be imported to the Working Taglist from external tlt files that are created by the ECB Taglist Export function Please note that only taglists exported from the same catalog of the same version ECB should be imported How to import a taglist l Save the current Working Taglist before importing new taglist 1f
155. es and programs and school and community connections According to the data collection plan schools that were new to the ECLS K study because sampled children transferred into them or that had been in the study but had not completed an SAQ previously would be asked to complete the new school questionnaire Because these schools were new to the study the new school questionnaire asked for more details about the topics described above and was similar to the spring kindergarten SAQ In practice the new and returning school questionnaires were distributed on the basis of whether the school was an original school or a new one to which students had transferred It should be noted that there were some errors in this process Out of a total of 2 132 responding schools 9 original schools completed the new SAQ and 11 new transfer schools completed the returning SAQ In addition the new school questionnaire was not systematically administered to schools that did not complete the spring kindergarten SAQ 112 of these schools received the returning school questionnaire There were also a few cases in which there was a spring kindergarten SAQ but the new school questionnaire was completed 6 cases Because of the differences between the new and returning school questionnaires there are variables on the data file that contain data from the new schools but not from the returning schools In
156. ever in a particular type of care If not PIHRSNOW was set to 0 Because questions about the child having ever been in a particular type of care were not included in first grade they were not part of the composite variable definition for the first grade variables Number of Child Care Arrangements P3NUMNOW and PANUMNOW Two other composite variables were used to indicate the total number of all types of care arrangements the focal child had on a regular basis during the summer before first grade P3NUMNOW and during spring first grade PANUMNOW The variables were created as follows item references are to spring first grade If any of the child care receipt variables for relative nonrelative or center based care CCQ010 CCQ150 or CCQ260 was refused unknown or missing then PINUMNOW was coded as 9 Not Ascertained If any of the care receipt variables was equal to 1 Yes but its corresponding number of arrangements variable CCQ060 CCQ165 and CCQ325 was refused unknown or missing then PENUMNOW was again coded as 9 Not Ascertained Otherwise the number of arrangements indicated in CCQ060 CCQ165 and CCQ325 were summed to obtain the total number of current child care arrangements 7 15 Primary Nonparental Child Care Arrangement P3PRIMNW and PAPRIMNW Composite variables were also created to indicate the primary nonparental child care arrangement in which the child spent the most hours per week during the summer before
157. ewage gas power chemical petroleum and other plant or system operators 8 Administrative Support Occupations including Clerks This category includes occupations involving preparing transcribing transferring systematizing and preserving written communications and records collecting accounts gathering and distributing information operating office machines and data processing equipment operating switchboards distributing mail and messages and other support and clerical duties such as bank teller data entry keyer etc 7 52 9 Mechanics and Repairers Mechanics and repairers are persons who do adjustment maintenance part replacement and repair of tools equipment and machines Installation may be included if installation is usually done in conjunction with other duties of the repairers 10 Construction and Extractive Occupations This category includes occupations that normally are performed at a specific site which will change over time in contrast to production workers where the work is usually at a fixed location Construction workers include those in overall construction brickmasons stonemasons carpenters electricians drywall installers paperhangers and painters etc Extractive occupations include oil well drillers mining machine operators and so on 11 Technologists and Technicians except Health This category includes those providing technical assistance in engineering and scientific research develo
158. ff did not follow him her to the new school and did not collect a child assessment or parent interview NOTE S3 ID was set to 1 Not Applicable if the child was not included in the fall first grade subsample Children moved between schools for a variety of reasons but one factor was that a school terminated at kindergarten and most of the students went to first grade at another particular school This is known as a destination school and the move is known as a destination move Destination schools were schools where it was determined before data collection that at least four ECLS K children would move into them from a kindergarten terminal school or a school that had closed The variables on the file that indicate destination moves are B R3DEST MOVED TO FALL FIRST GRADE DESTINATION SCHOOL RADEST MOVED TO SPRING FIRST GRADE DESTINATION SCHOOL It should be noted that the destination school may also have been an originally sampled school in this case the school was a destination school only for the new students not for the originally sampled students Because only 30 percent of all students were included in the fall first grade data collection a destination move could have occurred between spring kindergarten and fall first grade for the 30 percent included in fall first grade between fall first grade and spring first grade for the same 30 percent in fall first grade or between spring kinderga
159. first grade P3PRIMNW and during spring first grade PAPRIMNW The values for this variable are as follows 0 No nonparental care Relative care in child s home 2 Relative care in another home 3 Nonrelative in child s home 4 Nonrelative care in another home 5 Center based program 6 Two more programs 7 Location of care varies To obtain the composite item references are to spring first grade hours were compared for relative care in child s home CCQ090 or in other home CCQ070 nonrelative care in child s home CCQ190 or in other home CCQ170 and center program care CCQ355 First the composite P4HRSNW described earlier was used to code individuals missing current hours of care P4HRSNW 9 or with no hours of nonparental P4HRSNW 0 Those with missing hours of care were coded as 9 Not Ascertained those with no hours of care were coded as 0 For the remaining cases if the number of hours of either relative or nonrelative care given in CCQ090 and CCQ190 were higher than all other hours of care the variable indicating location of care for that type was examined using instrument items CCQ070 and CCQ170 If location of care was missing then PAPRIMNW was coded as 9 Not Ascertained if PAPRIMNW was not missing then P4PRIMNW was coded 1 2 3 or 4 depending on the type relative nonrelative and location child s home other home of care Otherwise if the number of hou
160. g are organized into topical categories to help locate and identify desired variables These categories are identified in table 8 13 The first column of the table describes the topic the second column lists the variable identifiers that indicate the source of the data e g the school administrator questionnaire or the facility checklist as well as when the data was collected 1 e spring kindergarten The third column is a description of the topic The last column is the Field ID which is how you search the data for the topics Field ID can be used by the Go function in the Variable List However table 8 13 is only for the convenience of searching for variables and includes only variables that belong to certain topics It does not reflect the contents of the entire school catalog 8 7 2 Base Year School Catalog Predefined Taglists There is one predefined taglist for the base year school catalog that can be used for extracting data This predefined taglist is named Key Variables and contains only the required variables listed in table 8 11 8 7 3 Base Year School Catalog Limiting Fields The Limiting Field for the base year school catalog is the variable school type public vs private which is shown in figure 8 54 This limiting field is specific to the school catalog and allows codes within it to be included or excluded from the extraction depending on the selection indicator For example the user can select No
161. her school 2 Child does not have an IEP IFSP Continuous Continuous Table 7 14 Spring first grade composite variables continued Variable name A4PLBK A4PHIS A4PMIN R4DEST F2SPECS U2RIEP U2TARD Category Child Child Child Child Child Child Child Description Percent of blacks in class child level data Percent of Hispanics in class child level data Percent of minorities in class child level data Moved to spring first grade destination school Whether or not the child received special education services based on the presence or absence of a link to a special education teacher in the FMS Whether or not the child has an IEP or IFSP on record at his her school according to information from the Student Record Abstract Total days tardy during the school year Derived from If child is in first grade A4FPBLK variable not on file if child is in kindergarten either A4APBLK A4PPBLK or A4DPBLK variables not on file If child is in first grade A4FPHIS variable not on file if child is in kindergarten either A4APHIS A4PPHIS or A4DPHIS variables not on file If child is in first grade A4FPMIN variable not on file if child is in kindergarten either A4APMIN A4PPMIN or A4DPMIN variables not on file FMS variable not on file Child teacher link in the FMS variable not on file U2TRDYT1 2 U2TRDYUI U2TRD
162. his data suppressed for respondent confidentiality 1735 A4KGRDST QIF FIFTH GRADE This data suppressed for respondent confidentiality 1736 A4KREGK Q2A TCH REGULAR 1 YR KINDERGARTEN This data suppressed for respondent confidentiality 1737 A4K2YRI1 A4K Q2B TEACHES 1ST YR OF 2 YRK This data suppressed for respondent confidentiality 1738 A4K2YR2 A4K Q2C TEACHES 2ND YR OF 2 YRK This data suppressed for respondent confidentiality 1739 A4KTRNK Q2D TCH TRANSITIONAL KINDERGARTEN This data suppressed for respondent confidentiality 1740 A4KPRIS A4K Q2E TEACHES PRE 1ST GRADE AFTER K This data suppressed for respondent confidentiality 1741 A4KUNGR A4K Q2F TEACHES UNGRADED CLASS This data suppressed for respondent confidentiality 1742 A4KMULG Q2G TEACHES MULTIGRADE CLASS This data suppressed for respondent confidentiality 1743 A4KTPRE TCH PREKINDERGARTEN LEVELS This data suppressed for respondent confidentiality 1744 A4KTTRN Q3B TCH TRANSITIONAL KINDERGARTEN This data suppressed for respondent confidentiality 1745 A4KTREG TEACHES REGULAR KINDERGARTEN This data suppressed for respondent confidentiality 1746 A4KTPRI A4K Q3D TCH PRE 1ST GRADE LEVEL This data suppressed for respondent confidentiality 1747 AAK Q3E TCH IST GRADE LEVEL This data suppressed for respondent confidentiality 1748 2 Q3F TCH 2ND GRADE LEVEL This data suppressed for respondent confidentiality 1
163. iable Name WIBLACK WIWHITE WI1HISP WIMTIRAC C3BMI C3HEIGHT C3WEIGHT P3CARNOW P3HRSNOW P3NUMNOW P3PRIMNW Category Child Child Child Child Child Child Child Child Child Child Child Description Child is African American Child is White Child is Hispanic Child is more than one race Fall first grade Body Mass Index Child s fall first grade composite height Child s fall first grade composite weight Focal child received nonparental care during the summer Total number of hours per week the focal child spent in all primary nonparental care during the summer Total number of all types of care arrangements the focal child had on a regular basis during the summer Primary nonparental arrangement in which the child spent the most hours per week during the summer Derived from 1 through P4RC6_1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PA4HSP 1 through PAHSP 25 FSQ190 FSQ195 and the other specify text not on file collected in FSQ198 when FSQ195 91 another race C3HEIGHT C3WEIGHT C3HGT1 C3HGT2 C3WGTI C3HGT2 P3RELCAR CCQ020 PSNRLCAR CCQ120 CCQ220 P3RELCAR CCQ020 PSRELREG CCQ055 PSRELNMH CCQ070 P3RELNUM CCQ030 PSRELOTH CCQ110 PSNRLCAR CCQ120 P3NRLREG CCQ150 PINRLNMH CCQ170 PSHRLNUM CCQ130 P3NRMOTH CCQ210 PSDAYCAR CCQ220 PSDCREG CCQ230 P3DCHRS CCQ250 PSDCNUMB CCQ225 and PSDCO
164. indows When the desired option or button is highlighted it can be selected by pressing the lt gt key 8 3 Variable List The ECLS K First Grade Public Use ECB main screen shown in figure 8 16 comprises two primary lists that each provide functions for reviewing grouping and extracting variable data from the opened catalog These lists include the Variable List and the Working Taglist 8 15 Figure 8 16 ECLS K First Grade Electronic Code Book main screen ECLS K First Grade Public Use ECB First Grade Child Create T aglist E File Taglist Extract Tools Codebook Help VARIABLE LIST Narrow Expand Reset Go Field ID 1 Variable Name CHILDID CHILD IDENTIFICATION NUMBER CHILDID CHILD IDENTIFICATION NUMBER PARENTID PARENT IDENTIFICATION NUMBER Ej 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER 53 ID FALL 1999 SCHOOL IDENTIFICATION NUMBER T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMBER 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMB gt D4T_ID SPRING 2000 SPECIAL ED TEACHER ID NUMBER T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMB R3REGION R3 CENSUS REGION D4T ID SPRING 2000 SPECIAL ED TEACHER ID NUMB R3URBAN R3 LOCATION TYPE 7 CATEGORIES F25PECS F2 CHILD RECEIVED SPEC EDU SERV FROM F R3LOCALE R3 LOCATION TYPE 8 CATEGORIES F4YRRND F4 YEAR ROUND SCHOOL R4REGION R4 CENSUS REGION F4SPECS F4 CHILD RECEIVED SPEC EDU SERV FROM F RAURBAN R4 LOCATION TYPE 7 CATEGORIES CS TYPE2 T
165. ined from the sampling frame e g census region Table 8 5 Child catalog required variables Field name CHILDID S4 ID T4 ID DAT ID R3REGION R3URBAN R3LOCALE RAREGION RAURBAN RALOCALE GENDER RACE R3AGE RAAGE R3ELIG PIFIRKDG WISESQS T4GLVL S4PUPRI S4SCTYP S4ENRLS Field label CHILD IDENTIFICATION NUMBER SPRING 2000 SCHOOL IDENTIFICATION NUMBER SPRING 2000 TEACHER IDENTIFICATION NUMBER SPRING 2000 SPECIAL ED TEACHER ID NUMBER R3 CENSUS REGION R3 LOCATION TYPE R3 LOCATION TYPE 8 CATEGORY R4 CENSUS REGION R4 LOCATION TYPE 7 CATEGORY R4 LOCATION TYPE 8 CATEGORY CHILD COMPOSITE GENDER CHILD COMPOSITE RACE R3 COMPOSITE CHILD ASSESSMENT AGE MNTHS R4 COMPOSITE CHILD ASSESSMENT AGE MNTHS R3 CHILD ELIGIBILITY IN ROUND 3 P1 FIRST TIME KINDERGARTNER W1 CATEGORICAL SES MEASURE T4 GRADE LEVEL OF CHILD S4 PUBLIC OR PRIVATE SCHOOL S4 SCHOOL TYPE FROM THE SCH ADMIN QUEST S4 TOTAL SCHOOL ENROLLMENT Child demographic composite variables include age gender race ethnicity and date of birth Child status indicates if a child changed schools or teachers within the first grade and whether the child was eligible in spring kindergarten Weights are described in detail in chapter 4 Round 3 weights are for fall first grade round 4 weights are for spring first grade and panel weights are for across rounds combined for example round 3 to round 4 Cross year panel weights are described in detail in chapter
166. ion Production Occupation 8 Administrative Support Including Clerk 9 Mechanics amp Repairs 10 Construction amp Extractive Occupations 11 Technologists Except Health 12 Writers Artists Entertainers Athletes 13 Executive Admin Managerial Occupation 14 Health Technologists amp Technicians 15 Social Scientist Workers Lawyers 16 Registered Nurses Pharmacists 17 Natural Scientists amp Mathematicians 18 Teacher Except Postsecondary 19 Engineers Surveyors amp Architects 20 Teachers college Postsecondary Counselors Librarians 21 Physicians Dentists Veterinarians 22 Unemployed retired 1 Biological 2 Other 3 None 1 Birth mother 2 Adoptive mother 3 Step mother 4 Foster mother 5 Parter mother 6 Mother unknown type 7 No resident mother Continuous C8 L Table 7 14 Spring first grade composite variables continued Variable name P4HMRACE P4HMASN P4HMBLCK P4HMIND P4HMPACI P4HMWHT P4HMHISP Family HH Family HH Family HH Family HH Family HH Family HH Family HH Family HH Description Race and ethnicity of the mother or female guardian in the household Mother or female guardian in the household is Asian Mother or female guardian in the household is African American Mother or female guardian in the household is Native American Mother or female guardian in the household is Pacific Islander Mother
167. ion about parent s education was collected in spring first grade Any household not interviewed in the base year had this information collected in fall first grade as well if it was part of the fall first grade subsample 3 Parent s occupation The information about parent s occupation was collected in spring first grade only Table 7 2 Households asked to report income to the nearest 1 000 Household size Total household income Two to three 15 000 or less Four to five 20 000 or less Six to seven 25 000 or less Eight 30 000 or less Nine 35 000 or less 7 19 Because not all parents responded or responded to all of the questions there were missing values for some of the components of the SES composite variable but only a small percentage of values for the education occupation broad income range and detailed income range variables were missing A fraction of respondents were asked to report exact income but the amount of missing data for this subset of participating households was considerable see table 7 3 Table 7 3 Missing data for socioeconomic status source variables Variable Number missing Percent Mother s education 886 5 6 Father s education 1 309 8 3 Mother s occupation 621 3 9 Father s occupation 556 3 5 Detailed income range 1 672 10 5 Exact Household income 1 076 33 0 The denominator is the number of households identified to report income to nearest 1 000 A two stage procedure was used to impute mis
168. iously narrowed list of variables displayed in the Variable List After performing a Narrow Search operation you can add variables to your current Variable List that meet your specified criteria In performing the Expand Search you can enter 8 22 key characters words or phrases as your criteria for searching the variable names variable descriptions or both Also the Expand Search can be performed multiple times allowing you to repeatedly expand the list of variables displayed in the Variable List column Performing the Expand Search function will only expand the variables listed in the Variable List window and will not affect those in the Working Taglist window How to Conduct an Expand Search 1 Click on the Expand button located above the Variable List window 2 The Expand Search dialog box will appear as shown in figure 8 22 Figure 8 22 Expand Search Text dialog box Enter Expand Text m Search Variable Name C Variable Description C Both Variable Name and Description Search Cancel 3 Enter a key character string word or phrase in the Enter Expand Text field Character strings can include a single alphanumeric character or a sequence of several characters The search is not case sensitive The results returned will be all entries that contain that exact sequence of letters numbers spaces and words 4 Click in the Variable Name Variable Description or Both Variable Name and De
169. irst grade based on how the question was asked In the base year of the study the question about the mother working was only asked if there was a mother in the household If there was no mother in the household WKHEARLY was set to 1 In spring 7 50 first grade it did not matter for the purposes of collecting retrospective data if there was a mother in the household at the time of spring first grade Thus if there was an answer to the SPQ question in spring first grade PIMOMWRK SPQ200 it was used regardless of whether there was a mother in the household However if a respondent indicated while answering SPQ200 that there was no mother in the household between the child s birth and kindergarten then WIHEARLY was coded 1 The cross round composites from the SPQ section are useful because they provide an opportunity to more easily examine some key items from nonrespondents and maximize the number of cases with these data For example if a user wanted to examine child care in the year before kindergarten for children who entered in fall kindergarten and children in the freshened sample in spring first grade he or she could look at questions about child care by using the variables shown in table 7 10 As shown in the first category heading in table 7 10 child care in year prior to kindergarten the variables for relative care nonrelative care Head Start and center based child care are PIRPREK PINPREK PIHSPREK PICPREK fal
