The National Center for Education Statistics (NCES) has released a brief report focusing on information collected in the spring of 2016 as part of a series of longitudinal studies of young children. This report provides information gathered from 5th graders who were among a cohort originally studied in 2010-11 when they were in kindergarten, or of kindergarten age.

Among the findings of this report:

  • Across the three income groups examined, fifth-grade assessment scores for reading, math, and science were lowest for students who were living in households with incomes below the federal poverty level in kindergarten and highest for students who were living in households with incomes at or above 200 percent of the federal poverty level in kindergarten.
  • No significant differences by sex were detected in children’s fifth-grade reading, math, and science knowledge and skills.
  • Students with a primary home language of English in kindergarten scored higher on the fifth-grade reading, math, and science assessments than did students with a non-English primary home language and students living in a household with multiple home languages where no primary language was identified.
Findings from Fifth-Grade Round of Early Childhood Longitudinal Study

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