Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) April 2024 Materials Revision Request

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment
OMB# 1850-0750 v.31

Attachment C-5c
Spring First Grade Teacher-Level
Teacher Paper Survey B
Below Grade

National Center for Education Statistics
U.S. Department of Education

August 2024

Spring 2025
Kindergarten

Primary Teacher Background Survey

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)

S_ID

T_ID
T

Completing this survey will help us learn more about teachers
and their classrooms.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS-K:2024 staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 23 minutes per teacher background survey including the time to review instructions and complete
and review the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information
collection, or any comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal
Study, National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 2/28/2027.

TQA1B

Early Childhood Longitudinal Study
General Educa�on Teacher Survey (Teacher Level)
Spring 2025 – Form TQA1B
Dear Teacher,
Your school has agreed to par�cipate in the Early Childhood Longitudinal Study, Kindergarten Class of
2024-25 (ECLS-K:2024), a na�onwide study of elementary-aged children, their schools, teachers, and
parents. As part of the study, we are asking teachers at your school to complete surveys. The teacher
survey contains ques�ons about you and your classroom prac�ces.
The ECLS-K:2024 collects informa�on from teachers to inves�gate the rela�onship between children’s
academic progress and various school, classroom, teacher, and home characteris�cs. Taking part in the
study is voluntary. You may stop at any �me or choose not to answer a ques�on you do not want to
answer. However, only you can provide this informa�on. Although we realize you are very busy, we urge
you to complete this survey as completely and accurately as possible.
Please record your answers directly on the survey by wri�ng your responses in the space provided. Your
best es�mates are acceptable answers.
Many of the ques�ons ask that you respond separately for each kindergarten class that you teach – halfday morning and/or a�ernoon or full-day.
-Report on half-day morning and half-day a�ernoon classes separately, in the appropriate columns.
-If you teach a full-day class (the same children are with you for the full day), please record your answers
in only the full-day class column; do not report on the morning and a�ernoon sessions of the class
separately.
-If you teach a class with a day care component, please report only the instruc�onal por�on of the class,
in the appropriate class column. For example, if the instruc�onal por�on of the class is held in the
morning, and the day care por�on in the a�ernoon, record your answers in the morning class sec�on.
DEFINITIONS RELATED TO LANGUAGE
Reference is made to English language learner (ELL) students, as well as to English as a Second Language
(ELS), and bilingual programs in this survey. For this study, the following defini�ons apply:
English language learner (ELL): A student whose na�ve language is one other than English and whose
skills in listening to, speaking, reading, or wri�ng English are such that he or she has difficulty
understanding school instruc�on in English.
English as a Second Language (ESL) instruc�on: A program of techniques, methodology, and special
curriculum designed to teach ELL students English language skills, which may include listening, speaking,
reading, wri�ng, study skills, content vocabulary, and cultural orienta�on. ESL instruc�on is usually in
English with litle use of na�ve language.
Bilingual educa�on program: A program in which na�ve language is used to varying degrees in
instruc�ng students with limited proficiency in English.
THANK YOU VERY MUCH FOR YOUR HELP.

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A1.

SECTION A. CLASSROOM AND STUDENT CHARACTERISTICS
The first several questions pertain to your roles and responsibilities as a teacher. Which of the
following describes the kindergarten class or classes you currently teach?
MARK YES OR NO ON EACH ROW.
Yes

No

a. Full-day
b. Morning half-day class
c. Afternoon half-day class
d. One class, some children stay for a full-day, some for a half-day
FOR THE QUESTIONS BELOW, PLEASE ANSWER FOR EACH OF THE CLASSES YOU TEACH.
SEE COVER PAGE FOR INSTRUCTIONS.
A2.

We would like to start by asking about the characteristics of the students in your class(es). As of
today’s date, how many children:
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Morning
Class

Afternoon
Class

Full-day
Class

a. Are currently enrolled?
b. Have joined your class since the beginning of the
school year?
c. Have left your class since the beginning of the school
year?
A3.

How many children in your class(es) have the following characteristics? WRITE NUMBER IN BOX FOR
EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Full-day
Morning
Afternoon
Class
Class
Class
a. Are classified as Gifted and Talented?
b. Are participating in a Gifted and Talented program?
c. Are below grade level in their English language arts skills?
d. Are about on grade level in their English language arts
skills?
e. Are above grade level in their English language arts skills?
f. Are below grade level in their mathematics skills?
g. Are about on grade level in their mathematics skills?
h. Are above grade level in their mathematics skills?

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A4.

