Title page
Contents
1. INTRODUCTION 20
1.1. Background 21
1.2. Periods of Data Collection 22
1.3. Overview of the Fifth-Grade Round of Data Collection 23
1.4. ECLS-K: 2011 Kindergarten-Fifth Grade (K-5) Public-Use Data File 24
1.5. Contents of Manual 25
2. DATA COLLECTION INSTRUMENTS AND METHODS 26
2.1. Data Collection Instruments 26
2.1.1. Direct Child Assessment 28
2.1.2. Child Questionnaire 33
2.1.3. Parent Interview 36
2.1.4. General Classroom Teacher Questionnaires 39
2.1.5. Special Education Teacher Questionnaires 47
2.1.6. School Administrator Questionnaires 49
2.1.7. Copyrighted Materials 52
2.2. Data Collection Methods 53
2.2.1. Comparison of Data Collection Methods Used in Fifth Grade to Those Used in Earlier Data Collection Rounds 53
3. ECLS-K: 2011 DIRECT AND INDIRECT ASSESSMENT DATA 55
3.1. Direct Cognitive Assessment: Reading, Mathematics, and Science 56
3.1.1. IRT-Based Scores Developed for the ECLS-K: 2011 56
3.1.1.1. Theta and the Standard Error of Measurement (SEM) of Theta 57
3.1.1.2. Scale Scores 62
3.1.2. Variables Indicating Exclusion from the Direct Assessment Due to Disability 65
3.1.3. Choosing the Appropriate Score for Analysis 65
3.1.4. Analytic Considerations for Measuring Gains in the ECLS-K: 2011 66
3.1.5. Reliability of the ECLS-K: 2011 Scores 67
3.1.6. Validity of the ECLS-K: 2011 Scores 68
3.2. Direct Cognitive Assessment: Executive Function 69
3.2.1. Dimensional Change Card Sort 70
3.2.1.1. Dimensional Change Card Sort Data Flags 78
3.2.2. Numbers Reversed 80
3.2.2.1. Numbers Reversed Data Flags 87
3.2.3. The NIH Toolbox Flanker Inhibitory Control and Attention Task (Flanker) 88
3.2.3.1. Flanker Data Flag 95
3.3. Child Questionnaire 95
3.4. Teacher- and Parent-Reported Measures of Child Behavior and Peer Relationships 98
3.4.1. Teacher-Reported Social Skills 99
3.4.2. Teacher-Reported Approaches to Learning Items and Scale 104
3.4.3. Teacher-Reported Attentional Focusing and Inhibitory Control: Children's Behavior Questionnaire (CBQ) and Temperament in Middle Childhood Questionnaire (TMCQ) 105
3.4.4. Teacher- and Parent-Reports of Children's Peer Relationships 110
3.4.5. Teacher- and Parent-Reports of Children's School Liking and Avoidance 114
4. SAMPLE DESIGN AND SAMPLING WEIGHTS 115
4.1. Sample Design 115
4.1.1. ECLS-K: 2011 School Sample 116
4.1.2. The Sample of Children 118
4.2. Sample Design for the First- Through Fifth-Grade Years 121
4.2.1. Fall First Grade and Fall Second Grade 121
4.2.2. Spring First Grade Through Spring Fifth Grade 128
4.2.3. Following Movers 139
4.3. Calculation and Use of Sample Weights 142
4.3.1. Types of Sample Weights 143
4.3.2. Computation of Sample Weights 153
4.3.2.1. Student Base Weights 154
4.3.2.2. Student Weights Adjusted for Mover Subsampling 154
4.3.2.3. Student Nonresponse-Adjusted Weights 155
4.3.2.4. Raking to Sample Control Totals 155
4.3.3. Characteristics of Sample Weights 156
4.3.4. Variance Estimation 158
4.3.4.1. Jackknife Method 158
4.3.4.2. Taylor Series Method 159
4.3.4.3. Specifications for Computing Standard Errors 160
4.3.5. Use of Design Effects 161
5. RESPONSE RATES 167
5.1. Study Instruments 167
5.2. Unit Response Rates and Overall Response Rates 168
5.3. Nonresponse Bias Analysis 197
5.3.1. Effect of Nonresponse on Child Assessment Data 198
5.3.2. Effect of Nonresponse on Parent Interview Data 203
5.3.3. Effect of Nonresponse on Teacher Questionnaire Data 209
5.3.4. Effect of Nonresponse on School Administrator Questionnaire Data 215
5.3.5. Effect of Nonresponse on Characteristics from the Base Year 219
6. DATA PREPARATION 224
6.1. Coding Text Responses 225
6.1.1. Household Roster Review 227
6.1.2. Partially Complete Parent Interviews 228
6.2. Receipt, Coding, and Editing of Hard-Copy Questionnaires 228
6.2.1. Receipt Control 228
6.2.2. Scanning of Hard-Copy Questionnaires 228
