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| Table 220.45. | Fall 2010 first-time kindergartners' approaches to learning, interpersonal skills, and self-control scale scores, by selected child, family, and school characteristics: Fall 2010, spring 2011, spring 2012, and spring 2013 |
| [Standard errors appear in parentheses] | |||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected child, family, or school characteristic | Mean approaches to learning score1 | Mean interpersonal skills score2 | Mean self-control score3 | ||||||||||||||||||||||
| Kindergarten | First grade, spring 2012 | Second grade, spring 2013 | Kindergarten | First grade, spring 2012 | Second grade, spring 2013 | Kindergarten | First grade, spring 2012 | Second grade, spring 2013 | |||||||||||||||||
| Fall 2010 | Spring 2011 | Fall 2010 | Spring 2011 | Fall 2010 | Spring 2011 | ||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | |||||||||||||
| Total | 3.0 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.0 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | |
| Sex of child | |||||||||||||||||||||||||
| Male | 2.8 | (0.01) | 3.0 | (0.01) | 2.9 | (0.01) | 2.9 | (0.02) | 2.9 | (0.01) | 3.0 | (0.02) | 3.0 | (0.01) | 3.0 | (0.02) | 3.0 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | |
| Female | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.01) | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.2 | (0.01) | 3.3 | (0.01) | 3.3 | (0.01) | 3.3 | (0.02) | |
| Age of child at kindergarten entry, fall 2010 | |||||||||||||||||||||||||
| Less than 5 years old | 2.8 | (0.06) | 3.0 | (0.06) | 3.1 | (0.07) | 3.0 | (0.06) | 3.0 | (0.05) | 3.2 | (0.05) | 3.2 | (0.07) | 3.1 | (0.07) | 3.1 | (0.05) | 3.2 | (0.04) | 3.3 | (0.05) | 3.2 | (0.06) | |
| 5 years old to 5 1/2 years old | 2.9 | (0.02) | 3.1 | (0.02) | 3.0 | (0.01) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.01) | 3.1 | (0.01) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | |
| More than 5 1/2 years old to 6 years old | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.01) | 3.2 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.01) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | |
| More than 6 years old | 3.1 | (0.03) | 3.3 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.3 | (0.03) | 3.3 | (0.03) | 3.3 | (0.03) | |
| Race/ethnicity of child | |||||||||||||||||||||||||
| White | 3.0 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.01) | 3.3 | (0.01) | |
| Black | 2.8 | (0.02) | 3.0 | (0.02) | 2.9 | (0.03) | 2.9 | (0.03) | 3.0 | (0.02) | 3.0 | (0.04) | 3.0 | (0.02) | 3.0 | (0.03) | 3.0 | (0.03) | 3.0 | (0.02) | 3.0 | (0.03) | 3.0 | (0.03) | |
| Hispanic | 2.9 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.03) | 3.3 | (0.02) | |
| Asian | 3.0 | (0.05) | 3.2 | (0.05) | 3.3 | (0.05) | 3.3 | (0.05) | 3.0 | (0.06) | 3.1 | (0.05) | 3.2 | (0.05) | 3.2 | (0.06) | 3.1 | (0.06) | 3.2 | (0.06) | 3.3 | (0.04) | 3.4 | (0.04) | |
| Pacific Islander | ‡ | (†) | 3.2 | (0.14) | 3.0 | (0.16) | 3.1 | (0.11) | ‡ | (†) | 3.2 | (0.17) | 3.3 | (0.14) | 3.2 | (0.16) | ‡ | (†) | 3.2 | (0.13) | ‡ | (†) | 3.3 | (0.11) | |
| American Indian/Alaska Native | 3.0 | (0.08) | 3.1 | (0.08) | 3.0 | (0.05) | 3.2 | (0.07) | 3.2 | (0.04) | 3.3 | (0.08) | 3.3 | (0.08) | 3.1 | (0.12) | 3.1 | (0.05) | 3.3 | (0.09) | 3.2 | (0.06) | 3.2 | (0.06) | |
| Two or more races | 3.0 | (0.04) | 3.2 | (0.04) | 3.1 | (0.04) | 3.2 | (0.04) | 3.1 | (0.04) | 3.2 | (0.04) | 3.2 | (0.04) | 3.2 | (0.03) | 3.1 | (0.03) | 3.2 | (0.04) | 3.3 | (0.03) | 3.2 | (0.04) | |
| How often child exhibited positive learning behaviors, fall 20104 |
|||||||||||||||||||||||||
| Never | † | (†) | 1.8 | (0.06) | 2.3 | (0.09) | 2.2 | (0.10) | 1.9 | (0.07) | 2.2 | (0.06) | 2.6 | (0.06) | 2.6 | (0.09) | 2.1 | (0.06) | 2.4 | (0.07) | 2.8 | (0.06) | 2.7 | (0.07) | |
