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K-3 Education and Knowledge Fact Sheet

K-3 Education and Knowledge Fact Sheet



School Enrollment

Table 1
School Enrollment: 2008

 

Enrolled in school

Not enrolled in school

5-6 year olds

93.8%

6.2%

7-9 year olds

98.3%

1.7%

Source: U.S. Census Bureau, The Current Population Survey (CPS), October 2008  (U.S. Census Bureau, 2008, Table 1).


The Early Childhood Longitudinal Study, Birth Cohort  2001 (ECLS-B) found that 81.9% of children who entered kindergarten for the first time were 5-6 years old, 16.4% were more than 6 years old, and 1.7% were less than 5 years old ( (Denton Flanagan & McPhee, 2009, p. 7, Table 1).

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)    found that 4.14% of kindergarteners, 5.36% of first graders, and 9.36% of third graders received special education.  (Herring, McGrath, & Buckley, 2007, p. 2, Table 1).

Table 2
School Enrollment: 2008

 

Enrolled in Nursery or Kindergarten

Enrolled in Elementary

Not enrolled in school

5-6 year olds

51.0%

42.8%

6.2%

7-9 year olds

0.4%

98.0%

1.7%

Source: U.S. Census Bureau, CPS, October 2008  (U.S. Census Bureau, 2008, Table 1).

The ECLS-B 2001found that approximately one-half (49.5%) of first-time public school kindergartners attended schools in which more than 50% of students were eligible for free or reduced-price lunch ( (Denton Flanagan & McPhee, 2009, p. 3).



Reading Achievement

The ECLS-K  1998-99 indicated that on entering kindergarten in fall 1998, 66% of first-time kindergarteners could recognize letters; 29% knew the beginning sounds of words; 17% knew ending sounds of words; and 2% could read sight words (Zill & West, 2001, p. 6, Fig. 1).

By the Spring of third grade, the ECLS-K 1998-99 findings showed that 100% of the same children could recognize ending sounds and 99% could recognize sight words.  In addition, 95% of children could recognize words in context; 46% could use cues to derive meaning from text; and 29% could make interpretations beyond what was said in text.  (Rathburn, West, & Hausken, 2004, p. 18, Figure 7).

An analysis of the ECLS-K 1998-99  found that children who missed more than 10% of the school year in kindergarten had a reading score of 48.0 in first grade while children who missed up to 3% of the school year had a reading score of 52.2 (Romero & Lee, 2007, p. 3).



School Environment

In the Schools and Staffing Survey, 2003-04, 35.5% of first through fourth grade instructional hours in a school week were spent on English. ( Morton & Dalton, 2007, p. 2, Table 1).

Teacher Expectations of Time Spent on Reading/Language Arts Homework: Longitudinal Data

 

10 Minutes

20 Minutes

30 Minutes

Grade 1

28.1%

48.6%

17.3%

Grade 3

16.1%

52.0%

24.2%

Source: U.S. Department of Education, National Center for Education Statistics (NCES), ECLS-K, 1998-99, Spring Teacher Questionnaire, Spring 2000, 2002, & 2004 , (Warkentein, Fenster, Hampden-Thompson, & Walston, 2008, p. 2, Table 1).

According to the ECLS-K of 1998-99, over 11% of kindergartners, almost 9% of first graders, and 6% of third graders missed at least 18 days or more of the school year.

(Romero & Lee, 2007, p. 1).

In the Parent and Family Involvement in Education (PFI) survey of the National Household Education Surveys Program (NHES) of 2007, 58% of parents of grade K-2 students received a note or email about their child from their child’s school and 52% received a telephone call. (Herrold & O’Donnell, 2008, p. 5, Table 1).

In the PFI of the NHES of 2007, 69% of parents of grade K-2 students were “very satisfied” with their child’s school  (Herrold & O’Donnell, 2008, p. 11, Table 4).

The Teacher Follow-Up Survey of  2004-05 found that of the 1,127,900 early childhood/general elementary public school teachers who were teaching during the 2003–04 school year, 84.5% remained at the same school, 7.4% moved to a different school, and 8.1% left the profession during the following year (Marvel, Lyter, Peltola,  Strizek, & Morton .2007, p. 8, Table 2).

 



References

Carver, P.R., & Iruka, I.U. (2006). After-School Programs and Activities: 2005. (NCES 2006-076). Washington, DC: U.S. Department of Education, National Center for Education Statistics (NCES).

Coley, R.J. (2002). An Uneven Start: Indicators of Inequality in School Readiness. Princeton, NJ: Educational Testing Service.

Denton Flanagan, K., and McPhee, C. (2009). The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2010-005). Washington, DC: U.S. Department of Education, NCES.

Herring, W.L., McGrath, D.J., & Buckley, J.A. (2007). Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades (NCES 2007-005) Washington, DC: U.S. Department of Education, NCES.

Herrold, K., & O'Donnell, K. (2008). Parent and Family Involvement in Education Survey 2006-07 School Year, From the National Household Education Surveys Program of 2007 (NCES 2008-0050). Washington , DC: U.S. Department of Education, NCES.

Marvel, J., Lyter, D.M., Peltola, P., Strizek, G.A., & Morton, B.A. (2007). Teacher Attrition and Mobility: Results from the 2004–05 Teacher Follow-up Survey (NCES 2007-307). Washington, DC: U.S. Department of Education, NCES.

Morton, B. & Dalton, B. (2007) Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4. (NCES 2007-305) Washington, DC: U.S. Department of Education, NCES.

Rathbun, A., West, J., & Hausken, E.G. (2004). From Kindergarten Through Third Grade: Children's Beginning School Experiences. (NCES 2004-007) Washington, DC: U.S. Department of Education, NCES.

Romero, M. and Lee, Y. (2007). A National Portrait of Chronic Absenteeism in the Early Grades. New York, NY: National Center for Children in Poverty.

Snyder, T.D., Dillow, S.A., & Hoffman, C.M. (2009). Digest of Education Statistics 2008. Washington DC: U.S. Department of Education, NCES.

U.S. Census Bureau (2008). Table 1. Enrollment Status of the Population 3 Years Old and Over, by Sex, Age, Race, Hispanic Origin, Foreign Born, and Foreign-Born Parentage: October 2008. Retrieved from http://www.census.gov/population/www/socdemo/school/cps2008.html.

U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau (2007). The National Survey of Children with Special Health Care Needs Chartbook 2005–2006. Rockville, MD: U.S. Department of Health and Human Services.

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics (2009) Summary Health Statistics for U.S. Children: National Health Interview Survey, 2008 (DHHS Publication No. (PHS) 2010-1572). Vital and Health Statistics, 10(244). Hyattsville, MD: U.S. Department of Health and Human Services.

Warkentien, S., Fenster, M., Hampden-Thompson, G., & Walston, J. (2008). Expectations and Reports of Homework for Public School Students in the First, Third and Fifth Grades. (NCES 2009-033)-Washington, DC: U.S. Department of Education, NCES.

Zill, N. and West, J. (2001). Entering Kindergarten: A Portrait of American Children When They Begin School: Findings from The Condition of Education 2000(NCES 2001-035). Washington, DC: U.S. Department of Education, NCES.  


K-3 Education and Knowledge Fact Sheet (PDF format)