170. istrator composites were created to facilitate data analysis a School administrator data are the data items from the school administrator questionnaire Facility checklist data are the data items from the facility checklist School Taylor series sampling strata and PSUs are the stratum and first stage unit identifiers that are required for estimating standard errors with the Taylor Series linearization method using software such as SUDAAN or STATA School weight replicates are used to estimate standard errors using the JK2 with WesVar Each replicate is a subsample of the full sample The variability of the replicate estimates about the full sample estimate is used to estimate the variance of the full sample estimate Table 8 12 presents the order of the data blocks on the school data file New variables for public use file are variables created for respondent confidentiality Table 8 12 Base year school catalog blocks Order Block 1 Identifier 2 School demographic data 3 School weight full sample 4 School administrator questionnaire data status flag 5 Facility checklist data status flag 6 School administrator questionnaire composites 7 School administrator data 8 Facility checklist data 9 School Taylor series sampling strata and PSU 10 School replicate weights 11 variables for public use file 8 7 1 Base Year School Catalog Topical Variable Groupings The variables within the base year school catalo
171. iting Fields include various subgroups of respondents that are typically of interest to analysts These subgroups can be selected or deselected to narrow the data field that is extracted Also please note that the ECB extract function allows the user to specify the drive letter of the CD ROM drive If you attempt to run the resulting SAS SPSS and STATA programs on a workstation with a different CD ROM drive letter you must alter the program code accordingly or regenerate the program code using the ECB The SAS SPSS or STATA source code generated by the ECB to read in the ECLS K data may contain code statements that are commented out e g with in SAS These code statements either run descriptive statistics e g frequencies means etc or associate formats with variables They are commented out because not all analysts will want them included in the source code 8 43 SAS users prior to SAS Version 8 should note that although the ECB will allow data set names larger than eight characters the SAS system will reject these names at run time Figure 8 42 Limiting fields dialog box First Grade Child Extract Specifications R3SAMPLE CHILD SUBSAMPLED IN ROUND 3 DON T KNOW NOT ASCERTAINED T4GLVL T4 GRADE LEVEL OF CHILD KINDERGARTEN HALF DAY KINDERGARTEN FULL DAY KINDERGARTEN HALF FULL DAY UNKNOWN Yes FIRST GRADE SECOND GRADE Yes UNGRADED CLASSROOM Ye NOT ASCERTAINED Yes Refer to sections 8 6
172. ity Child is Native American Child is Asian Child is Pacific Islander Derived from DOBMO DOBDA DOBYR C3ASMTMM C3ASMTDD C3ASMTYY CHILDGEN not on file and FMS not on file CHILDDOB not on file from first data collection in which reported in parent interview FMS date of birth variable not on file CHILDDOB not on file from first data collection in which reported in parent interview and FMS date of birth variable not on file CHILDDOB not on file from first data collection in which reported in parent interview and FMS date of birth variable not on file 1 through P4RC6_1 up to 25 FSQ195 WKRACETH WIRACETH FMS race variable not on file PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 Values Continuous 1 Male 2 Female 1 12 1 31 1 White 2 Black or African American 3 Hispanic race specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than race non Hispanic 1 White 2 Black or African American 3 Hispanic race specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than race non Hispanic 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No 9 L Table 7 13 Fall first grade composite variables continued Var
173. ity of the focal child Derived from OCHILDID not on file DOBMO DOBDA DOBYR CAASMTMM C4ASMTDD C4ASMTYY CHILDGEN not on file and FMS variable not on file CHILDDOB not on file from first data collection in which reported in parent interview FMS date of birth variable not on file CHILDDOB not on file from first data collection in which reported in parent interview and FMS date of birth variable not on file CHILDDOB not on file from first data collection in which reported in parent interview and FMS date of birth variable not on file PARCI 1 through PARC6 1 up to 25 FSQ195 Values Continuous 1 Male 2 Female 1 12 1 White 2 Black or African American 3 Hispanic race specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than 1 race non Hispanic OL L Table 7 14 Spring first grade composite variables continued Variable name Category Description Derived from Values RACE Child Child race and ethnicity WKRACETH WIRACETH FMS race 1 White 2 Black or African American variable not on file 3 Hispanic race specified 4 Hispanic no race specified 5 Asian 6 Native Hawaiian or other Pacific Islander 7 American Indian or Alaska Native 8 More than 1 race non Hispanic WIAMERIN Child Child is Native American PARCI 1 through PARC6 1 up to 25 1 Yes 2 No FSQ195 WIASIAN Chi
174. ived from column are intermediary variables that were not included in the final data sets An example of an intermediary variable is the child gender variable from the parent questionnaire CHILDGEN If this variable were missing or had conflicting information across rounds of the study information about gender was used from the field management system FMS The variable CHILDGEN is not included in the final data set but the composite GENDER is Other intermediary variables are taken from either the FMS or the sample frame Items from these are not delivered on the file The derived from column also contains the item numbers from the questionnaire which help in identifying the items that were used in the creation of these composites and derived variables This information allows a user to decide if he or she would like to use the composite based on how it was defined 7 63 vV9 L Table 7 13 Fall first grade composite variables Variable name R3 AGE GENDER DOBMO DOBDD DOBYY WIRACETH RACE W1AMERIN WIASIAN WIPACISL Category Child Child Child Child Child Child Child Child Child Child Description Child s age at the time the direct child assessment occurred This age will be in months and years not days Child s gender Child date of birth month Child s date of birth day Child s date of birth year Race and ethnicity of the focal child Child race and ethnic
175. l to indicate which questionnaires were being mailed to the home office Once data collection started receipt control clerks compared the transmittal forms to the questionnaires sent in from the field for accuracy and completeness The identification number on each form was matched against the identification numbers in the tracking system to verify that the appropriate number of forms for each school was returned The forms were then logged into the receipt and document control system Once forms were logged in if they had any data some forms had no data due to refusal by the respondent to complete them they were then coded the data were entered into electronic format after which the data were edited The following sections describe the coding data entry and editing processes for hard copy questionnaires 6 6 6 2 2 Coding The hard copy questionnaires required coding of race ethnicity for teachers review of Other specify text responses and a quick visual review of particular questions in each questionnaire The quick visual review was to assure that the questionnaire values were accurate and complete and were consistent across variables and that the numbers were converted to the appropriate unit of measurement prior to converting data to an electronic format The coding staff were trained on the coding procedures and had coding manuals to support the coding process This staff also did the data editing after data entry was complete Se
176. l kindergarten variables and PARCBEFK PANCBEFK P4HSBEFK and PADBEFK spring first grade variables The fall kindergarten variables about child care before kindergarten were from the child care section of the kindergarten questionnaire CCQ and the spring kindergarten questions were from the supplemental section SPQ of the first grade questionnaire 7 4 9 Industry and Occupation Codes Used in ECLS K This section describes the aggregated categories that were used for coding occupation in the ECLS K 1 Handlers Equipment Cleaners Helpers and Laborers This category includes occupations that involve helping other workers and performing routine nonmachine tasks A wide variety of helpers handlers etc are included in this category Examples include construction laborers freight stock and material movers garage and service station related occupations parking lot attendants and vehicles washers and equipment cleaners 2 Production Working Occupations This category includes occupations concerned with setting up operating and tending of machines and hand production work usually in a factory or other fixed place of business 3 Service Occupations The category includes occupations providing personal and protective services to individuals and current maintenance and cleaning for building and residences Some examples include food service health service e g aides or assistants cleaning services other than househol
177. l number of siblings with whom the focal child lives including anyone reporting him herself as the child of the focal child s foster parent guardian Total number of household members younger than 18 years old Total number of household members age 18 or older Total number of household members Derived from 1 to PAREL 25 FSQ130 P4UNR_1 to PAUNR 25 50180 P4REL FSQ130 PAUNR FSQ180 P4HMOM P4HDAD composites P4REL FSQ130 PAUNR FSQ180 P4HMOM P4HDAD PANUMSIB composites P4REL 1 to P4AREL 25 FSQ130 PAUNR 1 to PAUNR 25 FSQ180 P4REL 1 to PAREL 25 FSQ 130 PAUNR 1 to PAUNR 25 FSQ 180 P4AGE 1 to PAAGE 25 FSQ 030 P4REL 1 to PAREL 25 FSQ 130 PAUNR 1 to PAUNR 25 FSQ 180 P4AGE 1 to PAAGE 25 FSQ 030 1 to PAREL 25 FSQ130 P4UNR 1 to PAUNR 25 FSQ180 Values 1 Biological mother and biological father 2 Biological mother and other father step adoptive foster 3 Biological father and other mother step adoptive foster 4 Biological mother only 5 Biological father only 67 Two adoptive parents 7 Single adoptive parent or adoptive parents and stepparent 8 Related guardian s 9 Unrelated guardian s 1 Two parents and sibling s 2 Two parents no siblings 3 One parent and sibling s 4 One parent no siblings 5 Other Continuous Continuous Continuous Continuous 9L L Table 7 14 Spring first grade composite variables continue
178. l to 250 000 2 Mid size city a central city ofa CMSA or Metropolitan Statistical Area MSA with a pop Less than 250 000 3 Urban fringe of large city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA of a large city and defined as urban by the Census Bureau 4 Urban Fringe of mid size city any incorporated place Census Designated Place or nonplace territory within a CMSA or MSA of a mid size city and defined as urban by the Census Bureau 5 Large town an incorporated place or Census Designated Place with a pop Greater than or equal to 25 000 and located outside a CMSA or MSA 6 Small town an incorporated place or Census Designated Place with a pop Less than 25 000 and greater than 2 500 located outside a CMSA or MSA 7 Rural any incorporated place Census Designated Place or nonplace territory designated as rural by the Census Bureau 06 L Table 7 14 Spring first grade composite variables continued Variable name RALOCALE Category School Description Location type for school 8 category version Derived from Sample frame variable not on file Values 1 Large city a central city of Consolidated Metropolitan Statistical Area CMSA with a pop Greater to or equal to 250 000 2 Mid size city a central city ofa CMSA or Metropolitan Statistical Area MSA with a pop Less than 250 000 3 Urban fringe of large city any incorporated place
179. ld Child is Asian P4RC1_1 through P4RC6_1 up to 25 1 Yes 2 No FSQ195 WIPACISL Child Child is Pacific Islander PARCI 1 through PARC6 1 up to 25 1 Yes 2 No FSQ195 WIBLACK Child Child is African American PARCI 1 through PARC6 1 up to 25 1 Yes 2 No FSQ195 WIWHITE Child Child is White PARCI 1 through PARC6 1 up to 25 1 Yes 2 No FSQ195 WIHISP Child Child is Hispanic PAHSP 1 through PAHSP 25 50190 1 Yes 2 No WIMTIRAC Child Child is more than one race FSQ195 and the other specify text noton 1 Yes 2 No file collected in FSQ198 when FSQ195 91 another race C4BMI Child Spring first grade body mass index C4HEIGHT C4WEIGHT Continuous C4HEIGHT Child Child s spring first grade composite height CAHGT2 Continuous C4WEIGHT Child Child s spring first grade composite weight CAWGTI CAWGT2 Continuous TL L Table 7 14 Spring first grade composite variables continued Variable name P4DISABL P4CARNOW WKCAREPK P4HRSNOW P4NUMNOW P4PRIMNW Category Child Child Child Child Child Child Description Child currently has a disability Focal child is currently receiving any nonparental care Focal child received any nonparental care the year before entering kindergarten Total number of hours per week the focal child currently spends in all primary nonparental child care Total number of all types of nonparental care arrangements the focal child currently has o
180. ld demographic variables gender race ethnicity and date of birth were created from the best source of data and are named GENDER RACE DOBMM DOBDD and DOBYY Other such derived variables include RAR3SCHG RAR2SCHG and R4R2TCHG These variables indicate change in school and teacher between the rounds indicated in the prefix e g RAR2 indicates a change between spring first grade and spring kindergarten Sources and other details for these and all other composite variables can be found in tables 7 13 fall first grade composite variables and 7 14 spring first grade composite variables 7 4 Composite Variables To facilitate analysis of the survey data composite variables were created and added to the child data file Most composite variables were created using two or more variables each of which is named in the text that explains the composite variable Other composite variables are recodes of single variables Variables based on the child assessment include height weight and BMI Variables based on the teacher data include class type e g AM PM or all day kindergarten class or nonkindergarten class teacher age and student grade level Variables constructed from the school data include the percentage of minority students school type and school instructional level Variables constructed from the parent interview data include parent identifiers parent demographics household composition household income and poverty child care
181. le if the school had two semesters there were generally two sets of dates one for the beginning and end of each term e g one set indicated the year month and day of the start and end of term 1 taken from variables U4YYSTRI UAMMSTRI U4DDSTRI U4YYETR1 U4MMETRI and U4DDETRI and the other set indicated the year month and day of the start and end of term 2 taken from variables U4YYSTR2 U4MMSTR2 U4DDSTR2 U4YYETR2 U4MMETR2 and U4DDETR2 If the school had trimesters there were three 7 34 sets of dates if the school had four quarters there were four sets of dates Some schools also had one term and one set of dates The second purpose for creating the composite variables was to assist users in handling inconsistencies in the ways that respondents reported the term dates In most cases students in the same school were all indicated to be in schools with the same start and end dates In some cases however there appeared to be errors in the way that the school level data were recorded on the abstract forms For example there were cases in which all but a few of the students in the same school had data indicating the same start and end dates for the school year Usually the data in error reflected when the individual student entered or left the school rather than the start and end dates of the school year for that student or was one or two days different from the dates given for other students in the same school The composites wer
182. lete The 6 8 logical edits were run separately for each form All batches of data were combined into one large data file and data frequencies were produced The frequencies were reviewed to ensure the data remained logically consistent within the form When an inconsistency was found the case was identified and the inconsistency was printed on paper for an editor to review The original value was corrected and the case was then rerun through the consistency edits Once the case passed the consistency edits it was appended back into the main data set The frequencies were then rerun and reviewed This was an iterative process it was repeated until no further inconsistencies were found Frequency and Cross Tabulation Review Frequencies and cross tabulations were run to determine consistency and accuracy across the various forms and matched against the data in the field management system If discrepancies could not be explained no changes were made to the data For example in teacher questionnaire part A an item asking about languages other than English spoken in the classroom includes a response option of No language other than English If a respondent circled that response but also answered in subsequent items that other languages besides English were spoken in the classroom then the response was left as recorded by the respondent because the discrepancy could not be resolved In the student record abstract for item 13 a code was added
183. list as a code book or use a predefined list on the ECB see section 8 4 Working Taglist Automatically generate SAS SPSS for Windows or STATA programs to extract selected variables from the whole data set or for a subset of the cases that are defined by the user see section 8 5 Extracting Data from the ECB 8 2 The ECLS K First Grade Public Use ECB does not create a SAS SPSS for Windows or STATA data file It will prepare the statements that you can use with your own SAS SPSS for Windows or STATA software to create your file As noted earlier the CD ROM contains both ASCII data sets that the ECB uses to extract specific subdata files The CD ROM must be in the drive for the data to be extracted 8 2 Installing Starting and Exiting the ECLS K First Grade Public Use Electronic Code Book The ECLS K First Grade Public Use ECB is provided on a CD ROM and is intended to be installed and run from within the Windows 95 or any later version of Windows environment The sections in this chapter provide you with step by step instructions for installing the program on your PC starting the program and exiting the program once you have completed your tasks If you installed the ECLS K First Grade Public Use ECB on your PC before you have to uninstall the old program before installing this version For details of how to remove the ECB program from your PC please see section 8 2 4 8 2 1 Installing the ECLS K First Grade Publi
184. mand button Description Click this button to change the displayed page to the first page Click this button to change to the previous page Click this button to advance to the next page Click this button to change the displayed page to the last page Click this button to discontinue a page change Click this button to print the code book Refer to the procedure below for steps on printing the code book Click this button to export the code book to a different destination and save it as a different file format Refer to the procedure below for steps on exporting the code book ameen 100 Click the dropdown arrow to select a display magnification of the code book n Once you have finished viewing the code book close the screen by clicking on the Windows X control located in the top right corner of the window You may also close the window using the other standard Windows defaults by clicking on the windows icon in the upper left corner and selecting Close or by pressing Alt F4 How to Print the Code Book Complete any changes you wish to make to the displayed taglist Click on the Code Book pulldown menu and select the Print option The Printing Status screen shown in figure 8 36 appears and the code book prints on your PC s default printer Figure 8 36 Printing status screen Printing Records x Copy 1 Printing Page 5