6.2.3. Coding for Hard-Copy Questionnaires 228
6.2.4. Data Editing 229
7. DATA FILE CONTENT AND COMPOSITE VARIABLES 230
7.1. Variable Naming Conventions 232
7.2. Identification Variables 233
7.3. Missing Values 236
7.4. Data Flags 240
7.4.1. Child Assessment Flags (X9RDGFLG, X9MTHFLG, X9SCIFLG, X9NRFLG, X9NRGEST, X9DCCSFLG, X9FLNKFLG, X9HGTFLG, X9WGTFLG, X9ASMTST, X9EXDIS, X9CQFLG) 240
7.4.1.1. Child Theta Score Outlier (X_RTOFLG, X_MTOFLG, X_STOFLG) 242
7.4.2. Parent Data Flags (X9PARDAT, X9EDIT, X9BRKFNL) 243
7.4.3. Teacher Flags (X9TQTDAT, X9TQTZDAT, X9TQRDGDAT, X9TQMTHDAT, X9TQSCIDAT, X9MSFLAG, X9SETQA, X9SETQC) 244
7.4.4. School Administrator Data Flag (X9INSAQ) 245
7.4.5. Child Destination School Flag (X9DEST) 246
7.5. Composite Variables 246
7.5.1. Child Composite Variables 247
7.5.1.1. Child's Date of Birth (X_DOBYY_R and X_DOBMM_R) 247
7.5.1.2. Child's Age at Assessment and the Date of Assessment (X9AGE, X9ASMTDD, X9ASMTMM, X9ASMTYY) 247
7.5.1.3. Child's Sex (X_CHSEX_R) 248
7.5.1.4. Race/Ethnicity (X_AMINAN_R, X_ASIAN_R, X_HAWPI_R, X_BLACK_R, X_WHITE_R, X_HISP_R, X_MULTR_R, X_RACETHP_R, X_RACETH_R) 249
7.5.1.5. Child's Height (X9HEIGHT) 251
7.5.1.6. Child's Weight (X9WEIGHT) 252
7.5.1.7. Child's Body Mass Index (X9BMI) 253
7.5.1.8. Child's Disability Status (X9DISABL2, X9DISABL) 253
7.5.1.9. Primary Language in the Child's Home (X9LANGST) 255
7.5.1.10. Student Grade Level (X9GRDLVL) 255
7.5.1.11. Child Linked to a Special Education Teacher (X9SPECS) 256
7.5.2. Family and Household Composite Variables 256
7.5.2.1. Household Counts (X9HTOTAL, X9NUMSIB, X9LESS18, X9OVER18) 257
7.5.2.2. Household Rosters 258
7.5.2.3. Parent Identifiers and Type in the Household (X9IDP1, X9IDP2, X9HPAR1, X9HPAR2, X9HPARNT) 261
7.5.2.4. Parent Demographic Variables (X9PAR1AGE, X9PAR2AGE, X9PAR1RAC, X9PAR2RAC) 266
7.5.2.5. Parent Education Variables (X9PAR1ED_I, X9PAR2ED_I) 267
7.5.2.6. Parent Occupation Variables (X9PAR1EMP_I, X9PAR2EMP_I, X9PAR1OCC_I, X9PAR2OCC_I, X9PAR1SCR_I, X9PAR2SCR_I) 268
7.5.2.7. Household Income and Poverty (X9INCCAT_I, X9POVTY_I) 276
7.5.2.8. Socioeconomic Status (SES) (X9SESL_I) 279
7.5.2.9. Respondent ID and Relationship to Focal Child (X9RESID, X9RESREL2) 283
7.5.2.10. Food Security Status 284
7.5.2.10.1. Food Security Status: Raw Scores (X9FSRAW2, X9FSADRA2, and X9FSCHRA) 285
7.5.2.10.2. Food Security Status: Continuous Measures (X9FSSCAL2, X9FSADSC2, and X9FSCHSC) 286
7.5.2.10.3. Food Security Status: Categorical Measures (X9FSSTAT2, X9FSADST2, and X9FSCHST) 287
7.5.3. Teacher Composite Variables 288
7.5.4. School Composite Variables 289
7.5.4.1. School Type (X9SCTYP) 289
7.5.4.2. Public or Private School (X9PUBPRI) 290
7.5.4.3. School Enrollment (X9ENRLS) 290
7.5.4.4. Percent Non-White Students in the School (X9RCETH) 291
7.5.4.5. Highest and Lowest Grade at the School (X9LOWGRD, X9HIGGRD) 293
7.5.4.6. Students Eligible for Free or Reduced-Price School Meals (X9FRMEAL_I) 293
7.5.4.7. Geographic Region and Locality of the Child's School (X9REGION, X9LOCALE) 296
7.5.5. Field Management System (FMS) Composite Variables 298
7.5.5.1. School Year Start and End Dates (X9SCHBDD, X9SCHBMM, X9SCHBYY, X9SCHEDD, X9SCHEMM, X9SCHEYY) 298
7.5.5.2. Year-Round Schools (X9YRRND) 299
7.5.6. School District Poverty (X9DISTPOV) 299
7.6. Methodological Variables 299
8. ELECTRONIC CODEBOOK (ECB) 301
8.1. Introduction 301
8.1.1. Hardware and Software Requirements 301
8.2. Installing, Starting, and Exiting the ECB 302
8.2.1. Installing the ECB Program on Your Personal Computer 302
8.2.2. How to Start the ECB 305
REFERENCES 309
APPENDIX A. DATA ADDENDA, ANOMALIES, ERRATA, AND DATA CONSIDERATIONS 314
INTRODUCTION 314
ADDENDA 316
Revised variables 316
Revised variable names 316
Analyses to Examine Possible Assessor Effects 316
PARENT INTERVIEW 317
Spring 2016 Anomalies 317
Spring 2016 Errors in the CAI Programming 318
