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Early Childhood Program Participation, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-029

Author : Saida Mamedova

Publisher :

Page : 59 pages

File Size : 27,63 MB

Release : 2013

Category :

ISBN :

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Book Description

This report presents data on the early care and education arrangements and early learning of children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten in the spring of 2012. The report also presents data on parents' satisfaction with various aspects of these care arrangements and on their participation in various learning activities with their children. For each category of information included in the report, the results are broken down by child, parent, and family characteristics. The data in this report are from the 2012 National Household Education Surveys Program (NHES:2012) Early Childhood Program Participation (ECPP) Survey. The ECPP survey is used to collect information on children from birth through age 6 who are not yet enrolled in kindergarten. However, 6-year-old preschoolers are atypical and too few in number to support separate estimates, and therefore they have been excluded from this report. The ECPP asks detailed questions about children's participation in relative care, nonrelative care, and center-based care arrangements. It also asks about the main reason for choosing care; what factors were important to parents when choosing a care arrangement; what activities the family does with the child, such as reading, singing, and arts and crafts; and what the child is learning, such as counting, recognizing the letters of the alphabet, and reading. Results presented in the tables within this report are weighted. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. No adjustments were made for multiple comparisons. Some estimates that appear different may not be measurably different in a statistical sense due to sampling error. The purpose of this First Look report is to introduce new NHES survey data through the presentation of selected descriptive information. However, readers are cautioned not to draw causal inferences based on the results presented. Many of the variables examined in this report may be related to one another, but the complex interactions and relationships among them have not been explored. The variables examined here are also just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods.The following are appended: (1) Technical Notes; (2) Glossary of Terms; and (3) Standard Error Tables. (Contains 15 tables.).



Early Childhood Program Participation, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-029.Rev

Author : Saida Mamedova

Publisher :

Page : 59 pages

File Size : 24,80 MB

Release : 2015

Category :

ISBN :

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This report presents data on the early care and education arrangements and selected family activities of children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten in the spring of 2012. The report also presents data on parents' satisfaction with various aspects of these care arrangements and on their participation in various learning activities with their children. For each category of information included in the report, the results are broken down by child, parent, and family characteristics. The data in this report are from the 2012 National Household Education Surveys Program (NHES:2012) Early Childhood Program Participation (ECPP) Survey. The ECPP survey is used to collect information on children from birth through age 6 who are not yet enrolled in kindergarten. Prior to the 2012 ECPP survey that is the focus of the current report, the survey was last conducted in 2005. The ECPP asks detailed questions about children's participation in relative care, nonrelative care, and center-based care arrangements. It also asks about the main reason for choosing care; what factors were important to parents when choosing a care arrangement; what activities the family does with the child, such as reading, singing, and arts and crafts; and what the child is learning, such as counting, recognizing the letters of the alphabet, and reading. This report (NCES 2013-029.REV) is revised from an earlier version of the report (NCES 2013-029) that was released in August 2013. This updated version is based on estimates that utilize the final NHES:2012 data, for which survey weights have been corrected. Findings include: (1) Approximately 60 percent of children 5 and younger not enrolled in kindergarten were in at least one weekly nonparental care arrangement, as reported by their parents. Among children in a weekly nonparental care arrangement, 56 percent were attending a day care center, preschool, or prekindergarten (center-based care); 42 percent were cared for by a relative (relative care); and 24 percent were cared for in a private home by someone not related to them (nonrelative care) (table 1); (2) Among children with relative care, the primary caregiver for 78 percent of children was a grandparent in the primary relative care arrangement, compared to 11 percent who were cared for by an aunt or uncle and 10 percent whose care was provided by another relative (table 2); (3) Among children who were one to two years old, the mean length of time that they had been in their primary care arrangement was longer for children in their primary relative care arrangement (18 months) compared to their primary nonrelative care (15 months) or center-based care arrangement (13 months) (table 3); (4) Among families with any out-of-pocket costs for care using the primary care arrangement in each category reported, the per child out-of-pocket costs for center-based care were higher for children in families with incomes at or above the poverty threshold ($6.96 per hour) compared to children in families with incomes below the poverty threshold ($3.53 per hour) (table 4); (5) The most common location for children's primary center-based care arrangement, as reported in the survey, was a building of its own (46 percent). Other reported locations were a church, synagogue, or other place of worship (20 percent); a public school (20 percent); and various other types of locations (14 percent) (table 5); (6) Among children in a weekly nonparental care arrangement who had a parent that reported trying to find care, 81 percent of children had parents who reported that the learning activities of the child care arrangement were very important to them when they chose the arrangement where their child spends the most time. This percentage varied by parental education level, as a higher percentage of children whose parents/guardians had less than a high school credential (92 percent) or a high school diploma or equivalent (91 percent) had parents/guardians who reported that the learning activities at the care arrangement were very important in their choice compared to children whose parents/guardians had a vocational/technical degree or some college education (81 percent), children whose parents/guardians had a bachelor's degree (79 percent), and children whose parents/guardians had a graduate or professional degree (71 percent) (table 6); and (7) Approximately 98 percent of children ages three to five who were not yet in kindergarten had parents who taught them letters, words, or numbers in the past week; 95 percent had parents who read to them; 94 percent had parents who sang songs with them; 86 percent had parents who worked on arts and crafts with them; and 83 percent had parents who told them a story (table 7). The following are appended: (1) Technical Notes; (2) Glossary of Terms; and (3) Standard Error Tables.