185. ment scores and social rating scores reported by teachers and their standard errors and design effects C24PWO and the corresponding replicate weights were used for the differences in social rating scores reported by parents and their standard errors and design effects The median design effect is 3 9 for the panel of spring kindergarten spring first grade students and 2 1 for the panel of children in all four rounds of data collection base year and first grade year Table 9 7 presents the median design effects for subgroups based on school type child s gender and race ethnicity geographic region level of urbanicity and the socioeconomic scale SES quintiles of the parents For the spring kindergarten spring first grade panel the median design effects vary from 1 2 Pacific Islanders to 5 2 children in the Midwest For the panel involving all four rounds the range of variability of the median design effects is very different from that for the spring kindergarten spring first grade panel The all four round panel has a much reduced sample size as it includes the fall first grade subsample from the full base year sample The median design effects range from 1 2 for children of other race ethnicity to a high 8 6 for Pacific Islanders The group of American Indian children also has a high median design effect of 6 4 The samples of Pacific Islanders and American Indians are highly clustered resulting in the higher design effects Table 9 9 pre
186. mily HH Family HH Family HH Family HH Family HH Family HH Description Household roster has clear errors Household roster had a change between rounds Record in section SPQ Type of resident father Indicates whether the birth adoptive step or foster father of the focal child resides in the household with the focal child Age of resident father Race and ethnicity of the father or male guardian in the household Father or male guardian in the household is Asian Derived from PAREL 1 to PAREL 25 FSQ130 PAUNR 1 to PAUNR 25 FSQ180 P4JOI 1 to P4JOII round joined study PARDP 1 to PARDP 25 round departed study PAREAS 1 to PAREAS 25 reason left household PAREL 1 to PAREL 25 FSQ130 PAUNR 1 to PAUNR 25 FSQ180 P4JOI 1 to P4JOII round joined study PARDP 1 to PARDP 25 round departed study PAREAS 1 to PAREAS 25 reason left household PARENTID P4REL FSQ130 PAUNR FSQ180 P4REL FSQ130 PAUNR FSQ180 P4PARTNR FSQ110 PASPOUSE FSQ120 P4AGE 1 through PAAGE 25 PADADID PARCI 1 through PARC6 1 upto 25 and PAHSP 1 through PAHSP 25 FSQ190 and FSQ195 PARCI 1 through PARC6 1 up to 25 FSQ195 Values 0 False 1 True 0 False 1 True 1 Biological 2 Other 3 None 1 Birth father 2 Adoptive father 3 Step father 4 Foster father 5 Partner father 6 Father unknown type 7 No resident father Continuous 1 White 2 Black or African American 3 Hispanic rac
187. n information from earlier points in time can be used 9 1 as predictors of later events and experiences thereby strengthening the ability of researchers to make causal inferences In conducting K 1 longitudinal analyses with the ECLS K data it is important to keep in mind the sample design described in chapter 4 In particular certain features of the design must be considered in conducting K 1 analyses First because the first grade data are only being released as child based files all K 1 analyses will of necessity be child based Second the first grade data are not representative of all first grade schools or classrooms or teachers in the United States Researchers conducting K 1 analyses should not attempt to use the data to describe the population of first grade classrooms of teachers or of schools containing first grades However information about the first grade schools can be used in the child based analyses to examine for example the influence of the school environment on children s learning Users may also examine the influence of the kindergarten year school characteristics on children s first grade experiences 9 2 Examples of Research Questions There are a variety of research questions that can be examined using the K 1 longitudinal files the following are some examples l How much do children s reading and math skills increase between the fall of kindergarten and the spring of first grade 2 Do measures of s
188. n a regular basis Primary nonparental child care arrangement in which the child currently spends the most hours per week Derived from PADIAGNO CHQ050 PAPROFFD CHQ110 PICOMMU2 CHQ170 PADIFFH3 CHQ210 PAVISIO2 CHQ300 PARSVTSY CHQ340 PARELNOW CCQ010 PINRNOW CCQ150 P4CTRNOW CCQ260 PARCBEFK SPQ 010 SPQ 020 SPQ 030 PADBEFK SPQ 040 PARHRS CCQ090 PANHRS CCQ190 PACHRS CCQ355 PARELNOW CCQ010 P4RELNUM CCQ060 P4RHROTH CCQ140 PINRNOW CCQ150 PANRNUM CCQ165 PANHROTH CCQ250 PACTRNOW CCQ260 PACTRNUM CCQ325 PACHROTH CCQ403 PARWEEK CCQ080 PANWEEK CCQ180 PACWEEK CCQ340 P4RELNUM CCQ060 PINRNUM CCQ165 PACTRNUM CCQ325 PARELNOW CCQ010 PANRNOW CCQ150 P4CTRNOW CCQ260 PAHRSNOW composite CCQ090 PANHRS CCQ190 P4RPLACE CCQ070 PANPLACE CCQ170 PACHRS CCQ355 Values 1 Yes 2 No 1 Yes 2 No 1 Yes 2 No Continuous Continuous 0 No nonparental care 1 Relative care in child s home 2 Relative care in another home 3 Nonrelative care in child s home 4 Nonrelative care in another home 5 Center based program 6 2 or more programs 7 Location of care varies CL L Table 7 14 Spring first grade composite variables continued Variable name CPSOLDS F4SPECS U4RIEP U4TARD U4ABSN Category Child Child Child Child Child Description Round
189. n conflicted with the frame data the school administrator data were used If school type was unknown from both sources of data the composite was coded as 9 Not Ascertained If the child was schooled at home the composite was coded Not Applicable 7 30 Public or Private School S3PUPRI and SAPUPRI These variables are a less detailed version of school type with only two categories public and private and are derived from the school type composites SA3SCTYP and SASCTYP described earlier In fall first grade the information was taken from the frame In spring first grade it was created as follows If SASCTYP was 4 public then SAPUPRI was coded as public 1 If SASCTYP was 1 3 Catholic other religious other private then SAPUPRI was coded as private 2 If SASCTYP was coded as Not Ascertained 9 then SAPUPRI was 9 Not Ascertained If S4SCTYP was coded Not Applicable then S4PUPRI was coded Not Applicable School and Grade Level Enrollment S4ENRLK S4ENRLF and S4ENRLS There are three composite enrollment variables on the first grade file total school enrollment S4ENRLS first grade enrollment S4ENRLF and kindergarten enrollment S4ENRLK Two of these variables were created somewhat differently than the enrollment variables in spring kindergarten Total school enrollment was created in the same way as it was in spring kindergarten using the total school enrollment variable from the school administra
190. n point For each height composite C3HEIGHT and C4HEIGHT if the two height values from the instrument e g CAHGTI and C4HGT2 for spring first grade were less than two inches apart the average of the two height values was computed and used as the composite value Otherwise the value that was closest to 45 5 inches the median height for six year olds as developed by the National Center for Health Statistics NCHS in collaboration with the National Center for Chronic Disease Prevention and Health Prevention NCCDPHP was used as the composite value Child s Weight C3 WEIGHT and C4WEIGHT Children s weight was also measured twice at each data collection point For each weight composite C3WEIGHT and C4WEIGHT if the two weight values from the instrument e g CYIWGTI and C4WGT2 for spring first grade were less than five pounds apart the average of the two values was computed and used as the composite value Otherwise the value that was closest to 45 5 pounds the average weight for six year olds as developed by NCHS in collaboration with the NCCDPHP was used as the composite value 7 12 Child s Body Mass Index BMI C3BMI and CA4BMI Composite BMI C3BMI and C4BMI was calculated by multiplying the composite weight in pounds by 703 0696261393 and dividing by the square of the child s composite height in inches Child s Disability Status PADISABL A composite variable was created to indicate whether a child had a disability
191. n the ECLS K files in three ways 1 as dichotomous variables for each race ethnicity category WIAMERIN WIASIAN WIPACISL WIBLACK WIWHITE WIHISP WIMTIRAC 2 as a single race ethnicity composite taken from the parent interview data WIRACETH and 3 as a race ethnicity composite taken from both the parent data and the FMS if the parent data were missing RACE If the child s race ethnicity information was available from a prior data collection this value was used and copied forward If the data were missing for a child in the kindergarten year they were collected in first grade Respondents were allowed to indicate that they belonged to more than one of the five race categories white black or African American American Indian or Alaska Native Asian Native Hawaiian or other Pacific Islander From these responses a series of five dichotomous race variables were created that indicated separately whether the respondent belonged to each of the five specified race groups In addition one more dichotomous variable was created for those who had simply indicated that they were multiracial without specifying a race e g biracial The retention of the dichotomous variables on the file allows users to create different composites as needed Data were collected on ethnicity as well Respondents were asked if they were Hispanic or not Using the six race dichotomous variables and the Hispanic ethnicity variable PAHSP 1 to PAHSP 25 depending
192. n the first grade child and base year school catalogs respectively 8 4 8 Deleting Taglists The ECLS K First Grade Public Use ECB provides the capability of permanently deleting previously saved taglists Predefined taglists provided with the ECB however cannot be deleted through this function 8 34 How to Delete a Taglist l Close the taglist currently displayed in the Working Taglist column by selecting the New option from the Taglist pulldown menu 2 The Working Taglist will be replaced by a New taglist 3 Click on the Taglist pulldown menu and select the Delete option 4 The Delete Taglist selection screen shown in figure 8 33 appears with the taglists listed that may be deleted Figure 8 33 Delete Taglist selection Delete Taglist Sample T aglist 1 Sample Taglist 2 Sample Taglist 4 5 Highlight the taglist that is to be deleted and click on the OK button 6 A confirmation screen shown in figure 8 34 verifies your intention to delete the taglist Figure 8 34 Delete Taglist confirmation window Delete Taglist Permanantly delete taglist Sample T aglist 4 7 Click on the Yes button to permanently delete the saved taglist Please note that you cannot delete the taglist that is currently open as the Working Taglist 8 35 8 4 9 Viewing Code Book and Variable Information The code book for a taglist displayed in the Working Taglist column can be created viewed and
193. n which the child spent the most time with hours from additional regular child care arrangements It was coded as follows item references are to spring first grade If the relevant child care receipt variables for relative nonrelative and center based care CCQ010 CCQ150 or CCQ260 were equal to 2 No Receipt or if the indicator for regular receipt of that type of care CCQ080 CCQ180 and CCQ340 was equal to 2 No Regular Receipt the number of hours for that type of care was coded to 0 If the receipt variables or regular receipt of care variables were refused or unknown then the number of hours for that type of care was coded as 9 Not Ascertained Also if the regular receipt variable was coded as 1 Yes but the hours given was refused or unknown then the number of hours for that type of care was coded as 9 Not Ascertained Otherwise if the indicator for regular receipt of care was equal to 1 Yes and the hours given were greater than or equal to 0 then the number of hours for that type of care was coded as the number of hours given The composites also include hours spent with additional regularly scheduled providers of care of the same type This was done to include child care arrangements such as those in which two different relatives cared for the child on a regular basis or two different child care programs were attended For each type of care if the care receipt variables indicated no care of that type or if the number of
194. nally Section 7 9 describes masked variables 7 1 Identification Variables The first grade data file contains a child identification ID variable CHILDID that uniquely identifies each record Teachers on the child records are identified with the ID variable T4 ID schools are identified by the ID variables S3 ID fall first grade and 54 ID spring first grade The ID variables S1 ID and S2 ID are also included on the file to identify children who changed schools These school identifiers indicate which school the child attended during each round of data collection e g S3 ID indicates the school the child attended during the fall first grade data collection Section 7 6 provides further details on school identifiers Each type of respondent child parent regular teacher special education teacher and school has a unique ID number The original school ID number S ID is the base for all the subsequent ID numbers as children parents and teachers were sampled from schools during the base year The school ID number is a four digit number assigned sequentially to sampled schools The number has a series of ranges 0001 1299 for originally sampled schools 2000 series for new schools added to the sample during the sample freshening process 3000 series for substitute schools that replaced nonresponding original sample schools and 4000 through 6000 series for transfer schools which were assigned during processing at the home office See chapte
195. nalysis with the first grade child level variables needed l Select the variables to be analyzed from the base year ECB child catalog and the variable CHILDID This creates a working taglist see section 8 4 in chapter 8 for more detail on how to create a working taglist 2 Run the program generated after extraction to create a base year data set DATA1 9 3 3 Using the child catalog from the First Grade Restricted Use ECB select the variables to be analyzed and the variable CHILDID 4 Run the program generated after extraction to create a first grade data set DATA2 5 Sort and DATA2 by CHILDID 6 Merge and DATA2 by CHILDID This merged file will contain 21 399 cases some of which will not have K 1 longitudinal weights For example base year respondents who did not participate in either the fall or spring of first grade movers who were not included in the first grade sample and children included through the first grade freshening process will not have any K 1 longitudinal weights To select cases with K 1 longitudinal data a user can use a K 1 longitudinal weight appropriate to the analysis 9 4 K 1 Longitudinal Weights 9 4 1 Type of K 1 Longitudinal Weights K 1 longitudinal weights are used when analyzing data in the K 1 file created by merging base year and first grade data whereas cross sectional weights are used for analyses within one round of data collection There are several sets of
196. nce if household member 3 is the first person to receive the PEQ section then the pointer variable PAEDUPI will hold the value 3 and the actual PEQ variable PANDEG 1 will hold the education information specified by the value of PAEDUPI Table 7 9 identifies the pointer variables There were some errors in the way in which the pointers worked for education and employment in spring first grade There were two different sets of specifications governing the selection of the individuals who would be considered parents for the purpose of collecting education and employment information The education pointers were governed primarily by the relationship to the focal child The mother father was selected from the relation to focal child variable PAREL 1 to PAREL 17 FSQ130 or the respondent and spouse were selected if there was no mother father in the household Consequently any individual with a mother or father value for FSQ130 was identified as a parent any individual not identified as a parent in FSQ130 was not recognized as a parent even if the respondent parent listed that person as a spouse 7 43 Table 7 9 Pointers to parent figure questions Person pointer P4EDUP1 P4 PEQO10 060 HH PERSON POINTER 1 PAEDUP2 P4 PEQO10 060 HH PERSON POINTER 2 P4EMPP1 P4 EMQ020 150 HH PERSON POINTER 1 PANDEG 1 P4DEGT 1 P4ENR 1 P4FPT 1 P4TRN 1 P4HRTR 1 P4NDEG 2 P4DEGT 2 P4ENR 2 P4FPT 2 P4TRN 2 P4HT
197. nd Technicians This category includes occupations concerned with providing technical assistance in the provision of health care For example clinical laboratory technologists and technicians dental hygienists radiologic technicians licensed practical nurses LPNs and other health technologists are included here 7 53 15 Social Scientists Social Workers Religious Workers and Lawyers This category includes occupations concerned with the social needs of people and in basic and applied research in the social sciences 16 Registered Nurses Pharmacists Dieticians Therapists and Physician s Assistants This category includes occupations concerned with the maintenance of health the prevention of illness and the care of the ill through the provision and supervision of nursing care compounding drugs planning food service or nutritional programs providing assistance to physicians and the provision of therapy and treatment as directed by physicians 17 Natural Scientists and Mathematicians This category includes those engaged primarily in the application of scientific principles to research and development Natural scientists are those in the physical sciences e g chemistry physics and the life sciences e g biology agriculture medicine In addition this category includes those in computer science mathematics including statistics and operations research 18 Teachers except Postsecondary Institution This categ
198. nd from the student record abstract i e all variables with the prefix U4 have been suppressed on the first grade public use file For brevity these variables are not included in table 7 15 7 95 Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File FieldID FieldName 10 12 13 15 16 17 18 19 20 21 22 23 24 26 27 28 29 30 31 32 37 43 47 48 345 346 347 348 350 352 353 354 355 356 357 358 360 361 398 734 902 1350 1351 1352 1353 1356 1357 1359 1360 CS TYPE2 R3URBAN R3LOCALE R3FIPSST R3FIPSCT R3CCDLEA R3CCDSID R3STSID R3SCHZIP R3SCHPIN R4REGION R4URBAN R4LOCALE R4FIPSST R4FIPSCT R4CCDLEA R4CCDSID R4STSID R4SCHZIP R4SCHPIN DOBYY R4AGE R4R2SCHG R4R3SCHG A4PBLK A4PHIS A4PMIN B4AGE S3SCTYP S4SCTYP S4ENRLK S4ENRLF S4ENRLS S4MINOR SAFLNCH SARLNCH SAGFTED S4PUPRI P3HOMZIP P3PRMLNG P4HOMZIP 2 PATHER13 PATHERI6 P4THERI7 P4PRMLNG P4CHPLAC P4YRCOME PACITIZN FieldLabel TYPE OF SCHOOL IN BASE YEAR SAMPLE FRAME R3 LOCATION TYPE 7 CATEGORIES R3 LOCATION TYPE 8 CATEGORIES R3 SCHOOL FIPS STATE CODE R3 SCHOOL FIPS COUNTY CODE R3 CCD LEA SCHOOL DIST ID PUBLIC R3 CCD SCHOOL ID PUBLIC R3 STATE SCHOOL ID PUBLIC R3 SCHOOL ZIP CODE R3 SCHOOL PIN PRIVATE R4 CENSUS REGION R4 LOCATION TYPE 7 CATEGORIES R4 LOCATION TYPE 8 CATEGORIES R4 SCHOOL FIPS STATE CODE R4 SCHOOL FIPS COUNTY CODE R4 CCD LEA SCHOOL DIST ID
199. nd home language Assessors keyed verbatim responses to these items Once the data were keyed staff were trained to code these data using coding manuals designed by Westat and the National Center for Education Statistics NCES to support the coding process In this section we describe the coding activities for the CAI instruments Review of Other specify Items The Other specify open ended parent interview responses were reviewed to determine if they should be coded into one of the existing response categories During the data collection when a respondent selected an other response in the parent interview the assessor entered the text into a specify overlay that appeared on the screen The data preparation staff reviewed these text specify responses and where appropriate coded them into one of the existing response categories If a text specify response for which there was no existing response category occurred frequently enough new codes response categories would have been added No new codes were added for first grade parent data There were no Other specify items in the child assessments Parent Occupation Coding As in the base year occupations were coded using the Manual for Coding Industries and Occupations March 1999 National Household Education Survey NHES 99 This coding manual was created for NHES and used an aggregated version of industry and occupation codes The industry and occupa