Spring 2016 Data Considerations 318
CHILD ASSESSMENT 318
HARD-COPY QUESTIONNAIRES 319
Teacher Questionnaires: Spring 2016 Anomalies 319
COMPOSITE VARIABLES 320
Spring 2016 Anomalies 320
Spring 2016 Data Considerations 321
APPENDIX B. SUPPLEMENTAL GUIDE FOR THE KINDERGARTEN-FIFTH GRADE PUBLIC-USE DATA FILE 322
1. Introduction 322
2. Masked Variables 323
Table 3-1. Direct cognitive assessment: Item Response Theory (IRT) theta scores, fall and spring kindergarten, fall and spring first-grade, fall and spring second-grade, spring third-grade, spring... 61
Table 3-2. Direct cognitive assessment: Item Response Theory (IRT) standard errors of measurement (SEM), fall and spring kindergarten, fall and spring first-grade, fall and spring second-grade, spring... 62
Table 3-3. Direct cognitive assessment: Item Response Theory (IRT) scale scores, fall and spring kindergarten, fall and spring first-grade, fall and spring second-grade, spring third-grade, spring... 64
Table 3-4. Reliability of Item Response Theory (IRT)-based scores (theta and scale scores), by round of data collection and domain, for fall and spring kindergarten, fall and spring first grade, fall... 68
Table 3-5. Dimensional Change Card Sort variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring second grade, spring third grade, spring fourth... 77
Table 3-6. Numbers Reversed variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring kindergarten, fall and spring first grade, fall and spring... 86
Table 3-7. Flanker variable names, descriptions, value ranges, weighted means, and standard deviations for spring fourth grade and spring fifth grade: Spring 2015 and spring 2016 94
Table 3-8. Teacher-reported social skills scales variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring kindergarten, fall and spring first grade, fall... 101
Table 3-9. Teacher-reported social skill scales reliability estimates for fall and spring kindergarten, fall and spring first grade, and fall and spring second grade, spring third grade, spring fourth... 103
Table 3-10. Teacher-reported Approaches to Learning scale variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring kindergarten, fall and spring... 105
Table 3-11. Children's Behavior Questionnaire variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring kindergarten and spring first grade: Schoo... 108
Table 3-12. Temperament in Middle Childhood Questionnaire variable names, descriptions, value ranges, weighted means, and standard deviations for spring second grade, spring third... 108
Table 3-13. Reliability estimates for the teacher-reported Attentional Focus and Inhibitory Control scales for fall and spring kindergarten, spring first grade, spring second grade, spring third... 110
Table 4-1. The ECLS-K: 2011 school sample after school substitution 117
Table 4-2. Number (unweighted) of eligible children sampled for the ECLS-K: 2011, by selected characteristics: School year 2010-11 119
Table 4-3. Number (unweighted) of sampled children who are base-year respondents, by selected characteristics: School year 2010-11 120
Table 4-4. Number (unweighted) of original sampled schools in the 30 PSUs selected for the fall data collections, by selected characteristics: Fall 2011 and fall 2012 122
Table 4-5. Number (unweighted) of original sampled schools with base-year respondents at the start of the fall data collections, by selected characteristics: Fall 2011 and fall 2012 123
Table 4-6. Number (unweighted) of base-year respondents in the fall first- and second-grade sample, by selected characteristics: Fall 2011 and fall 2012 124
Table 4-7. Number (unweighted) of base-year respondents in fall first grade, by type of sampled school and selected characteristics: Fall 2011 126
Table 4-8. Number (unweighted) of base-year respondents in the fall second grade, by type of sampled school and selected characteristics: Fall 2012 127