The Condition of Education 2016

Author : Education Department

Publisher : Bernan Press

Page : 348 pages

File Size : 18,38 MB

Release : 2016-12-05

Category : Education

ISBN : 9781598888454

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Book Description

The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. In addition, 3 spotlight indicators are featured that describe selected issues of current policy interest.







Digest of Education Statistics 2012

Author : Thomas D. Snyder

Publisher : Government Printing Office

Page : 842 pages

File Size : 35,76 MB

Release : 2014-04

Category : Education

ISBN : 9780160923111

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Book Description

Digest of Education Statistics 2012 is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education--from pre-kindergarten through graduate school--drawn from government and private sources, but especially from surveys and other activities led by NCES (National Center for Education Statistics) part of the Institute for Education Sciences (IES). The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data. This statistical reference could be helpful to parents choosing schools for their children as well as for teachers, librarians, and public administrators as it tracks enrollment, population trends and key areas of studies with student progress. It also tracks the post-secondary/college level detailing undergraduate tuition and room/board ESTIMATE costs at private nonprofit institutions, private for profit institutions and public institutions. It also tallies the number of postsecondary degrees and provides some gender demographics in this area. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: Percentage distribution of 6- to 18-year olds, by parent''s highest level of educational attainment, household type (either two-parent or single-parent), and child''s race/ethnicity (table 12); Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region (table 44); Number and percentage of public school students participating in programs for English language learners, by state (table 47); Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by age group and race/ethnicity (table 49); Percentage of 3-, 4-, and 5-year-old children enrolled in preprimary programs, by attendance status, level of program, and selected child and family characteristics (table 57); Number and enrollment of public elementary and secondary schools that have closed, by school level and type (table 109); Number and percentage distribution of public school students eligible for free or reduced-price lunch, by school level, locale, and student race/ethnicity (table 112); Public elementary and secondary charter schools and enrollment, by state (table 117); First-time kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by selected child, family, and school characteristics (table 135); Number and percentage distribution of kindergartners, by kindergarten entry status (i.e., early entrant, on-time entrant, delayed entrant, or kindergarten repeater) and selected child, family, and school characteristics (table 136); Kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by kindergarten entry status (table 137); Percentage of 9th-grade students participating in various school-sponsored and non-school-sponsored activities, by sex and race/ethnicity (table 183); Percentage of 4th-, 8th-, and 12th-graders absent from school in the last month, by selected student and school characteristics and number of days absent (table 187); Total and current expenditures per pupil in fall enrollment in public elementary and secondary schools, by function and subfunction (table 214); Total fall enrollment in all postsecondary institutions participating in Title IV programs, by degree-granting status and control of institution (table 222); Percentage of recent high school completers enrolled in 2-year and 4-year colleges, by income level (table 236); Number of postsecondary students who entered the student loan repayment phase, number of students who defaulted, and 2-year student loan cohort default rates, by level and control of institution (table 400); Number and percentage of persons 16 to 24 years old who were neither enrolled in school nor working, by educational attainment, age group, family poverty status, and race/ethnicity (table 429); Employment to population ratios of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 431, 432, and 433); Unemployment rates of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 434, 435, and 436); Percentage of high school students age 16 over who were employed, by age group, sex, race/ethnicity, family income, nativity, and hours worked per week (table 441); and Average reading literacy scale scores of fourth-graders and percentage whose schools emphasize reading skills and strategies at or before second grade or at third grade, by sex and country or other education system (table 462).