| Sometimes | † | (†) | 2.5 | (0.02) | 2.6 | (0.02) | 2.6 | (0.02) | 2.5 | (0.01) | 2.7 | (0.02) | 2.8 | (0.02) | 2.8 | (0.02) | 2.5 | (0.02) | 2.8 | (0.02) | 2.9 | (0.02) | 2.9 | (0.02) | |
| Often | † | (†) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.02) | 3.0 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.01) | 3.3 | (0.01) | 3.2 | (0.01) | 3.3 | (0.01) | |
| Very often | † | (†) | 3.7 | (0.01) | 3.5 | (0.02) | 3.5 | (0.01) | 3.6 | (0.01) | 3.6 | (0.01) | 3.4 | (0.02) | 3.4 | (0.01) | 3.6 | (0.01) | 3.6 | (0.01) | 3.5 | (0.01) | 3.5 | (0.01) | |
| Primary type of nonparental care arrangement | |||||||||||||||||||||||||
| prior to kindergarten entry5 | |||||||||||||||||||||||||
| No regular nonparental arrangement | 2.9 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.0 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | |
| Home-based care | |||||||||||||||||||||||||
| Relative care | 2.9 | (0.03) | 3.1 | (0.03) | 3.1 | (0.03) | 3.1 | (0.03) | 3.0 | (0.03) | 3.1 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | |
| Nonrelative care | 3.0 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 3.1 | (0.03) | 3.1 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.1 | (0.03) | 3.1 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.04) | |
| Center-based care | 3.0 | (0.01) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.01) | 3.0 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | |
| Multiple arrangements | 3.0 | (0.05) | 3.1 | (0.05) | 3.1 | (0.05) | 3.0 | (0.05) | 3.0 | (0.06) | 3.2 | (0.05) | 3.2 | (0.05) | 3.1 | (0.05) | 3.1 | (0.05) | 3.2 | (0.05) | 3.2 | (0.05) | 3.3 | (0.04) | |
| Parents' employment status, fall 20106 | |||||||||||||||||||||||||
| Two parents | |||||||||||||||||||||||||
| Both employed full time | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.3 | (0.01) | 3.3 | (0.01) | |
| One employed full time, one part time | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | |
| One employed full time, one looking for work | 2.9 | (0.06) | 3.1 | (0.05) | 3.1 | (0.05) | 3.0 | (0.05) | 3.0 | (0.04) | 3.1 | (0.05) | 3.2 | (0.04) | 3.1 | (0.05) | 3.1 | (0.05) | 3.1 | (0.05) | 3.3 | (0.04) | 3.2 | (0.05) | |
| One employed full time, one not in labor force | 3.0 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | |
| Other combination | 2.9 | (0.03) | 3.1 | (0.03) | 3.0 | (0.03) | 3.0 | (0.04) | 3.0 | (0.03) | 3.2 | (0.04) | 3.1 | (0.04) | 3.1 | (0.04) | 3.1 | (0.03) | 3.2 | (0.04) | 3.1 | (0.04) | 3.2 | (0.03) | |
| Single parent | |||||||||||||||||||||||||
| Employed full time | 2.8 | (0.03) | 3.0 | (0.03) | 2.9 | (0.03) | 2.9 | (0.03) | 2.9 | (0.03) | 3.0 | (0.04) | 3.0 | (0.03) | 3.0 | (0.04) | 3.0 | (0.03) | 3.0 | (0.04) | 3.0 | (0.04) | 3.0 | (0.03) | |
| Employed part time | 2.9 | (0.04) | 3.0 | (0.05) | 3.0 | (0.06) | 3.0 | (0.06) | 3.0 | (0.04) | 3.0 | (0.05) | 3.0 | (0.05) | 3.1 | (0.06) | 3.0 | (0.05) | 3.0 | (0.06) | 3.1 | (0.04) | 3.2 | (0.07) | |
| Looking for work | 2.7 | (0.08) | 2.9 | (0.08) | 2.8 | (0.08) | 2.8 | (0.07) | 2.8 | (0.06) | 2.9 | (0.07) | 2.9 | (0.07) | 2.9 | (0.06) | 2.9 | (0.08) | 3.0 | (0.07) | 3.0 | (0.07) | 3.0 | (0.05) | |
| Not in labor force | 2.8 | (0.05) | 2.9 | (0.06) | 2.9 | (0.05) | 2.9 | (0.05) | 2.9 | (0.05) | 3.0 | (0.06) | 3.0 | (0.05) | 2.9 | (0.06) | 2.9 | (0.04) | 3.1 | (0.06) | 3.1 | (0.04) | 3.1 | (0.05) | |
| No parent in household | 2.7 | (0.05) | 2.9 | (0.05) | 2.7 | (0.08) | 2.7 | (0.07) | 2.8 | (0.05) | 2.9 | (0.06) | 2.9 | (0.08) | 2.8 | (0.06) | 2.8 | (0.06) | 2.9 | (0.06) | 2.9 | (0.07) | 2.8 | (0.06) | |
| Parents' highest level of education7 | |||||||||||||||||||||||||
| Less than high school | 2.8 | (0.04) | 3.0 | (0.03) | 3.0 | (0.03) | 2.9 | (0.03) | 2.9 | (0.04) | 3.1 | (0.04) | 3.1 | (0.04) | 3.0 | (0.03) | 3.1 | (0.04) | 3.2 | (0.03) | 3.2 | (0.04) | 3.2 | (0.03) | |
| High school completion | 2.9 | (0.02) | 3.1 | (0.03) | 3.0 | (0.03) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | |
| Some college/vocational | 2.9 | (0.02) | 3.1 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | |
| Bachelor's degree | 3.1 | (0.02) | 3.3 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | |
| Any graduate education | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.1 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.3 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | 3.4 | (0.02) | 3.4 | (0.02) | |
| Household type, fall 2010 | |||||||||||||||||||||||||
| Two-parent household | 3.0 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.3 | (0.01) | 3.3 | (0.01) | 3.3 | (0.01) | |
| Mother-only household | 2.8 | (0.02) | 3.0 | (0.02) | 2.9 | (0.03) | 2.9 | (0.02) | 2.9 | (0.02) | 3.0 | (0.03) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | |
| Father-only household | 2.8 | (0.06) | 2.9 | (0.06) | 2.8 | (0.07) | 2.8 | (0.09) | 2.9 | (0.08) | 3.0 | (0.08) | 2.9 | (0.08) | 2.9 | (0.09) | 3.0 | (0.09) | 3.1 | (0.06) | 3.0 | (0.08) | 3.0 | (0.08) | |
| Other household type | 2.7 | (0.05) | 2.9 | (0.05) | 2.7 | (0.08) | 2.7 | (0.07) | 2.8 | (0.05) | 2.9 | (0.06) | 2.9 | (0.08) | 2.8 | (0.06) | 2.8 | (0.06) | 2.9 | (0.06) | 2.9 | (0.07) | 2.8 | (0.06) | |
| Primary home language | |||||||||||||||||||||||||
| English | 3.0 | (0.01) | 3.2 | (0.02) | 3.1 | (0.01) | 3.1 | (0.01) | 3.0 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | |
| Non-English | 3.0 | (0.03) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 2.9 | (0.03) | 3.1 | (0.03) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.03) | 3.2 | (0.02) | 3.2 | (0.02) | 3.3 | (0.02) | |
| Primary language not identified | 2.8 | (0.08) | 3.0 | (0.10) | 3.1 | (0.10) | 3.1 | (0.10) | 2.9 | (0.07) | 3.1 | (0.08) | 3.2 | (0.10) | 3.2 | (0.09) | 3.0 | (0.08) | 3.2 | (0.10) | 3.2 | (0.11) | 3.4 | (0.07) | |
| Poverty status, spring 20118 | |||||||||||||||||||||||||
| Below poverty threshold | 2.8 | (0.02) | 3.0 | (0.02) | 2.9 | (0.02) | 2.9 | (0.02) | 2.9 | (0.02) | 3.1 | (0.03) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | |
| 100 to 199 percent of poverty threshold | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.03) | 3.1 | (0.02) | 3.0 | (0.02) | 3.2 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | 3.2 | (0.02) | |
| 200 percent or more of poverty threshold | 3.1 | (0.02) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | 3.1 | (0.02) | 3.2 | (0.02) | 3.3 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.3 | (0.01) | 3.3 | (0.01) | 3.3 | (0.01) | |
| Socioeconomic status9 | |||||||||||||||||||||||||
| Lowest 20 percent | 2.8 | (0.02) | 3.0 | (0.02) | 2.9 | (0.02) | 2.9 | (0.02) | 2.9 | (0.02) | 3.1 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | 3.1 | (0.02) | |
| Middle 60 percent | 3.0 | (0.02) | 3.1 | (0.02) | 3.1 | (0.01) | 3.1 | (0.01) | 3.0 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.2 | (0.01) | |
| Highest 20 percent | 3.1 | (0.02) | 3.3 | (0.01) | 3.3 | (0.01) | 3.3 | (0.02) | 3.1 | (0.02) | 3.3 | (0.01) | 3.3 | (0.01) | 3.3 | (0.02) | 3.2 | (0.02) | 3.3 | (0.01) | 3.4 | (0.01) | 3.4 | (0.02) | |
| School type, fall 2010 | |||||||||||||||||||||||||
| Public | 3.0 | (0.01) | 3.1 | (0.02) | 3.1 | (0.01) | 3.1 | (0.01) | 3.0 | (0.01) | 3.2 | (0.02) | 3.2 | (0.01) | 3.1 | (0.01) | 3.1 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | 3.2 | (0.01) | |
| Private | 3.1 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.1 | (0.04) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.04) | 3.2 | (0.03) | 3.2 | (0.03) | 3.2 | (0.03) | |
| †Not applicable. | |||||||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | |||||||||||||||||||||||||
| 1 The approaches to learning scale is based on teachers' reports on how students rate in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, ability to adapt easily to changes in routine, organization, and ability to follow classroom rules. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibits positive learning behaviors more often. | |||||||||||||||||||||||||