200. ndent confidentiality 2737 TATTICMB 4 Q2D TITLE 1 COMBINED SUBJECTS This data suppressed for respondent confidentiality 2738 T4 Q2E TITLE 1 ESL BILINGUAL This data suppressed for respondent confidentiality 2739 TATTISP T4 Q2F TITLE 1 HANDICAPPED SPECIAL ED This data suppressed for respondent confidentiality 2750 TAFLBHND T4 Q8 FELL BEHIND DUE TO HEALTH This data suppressed for respondent confidentiality 2761 TALNGTM 4 Q16 LENGTH OF TIME IN CLASSROOM This data suppressed for respondent confidentiality 2762 TAGRADE 4017 GRADE CHILD ENROLLED This data suppressed for respondent confidentiality 2766 SANUMDAY 5401 NUMBER OF DAYS MUST ATTEND This data recoded for respondent confidentiality 2767 SAADA S4 Q2 AVERAGE DAILY ATTENDANCE FOR YR This data recoded for respondent confidentiality 2769 4 ENROLLED AROUND 10 1 1999 This data recoded for respondent confidentiality 2770 SABNUMCH 4 Q3B ENROLLED SINCE 10 1 1999 This data recoded for respondent confidentiality 2771 4Q3C WHO LEFT DIDN T RETURN This data recoded for respondent confidentiality 27712 SAUNGRAD 54 04 GRADE LEVEL UNGRADED This data suppressed for respondent confidentiality 7 101 Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName 2775 2777 2778 2779 2786 2787 2788 2789 2792 2794 2795 2800 2802 2804 2807 2808 2809 2810
201. nfidentiality 1621 P4YYDIA4 P4 CHQI85 YEAR AT 1ST DIAGNOSIS SPEECH This data suppressed for respondent confidentiality 1626 P4YYDIAS5 P4 CHQ225 YR AT IST DIAGNOSIS HEARING This data suppressed for respondent confidentiality 1627 P4HEARS P4 CHQ230 DEGREE OF CHILD S DEAFNESS This data suppressed for respondent confidentiality 1628 PAHEARAI P4 CHQ240IF CHILD WEARS HEARING AID This data suppressed for respondent confidentiality 1629 P4COCHLE P4 CHQ250IF CHILD HAS COCHLEAR IMPLANTS This data suppressed for respondent confidentiality 1630 PA4HEARS2 P4 CHQ260 DEVICE EFFECT ON CHD S HEARING This data suppressed for respondent confidentiality 1635 PADIA6YY P4 CHQ313 YR AT 1ST DIAGNOSIS VISION This data suppressed for respondent confidentiality 1636 PACORREC P4CHQ315 IF CHD S VISION IS CORRECTABLE This data suppressed for respondent confidentiality 1637 PABESTEY P4 CHQ320 WHAT CAN CHILD BEST SEE This data suppressed for respondent confidentiality 1640 PASPECIL P4 CHQ335 IF CHD USES SPECIAL EQUIPMENT This data suppressed for respondent confidentiality 1714 PAHOWPAY P4PAQI37 HOW MUCH PAID IN TUITION This data recoded for respondent confidentiality 1731 A4KGRDIT QIB FIRST GRADE This data suppressed for respondent confidentiality 1732 A4KGRD2T QIC SECOND GRADE This data suppressed for respondent confidentiality 1733 A4KGRD3T QID THIRD GRADE This data suppressed for respondent confidentiality 1734 A4KGRD4T QIE FOURTH GRADE T
202. nior coders verified coding The verification rate was set at 100 percent for each coder until accuracy of less than one percent error rate was established After that point work was reviewed at a rate of ten percent Review of Other specify Items The Other specify text responses were reviewed by the data editing staff and where appropriate upcoded into one of the existing response categories The small number of specify responses that remained after upcoding did not fit into any preexisting category and were of insufficient numbers to warrant an additional category No new codes were added Coding Teacher Race Ethnicity Other specify text responses for race ethnicity in the teacher questionnaire part B were coded using the base year procedures Coding Teacher Language Other specify text responses for language in the teacher questionnaire part A were coded using the base year procedures 6 7 6 2 3 Data Entry Westat data entry staff keyed the forms in each batch The data were rekeyed by more senior data entry operators at a rate of 100 percent to verify the data entry The results of the two data entry passes were compared and differences identified The hard copy form was pulled and examined to determine what corrections had to be made to the keyed data These corrections were rekeyed resulting in an accuracy rate exceeding 99 percent The verified batches were then transmitted electronically t
203. nnaire was administered The school administrator characteristic variables appear in table 7 12 that follows under the heading School Administrator Characteristics Data from the spring kindergarten questions listed in the table 7 12 are in the school catalog on the base year To merge these base year school data with the first grade child level school data analysts can Select variables to be analyzed from the base year school catalog the variable S ID This creates a working taglist see section 8 4 for more detail on how to create a working taglist Use the Extract function to create the extraction program refer to chapter 8 section 8 5 Run the program generated after extraction to create school level data set DATA1 Rename S ID to S4 ID in order to merge the data Use the first grade child catalog to select the variables to be analyzed and the variable 54 ID Use the Extract function to create the extraction program refer to chapter 8 section 8 5 ECLS K Base Year Public Use User s Manual NCES 2001 029 October 2000 7 58 Table 7 12 Variables from the spring kindergarten school administrator questionnaire that were included in the first grade new school administrator questionnaire but not the first grade returning school administrator questionnaire Variable name Variable label S2UNGRAD S2 Q4 GRADE LEVEL UNGRADED S2SPLNDS S2 Q4 GRADE LEVEL SPECIAL
204. not exact measure of poverty Income category thresholds used in the parent questionnaire are similar but not identical to those from weighted census averages 7 26 In spring first grade parent education level was updated from the previous round if it was a household that had already been part of the study Respondents were asked if they or their corresponding parent figures if applicable completed any additional grades of school or received any diplomas or degrees PEQ 010 If so PEQ 020 asked what grade the parent completed or what degree was received If this education level was less than the education level reported in spring kindergarten the education level from spring kindergarten was kept for the composite If both parents guardians resided in the household WIPARED was the highest value for education level from either the mother guardian in WIMOMED or the father guardian in WIDADED If the household only had one parent or guardian then WIPARED was equal to either WIMOMED or WIDADED depending on which parent or guardian resided with the child If the education data for either of the parents was missing it was imputed and the composite WIPARED was created based on both the reported and imputed data Parent Race Ethnicity P4HDASN P4HDBLK P4HDIND P4HDPACI P4HDWHT P4HDHISP P4HDMTIR P4HMASN P4HMBLK P4HMIND P4HMPACI P4HMWHT P4HMHISP P4HMMTIR PA4HDRACE and PAHHMRACE The composites for race ethnicity for the parents were
205. number of portable classrooms was also coded as Not Applicable The Refused code 7 indicates that the respondent specifically told the interviewer that he or she would not answer the question This along with the Don t Know code and the Not Ascertained code indicates item nonresponse The Refused code rarely appears in the school and teacher data because it indicates the respondent specifically wrote something on the questionnaire indicating an unwillingness to answer the question 7 4 The Don t Know code 8 indicates that the respondent specifically told the interviewer that he or she does not know the answer to the question or in rare cases on the self administered questionnaires I don t know was written in for the question For questions where Don t Know is one of the options explicitly provided a 8 will not be coded for those that choose this option instead the Don t Know response will be coded as indicated in the value label information for that question The Not Ascertained code 9 indicates that the respondent left the question blank that he or she should have answered For the school and teacher self administered questionnaires this is the primary code for item nonresponse For data outside the self administered questionnaires e g direct assessment scores a 9 means that a value was not ascertained or could not be calculated due to nonresponse System
206. o Westat s computer system for data editing 6 2 4 Data Editing The data editing process consisted of running range edits for soft and hard ranges running consistency edits and reviewing frequencies of the results Range Specifications Hard copy range specifications set the parameters for high and low acceptable values for a question Where values were printed on the forms these were used as the range parameters For open ended questions such as Counting this school year how many years have you taught in your current school including part time teaching high and low ranges were established as acceptable values Data frequencies were run on the range of values to identify any errors Values outside the range were identified as an error and were printed on hard copy for a data editor to review Cases identified with range errors were identified and the original response was updated Data frequencies were then rerun and reviewed This iterative process was repeated until no further range errors were found Consistency Checks Logical Edits By programming logical edits between variables consistency between variables not involved in a skip pattern was confirmed For example in the school administrator questionnaire the number of children eligible for free breakfast could not exceed the total number of children enrolled in the school These logical edits were run on the whole database after all data entry and range edits were comp
207. o a similar person who failed to respond to that question Auxiliary information known for both donors and nonrespondents is used to form groups of persons having similar characteristics These groups of similar respondents and nonrespondents are called imputation cells The imputed value for a case with a missing value is taken from a randomly selected donor among the respondents within the cell Imputation cells were defined by respondent characteristics that were the best predictors of the variables to be imputed These relationships had been determined previously by CHAID Chi squared Automatic Interaction Detector analyses of the base year data Missing values for the education occupation and detailed income range variables were imputed by the hot deck method for all households In addition an exact income value was imputed for households that met the size and income criteria presented in table 7 2 Because there were too few donors in seven imputation cells it was impossible to impute exact household income by the hot deck method for 129 records Instead the midpoint of the detailed income range was imputed for these cases Hot deck imputation was done in a sequential order separately by type of household female single parent male single parent and both parents present For households with both parents present the mother s and father s variables were imputed separately The new imputed values were used in the creation of the imputa
208. o define what round would determine the presence or absence of the biological mother In order to create two separate variables based on the presence or absence of the biological mother in the household during spring first grade a user can use the variable in conjunction with WIMOMAR Another difference between the variable WIMOMAR and the WKHMOMAR WKBMOMAR combination is that while many different marital status variables were used to create the composites fall kindergarten marital information from MHQ020 MHQ120 MHQ125 MHQ060 MHQO025 MHQ130 MHQ065 and the child s date of birth CHILDDOB only one question SPQ150 was used in the SPQ sections in spring first grade to determine the same information whether his her biological mother and father were married when the child was born as the question was asked directly In fall kindergarten the date of marriage was determined and then compared to the date of the child s birth If the date of marriage preceded the birth the composite was coded as 1 Yes If the date of birth preceded the year of marriage the composite was coded as 2 No If information for either date was missing the composite was missing However the differences in items used to create the composite did not lead to any differences in how the composite was defined Finally the composite WIHEARLY mother worked between the child s birth and kindergarten was also calculated somewhat differently in the f
209. ode About 25 percent of the cases were autocoded and were not verified because there was an exact match between the respondent s answer and the occupation code Cases that could not be coded using the autocoding system were coded manually by coders using a customized coding utility program designed for coding occupations The customized coding utility program brought up each case for coders to assign the most appropriate codes In addition to the text strings other information such as main duties highest level of education and name of the employer was available for the coders The coders used this information to ensure that the occupation code assigned to each case was appropriate Verification of coding is an important tool to assure quality control and as an extension of coder training As a verification step two coders independently assigned codes i e double blind coding to industry and occupation cases A coding supervisor arbitrated disagreements between the two codes the initial code and the verification code In the early stages of each coder s work 100 percent of each coder s work was reviewed Once the coder s error rate had dropped to one percent or less ten percent of the coder s work was reviewed Race Ethnicity Coding The same coding rules used in the base year were used to code all race ethnicity variables for children resident parents and nonresident parents See chapter 7 section 7 4 1 for details on how the race
210. of data collection For example one can study the characteristics of kindergarten children who went to summer schools and the effect of summer schools on their assessment scores in fall first grade for children who were assessed in both spring kindergarten and fall first grade In this case C23PWO0 will be used to study the characteristics of the children as reported by their parents and C23CWO0 will be used to estimate the difference in assessment scores between spring kindergarten and fall first grade As noted earlier any longitudinal analysis that uses data from fall first grade will be limited to a 27 percent subsample of children There may be combinations of data for which no weights were developed For further advice on which weights to use when analyzing a complex combination of data contact NCES at ECLS ed gov 9 4 2 Weighting Procedures In this section we discuss the statistical procedures used to produce the K 1 longitudinal weights which are nearly identical to the procedures used for the cross sectional and within first grade weights see chapter 4 The differences are primarily in how eligible respondents are defined and in how adjustment cells are created For example in computing weight C23CWO0 a respondent was defined as a child for whom both cross sectional weights C2CW0 and C3CWO are nonzero A child with a nonzero C23CWO has both spring kindergarten and fall first grade scorable cognitive assessment data or was exclud
211. ondent comments on questionnaires Although not asked directly some respondents volunteered additional information that was relevant to children s classification as Head Start participants e g information that 7 37 the center was actually not a Head Start center a note that the center had both Head Start and non Head Start programs and the child attended the non Head Start part of the program etc Finally the variable made use of information from telephone contacts to centers that were made to determine whether centers were Head Start The additional information from respondent comments and telephone contacts with centers was used to add categories to the information in question 1 Most of the categories for HSATTEND are self explanatory In addition to categories for nonlocatable centers and center nonresponse categories 1 and 2 there are categories indicating that the child attended Head Start in 1997 98 category 3 the child attended Head Start in a year other than 1997 98 category 4 the child never attended the parent or school reported Head Start center category 5 and that the center was not actually a Head Start center category 6 There is also a category category 7 for children who attended a non Head Start program in 1997 1998 in a center that had both Head Start and non Head Start programs This outcome was obtained because children within the same classroom or center were funded by different sources The non Head S
212. onfidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName FieldLabel Comment 2598 B4TGEND 4011 TEACHER S GENDER This data suppressed for respondent confidentiality 2599 B4YRBORN B4Q12 TEACHER S YEAR OF BIRTH This data recoded for respondent confidentiality 2601 B4RACE1 B4 Q14 AMERICAN INDIAN OR ALASKA NATIVE This data suppressed for respondent confidentiality 2602 2 B4 Q14 ASIAN This data suppressed for respondent confidentiality 2604 B4RACE4 B4 Q14 NATIVE HAWAIIAN OR OTHER PAC IS This data suppressed for respondent confidentiality 2606 B4YRSTC 4 015 NUMBER YEARS BEEN SCHOOL TEACHER This data recoded for respondent confidentiality 2607 B4YRSPRE B4Q16A YRS TEACHER TAUGHT PRESCHOOL This data recoded for respondent confidentiality 2608 BAYRSKIN
213. onrespondents who received the SPQ section and did not have child care the year prior to kindergarten but did have child care prior to the year before kindergarten This is because the fall kindergarten composite captured child care both the year before kindergarten and prior to that year while the spring first grade version of the composite did not Another variable that is calculated differently in first grade than in kindergarten is the variable for the primary language spoken at home WILANGST It was formed from two variables in spring first grade SPQ155 Is any language other than English spoken in your home and SPQ157 What is the primary language spoken in your home rather than three variables as it was in fall kindergarten PLQ020 Is any language other than English spoken in your home PLQ030 Is English also spoken in your home and PLQ040 What is the primary language spoken in your home In fall kindergarten if PLQ020 was equal to 2 no other language than English regularly spoken in home then WKLANGST was 2 for English If PLQ020 was missing then WKLANGST was missing If PLQ020 was 1 a language other than English was regularly spoken in the home and PLQ030 was 2 English was not also spoken in the home then WKLANGST was 1 for non English If PLQ020 was 1 a language other than English was regularly spoken in the home and PLQ060 was 0 primary language in home was English then WKLANGST was 2 for English Oth
214. ons described in table 8 1 below The Working Taglist may also have variables added to it from a previously saved taglist When moving or adding variables to the Working Taglist the ECB will not permit variables to be listed multiple times This is an automatic feature of the ECLS K First Grade Public Use ECB 8 26 Table 8 1 Add variables buttons Command Button Description The Tag button moves variables that are gt selected in the Variable List to the Working Taglist for extraction The Tag All button moves all variables in the gt Variable List to the Working Taglist for extraction Multiple variables can be selected by using the Microsoft Windows techniques of a Simultaneously pressing the lt SHIFT gt Up Down arrow keys or Pressing lt CTRL gt left mouse clicking on the items to be selected or deselected Also lt SHIFT gt left mouse clicking extends the selection to include all list items between the current selection and the location of the click How to Add Variables to a Working Taglist 1 Highlight the variable s in the Variables List that you wish to add See Microsoft Windows techniques discussed earlier 2 Click on the Tag button and the selected variables are added to your Working Taglist To add all variables from the catalog displayed in the Variable List window to your Working Taglist click on the Tag All button How to Add Variables from Another Taglist