Table 4-9. Number (unweighted) of original sampled schools in the 90 PSUs selected for the spring data collections with base-year respondents, by selected characteristics: Spring... 128
Table 4-10. Number (unweighted) of base-year respondents in spring first grade, by type of sampled school and selected characteristics: Spring 2012 130
Table 4-11. Number (unweighted) of base-year respondents in spring second grade, by type of sampled school and selected characteristics: Spring 2013 131
Table 4-12. Number (unweighted) of base-year respondents in spring third grade, by type of sampled school and selected characteristics: Spring 2014 132
Table 4-13. Number (unweighted) of base-year respondents in spring fourth grade, by type of sampled school and selected characteristics: Spring 2015 133
Table 4-14. Number (unweighted) of base-year respondents in spring fourth grade who were selected for the mathematics teacher questionnaire, by type of sampled school and selected characteristics: Spring 2015 134
Table 4-15. Number (unweighted) of base-year respondents in spring fourth grade who were selected for the science teacher questionnaire, by type of sampled school and selected characteristics: Spring 2015 135
Table 4-16. Number (unweighted) of base-year respondents in spring fifth grade, by type of sampled school and selected characteristics: Spring 2016 136
Table 4-17. Number (unweighted) of base-year respondents in spring fifth grade who were selected for the mathematics teacher questionnaire, by type of sampled school and selected characteristics: Spring 2016 137
Table 4-18. Number (unweighted) of base-year respondents in spring fifth grade who were selected for the science teacher questionnaire, by type of sampled school and selected characteristics: Spring 2016 138
Table 4-19. Characteristics of the fifth-grade weights: Spring 2016 157
Table 4-20. Standard errors and design effects for selected survey items, fifth grade: Spring 2016 163
Table 4-21. Median design effects for the spring fifth-grade survey items, by school characteristic: Spring 2016 166
Table 5-1. Response rates for child assessment and parent interview, by selected school characteristics, fifth grade: Spring 2016 172
Table 5-2. Response rates for child assessment and parent interview, by selected student characteristics, fifth grade: Spring 2016 174
Table 5-3. Response rates for reading teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 175
Table 5-4. Response rates for reading teacher questionnaires, by selected student characteristics, fifth grade: Spring 2016 177
Table 5-5. Response rates for mathematics teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 178
Table 5-6. Response rates for mathematics teacher questionnaires, by selected student characteristics, fifth grade: Spring 2016 180
Table 5-7. Response rates for science teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 181
Table 5-8. Response rates for science teacher questionnaires, by selected student characteristics, fifth grade: Spring 2016 183
Table 5-9. Overall response rates for child assessment and parent interview, by selected school characteristics, fifth grade: Spring 2016 184
Table 5-10. Overall response rates for reading teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 186
Table 5-11. Overall response rates for mathematics teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 188
Table 5-12. Overall response rates for science teacher questionnaires, by selected school characteristics, fifth grade: Spring 2016 190
Table 5-13. Response rates for special education teacher questionnaires, fifth grade: Spring 2016 192
Table 5-14. Response rates for school administrator questionnaire, by selected school characteristics, fifth grade: Spring 2016 193
