Findings From the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), provides a first look at the overall second-grade reading, math, and science achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in second grade in the 2012-13 school year. The ECLS-K:2011 is a longitudinal study that is following students from their kindergarten year to the spring of 2016, when most of them are expected to be in fifth grade.
Key Findings From the Second-Grade Rounds include:
- No significant differences by age of entry into kindergarten were detected for children's reading knowledge and skills in the spring of second grade.
- About 90 percent of children enrolled in kindergarten in 2010–11 were in kindergarten for the first time and were in second grade in 2012–13.
- In reading, math, and science, White students, Asian students, and students of two or more races had higher average scores in the spring of second grade than did either Black students or Hispanic students. In math, Hispanic students had higher average scores on the spring assessments than did Black students.