215. or all code book variables 8 39 How to Display Information for a Single Code Book Variable 1 Locate the desired variable from either the Variable List or the Working Taglist 2 Click on the variable name to highlight it and press lt ENTER gt or double click on the variable name to view the variable information Figure 8 38 shows the Variable Quick View that displays information for a specific variable from the First Grade Child Catalog The Variable Name is the only field that can be highlighted for displaying the variable s code book information Clicking on the variable description field will not activate the Variable Quick View Figure 8 38 Variable Quick View zr ECLS K First Grade Public Use ECB First Grade Child Variable Quick View Next I d like to talk with you about the child care arrangements you had for CHILD last year Did CHILD have the same child care arrangements as the year before he she started kindergarten Variable Name P4SAMET P4 5 005 SAME CARE ARRANGEMENTS AS TWIN Record Humber 1 Position 3129 3130 Format N20 Comment Blanks no value in the frequency distribution indicate nonresponse for the entire instrument Response Code Unweighted Freq Percent WES 1 9 01 NO 2 0 0 0 NOT APPLICABLE 1 15 615 89 396 REFUSED 7 0 0 0 DON T KNOY 8 0 0 0 NOT ASCERTAINED 8 2 0 0 1 861 10 596 Total 17 487 100 0 3 When you are done reviewing the vari
216. or respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data recoded for respondent confidentiality T T T T T T This data suppressed for respondent confidentiality T T T T T T his data recoded for respondent confidentiality Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName 1831 A4KSC50 FieldLabel A4K Q26C CHILDREN W SECTION 504 PLAN Comment This data recoded for respondent confidentiality 1834 A4KISPN A4K Q27B INSTRUCTION SPANISH This data suppressed for respondent confidentiality 1837 A4KIJPN A4K Q27E INSTRUCTION JAPANESE This data suppressed for respondent confidentiality 1842 A4KLNGO A4K Q27I LANGUAGE OF INSTRUCTION OTHR This data suppressed for respondent confidentiality 2075 AATMULG A4 QI CURRENTLY TEACH MULTIGRADE CLASS This data suppressed for respondent confidentiality 2076 A4TPREK 4 Q2A TCH PREKINDERGARTEN LEVELS This data suppressed for respondent confidentiality 2077 A4TTRNK 4 Q2B TC
217. orrectly set to 1 and 5 The education pointer was only set for the mother since the relationship of her reported spouse to the focal child as reported in FSQ130 was partner s boyfriend rather than father In case 2 mother and father were persons 1 and 3 in the prior round but left the household as of spring first grade The grandparents persons 7 and 8 were the new parent figures Because the logic creating the employment pointers did not check to ensure that the former mother and father figures were still household members the employment pointers were incorrectly set to 1 and 3 Because the algorithm that created the education pointers checked the household member status of the reported parents the education pointers were correctly set to 7 and 8 In case 3 mother and father were persons 1 and 6 Because the father who is respondent did not report person 1 the mother as his spouse the employment pointer was set only for the father even though FSQ130 indicated that person 1 was the focal child s mother Because the education pointers relied on FSQ130 to indicate parent figure status they were correctly set to 1 and 6 These problems were handled by setting inappropriate data to missing As explained in section 7 4 2 missing education and employment values were later imputed 7 4 8 Supplemental Section in the Spring First Grade Parent Interview The Supplemental Section SPQ section of the parent interview wa
218. ory includes prekindergarten and kindergarten teachers elementary and secondary teachers special education teachers instructional coordinators and adult education teachers outside postsecondary 19 Engineers Surveyors and Architects The category includes occupations concerned with applying principles of architecture and engineering in the design and construction of buildings equipment and processing systems highways and roads and land utilization 20 Teachers College University and Other Postsecondary Institution Counselors Librarians and Archivists This category includes those who teach at higher education institutions and at other postsecondary after high school institutions such as vocational institutes In addition vocational and educational counselors librarians and archivists are included here 21 Physicians Dentists and Veterinarians This category includes health care professionals who diagnose and treat patients In addition to physicians dentists and veterinarians this category includes optometrists podiatrists and other diagnosing and treating professionals such as optometrists podiatrists chiropractors hypnotherapists and acupuncturists 7 54 7 5 Relationship Among Composite Variables the Child Catalog The child catalog contains all child teacher and school composites but it should be noted that some of the teacher variables on the child catalog are slightly altered when they are b
219. other directory click on the Save in dropdown menu button to browse to the new location as shown in figure 8 47 Figure 8 47 Save SPSS program file location browse screen Savi E ECLS First Grade PublicUse Ec E e oe Desktop 15 My Computer 3 Floppy amp Program Files EE CLS K First Grade Public 29 D amp Sys on Rk3 F Filename TYPE SPSS PROGRAM FILE NAME gt gt gt Save as type sess Program Files sps Cancel Click on Save button to store the file 8 In the Save Data File As window figure 8 48 type in the file name you want the data file to save to and then click on Save 8 47 Figure 8 48 Save SPSS data file dialog box Save Data File As 2 x Savein E ECLS First Grade PublicUse Ec E Desktop My Computer amp 9 3 Floppy amp Program Files ex EE CLS K First Grade Public e 0 amp Sys on Rk3 F Filename TYPE SPSS DATA FILE NAME gt gt gt Save as type sess data Files sav Cancel 9 Run the saved extract program in SPSS to extract the data How to Extract a File to STATA Format 1 Complete any changes you wish to make to the displayed taglist 2 Click on the Extract pulldown menu and select the STATA option 3 The Limiting Fields screen for the open catalog appears Make your selections for each limiting variable indicator 4 Verify that the ECLS K Firs
220. ould be included or excluded respectively 8 64 Figure 8 53 Child catalog Extract Specifications window First Grade Child Extract Specifications T4GLVL T4 GRADE LEVEL OF CHILD 8 65 DON T KNOW NOT ASCERTAINED KINDERGARTEN HALF DAY KINDERGARTEN FULL DAY KINDERGARTEN HALF FULL DAY UNKNOWN FIRST GRADE SECOND GRADE UNGRADED CLASSROOM NOT ASCERTAINED Table 8 8 Fall first grade predefined taglist child catalog Field name Field label Required Limiting field CHILDID CHILD IDENTIFICATION NUMBER YES NO S4 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER YES NO T4 ID SPRING 2000 TEACHER IDENTIFICATION NUMBER YES NO D4T_ID SPRING 2000 SPECIAL ED TEACHER ID NUMBER YES NO R3REGION R3 CENSUS REGION YES NO R3URBAN R3 LOCATION TYPE YES NO R3LOCALE R3 LOCATION TYPE 8 CATEGORY YES NO R4REGION R4 CENSUS REGION YES NO R4URBAN R4 LOCATION TYPE 7 CATEGORY YES NO RALOCALE R4 LOCATION TYPE 8 CATEGORY YES NO GENDER CHILD COMPOSITE GENDER YES NO RACE CHILD COMPOSITE RACE YES NO R3AGE R3 COMPOSITE CHILD ASSESSMENT AGE MNTHS YES NO R4AGE R4 COMPOSITE CHILD ASSESSMENT AGE MNTHS YES NO R3ELIG R3 CHILD ELIGIBILITY IN ROUND 3 YES YES C3CWO0 C3 CHILD WEIGHT FULL SAMPLE NO NO C3PWO C3 PARENT WEIGHT FULL SAMPLE NO NO C3RSCALE C3 READING IRT SCALE SCORE NO NO C3RTSCOR C3 READING T SCORE NO NO C3RPROFI PROFI LETTER RECOGNITION NO NO C3RPROF2 C3 PROF2 BEGINNING SOUNDS NO NO C3RPROF3 C3 PROF3 ENDING SOUNDS NO
221. ous search the remaining variables in the Variable List Expand Search always searches the entire current active catalog and adds matching variables to the Variable List 7 Repeat the Narrow Search procedure if necessary Please note that the field ID at the upper right corner of the Variable List reflects the order of the variables in the catalog rather than that in the narrowed Variable List 821 Example of Narrowing a Search The following example shows you how to narrow the Variable List In this example you want to include the childcare variables in the Spring First Grade Parent Interview This is what you need to do 1 Go to table 8 7 Child Catalog Topical Variable Groupings 2 Look for Spring First grade PI Child Care in the Topic column 3 We will find the matching keywords in the Variable Identifier column to be P4 CCQ 4 In the Variable List click in the Narrow button 5 In the Search Text Box shown in figure 8 21 type in P4 CCQ and then click on the Search button Figure 8 21 Example of narrowing a search Enter Harrow Text P4 cco Search C Variable Name C Variable Description Both Variable Name and Description Search Cancel 6 The new Variable List will include only the childcare variables in the spring first grade parent interview 8 3 1 3 Expanding Your Variable Search The Expand Search function can be used to expand a prev
222. ousehold relationship of people to 539 628 P3 FSQ child age of people gender of people 537 538 and race ethnicity of people round 629 734 joined round left Fall first grade PI SPQ Includes for freshened or previous 735 774 Supplementary round nonresponse cases child care Items before K child s health and well being parent marital history primary language parent education and employment welfare Fall first grade PI P3 PIQ Includes preparation for first grade 775 783 Parent s summer activities attendance at Involvement with orientation or back to school night Child s School family attend BTS parental expectations for child s educational attainment Fall first grade PI P3 TUQ Includes time use in summer duration 784 793 Time Use of summer vacation Fall first grade PI HEQ Includes how frequently family 794 901 Home members do such things as reading Environment singing and telling stories to child how Activities and often child reads to self television Cognitive viewing habits library use summer Stimulation enrichment programs Fall first grade PI CCQ Includes child care history for child 902 926 Child Care over the summer 1 relative care non relative care center care Head Start Fall first grade PI Includes participation in organized 927 932 Neighborhood Questions group activities such as Little League and in community resources such as pools and playgrounds 8 58 Ta
223. parameters for the values that can be entered into the computer for example 0 20 times for the number of times the child was late for school in the past four months Out of range values for closed ended questions were not accepted If the respondent insisted that a response outside the hard range was correct the assessor could enter the information in a comments data file Data preparation and project staff reviewed these comments Out of range values were accepted and entered into the data file if the comments supported the response 6 1 2 Consistency Checks Logical Edits Consistency checks or logical edits examine the relationship between responses to ensure that they do not conflict with one another or that the response to one item does not make the response to another item unlikely For example in the household roster one could not be recorded as a mother and male When a logical error such as this occurred during a session the assessor saw a message requesting verification of the last response and a resolution of the discrepancy In some instances if the verified response still resulted in a logical error the assessor recorded the problem either in a comment or on a problem report Consistency checks were not applicable to the child assessments 6 1 3 Coding Additional coding was required for some of the items collected in the CAI instruments These items included Other specify text responses occupation race ethnicity a
224. pecial education services 2 if the child did not receive special education services and 9 if the link was missing between the child and his or her teacher in the FMS Indicator of Whether Child Has an Individualized Education Plan IEP on Record at School U4RIEP The variable U4RIEP indicates whether or not the child had an or Individualized Family Service Plan IFSP on record at his her school or another school in the spring of first grade The values for the variable are 1 child has an IEP IFSP on record at his or her school or at another school and 2 child does not have an IEP IFSP on record at his or her school 7 36 7 4 6 Base Year Kindergarten Year Composites on the First Grade File There are several composite variables from the base year of the study that have been made available on the first grade file These are described here The first two composites described below HSATTEND and HSCHECK can be used to indicate a child s Head Start attendance These and other variables about Head Start are described in the ECLS K Base Year Head Start Restricted Use User s Manual NCES 2001 025 Variables about Head Start were collected as part of the Head Start Verification Study The study was designed to identify children in the ECLS K sample who attended Head Start the year prior to kindergarten and to verify their attendance through contacts with the Head Start program they attended Verification of Head Start attendance wa
225. pment testing and related activities as well as operating and programming technical equipment and systems 12 Writers Artists Entertainers and Athletes This category includes occupations concerned with creating and executing artistic works in a personally interpreted manner by painting sculpturing drawing engraving etching and other methods creating designs for products and interior decorations designing and illustrating books magazines and other publications writing still motion picture and television photography filming producing directing staging acting dancing singing in entertainment and participating in sports and athletics as competitor or player and administering and directing athletic programs 13 Executive Administrative and Managerial Occupations This category includes senior level and middle management occupations and occupations that directly support management Senior level managers are persons concerned with policy making planning staffing directing and or controlling activities Middle managers include persons who plan organize or direct and or control activities at the operational level Legislators are also included in this category Workers in this category are not directly concerned with the fabrication of products or with the provision of services Other officials and administrators include consultants library directors customhouse builders and location managers 14 Health Technologists a
226. press Yes to continue although the default is No 6 The screen shown in figure 8 2 indicates that the setup is being prepared Figure 8 2 InstallShield Wizard InstallShield Wizard ECLS K First Grade Public Use ECB Setup is preparing the gt InstallShield Wizard which will guide you through the rest of the setup process Please wait 7 You will be prompted to continue with the installation in Welcome window shown in figure 8 3 Click on the Next button to continue 8 4 Figure 8 3 Welcome window InstallS hield Wi Welcome to the InstallShield Wizard for ECLS K First Grade Public Use ECB The InstallShield Wizard will install ECLS K First Grade Public Use ECB on your computer To continue click Next 8 When you continue you will be prompted to choose a destination location for the installation in the window shown in figure 8 4 If you wish to change the destination location click on the Browse button to change the directory Click on the Next button when the desirable destination folder is shown Figure 8 4 Choose Destination Location InstallShield Wizard Choose Destination Location Select folder where Setup will install files 8 6 9 Setup will then start installing files Figure 8 5 shows the setup status Figure 8 5 Setup Status InstallShield Wizard 8 7 10 the installation is completed the InstallShield Wi
227. pring first grade P4 Impulsive impulsive overactive 149 Social Skills and T4 Approaches Five factor scores from the social rating 156 Knowledge T4 Self scale in teacher form C approaches to 157 T4 Interpersonal learning self control interpersonal 158 Teacher Rating T4 Externalizing externalizing problem behaviors 159 Spring first grade T4 Internalizing internalizing problem behaviors 160 8 57 Table 8 7 Child catalog topical variable groupings continued Topic Variable identifier Description Field ID Composite DOBMM R3AGE RAAGE Related to child e g child DOB child 35 40 43 Derived Variables CABMI race child gender etc 287 292 Variable Name PIFIRKDG IF1 ICAT Related to parent interview e g parent 293 374 Variable Name occupation parent highest education etc A4FPBLK TAGLVL Related to teacher information e g 375 382 Variable Name kindergarten teacher class type percentage minority in class etc S3SCTYP S4PUPRI Related to school information e g 383 394 Variable Name school type school enrollment percent minority etc U4SCHBMM U4TARD Related to student record abstract e g 395 406 Variable Name total days absent tardy etc HSATTEND HSCHECK Related to head start information e g 407 408 Variable Name head start verification etc Fall first grade PI Roster Includes number of people in 432 536 Family Structure h
228. program cleans house and makes the database more efficient It also decreases the size of the database so space is conserved How to Repair and Compact the ECLS K Database 1 Select the Tools pulldown menu and select the Repair and Compact Database option 2 After a few seconds the screen shown in figure 8 52 appears indicating that the repair and compact of the database was successfully completed Figure 8 52 Repair database completed screen Repair and Compact yo i Repair and compact completed successfully 3 Click on the OK button 8 6 Child Catalog The first grade child catalog contains information for children who participated in the first grade ECLS K survey and includes data in the child level from the child and from the child s parents teachers and school Table 8 5 presents the pretagged required variables that will be automatically extracted for all user created data files The user cannot remove the required variables from the taglist Four of the variables on the list R3SAMPLE PIFIRKDG T4GLVL and S4PUPRI are also limiting fields they may be used to subset the data being extracted See section 8 6 3 for an explanation and description of limiting fields The child catalog is organized into blocks of data corresponding to specific content areas They are as follows Identifiers are the school child parent and teacher identification number School demographic data are obta
229. providers of that type of care questions CCQ060 CCQ165 and CCQ325 indicated number of regular providers of each type was equal to 1 then additional hours were coded to 0 Otherwise if the number of providers or the number of additional hours questions CCQ140 CCQ250 and CCQ403 indicated number of hours spent with additional providers was refused or unknown then the number of additional 7 14 hours was coded as 9 Not Ascertained Also if the child did not have a regular weekly schedule for the main provider of a given type and thus hours for that provider were not elicited but the respondent gave hours for the secondary provider of a given type these hours were not included in the composite Otherwise the number of additional hours was coded to equal the appropriate number of additional hours variables in the instrument CCQ140 CCQ250 or CCQ403 This process was followed three times once each for relative care nonrelative care and center based care If any of the three primary caregiver hour variables was missing then the total number of hours was coded as 9 Not Ascertained Otherwise the total number of hours in regularly scheduled child care was coded as the sum of the six hour variables It should be noted that while PPHRSNOW and PAHRSNOW were created almost identically to the same composite variable in kindergarten PIHRSNOW there was one difference In kindergarten questions were asked about whether the child was
230. r figure 8 15 provides access to the available action commands Section 8 9 shows the choices and functions available within each menu Figure 8 15 Menu Bar 27 ECLS K First Grade Public Use ECB First Grade Child Create T aglist E File Extract Tools Codebook Help How to Access the Menu Bar Items 1 Point to an item on the Menu Bar and click 2 Click on a command from the drop down list The Menu Bar may also be activated and its options selected using the shortcut keys described in section 8 2 7 8 14 8 2 7 Using Shortcut Keys to Navigate The shortcut keys provide a means for selecting menu options and screen buttons without the use of a mouse These shortcut keys are identified by an underscore under the shortcut letter within the option or button label The menus that appear on the windows are activated by simultaneously selecting the lt ALT gt key and the underscored letter An example of this is the activation of the Taglist Menu by selecting the key combination of lt ALT gt lt T gt Once the menu is activated and all options are displayed the options can be selected by then pressing the underscored letter for the desired option or by pressing the arrow keys to move between the options Not all screens have shortcut keys They may however be used without mouse capability by pressing the TAB key The TAB key moves the cursor or highlight through the options and buttons within the w