Table 5-15. Response rates for school administrator questionnaire, by selected student characteristics, fifth grade: Spring 2016 195
Table 5-16. Overall response rates for school administrator questionnaire, by selected school characteristics, fifth grade: Spring 2016 196
Table 5-17. Weighted and unweighted response rates for all instruments, fifth grade: Spring 2016 197
Table 5-18. Estimates using unadjusted and nonresponse-adjusted weights, child assessment, spring fifth grade: Spring 2016 200
Table 5-19. Differences between unweighted and weighted estimates, and between unadjusted and adjusted estimates, child assessment, spring fifth grade: Spring 2016 201
Table 5-20. Estimates using unadjusted and nonresponse-adjusted weights, parent interview, spring fifth grade: Spring 2016 204
Table 5-21. Differences between unweighted and weighted estimates, and between unadjusted and adjusted estimates, parent interview, spring fifth grade: Spring 2016 206
Table 5-22. Estimates using unadjusted and nonresponse-adjusted weights, teacher questionnaire data, spring fifth grade: Spring 2016 209
Table 5-23. Differences between unweighted and weighted estimates, and between unadjusted and adjusted estimates, teacher questionnaire data, spring fifth grade: Spring 2016 212
Table 5-24. Estimates using unadjusted and nonresponse-adjusted weights, school administrator questionnaire data, spring fifth grade: Spring 2016 215
Table 5-25. Differences between unweighted and weighted estimates, and between unadjusted and adjusted estimates, school administrator questionnaire data, spring fifth grade: Spring 2016 217
Table 5-26. Differences between unadjusted base-year estimates from kindergarten respondents and unadjusted base-year estimates from fifth-grade respondents: Spring 2011 and spring 2016 220
Table 5-27. Differences between adjusted base-year estimates from kindergarten respondents and adjusted base-year estimates from fifth-grade longitudinal respondents: Spring 2011 and spring 2016 222
Table 7-1. Pointers to parent figure questions: School year 2015-16 264
Table 7-2. Occupation categories and assigned prestige scores 274
Table 7-3. Detailed income range categories used in the parent interview: Spring 2016 276
Table 7-4. Criteria for reporting income to the nearest $1,000 in the spring parent interview and 2015 thresholds for 200 percent of poverty: Spring 2016 278
Table 7-5. ECLS-K: 2011 poverty composite and 2015 census poverty thresholds: Spring 2016 279
Table 7-6. Missing data for socioeconomic status (SES) source variables, fifth grade year: School year 2015-16 280
Table 7-7. Number and percent of public and private schools and study students with missing data for the percent of children in the school eligible for free or reduced-price lunch (S9PCTFLN): Spring 2016 294
Exhibits
Exhibit 1-1. Data collection schedule: School years 2010-11 through 2015-16 23
Exhibit 2-1. Instruments used in the ECLS-K: 2011 kindergarten, first-, second-, third-, fourth-, and fifth-grade rounds of data collection: School years 2010-11, 2011-12, 2012-13; spring 2014; spring 2015; and spring 2016 27
Exhibit 2-2. Child questionnaire topics by round of data collection in the ECLS-K: 2011: Spring 2014, spring 2015, and spring 2016 35
Exhibit 2-3. Parent interview topics, by round of data collection in the ECLS-K: 2011: School years 2010-11, 2011-12, 2012-13; spring 2014; spring 2015; and spring 2016 37
Exhibit 2-4. General classroom teacher teacher-level questionnaire topics, by round of data collection in the ECLS-K: 2011: School years: 2010-11, 2011-12, 2012-13; spring 2014; spring 2015; and spring 2016 44
Exhibit 2-5. General classroom teacher child-level questionnaire topics, by round of data collection in the ECLS-K: 2011: School years 2010-11, 2011-12, 2012-13; spring 2014; spring 2015; and spring 2016 46