How many children in your class(es)...
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Morning
Class

Afternoon
Class

Full-day
Class

Afternoon
Class

Full-day
Class

a. Are tardy, on an average day?
b. Are absent, on an average day?

A5.

How many children in your class(es)...
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Morning
Class
a. Have a diagnosed disability and need special health or
educational accommodations or services?
b. How many of those children with a diagnosed disability
are currently receiving special health or educational
accommodations for their disabilities, for example,
speech therapy, assistance by an aide in the classroom,
or testing accommodations?
c. How many of those children with a diagnosed disability
need more help than they are currently receiving?

A6.

How many of the children in your class(es) are repeating this grade this year?
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE "0."
Number of children
Full-day

Morning
class

Afternoon
class

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B1.

SECTION B. CLASS ORGANIZATION AND RESOURCES
The next group of questions ask about classroom practices. In a typical day, how much time
does a child in your class or classes spend in the following activities?
MARK ONE RESPONSE ON EACH ROW. DO NOT INCLUDE LUNCH OR RECESS BREAKS.
No
time

Half
hour or
less

About
one
hour

About
two
hours

About
three
hours

Four
hours or
more

a. Working independently
b. Working on individual tasks under teacher
direction
c. Working with peers under teacher direction
d. Working in small groups with teacher
e. Teacher lecture with large group and/or
large group discussion led by teacher

B2.

How often does the typical child in your class or classes usually work on lessons or projects in the
following general subject areas, whether as a whole class, in small groups, or in individualized
arrangements? MARK ONE RESPONSE ON EACH ROW.
Less
than
once a
week

Never

1 day a
week

2 days a
week

3 days a
week

4 days a
week

a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f. Art
g. Physical education
h. Dance/creative movement
i. Theatre/creative dramatics

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week

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B3.

On the days children work in these areas, how much time does the typical child in your class or classes
usually work on lessons or projects in the following general subject areas? MARK ONE RESPONSE ON
EACH ROW.

Not
applicable/
never

Less
than ½
hour a
day

½ hour
to less
than
1 hour

1 to
less
than 1
½ hours

1½ to
less
than 2
hours

2 to
less
than 2
½
hours

3 hours
or
more

a. Reading and language arts
b. Mathematics
c. Social studies
d. Science
e. Music
f. Art
g. Physical education
h. Dance/creative movement
i. Theatre/creative dramatics

B4.

Which of the following services, if any, do children in your class or classes who need more help with
reading receive? MARK ALL THAT APPLY.
Extra individual assistance from you, the teacher
Individual tutoring from an aide or volunteer
Individual tutoring from a credentialed specialist
Pull-out instruction in small groups
Other
No extra services are available.

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B5.

How often do the children in your class or classes do the following activities? Go to the school
library or media center? MARK ONE RESPONSE.
No library or media center in this school
Once a month or less
Two or more times a month
Once or twice a week
Three or four times a week
Daily

B6.

How many days a week do children have recess? WRITE IN THE NUMBER OF DAYS.
Number of days

B7.

In a typical day, how much time do children in your class or classes spend in the following activities?
IF MORE THAN ONE CLASS, WRITE THE AVERAGE FOR YOUR CLASSES. MARK ONE RESPONSE ON EACH
ROW.
No time

1-15
minutes

16-30
minutes

31-45
minutes

Longer than
45 minutes

a. Lunch
b. Free play indoors
c. Free play outdoors (including recess)

B8a. Which of the following types of aides do you receive help from in your classroom? MARK ALL THAT
APPLY.
Regular aides who work directly with children
Special education aides who work directly with children
English as a Second Language (ESL) or bilingual education aides who work directly with children
Volunteers (for example, parents, high school students, community members) who work directly
with children
Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing
materials, etc.)
No aides are available

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B8b. Approximately how many hours per week do you have an aide working in your classroom?
If multiple aides are in your classroom during the same one hour, please count that as one hour.
Write your answer to the half hours. For example, 1 ½ hours would be written as 1.5. As another
example, 30 minutes would be written as 0.5. WRITE IN THE NUMBER OF HOURS.
Number of hours

B9.

Which of the following statements is true about how well your school system provides you with the
instructional materials and other resources you need to teach your class or classes in the following
subject areas. MARK ONE RESPONSE ON EACH ROW.
I get all the
resources
I need.

I get most of
the resources
I need.

I get some of
the resources
I need.