231. r 4 for a complete description of the ECLS K sample There was also a 9000 series of S ID numbers that referred either to children who did not attend regular school because they were schooled at home or to children for whom information about the current school was not in the ECLS K database but it was thought that the parent could be located All children who fit one of these conditions were assigned 9000 series ID s according to work area numbers e g the S ID was 9 the work area number In work area 101 the S ID was 9101 There are also several specific 9000 series codes for children who were not located or not followed at the end of a round The school ID numbers start with 999 for these cases These are described in section 7 6 The child ID number CHILDID is a concatenation of the school ID where the child was sampled a three digit student number and the letter C For example 0001001C is the ID number of the first child sampled in school 0001 The teacher ID number T4 ID is a concatenation of the school ID 7 2 where the teacher was sampled the letter T and a two digit teacher number For example 0001T01 is the ID number for the first teacher sampled in school 0001 The parent ID number PARENTID is linked to the child ID number and is a concatenation of the four digit school ID the three digit student number and the letter P It is the same number as the child ID with a letter P instead of a letter C at the
232. r distribution SAS SPSS Windows STATA The Extract menu contains options to create a syntax file for SAS SPSS or m STATA Repair and Compact Database The Tools menu contains The command for repairing and compacting the ECLS K database Codebook The Code Book menu contains the command for Viewing the entire code book based on the working taglist and Printing the entire code book based on the working taglist Contents About The Help provides access to the detailed online help system 8 76 9 CREATING A LONGITUDINAL FILE Longitudinal analyses with the Early Childhood Longitudinal Study Kindergarten Class of 1998 99 ECLS K can be conducted both within school year and across school years Examples of within year analyses are those that look at children s growth in cognitive scores between fall and spring of kindergarten or between fall and spring of first grade Such analyses do not require the combined use of kindergarten and first grade data They can be conducted using just the kindergarten base year files or just the first grade files and are therefore not discussed in this chapter Cross year K 1 analyses on the other hand are those that combine information from both the kindergarten year and the first grade year and are the focus of this chapter This chapter describes how to combine or merge the first grade and kindergarten files to
233. r respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T T T T T T T T This data suppressed for respondent con T T T T T T T his data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality This data recoded for respondent confidentiality his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T T T This data suppressed for respondent con T T T fidentiality fidentiality fidentiality fidentiality his data recoded for respondent c
234. racial percentages were not calculated In this case the composite information had to come from the frame if available 7 33 The grade level questions were among those not asked of school administrators in returning schools in order to reduce the burden on school administrators The value in spring kindergarten for school instructional level S2SCLVL was copied to the spring first grade variable SASCL VL 7 4 5 Student Record Abstract and Field Management System Composite Variables The composite variables created for the student record abstract data are described below School Year Start and End Dates U4SCHBDD U4SCHBMM U4SCHBYY U4SCHEDD U4SCHEMM and U4SCHEYY Variable names and descriptions of the composites that indicate the school year start and end dates are U4SCHBDD U4SCHBMM U4SCHBYY U4SCHEDD U4SCHEMM U4SCHEYY U U U4 School Year Starting Date Day U4 School Year Starting Date Month U4 School Year Starting Date Year U4 School Year Ending Date Day 4 School Year Ending Date Month 4 School Year Ending Date Year The composites were created for two purposes The first purpose was to provide one set of school start and end dates for the whole school year They are based on responses to multiple questions in the student record abstract form about the start and end dates for school terms The number of these responses varied depending on the number of terms at the school For examp
235. rce had been filled in using data from previous rounds and occupation was imputed by hot deck Finally for 68 cases where occupation was missing and in the labor force had been imputed by hot deck occupation was imputed by hot deck The other tables of imputed variables describe similar processes for resolving cases Table 7 4 Imputed education variables Number of values Number of values filled from imputed by hot Number of SES component Total missing previous rounds deck cases resolved Mother s 886 512 374 886 education Father s education 1 309 466 843 1 309 7 23 Table 7 5 Imputed occupation variables Number of values Number of values filled from Number of values Number of SES component known previous rounds imputed by hot deck cases resolved Mother s occupation Labor force status Not in labor force 116 105 24 245 Filled from prev rounds 55 55 Hot deck imputed 61 192 68 _321_ Total missing 621 Father s occupation Labor force status Not in labor force 74 22 13 109 Filled from prev rounds 122 122 Hot deck imputed 77 166 82 _325_ Total missing 556 Occupation was not imputed if not in labor force was known Table 7 6 Imputed detailed income range SES component Total Number of values filled Number of values Number of missing from previous rounds imputed by hot deck cases resolved Broad income range known unknown Detailed income range 1 672 1 593 23 56 1
236. ries stratum and first stage unit identifiers Variable name C23CSTR C23CPSU C23PSTR C23PPSU CI23CSTR C123CPSU C123PSTR C123PPSU C24CSTR C24CPSU C24PSTR C24PPSU C124CSTR C124CPSU C124PSTR C124PPSU CI 4CSTR 4CPSU CI 4PSTR 4PPSU Y2COMSTR Y2COMPSU Description Sampling stratum spring kindergarten fall first grade longitudinal C weights First stage primary sampling unit within stratum spring kindergarten fall first grade longitudinal C weights Sampling stratum spring kindergarten fall first grade longitudinal P weights First stage primary sampling unit within stratum spring kindergarten fall first grade longitudinal P weights Sampling stratum base year fall first grade longitudinal C weights First stage primary sampling unit within stratum base year fall first grade longitudinal C weights Sampling stratum base year fall first grade longitudinal P weights First stage primary sampling unit within stratum base year fall first grade longitudinal P weights Sampling stratum spring kindergarten spring first grade longitudinal C weights First stage primary sampling unit within stratum spring kindergarten spring first grade longitudinal C weights Sampling stratum spring kindergarten spring first grade longitudinal P weights First stage primary sampling unit within stratum spring kindergarten spring first grade longitudinal P weights Sampling stratum base year spring first grade longitu
237. rom the Code Book pulldown menu The entire code book displays as shown in figure 8 40 Note that this view includes ALL variables in the catalog and can span more than 1000 pages The page number is in the upper left corner of the window 8 41 Figure 8 40 View of the entire code book g ECLS K First Grade Public Use ECB First Grade Child View Codebook 4 w amp amp To ECLS K Electronic Codebook Catalog First Grade Child 8 3070 CHILDID 1 1 4 ca CHILD IDENTIFICATION NUMBER Variable Name Record Number Position Format Comment Unweighted Response Codes Frequency Percent CHILD ID 17 487 100 0 17 487 100 0 Variable Name 1 PARENTID PARENT IDENTIFICATION NUMBER Record Number 1 Position 9 16 Format Comment Unweighted Response Codes Frequency Percent PARENT ID 17 437 100 0 17 487 100 025 Variable Name 5310 FALL 1999 SCHOOL IDENTIFICATION NUMBER To print the entire code book click on the printer icon displayed at the top of the code book screen Select ALL from the Printer Dialog box figure 8 41 Enter the number of copies you want and click on the OK button Figure 8 41 Printer dialog box Printer System Printer HP LaserJet 5Si MX Cancel Print Range Copies Collate Copies T To print selected pages of the code book select Pages from th
238. rought from the teacher questionnaire to the child level for children retained in kindergarten in the 1999 2000 school year While some teacher level variables are class specific when collected i e for the kindergarten version of TQA there are three versions of each of these class specific variables AM PM and all day the child file will contain data from only one of each of the three variables depending on whether the child attends an AM PM or all day class For example there are three variables one for AM one for PM and one for all day classes that represent percent of African Americans in the teacher s class The teacher may provide information for more than one type of class if she teachers more than one class Because the child can only be in one class there is only one variable on the child record for percent African American in class that which is appropriate for the class he she attended The same is true for percent Hispanic and percent minority variables The variable A4CLASS is used to identify which of the teacher reported classes was used for the child See section 7 4 3 for details on the A4CLASS variable 7 6 Children Who Changed Schools There are several variables on the file that can be used to determine if a child moved to a different school across rounds The variables S1 ID S2 ID S3 ID and S4 ID are school identification numbers that indicate what school the child was in at the end of a round of data collection
239. rried Other language at home Primary lang at home Resp bio mom job for pay PIMOMWRK WIC benefits pregnant WIC benefits for child PITHERAP P1THERA2 P1THERA3 5 PITHERA6 PITHERA7 P1THERA8 P1THERA9 1 12 PITHERI4 PITHERI5 PIANYLNG PIPRMLNG CCQ025 CCQ130 CCQ215 CCQ280 CHQO005 CHQO005 CHQO010 CHQOIS CHQ025 CHQ030 CHQ030 CHQ285 CHQ315 CHQ230 CHQ340 CHQ345A CHQ345B CHQ345D CHQ345E CHQ345F CHQ345G CHQ345H CHQ245I CHQ345J CHQ345K CHQ345L CHQ375 CHQ375U MHQO060 PLQ020 PLQ060 EMQ170 WPQO030 WPQO040 P2RPREK P2NPREK P2HSPREK P2CPREK P2WEIGHP P2WEIGHO P2WEIGH5 P2WEIGH6 P2PREMAT P2EARLY P2EARDAY P2SIGHT P2CORREC P2DIFFHR P2THERAP P2THERA2 P2THERA3 P2THERAS P2THERA6 P2THERA7 P2THERA8 P2THERA9 P2THER10 P2THERII P2THER12 P2THER13 P2THERI4 P2THERI5 P2BIOLOG P2ANYLNG P2PRMLNG P2MOMWRK P2WICMOM P2WICCHD SPQ010 SPQ020 SPQ030 SPQ040 SPQ060 SPQ065 SPQ070 SPQ080 SPQ090 SPQ100 SPQ105 SPQ107 SPQ108 SPQ109 110 120 120 SPQI20D SPQI20E SPQI20F SPQ120G SPQ120H SPQ1201 SPQ120J SPQI20K SPQI20L SPQ130A SPQ130B SPQ150 SPQI55 SPQI57 SPQ200 SPQ210 SPQ220 P3RPREK P3NPREK P3HSPREK P3CPREK P3WEIGHP P3WEIGHO P3WEIGHS5 P3WEIGH6 P3PREMAT P3EARLY P3EARDAY P3SIGHT P3CORREC P3DIFFHR P3THE
240. rs of care in center based programs CCQ355 was higher than for relative or nonrelative care then PAPRIMNW was coded as 5 If the number of hours of care was equal for two or more types of PIPRIMNW was coded as 6 PAIPRIMNW was coded as 7 if the location of care varied between the two homes 7 16 7 4 2 Family and Household Composite Variables Many composites were created to capture information about the sampled children s family and household characteristics Several of these are described below All of the family and household composites are listed and described in tables 7 13 and 7 14 Number of Siblings PANUBSIBS The composite PANUMSIBS indicates the total number of siblings full step adoptive or foster with whom the child lived in the household FSQ160 and FSQ170 Siblings were identified through the respondents stated relation of the sibling to the focal child In addition any child that was reported to be a child of the focal child s parent guardian was considered a sibling of the focal child Parent and Household Members Age P4LESS18 PAOVERI18 PAHDAGE and P4HMAGE There are several composite variables on the file that refer to the ages of adults and children in the household These are P4LESS 18 total number of people in the household under age 18 including focal child siblings and other children PAOVERI18 total number of people in the household age 18 or older siblings and other children
241. rst grade and spring first grade Child level panel weights for parent data from fall kindergarten spring kindergarten and spring first grade see chapter 9 for details Child level panel weights for parent data from fall kindergarten spring kindergarten fall first grade and spring first grade Data from spring kindergarten FMS Head Start variables from fall kindergarten Data from spring kindergarten facilities checklist Data scores collected derived from spring kindergarten parent interview Data collected derived from spring kindergarten school administrator questionnaire Data collected derived from spring kindergarten student record abstract Base year parent composite variables Child level panel weight that is nonzero for children whose C124W0 is nonzero and the base year combined weight BYCOMWO is nonzero and whose parent completed the FSQ block in the parent questionnaire or whose teacher completed the TQB in the teacher questionnaire in the spring of first grade 7 8 A few exceptions that do not follow the previously mentioned prefix convention are as follows The identifiers CHILDID PARENTID T4 ID S1 ID S2 ID S3 ID and S4 ID Some composite variables In general all composites derived from a given source maintain the same prefix as the source Some composite variables however combined information across data collection points and or several sources and are not associated with any prefixes Derived chi
242. rten and spring first grade for the other 70 percent The variable R3DEST was set to 1 if the child moved between spring kindergarten and fall first grade and the move was considered to be a destination move and the variable RADEST was set to 1 if a move between spring kindergarten and spring first grade or between fall first grade and spring first grade occurred and was considered to be a destination move 7 56 Other variables on the file that will be of interest to users examining school changes are R4R2SCHG school type change between spring kindergarten and spring first grade and RAR3SCHG school type change between fall first grade and spring first grade These indicate whether the child changed schools and if so what the school type was in the previous and new school e g whether the change was from public to private school private to private school etc 7 7 Merging Base Year School Level Data with the First Grade Child Level Data As discussed in chapter 2 section 2 7 two versions of the school administrator questionnaire SAQ were distributed in the spring first grade round Schools participating in the base year were asked to complete the returning school questionnaire In order to reduce the burden on returning school administrators within the first grade school year the returning school questionnaire collected fewer details on school and student characteristics school facilities and resources school polici
243. s administered in spring first grade to parents who had been previous round nonrespondents or who were added as a result of sample freshening see chapter 4 for details on sample freshening The SPQ was constructed to allow respondents participating for the first time in spring first grade to provide data for some of the more vital 7 46 items from the fall kindergarten parent interview rather than respond to the entire fall kindergarten instrument Table 7 10 shows the variable names for these items in each round of the study The topics covered in the spring first grade SPQ section included child care in the year before kindergarten Head Start participation child health and health services received marital status of the biological parents at the time of the child s birth the primary language spoken in the home country of the child s birth and receipt of Women Infants and Children WIC benefits Relevant items from the SPQ section were used to construct composites for families new to the survey in spring first grade If the family was not new to the study in the spring first grade values derived for composites during the kindergarten year were copied forward into the spring first grade composites Composites that used the SPQ data included whether the child had child care before kindergarten WKCAREPK the primary language other than English spoken in the child s home WILANGST whether the biological mother was married to
244. s data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality T T T T This data suppressed for respondent confidentiality T T T his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data suppressed for respondent confidentiality his data recoded for respondent confidentiality his data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName FieldLabel Comment 1607 P4DGNATT P4 CHQ060 DIAGNOSIS ATTENTION This data suppressed for respondent confidentiality 1609 PAYYDIAG P4 CHQ075 YR AT IST DIAGNOSIS LRN ABLTY This data suppressed for respondent confidentiality 1613 PAPROFFD CHQIIOIF ACTIVITY PROBLEM DIAGNOSED This data suppressed for respondent confidentiality 1614 PADGNACT P4 CHQI120 DIAGNOSIS ACTIVITY This data suppressed for respondent confidentiality 1616 P4YYDIA2 P4 CHQI35 YR AT IST DIAGNOSIS ACTIVITY This data suppressed for respondent co
245. s needed because both parents and schools tend to overreport Head Start participation with schools overreporting more than parents In the ECLS K parent school and center reports about Head Start participation were obtained A Head Start directory a computer database constructed to contain all Head Start centers in the ECLS K primary sampling units was used to confirm parent and school reports of Head Start participation and provide more accurate information for locating and contacting Head Start programs In addition Head Start center directors were given questionnaires to confirm a child s participation and in some cases contacted by telephone to confirm enrollment at the center The study was funded by the Administration on Children Youth and Families ACYF of the U S Department of Health and Human Services Outcome of Head Start Verification HSATTEND The composite variable HSATTEND is based on reports from centers during the base year of data collection meaning that the Head Start center returned a questionnaire about the child s Head Start attendance or responded to a telephone contact The variable was created in part from answers to question 1 in the Head Start questionnaire in which the Head Start director was asked to report a whether the child attended the program in the 1997 98 program year b whether the child attended but not in 1997 98 or c whether the child had never attended The variable was also based on resp
246. s obtained for all parents and spouses of respondent parents For example in a family with a birth mother and stepfather the race ethnicity of both parents would be obtained However in a family with a birth mother and the mother s boyfriend if the mother s boyfriend was not identified as a spouse or partner of the mother the race ethnicity of the mother would be obtained but not that of the boyfriend 7 4 3 Teacher Composite Variables Details about how two of the teacher composites child grade level and class type were created are provided here All of the teacher composites are listed and described in table 7 14 Grade Level Composite T4GLVL To create the grade level composite TAGLVL four possible sources of information were used 1 teacher questionnaire part C for kindergarten Q16 T4KGRADE for grade level and Q17 T4KTYPCL for morning full day etc and for first grade Q17 T4GRADE for grade level 2 FMS information about grade level and 3 student record abstract information about grade level Q19 U4CRGRD and 4 grade level information from the special education questionnaire part B Q24 E4GRADE If conflicts existed between these four sources the grade level indicated by the majority of the nonmissing sources was used for TAGLVL If equal numbers of sources were in conflict the data from the teacher questionnaire C TQC was given highest priority followed by special education teacher data and then the FMS Two e