Exhibit 2-6. Special education teacher questionnaire topics, by round of data collection in the ECLS-K: 2011: Spring 2011, spring 2012, spring 2013, spring 2014, spring 2015, and spring 2016 48
Exhibit 2-7. School administrator questionnaire topics, by round of data collection in the ECLS-K: 2011: Spring 2011, spring 2012, spring 2013, spring 2014, spring 2015, and spring 2016 51
Exhibit 2-8. Copyright-protected instruments in ECLS-K: 2011 Instrument 52
Exhibit 3-1. Data flag description for the computerized Dimensional Change Card Sort for fall and spring second grade, spring fourth grade, and spring fifth grade: School year 2012-13, spring 2015, and spring 2016 78
Exhibit 3-2. Data flag description for the computerized the computerized Dimensional Change Card Sort (DCCS) for spring third grade: Spring 2014 79
Exhibit 3-3. Data flag description for the Flanker for the spring of fourth grade and spring of fifth grade: Spring 2015 and spring 2016 95
Exhibit 3-4. Child questionnaire topics and item-level variables for spring third grade, spring fourth grade, and spring fifth grade: Spring 2014, spring 2015, and spring 2016 97
Exhibit 3-5. Teacher-reported item-level variables on peer relationships in spring second grade, spring third grade, spring fourth grade, and spring fifth grade: Spring 2013, spring 2014, spring 2015, and spring 2016 112
Exhibit 3-6. Parent-reported item-level variables on peer relationships and friendships in spring second grade, spring third grade, spring fourth grade, and spring fifth grade: Spring 2013, spring 2014, spring 2015, and spring 2016 113
Exhibit 3-7. Teacher- and parent-reported item-level variables on school liking and avoidance in spring fourth grade and spring fifth grade: Spring 2015 and spring 2016 114
Exhibit 4-1. ECLS-K: 2011 fifth-grade main sampling weights for analysis not including data from teachers 145
Exhibit 4-2. ECLS-K: 2011 fifth-grade main sampling weights associated with data from teachers 146
Exhibit 4-3. Weights developed for use with the ECLS-K: 2011 fifth-grade data, by components for which nonresponse adjustments were made: Spring 2016 152
Exhibit 5-1. ECLS-K: 2011 survey instruments and definition of completed instrument: Spring 2016 168
Exhibit 7-1. Prefixes for fifth-grade variables 232
Exhibit 7-2. Identification variables included in the ECLS-K: 2011 kindergarten-fifth grade restricted- use data file 234
Exhibit 7-3. Missing value codes used in the ECLS-K: 2011 data file 236
Exhibit 7-4. Industry and occupation codes used in the ECLS-K: 2011 270
Exhibit 7-5. Definitions of negative and affirmed values for the food security items in the ECLS-K: 2011 kindergarten-fifth grade restricted-use data file 286
Exhibit 8-1. InstallShield Wizard 303
Exhibit 8-2. Welcome window 303
Exhibit 8-3. Choose Destination Location 304
Exhibit 8-4. Setup Status 304
Exhibit 8-5. InstallShield Wizard Complete 305
Exhibit 8-6a. Desktop icon 305
Exhibit 8-6b. Desktop screen-click start 306
Exhibit 8-7. First-time user dialog box 306
Exhibit 8-8. ECB splash screen 307
Exhibit 8-9. Select Catalog screen 307
Exhibit 8-10. Main ECB screen 308
Appendix Exhibit
Exhibit B-1. ECLS-K: 2011 masked variables, spring 2016 child assessment 324
Exhibit B-2. ECLS-K: 2011 masked variables, spring 2016 parent interview 325
Exhibit B-3. ECLS-K: 2011 masked variables, spring 2016 teacher-level reading teacher questionnaire 335
Exhibit B-4. ECLS-K: 2011 masked variables, spring 2016 teacher-level mathematics/science teacher questionnaire 337
Exhibit B-5. ECLS-K: 2011 masked variables, spring 2016 child-level teacher questionnaires 338
Exhibit B-6. ECLS-K: 2011 masked variables, spring 2016 school administrator questionnaire 339
Exhibit B-7. ECLS-K: 2011 masked variables, spring 2016 composite variables 342
Exhibit B-8. ECLS-K: 2011 masked variables, spring 2016 field management system and identification variables 343