I don't get
any of the
resources
I need.

a. Reading and language arts
b. Mathematics
c. Science

B10. Do any of the following staff members provide direct instruction to students in your class or classes
who are struggling or at risk of failure in reading or math? Include staff other than yourself who
provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.
MARK ALL THAT APPLY.
A reading specialist/interventionist who has specialized training in reading instruction
A math specialist/interventionist who has specialized training in math instruction
A special education teacher

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SECTION C. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS

The next series of questions are focused on your instructional activities and curricular focus in your class or classes.
C1.

How strongly do you agree or disagree with the following statements about your class or classes?
Neither
MARK ONE RESPONSE ON EACH ROW.
agree
Not
Strongly
Strongly
nor
Applicable
disagree Disagree disagree Agree
agree
a. Pictures, posters, artwork, and other
décor reflect the cultures and ethnic
backgrounds of each student in your
class or classes.
b. All notices and communications to
families/caregivers of students in your
class or classes are written in their
language of origin.
c. Alternative formats and varied approaches
to communicate and share information are
used with families and caregivers of
students in your class or classes.

C2.

The next series of questions is about your instruction in reading and language arts. How often do you
use the following resources to teach reading in your class or classes? MARK ONE RESPONSE ON EACH
ROW.
Never or Once or twice Once or twice Almost every
hardly ever
a month
a week
day
a. Core or primary reading text for all students
(e.g., basal reading series)
b. Leveled or guided reading books (multiple
books, each at a specific reading level)
c. Reading kits (usually a boxed product, which
may contain student and teacher materials,
assessment materials, and manipulatives)
d. Children's newspapers and/or magazines
e. Computer software and applications for
reading instruction (including those for
laptops, desktops, cell phones, or digital
tablets)
f. Tradebooks (for example, collections of
non-fiction)
g. Reading materials from other subjects (for
example, science, social studies)
h. Manipulatives (for example, plastic letters,
picture cards, letter cards, tiles)
i. Big books and decodeable or sound/symbol
books

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C3.

The next series of questions is about your instruction in science and social studies. For this school year
as a whole, how often did you teach the following science and social studies topics in your class or
classes? MARK ONE RESPONSE ON EACH ROW.
Taught
Once a
month
or less

Two or
three
times a
month

Once or
twice a
week

Not Taught
Three or
four
times a
week

Daily

Taught at Children
a higher should
grade
already
level
know

a. Plants and animals
b. Weather (for example, rainy,
sunny)
c. Understand and measure
temperature
d. Water
e. Sound
f. Light
g. Tools and their uses
h. Health, safety, nutrition, and
personal hygiene
i. Important figures and events
in American history
j. Community resources (for
example, grocery store,
library)
k. Map-reading skills
l. Different cultures
m. Reasons for rules, laws, and
government
n. Geography
o. Social problem solving
p. Hands-on activities or
investigations in science
q. Communicating ideas in
science
r. Community service

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C4.

How often do children in your class or classes do each of the following reading and language arts
activities? MARK ONE RESPONSE ON EACH ROW.
Two or
three
Three or
Once or
Once a
twice a four times
month or times a
Daily
month
a week
Never
week
less
a. Practice writing the letters
of the alphabet
b. Discuss new or difficult vocabulary
c. Dictate stories to a teacher, aide,
or volunteer
d. Work on phonics
e. Listen to you read stories where they
see the print (for example, Big Books)
f. Listen to you read stories but they
don't see the print
g. Retell stories
h. Read aloud
i. Read from basal reading texts
j. Read silently
k. Work in a reading workbook or on
a worksheet
l. Write words from dictation, to
improve spelling
m. Write with encouragement to use
invented spellings, if needed
n. Read books they have chosen for
themselves
o. Compose and write stories or reports
p. Do an activity or project related to
a book or story
q. Writing in a journal
r. Read text with controlled vocabulary
s. Read text with strong phonetic
patterns
t. Read text with patterned or
predictable text

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C5.

For this school year as a whole, how often did you teach each of the following reading and language
arts topics in your class or classes? MARK ONE RESPONSE ON EACH ROW.
Taught
Once a
month or
less

Two or
three
times a
month

Once or
twice a
week

Not Taught
Three
or four
times a
week

Daily

Taught at Children
a higher
should
grade
already
level
know

a. Conventions of print (left to
right orientation, book
holding)
b. Rhyming words and word
families
c. Blending separate sounds of
a word to say the word (for
example, “/c/ /a/ /t/ - cat”)
d. Verbally manipulating syllables
within a word (for example,
what is cowboy without cow?)
e. Reading multi-syllable
words, like “adventure”
f. Morphological awareness to
help students find meaningful
units in words (for example,
prefixes, suffixes, and base
words)
g. Use of common prepositions
such as over and under, up
and down
h. Identifying the main idea and
parts of a story
i. Orally retelling stories,
including key details
j. Remembering and following
directions that include a series
of actions
k. Using capitalization and
punctuation
l. Composing and writing
complete sentences
m. Conventional spelling
n. Reading age appropriate
books independently with
comprehension

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C6.