247. screen Select Catalog Base Year School OK Cancel 5 Highlight the catalog that you wish to open and click on the OK button Note that the existing catalog will be closed automatically when you open another catalog In addition to the menu items found on the menu bar the ECB screen contains various command buttons and labels The command buttons when pressed cause an event to occur such as moving a variable from the Variable List to the Working Taglist They are explained in details in section 8 3 the Variable List and section 8 4 Working Taglist 8 75 8 9 Menu Bar Descriptions M ECLS K First Grade Public Use ECB First Grade Child E File Taglist Extract Tools Codebook Help Open Catalog Print Setup Exit The File menu contains the commands needed to Select and open a catalog m Set up your data for printing and Exit the ECB Extract Too N Ctrl N Open Ctrl O Delete Add Save Save As Ctrl S Import Export The Taglist menu contains the commands required to manipulate the variable lists once a catalog has been selected m Create a new taglist Open previously saved or predefined taglist Delete a previously saved taglist B Add a previously saved or predefined taglist to the working taglist Save the working taglist Save a taglist with another name Import a previously exported taglist as working taglist and Export the working taglist fo
248. scription radio button to specify where to search 5 Click on the Search button to initiate the search 6 The variables meeting the specified criteria will be added to the variables already displaying in the Variables List column If no variable names or descriptions in the catalog contain the specified search text then the message shown in figure 8 23 will appear 8 23 Figure 8 23 No Matches Found message No Matches Found No variables in the Variable List matched your search criteria You can press the Reset button to start over with the complete list of variables for the current catalog School Note After you Narrow Search the Variable List your next Narrow Search applies ONLY to the results of your previous search the remaining variables in the Variable List Expand Search always searches the entire current active catalog and adds matching variables to the Variable List 7 Repeat the Expand Search procedure if necessary Please note that the field ID at the upper right corner of the Variable List reflects the order of the variables in the catalog rather than that in the expanded Variables List 8 3 1 4 Resetting Your Variable List Following a narrowing or expanding of the Variable List as described earlier it is possible to reset the list to display ALL of the variables available in the catalog The Variable List is reset by clicking on the Reset button located at the top of the Variable List column Re
249. sents the median design effects for the difference in scores for the same subgroups The median design effects for the difference in scores between spring kindergarten and fall first grade are based only on three assessment scores no social rating scores were collected in fall first grade For the panel spring kindergarten fall first grade the variation in the median design effects is large especially for the group of American Indians and unstable for certain race ethnicity subgroups For the group of American Indians the smaller sample size the highly clustered characteristic of the sample and the large variation in the differences in scores all contribute to the high design effects Design effects of less than 1 are mainly due to the variability in the variance of estimates and are not viewed as having substantive implications 9 14 Table 9 7 ECLS K panel median design effects for subgroups Spring kindergarten spring first grade All four round panel Subgroups DEFT DEFF DEFT DEFF All students 1 971 3 886 1 462 2 136 Type of school Public 1 891 3 574 1 436 2 062 Private 1 931 3 729 1 697 2 879 Catholic private 1 710 2 923 1 348 1 816 Other private 1 746 3 048 1 606 2 580 Gender Male 1 684 2 837 1 358 1 845 Female 1 566 2 451 1 451 2 106 Race ethnicity White 1 894 3 588 1 565 2 450 Black 1 471 2 163 1 274 1 624 Hispanic 1 457 2 122 1 184 1 403 Asian 1 586 2 514 1 440 2 074 Pacific Islander 1 085 1 178 2 938 8 63
250. setting the Variable List does not affect the variables listed in the Working Taglist 8 4 Working Taglist The Working Taglist shown in figure 8 24 displays a list of variables that are currently selected or tagged for extraction All Working Taglists contain a set of variables called required variables that will be automatically included in all data files that the user creates For each catalog in the ECLS K First Grade Public Use ECB the required variables provide a foundational data set upon which other variables rely These required variables cannot be untagged or deleted from the Working Taglist by the user When a catalog is first opened the default Working Taglist consists of only the required variables for that catalog See table 8 5 for the first grade child catalog and table 8 11 for the base year school catalog To create a taglist add the variables you have selected to the required variables 8 24 Figure 8 24 Electronic code book Working Taglist WORKING TAGLIST Hew Save Save As S4PUPRI Variable Descripti CHILDID CHILD IDENTIFICATION NUMBER 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER T4 ID SPRING 2000 TEACHA IDENTIFICATION NUMBER 04 ID SPRING 2000 SPECIAL ED TEACHER ID NUMBER R3REGION R3 CENSUS REGION R3URBAN R3LOCATION TYPE 7 CATEGORIES R3LOCALE R3 LOCATION TYPE 8 CATEGORIES R4REGION R4 CENSUS REGION R4URBAN R4 LOCATION TYPE 7 CATEGORIES R4LOCALE R4 LOCATION TYPE 8
251. sing values of each component of the SES composite variable First if a parent interview had been conducted in fall first grade or kindergarten missing values for the spring first grade education occupation and detailed income range variables were filled in with previous round values The rationale for using this approach was that the best source of data for an individual or a household was the data from the previous year Thus using data from a previous round was the first method of imputing these items This first imputation stage was implemented as follows l Education level was brought forward from the most recent previous round This was done only if the same person was the parent figure both in spring first grade and in the earlier round 2 Occupation was brought forward only if the individual was in the labor force i e was working at a paid job on vacation from a paid job or looking for a job It was also required that the same person be the parent figure both in spring first grade and in the earlier round NOTE Prestige scores were not assigned to individuals unless they were in the labor force regardless of whether they reported an occupation 3 Detailed income category data were brought forward from the base year 7 20 Second data still missing after this initial step were imputed using a hot deck methodology In hot deck imputation the value reported by a respondent for a particular item is assigned or donated t
252. spring kindergarten the percent of minority students was derived from answers to the school administrator questionnaire by determining the percentage of children who were either of Hispanic or Latino origin question 14 and the percentage of children who were American Indian or Alaska Native Asian black or African American or Native Hawaiian or Other Pacific Islander question 15 to create the percent minority composite In spring first grade Hispanicity and race were included in the same question question 11 for new schools and question 4 for returning schools The combined race ethnicity categories were Hispanic regardless of race black not of Hispanic origin white not of Hispanic origin Asian or Pacific Islander American Indian or Native Alaskan and other In spring first grade school administrators were allowed to report their answers as either numbers or percents whereas in spring kindergarten they were asked to report answers as percents Because the composite for the percentage of minority students 1s reported as a percent all answers recorded as numbers in spring first grade were converted to percentages for the composite variable A flag for each individual race ethnicity variable indicates whether the answer was reported as a number or a percent Because the composite is calculated as a percent these flags will not be needed by users unless the analyst is interested in examining how answers were reported If the flags S4A
253. t Grade Public Use ECB First Grade Child Create T aglist E File Taglist Extract Tools Codebook Help VARIABLE LIST Narrow Expand Rest FieldID 1 CHILDID CHILD IDENTIFICATION NUMBER CHILDID CHILD IDENTIFICATION NUMBER PARENTID PARENT IDENTIFICATION NUMBER Ej 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMBER 53 ID FALL 1999 SCHOOL IDENTIFICATION NUMBER T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMBER 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMB gt D4T_ID SPRING 2000 SPECIAL ED TEACHER ID NUMBER T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMB R3REGION R3 CENSUS REGION D4T ID SPRING 2000 SPECIAL ED TEACHER ID NUMB R3URBAN R3 LOCATION TYPE 7 CATEGORIES F25PECS F2 CHILD RECEIVED SPEC EDU SERV FROM F R3LOCALE R3LOCATION TYPE 8 CATEGORIES FAYRRND F4 YEAR ROUND SCHOOL R4REGION R4 CENSUS REGION F4SPECS F4 CHILD RECEIVED SPEC EDU SERV FROM F RAURBAN R4 LOCATION TYPE 7 CATEGORIES CS TYPE2 TYPE OF SCHOOL IN BASE YEAR SAMPLE FRE R4LOCALE R4 LOCATION TYPE 8 CATEGORIES R3REGION R3 CENSUS REGION GENDER CHILD COMPOSITE GENDER R3URBAN R3 LOCATION TYPE 7 CATEGORIES RACE CHILD COMPOSITE RACE R3LOCALE R3 LOCATION TYPE 8 CATEGORIES R3AGE R3 COMPOSITE CHILD ASSESSMENT AGE MNTH R3DEST R3 MOVED FALL 1ST GR DESTINATION SC R3SAMPLE CHILD SUBSAMPLED IN ROUND 3 R3FIPSST R3 SCHOOL FIPS STATE CODE R4AGE R4 COMPOSITE CHILD ASSESSMENT AGE MNTH R3FIPSCT R3 SCHOOL FIPS COUNTY CODE PIFIRKDG P1 FIRST TIME KINDERGARTENER R3C
254. t Grade Public Use ECB CD ROM is mounted in your PC s default CD ROM drive and then click on the OK button 5 Type the desired name of the extract program file in the file name field of the screen shown in figure 8 49 8 48 Figure 8 49 Save STATA program file dialog box Save As HEI Savein E ECLS First Grade PublicUse EC E e File name lt lt lt TYPE STATA PROGRAM FILE NAME gt gt gt Save as type STATA Dictionary Files dct Cancel 6 To save the file to another directory click on the Save in dropdown menu button to browse to the new location as shown in figure 8 50 Figure 8 50 Save STATA program file location browse screen Savi E ECLS First Grade PublicUse Ec E e oe Desktop 15 My Computer 3 Floppy amp Program Files EE CLS K First Grade Public 29 D amp Sys on Rk3 F File name lt lt lt TYPE STATA PROGRAM FILE NAME gt gt gt Save as type STATA Dictionary Files dct Cancel Click on Save button to store the file 8 In the Save Data File As window figure 8 51 type in the file name you want the data file to save to and then click on Save 8 49 Figure 8 51 Save STATA data file dialog box Save Data File As 2 x Savein GVECLSK First Grade PublicUse Ec E Desktop a My Computer amp 9 3 Floppy amp J Program Files FE CLS K First Grade Public
255. t interview Two of these P3CARNOW and P4CARNOW describe whether the child had any type of nonparental care during the reference period The variables PPCARNOW and PACARNOW were created similarly however PSCARNOW refers to any regular nonparental care during the summer before first grade and PACARNOW refers to any nonparental care during spring first grade The creation of PACARNOW was as follows item references 7 13 are only to spring first grade for brevity but the logic is the same for both variables If the child was receiving care from a relative CCQ010 a nonrelative CCQ150 or a day care center or before or after school program at a school or in a center CCQ260 PACARNOW was equal to 1 Yes Otherwise if any of the three variables was unknown PACARNOW was coded as 9 Not Ascertained If the respondent indicated that the child was not currently receiving any of the three types of care CCQ010 CCQ150 and CCQ120 all equal 2 No PACARNOW was coded as 2 No Hours per Week in Child Care P3HRSNOW and PAHRSNOW Another set of child care composites indicates the number of hours per week the child spent in child care The variable PSHRSNOW indicates the total number of hours per week spent in all primary nonparental child care the summer before first grade and PAHRSNOW indicates the total number of hours per week the focal child spent in care during spring first grade The variable combines hours in child care arrangements i
256. ta suppressed for respondent con fidentiality fidentiality fidentiality fidentiality fidentiality This data suppressed for respondent confidentiality This data suppressed for respondent confidentiality This data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T T T This data suppressed for respondent con This data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con T This data suppressed for respondent con T T This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con This data suppressed for respondent con fidentiality fidentiality his data suppressed for respondent confidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality fidentiality his data suppressed for respondent confidentiality fidentiality fidentiality fidentiality fidentiality fidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality This data recoded for respondent confidentiality his data suppressed f
257. tandard errors using the paired jackknife replication method JK2 with WesVar Each replicate is a subsample of the full sample The variability of the replicate estimates about the full sample estimate is used to estimate the variance of the full sample estimate Table 8 6 presents the order of the data blocks on the child data file 8 6 1 First Grade Child Catalog Topical Variable Groupings The variables within the first grade child catalog are organized into topical categories to help locate and identify desired variables in the ECB These categories are identified in table 8 7 The first column of the table describes the topic the second column lists the variable identifiers which generally indicate the source of the data e g the parent interview the teacher questionnaires as well as when the data was collected 1 e fall or spring first grade The third column is a description of the topic The last column is the Field ID which is how you search the data file for the topics Use the keywords in the Variable Identifier column to search for variables while using the ECB Narrow or Expand function see sections 8 3 1 2 and 8 3 1 3 If Variable Name appears under the variable in the Variable Identifier column you must search using the variable name The field ID can be used by the Go function in the Variable List Table 8 7 is only for your convenience in searching for variables and includes only variables that
258. tart parts of these programs were not supported by federal Head Start grants but were funded by other sources such as state funds for children who are at risk or have a disability Head Start Center Was Found in Directory HSCHECK The other Head Start composite HSCHECK from the base year that is included in the file refers to whether the Head Start Center was found in a directory used during the parent interview The Head Start directory was used during the parent interview to assist in obtaining accurate information about the Head Start center As described above the directory was in the form of a computer database that contained all Head Start centers in the ECLS K primary sampling units PSUs It was designed to help confirm parent and school reports of Head Start participation and to provide more accurate information for locating and contacting Head Start programs Parents who reported that their child had attended Head Start the year before kindergarten were asked for the name and address of the Head Start center and the name of the center s director The values for the composite are 1 Yes and 2 No A Yes answer on this composite variable indicates that the center was found in the directory A No answer means that it was not The variable can be used to compare the results of using a directory to confirm parent reports as compared to verifying these reports with centers 7 38 Indicator of Whether Child Received Special
259. tegory Family HH Description Mother s occupation GSS prestige score Derived from Values Variable name 1989 GSS prestige scores EMQI20 not on 29 6 Handler Equip Cleaner Helpers file EMQ130 not on file and EMQ140 Labor 33 42 Production Working not on file Occupation 34 95 Service Occupations 35 63 Agriculture Forestry Fishing Occupations 35 78 Marketing amp Sales Occupation 35 92 Transportation Material Moving 37 67 Precision Production Occupation 38 18 Administrative Support Including Clerk 39 18 Mechanics amp Repairs 39 2 Construction amp Extractive Occupations 48 69 Technologists Except Health 52 54 Writers Artists Entertainers Athletes 53 5 Executive Admin Managerial Occupation 57 83 Health Technologists amp Technicians 59 Social Scientist Workers Lawyers 61 56 Registered Nurses Pharmacists 62 87 Natural Scientists amp Mathematicians 63 43 Teacher Except Postsecondary 64 89 Engineers Surveyors amp Architects 72 1 Teachers College Postsecondary Counselors Librarians 77 5 Physicians Dentists Veterinarians 8L L Table 7 14 Spring first grade composite variables continued Variable name W1DADSCR WILANGST P4MARSTA Category Family HH Family HH Family HH Description Father s occupation GSS prestige score The primary language other than English spoken in the child s home Marital status of parent s in household
260. that was diagnosed by a professional Questions in the parent interview about disabilities in spring first grade asked about the child s ability to pay attention and learn overall activity level ability to communicate difficulty hearing and understanding speech and eyesight In fall kindergarten parents were also asked about their children s coordination in using their arms or legs and diagnosis of problems with use of limbs These questions were not included in spring first grade thus the composite variable is slightly different than the kindergarten version For each disability a question was asked about whether a diagnosis of a problem was obtained by a professional CHQ050 CHQ110 CHQ170 CHQ210 CHQ300 A question was also asked about receipt of therapy services or participation in a program for children with disabilities CHQ340 The composite variable PADISABL was coded 1 Yes if any of the source variables about diagnosis or therapy services were coded 1 Yes CHQ050 CHQ110 CHQ170 CHQ210 CHQ300 CHQ340 This was done even if data for some of the source variables were missing If data for all the source variables were missing the composite was coded 9 Not Ascertained Otherwise PADISABL was coded 2 to indicate no reported disability Nonparental Care P3CARNOW and PACARNOW There are several composite variables on the file that can be used to describe children s child care arrangements based on information from the paren
261. the biological father at the time of the child s birth WIMOMAR and whether the mother worked between the child s birth and the start of kindergarten WIHEARLY A few differences between composites from the kindergarten year of the study and those that are formed in first grade from variables in the SPQ section should be noted One difference in definition concerns the composite WKCAREPK which indicates whether the child was in child care with a relative nonrelative in Head Start or in a center based program the year before entering kindergarten In fall kindergarten the composite variable was based on items within the child care section CCQ025 130 215 or 280 that asked about nonparental care the child received on a regular basis before kindergarten In spring first grade the data about prekindergarten arrangements were based on child care items in the SPQ section SPQ010 SPQ020 SPQ030 and SPQ040 If the child was reported to be in child care on a regular basis with a relative SPQ010 a nonrelative SPQ020 Head Start SPQ030 or in a day center nursery school or preschool SPQ040 the year before kindergarten the answer was yes to any of these questions WKCAREPK was equal to 1 Yes Otherwise if any of the four variables was unknown WKCAREPK was coded as 9 Not Ascertained If the respondent indicated that the child had not received any of the four types of care in the year before kindergarten then WKCAREPK was