Off to a Good Start

Author : Laurie T. Martin

Publisher : Rand Corporation

Page : 61 pages

File Size : 47,22 MB

Release : 2014

Category : Education

ISBN : 0833088467

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Book Description

Drawing on national, state, and local data, the Urban Child Institute partnered with RAND to explore the social and emotional well-being of children in Memphis and Shelby County, Tenn. The book highlights the importance of factors in the home, child care setting, and community that contribute to social and emotional development.





Parents' Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007. First Look. NCES 2008-051

Author : Kevin O'Donnell

Publisher :

Page : 57 pages

File Size : 48,74 MB

Release : 2008

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ISBN :

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Book Description

This report presents data on the school readiness of children in the United States as reported by their parents. This report incorporates basic demographic information about the children, parent/guardian characteristics, and household characteristics. These data come from the School Readiness Survey (SR) of the 2007 National Household Education Surveys Program (NHES:2007). Topics addressed include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and an assessment of what parents should do to prepare their children for kindergarten; children's developmental accomplishments and difficulties, including emerging literacy and numeracy; family activities with children in the home and outside of the home; and children's television-viewing habits. NHES:2007 fielded multiple interviews together including SR and the Parent and Family Involvement in Education Survey (PFI). The sample was selected using random digit dial (RDD) methods and the data were collected using computer-assisted telephone interviewing (CATI) technology. NHES:2007 was conducted by Westat, a social science research firm, from January 2 through May 6, 2007. SR interviews were conducted with parents or guardians of a nationally representative sample of children from 3 years of age through 6 years of age who were not yet enrolled in kindergarten. The total number of completed SR interviews was 2,633, representing a population of 8.7 million children when weighted to reflect national totals. The household screener interview, which contained an initial set of questions used to collect information on household composition and interview eligibility, had a response rate of 52.8 percent. The weighted unit response rate for the SR Survey was 77.0 percent, and the overall unit response rate was 40.7 percent. An analysis of bias detected no evidence of substantial non-response bias in the published weighted estimates. Although weighting adjustments reduced the potential for non-coverage bias, the analysis suggests that the final weighted data do include the potential for non-coverage bias in parents' education level. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. The purpose of this report is to introduce new NHES survey data through the presentation of selected descriptive information. Readers are cautioned not to draw causal inferences based on the bivariate results presented: many of the variables examined in this report may be related to one another and complex interactions/relationships among the variables have not been explored. Selected findings include: (1) Overall, 58 percent of children ages 3 to 6 and not yet in kindergarten were reported to be attending preschool or a daycare center in 2007; (2) Given school district guidelines for admission based on birth date, 7 percent of children ages 3-6 had parents who planned to delay their entrance into kindergarten with a higher percentage of boys than girls to be delayed, 1 percent had parents who planned to enroll them early and 3 percent had parents who did not plan to enroll them or who had not yet made a decision about enrollment; (3) Regarding children's school readiness skills, as reported by parents, 93 percent had speech that was understandable to a stranger, 87 percent could hold a pencil with their fingers, 63 percent could count to 20 or higher, 60 percent could write their first name, 32 percent could recognize all letters of the alphabet, and 8 percent could read written words in books; (4) Parent-reported ability to recognize all letters of the alphabet varies by child's age; (5) When parents were asked how important they thought it was to teach their children certain things to prepare them for kindergarten, 62 percent of children had parents who reported is was essential to teach their children about sharing, followed by academic readiness measurements. (6) For children who were read to in the past week, the mean daily reading time was about 21 minutes; (7) A lower percentage of children residing in poor households were read to every day compared with children residing in non-poor households; (8) On average, children who watched TV or videos watched for 2.6 hours on a typical weekday, and 2.7 hours on a typical day of the weekend; and (9) On average, children whose mothers were employed for 35 hours or more per week spent more time watching television or videos on a typical day of the weekend than children whose mothers were employed for less than 35 hours per week or were not in the labor force. Three appendixes include: (1) Technical Notes; (2) Glossary; and (3) Standard Errors. (Contains 4 footnotes, 1 figure, and 12 tables. Tables are footnoted individually.).