| 2 The interpersonal skills scale is based on teachers' reports on the student's skill in forming and maintaining friendships; getting along with people who are different; comforting or helping other children; expressing feelings, ideas, and opinions in positive ways; and showing sensitivity to the feelings of others. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child interacted with others in a positive way more often. | |||||||||||||||||||||||||
| 3 The self-control scale is based on teachers' reports on the student's ability to control behavior by respecting the property rights of others, controlling temper, accepting peer ideas for group activities, and responding appropriately to pressure from peers. Possible scores on the scale range from 1 to 4, with higher scores indicating that a child exhibited behaviors indicative of self-control more often. | |||||||||||||||||||||||||
| 4 Derived from child's approaches to learning scale score in fall of the kindergarten year. This score is based on teachers' reports on how often students exhibit positive learning behaviors in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, ability to adapt easily to changes in routine, organization, and ability to follow classroom rules. Possible scores range from 1 to 4. Fall 2010 scores were categorized into the four anchor points on the original scale--1 (never), 2 (sometimes), 3 (often), and 4 (very often)--by rounding the mean score to the nearest whole number. | |||||||||||||||||||||||||
| 5 The type of nonparental care in which the child spent the most hours. “Multiple arrangements” refers to children who spent an equal amount of time in each of two or more arrangements. | |||||||||||||||||||||||||
| 6 Parents who reported working at least 35 hours per week are defined as employed full time, while those who reported working less than 35 hours per week are defined as employed part time. Those neither employed nor looking for work are not in the labor force. | |||||||||||||||||||||||||
| 7 Parents' highest level of education is the highest level of education achieved by either of the parents or guardians in a two-parent household, by the only parent in a single-parent household, or by any guardian in a household with no parents. These data were collected during the child's kindergarten year. | |||||||||||||||||||||||||
| 8 Poverty status is based on preliminary U.S. Census income thresholds for 2010, which identify incomes determined to meet household needs, given family size and composition. For example, a family of three with one child was below the poverty threshold if its income was less than $17,552 in 2010. | |||||||||||||||||||||||||
| 9 Socioeconomic status (SES) was measured by a composite score based on parental education and occupations and household income during the child's kindergarten year. | |||||||||||||||||||||||||
| NOTE: Estimates weighted by W6C6P_6T0. Estimates pertain to a sample of children who were enrolled in kindergarten for the first time in the 2010-11 school year. Most of the children were in second grade in 2012-13, but 6 percent were in first grade or other grades (e.g., third grade, ungraded classrooms). Two parents may refer to two biological parents, two adoptive parents, or one biological/adoptive parent and one other parent/partner. Single parent refers to one biological or adoptive parent only. In households without parents, the guardian or guardians may be related or unrelated to the child. Estimates differ from previously published figures because weights were adjusted to account for survey nonresponse at each data collection wave. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding and survey item nonresponse. | |||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), Kindergarten–Second Grade Restricted-Use Data File. (This table was prepared August 2015.) | |||||||||||||||||||||||||