262. the food security questions or broke off the interview before them Missing item responses of families with one or more valid responses were imputed as negatives only 0 25 percent of the sample Total Days Absent During School Year U2ABSN A composites was created that indicates for spring kindergarten the total number of days the child was absent during the school year This variable was created from student record abstract data and 7 40 was derived in the same way that the variable for spring first grade UA4ABSN was created First a total was created by summing the number of absences reported by individual term Second a total was created based on the sum of the excused and unexcused absences for all applicable terms The first total was used for the composite 1f the second total was not available because of missing data If both totals were available the first total was used for the composite value if the difference between total one and total two was equal to or less than 10 However if the first total was 0 but there were data for excused or unexcused absences the composite was set to 9 Not Ascertained Also if the difference between the totals was greater than 10 the composite was also set to 9 Not Ascertained Total Days Tardy During School Year U2TARD A composite was also created that indicates for spring kindergarten the total number of days the child was tardy during the school year This variable was also create
263. the maximum value of the weight the skewness the kurtosis and the sum of weights Table 9 2 Characteristics of child level K 1 longitudinal weights Variable Number Standard CV name of cases Mean deviation x100 Minimum Maximum Skewness Kurtosis Sum C23CW0 5 216 739 84 587 55 79 42 68 23 7 182 37 3 98 21 56 3 858 997 C23P WO 4 861 793 83 515 75 64 97 84 26 5 853 21 2 97 13 04 3 858 805 C123CW0 4 729 815 99 646 25 79 20 76 08 7 696 79 3 89 21 55 3 858 824 CI23PWO0 4 295 898 37 597 89 66 55 95 35 6 421 30 3 05 14 20 3 858 492 C24CW0 16 371 234 81 200 69 85 47 1 78 3 272 40 4 22 31 65 3 844 009 C24PWO 14 938 257 25 198 94 71 34 1 93 2 580 41 3 30 19 64 3 842 784 CI24CWO0 15 001 256 28 228 52 89 17 1 54 3 877 43 3 71 24 60 3 844 472 CI24PWO 13 413 286 40 214 80 75 00 2 06 3 275 79 3 84 26 53 3 841 463 4CWO0 4 542 847 78 639 83 75 47 77 56 7 528 68 3 49 18 68 3 850 619 4PWO 4 012 959 07 617 93 64 43 108 75 6 780 92 2 86 13 48 3 847 785 Y2COMWO 13 983 274 83 241 55 87 89 2 03 3 803 82 4 26 29 97 3 842 961 9 7 The difference in the estimate of the population of students sum of weights between the different panels of students and types of weights is due to a combination of factors among them 1 the number of base year respondents who became ineligible due to death leaving the country or being a nonsampled mover after the base year and 2 the adjustment of the weights for the children of unknown eligibility 9 4 4 Vari
264. the spring kindergarten school administrator questionnaire that were included in the first grade new school administrator questionnaire but not the first grade returning school administrator questionnaire continued Variable name Variable label S2PRINHR S2YRPREK S2YRK S2YRIST S2YR2TOS S2YR6 S2YRESL S2YRBILG S2YRSPED S2YRPHED S2YRART S2CRSECE S2CRSELE S2CRSSPE S2CRSESL S2CRSCDV S2CRSMTR S2CRSMTM S2CRSSCI S2CRSADM S2EDLVL S2INSTRU S2INRMGT S2DISCAT S2MONITR S2TEEECH S2TALKPT S2STUDNT S2PPRWRK S2KNWNME S2 Q74C NUMBER YRS A PRINCIPAL HERE S2 Q75A YRS TEACHING PREK HEADSTART S2 Q75B YEARS TEACHING KINDERGARTEN S2 Q75C YEARS TEACHING FIRST GRADE S2 Q75D YRS TEACHING SECOND FIFTH GRADE S2 Q75E YEARS TEACHING SIXTH OR HIGHER S2 Q75F YEARS TEACHING ESL PROGRAMS2 Q75G YEARS TEACHING BILINGUAL ED 52 Q75H YEARS TEACHING SPECIAL ED S2 Q751 YEARS TEACHING PHYSICAL ED S2 Q75J YEARS TEACHING ART OR MUSIC S2 Q76A COURSES IN EARLY CHILDHOOD ED 52 Q76B COURSES IN ELEMENTARY ED S2 Q76C COURSES IN SPECIAL EDUCATION 52 Q76D COURSES IN ESL S2 Q76E COURSES IN CHILD DEVELOPMENT S2 Q76F COURSES IN READING METHODS S2 Q76G COURSES IN MATH METHODS S2 Q76H COURSES IN SCIENCE METHODS S2 Q76I COURSES IN ADMINISTRATION S2 Q77 HIGHEST LEVEL OF EDUCATION S2 Q78A HOURS WEEK WORKING W TEACHERS S2 Q78B HOURS WEEK FOR SCHOOL MANAGEMENT S2 Q78C HRS WEEK FOR DISCIPLINE ABSENCE S2 Q78D HRS WEEK MONITORING SCHOOL AREAS S2
265. tiality fidentiality This data suppressed for respondent confidentiality his data suppressed for respondent con his data suppressed for respondent con his data suppressed for respondent con fidentiality fidentiality T This data recoded for respondent confidentiality T T T T fidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality his data recoded for respondent confidentiality Table 7 15 Recoded and suppressed data on the ECLS K First Grade Year Public Use File continued FieldID FieldName FieldLabel 2883 SACMNITY 54 023 COMMUNITY SCHOOL IS LOCATED IN 2932 S4NMBKPT 54 031 NUMBER RETAINED GRADE 1ST 2937 SAMIGRSM 54 Q32bE SUMMER MIGRANT PROGRAMS T 2961 SANMADMN 54 Q37A2 NUMBER OF ADMINISTRATORS T 2963 SANMTECH 54 Q37B2 NUMBER OF TEACHERS This data recoded for respondent confidentiality 2969 SANMOMDD 54 Q37E2 NUMBER OF PARENTS This data recoded for respondent confidentiality T F T Comment This data recoded for respondent confidentiality This data recoded for respondent confidentiality his data suppressed for respondent confidentiality his data recoded for respondent confidentiality 2971 SANMREPS 54 Q37F2 NUMBER OF REPRESENTATIVES 2973 SANUMOTH 54 Q37G2 NUMBER OF OTHER GROUPS 2977 SABILING 2978 SAESLONL 2979 SAESLBIL his data recoded for respondent confidenti
266. ting and 195 232 practices assessments retention practices School family S2 Q41 S2Q47 Programs and services for families 233 286 community connections school s communication with parents parent involvement in schools school based management School programs for 52048 52057 Limited English proficient bilingual 287 319 special populations programs special education gifted and talented Staffing and teacher 52058 52063 School staff list salary information 320 351 characteristics staff s racial ethnic distribution School governance and 52064 52069 Teacher observations professional 352 437 climate development goals for kindergarten teachers process for decision making school climate principal evaluation factors Principal characteristics S2 Q70 82 Q79 Administrator s gender race ethnicity 438 477 birth year experience education time 703 spent in activities familiarity with students School atmosphere K2 Q5 K2 Q6 Observations of children s 600 610 expressions learning environment 8 73 Figure 8 54 Base year school catalog limiting fields Base Year School Extract Specifications The extract will include data marked Yes in the Select column below 0 customize the extraction change the Select column settings S2KPUPRI 52 PUBLIC OR PRIVATE SCHOOL PUBLIC PRIVATE NOT ASCERTAINED CD ROM Drive BW A m LOOK cca The Limiting Fields feature for e
267. tion cells if these values had been already imputed If this was not the case an unknown or missing category was created As a rule no imputed value was used as a donor In addition the same donor was not used more than two times The order of hot deck imputation for all the variables was from the lowest percent missing to the highest after filling in missing values with data from previous rounds Occupation imputation involved two steps First the labor force status of the parent was imputed 1 e whether the parent was employed Then the parent s occupation was imputed only for those parents whose status was identified as employed either through the parent interview or the first imputation step Likewise detailed income range was imputed then household size and detailed income range were used to determine whether exact household income would be imputed The detailed income range was imputed in two steps first for cases where the broad income range was known and second for cases where it was unknown For households meeting the size and income criteria presented in table 7 2 the variable for income was imputed last 7 21 For households where both parents were present the order of hot deck imputation was a Mother s education Father s labor force status Father s occupation if the father was employed or imputed as employed a Mother s labor force status Mother s occupation if mother was employed imputed
268. tion codes used by NHES were originally developed for the National Postsecondary Student Aid Study NPSAS 1990 and contained one to four digits Analysis of the NPSAS categories revealed that some categories had very small numbers of cases and some categories that are similar in industry or occupation had similar participation rates suggesting that the separate codes could be collapsed without significant loss of information The NHES industry and occupation code categories use a two digit code the highest level of aggregation to have sufficient numbers of cases to support analysis without collapsing categories There are 13 industry codes and 22 occupation codes in the NHES coding scheme If an industry or occupation could not be coded using this manual the ndex of Industries and Occupations 1980 and Standard Occupational Classification ManualL 1980 were used Both of these manuals use an expanded coding system and at the same time are directly related to the much more condensed NHES coding scheme The 1980 manuals were used for reference in cases where the NHES 6 3 coding scheme did not adequately cover a particular situation See Chapter 7 section 7 4 for an expanded description of the industry and occupation codes Occupation coding began with an autocoding procedure using a computer string match program developed for the NHES The program searched the responses for strings of text for each record case and assigned an appropriate c
269. tor questionnaire S4ANUMCH If this variable was missing frame data were used If frame data were also missing the variable was coded 9 Not Ascertained The only change between spring kindergarten and spring first grade was that the frame data were updated The frame data for private schools came from the 1999 2000 Private School Survey PSS The latest frame data for public schools came from the 1998 99 Common Core of Data CCD public school universe Kindergarten and first grade enrollment were calculated from a different source in spring first grade than in spring kindergarten In spring kindergarten enrollment variables were based on data from the school administrator questionnaire variables S4HDCHDN S4FDCHDN S4KCCHDN S4TKCHDN and S4T1CHDN were summed and frame data were used if the variables were missing In spring first grade questions about kindergarten enrollment were not asked so the data were taken from the frames The same is true for first grade enrollment Percent Minority Students in the School SAMINOR The composite variable that indicates the percentage of minority students in a school in spring first grade SAMINOR is similar to the composite with the same information in spring kindergarten S2MINOR However in spring first grade the school administrator questionnaire item that asked about the percent of minority students in the school had different response options than the one used in spring kindergarten In
270. ts were imputed by the process described above Tables 7 4 through 7 7 summarize the results To assist in interpreting the tables each number in the top half of table 7 5 1s described here The numbers in this part of the table refer to the imputation of mother s occupation for which 621 records had missing values As explained earlier imputation of occupation and 7 22 household income was dependent on labor force status and detailed income range respectively which had also been imputed The 621 records were resolved as follows For 116 cases where occupation was missing it was known that the mother was not in the labor force that is it was reported that she had not worked during the previous week was not on vacation or was not looking for work Thus occupation was inapplicable B For 105 cases where occupation was missing labor force status was unknown and not in the labor force was filled in using data from previous rounds For 24 cases where occupation was missing and labor force status was unknown in the labor force was imputed by hot deck For 55 cases where occupation was missing and it was known that the mother was in the labor force occupation was filled in using data from previous rounds For 61 cases where occupation was missing and it was known that the mother was in the labor force occupation was imputed by hot deck For 192 cases where occupation was missing the labor fo
271. u can open the first grade child or base year school catalog When you first open a catalog all variables contained in the catalog are displayed in the Variable List Once the catalog is open and the Variable List is displayed you can scroll through the list using the scrollbar controls at the right side of the Variable List screen Additionally you can press lt PgUp gt and lt PgDn gt to scroll the list one screen at a time lt Ctrl gt lt Home gt and lt Ctrl gt lt End gt will move to the first and last variable in the list respectively Also the arrow keys can be used to move through the list of variable names The Field ID at the upper right corner of the Variable List shows the field ID of the selected variable on the Variable List 8 16 Figure 8 17 Variable List ECLS K First Grade Public Use ECB First Grade Child Create E File Extract Tools Codebook Help R3CCDSID R3STSID R3SCHZIP R3SCHPIN R4REGION R4URBAN R4LOCALE R4DEST R4FIPSST R4FIPSCT R4CCDLEA R4CCDSID R4STSID R4SCHZIP R4SCHPIN Expand Reset Bo VARIABLE LIST Field ID 1 CHILDID CHILD IDENTIFICATION NUMBER PARENTID PARENT IDENTIFICATION NUMBER 53 ID FALL 1999 SCHOOL IDENTIFICATION NUMBER 54 ID SPRING 2000 SCHOOL IDENTIFICATION NUMB T4 ID SPRING 2000 TEACHR IDENTIFICATION NUMB D4T ID SPRING 2000 SPECIAL ED TEACHER ID NUMB F2SPECS F2 CHILD RECEIVED SPEC EDU SERV FROM F FAYRRND
272. und 2 student record abstract composites 66 Round 4 student record abstract composites 67 Head Start composites Direct Assessment Data 68 Round 3 child assessment data 69 Round 4 child assessment data Parent Interview Data 70 Round 3 parent interview data 7 Round 4 parent interview data Teacher Questionnaire Data 72 Round 4 teacher questionnaire A data 73 Round 4 teacher questionnaire B data 74 Round 4 teacher questionnaire C data School Data 75 Round 4 school administrator data 76 Round 4 facility checklist data Special Education Data 77 Round 4 special education questionnaire A data 78 Round 4 special education questionnaire B data Student Record Abstract Data 79 Round 4 student record abstract data 8 55 Table 8 6 Child catalog blocks As noted continued Order Block Taylor Series Sampling Strata And Primary Sampling Units PSU 80 Round 3 child Taylor series sampling strata and PSU 81 Panel 23 child Taylor series sampling strata and PSU 82 Panel 123 child Taylor series sampling strata and PSU 83 Round 4 child Taylor series sampling strata and PSU 84 Panel 24 child Taylor series sampling strata and PSU 85 Panel 34 child Taylor series sampling strata and PSU 86 Panel 124 child Taylor series sampling strata and PSU 87 Panel 1234 child Taylor series sampling strata and PSU 88 Round 3 parent Taylor series sampling strata and PSU 89 Panel 23 parent Taylor series sampling strata and PSU 90 Panel 123 parent Taylor series s
273. use the intraclass correlation is 100 percent for children in the same school and very high for children in the same class children attending the same school have the same school data and children in the same class have the same teacher data 9 18
274. utton to store the file 8 45 8 In the Save Data File As window figure 8 45 type in the file name you want the data file to save to and then click on Save Figure 8 45 Save SAS data file dialog box Save Data File As 21x Savein GVECLS First Grade PublicUse Ec E e oes Desktop a My Computer amp 9 3 Floppy amp C Program Files FE CLS K First Grade Public 29 0 amp 9 Sys on Ak3 F Flename lt lt lt TYPE DATA FILE NAME HERE gt gt gt Save as type sas data Files sd2 Cancel 9 Run the saved extract program in SAS to extract the data How to Extract a File to SPSS Format 1 Complete any changes you wish to make to the displayed taglist 2 Click on the Extract pulldown menu and select the SPSS option 3 The Limiting Fields screen for the open catalog appears Make your selections for each limiting variable indicator 4 Verify that the ECLS K First Grade Public Use ECB CD ROM is mounted in your PC s default CD ROM drive and then click on the OK button 5 Type the desired name of the extract program file in the file name field of the screen shown in figure 8 46 8 46 Figure 8 46 Save SPSS program file dialog box Save As RE Savein GVECLSK First Grade PublicUse Ec E Filename lt lt lt TYPE SPSS PROGRAM FILE NAME gt gt gt Save as type sess Program Files sps Cancel 6 To save the file to an
275. were asked in new schools but not in returning schools appear as system missing in returning schools Details about which questions were not re asked in returning schools are provided in section 7 7 Depending on the research question being addressed cases with missing values may need to be recoded Because the missing value codes were used somewhat differently in different instruments it 7 5 is advised that users cross tabulate all lead questions e g whether the child received child care from a relative and follow up questions e g hours of child care from a relative before proceeding with any recodes or use of the data Missing values for composite variables were coded using the same general coding rules as those used for other variables If a particular composite was inappropriate for a given household as the variable was for a household with no resident mother that variable was given a value of 1 Not Applicable In instances where a variable was appropriate but complete information to construct the composite was not available the composite was given a value of 9 Not Ascertained The Refused and Don t Know codes were not used for the composites except in the calculations of the height weight and body mass index BMI composites for fall first grade and spring first grade The ECLS K First Grade Public Use Data Files are provided on a CD ROM and are accessible through an ECB that allows d
276. xceptions were made First because the FMS grade level information did not allow for ungraded classrooms the FMS information was not considered in any case in which at least one source indicated ungraded 7 28 The second exception to using the grade level indicated by the majority of data sources involved a consideration of possible respondent error The variables TAGRADE T4KGRADE E4GRADE and U4CRGRD each offered the following choices to indicate grade level Kindergarten sse 1 First grade oec rr reines 2 This is an ungraded classroom 3 Second grade sssssssssseeee 4 There was a high level of disagreement across data sources on this question most likely the result of respondents circling 1 to indicate first grade or 2 to indicate second grade In these instances if there were two sources of information one of which was the FMS and the FMS and the other source disagreed the FMS data was used If however there were more than two sources TAGLVL was determined by that shown by the majority of variables Class Type A4CLASS This variable A4CLASS which is based on data from the spring first grade teacher questionnaire part A TQA indicates whether the TQA data attached to the child s record are for a morning afternoon or full day kindergarten class or a nonkindergarten class e g first or second grade In spring first grade the categories for AACL
277. zard Complete window shown in figure 8 6 will appear Click on the Finish button to finish the process and return to your PC s desktop Figure 8 6 InstallShield Wizard Complete InstallShield Wizard InstallShield Wizard Complete Setup has finished installing ECLS K First Grade Public Use ECB on your computer 11 The installation process should take about a minute depending on the speed of the computer on which the ECB is being installed The other option would be to go to the Start menu and go to Settings Select Control Panel and select Add Remove Programs from the options Click on the Install button and follow directions Make sure the ECLS K First Grade Public Use ECB CD ROM is in the CD ROM drive before starting The program will automatically find the file Setup exe in the CD ROM and begin installation The process will begin at point 5 in the section above 8 8 8 2 2 Starting the ECLS K First Grade Public Use Electronic Code Book Now that you have installed the ECLS K First Grade Public Use ECB on your PC you can start the program by simply selecting it from the Windows Start Programs Menu ECLS K First Grade Public Use ECB How to Start the ECB 1 On the desktop screen figure 8 7b click on the Start button and point to Programs Click on the ECLS K First Grade Public Use ECB title to invoke the program Alternatively click on the ECLS K First Grade Public Use desktop icon figure 8 7a shown below to

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