How often do children in your class or classes do each of the following math activities?
MARK ONE RESPONSE ON EACH ROW.
Three or
Two or
Once a
four
Once or
three
month or times a
times
a
twice a
Never
less
week
week
month
a. Count out loud
b. Work with geometric manipulatives
c. Play math-related games
d. Use music to understand math
concepts
e. Use creative movement or creative
drama to understand math concepts
f. Work with rulers, measuring cups,
spoons, or other measuring instruments
g. Explain how a math problem is solved
h. Engage in calendar-related activities
i. Do math worksheets
j. Do math problems from their textbooks
k. Complete math problems
independently in front of whole group
l. Solve math problems in small groups
or with a partner
m. Work on math problems that reflect
real-life situations
n. Use a number line to understand
number concepts

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C7.

For this school year as a whole, how often did you teach each of the following math skills in your class
or classes? MARK ONE RESPONSE ON EACH ROW.
Not Taught

Taught
Once a
month
or less

Two or
three
times a
month

Once
or
twice a
week

Three
or four
times a
week

Daily

Taught at Children
a higher
should
grade
already
level
know

a. Correspondence between
number and quantity
b. Counting by 2s, 5s, and 10s
c. Counting on from a given
number instead of 1
d. Counting beyond 100
e. Recognizing and naming
geometric shapes
f. Identifying relative quantity (for
example, equal, most, less, more)
g. Sorting objects into subgroups
according to a rule
h. Ordering objects by size or
other properties
i. Making, copying, or extending
patterns
j. Adding single-digit numbers
k. Subtracting single-digit numbers
l. Uses place value to compose
and decompose numbers into
tens and ones
m. Interpreting simple graphs
n. Performing simple data
collection and graphing
o. Decomposes numbers less than
or equal to 10 by using objects
or drawings
C8.

Do you have any students who are English language learners (ELLs) in your class or classes?
ENGLISH LANGUAGE LEARNER (ELL): A STUDENT WHOSE NATIVE LANGUAGE IS ONE OTHER THAN ENGLISH
AND WHOSE SKILLS IN LISTENING TO, SPEAKING, READING, OR WRITING ENGLISH ARE SUCH THAT HE OR
SHE HAS DIFFICULTY UNDERSTANDING SCHOOL INSTRUCTION IN ENGLISH.
Yes
No

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C9.

How often do English language learners (ELL children) in your class or classes do each of the following
activities (in your classroom or in a pull-out program)? MARK ONE RESPONSE ON EACH ROW.
Once a
month or
less

Two or
three
times a
month

Once or
twice a
week

Three or
four
times a
week

Daily

a. Take assessments to monitor their English
language acquisition
b. Take assessments to assess their progress in
English reading and literacy skills
c. Work in small groups of ELL children or
individually on intensive English reading and
literacy skills
d. Work in a structured peer-assisted setting
(ELL child is paired with a non-ELL child)
The next series of questions is about homework.
C10. In an average week, how many days a week is homework assigned? Please count homework assigned
over the weekend as one day. MARK ONE RESPONSE.
0 days
1 day
2 days
3 days
4 days
5 or more days
C11. On days when homework is assigned, how much time do you expect children to spend on homework
in the following areas? MARK ONE RESPONSE ON EACH ROW.
I never
assign
homework

1 to 10
minutes

11 to 20
minutes

21 to 30
minutes

More
than 30
minutes

a. Reading and language arts
b. Math
c. Other

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D1.

SECTION D. PARENT INVOLVEMENT
Now we would like to ask you about family involvement. How many regularly scheduled
conferences do you have with a parent or guardian of each child in your class or classes during
the school year? MARK ONE RESPONSE.
No conferences
One conference
Two conferences
Three or more conferences

D2.

What percentage of children in your class or classes have parents who participate in the following
activities? MARK ONE RESPONSE ON EACH ROW.
0%

1-25%

26-50%

51-75%

76% or
more

a. Attend teacher-parent conferences
b. Volunteer regularly to help in your
classroom or another part of the school
c. Attend open houses or parties
d. Attend art/music events or
demonstrations

D3.

During this school year, how often have you made contacts with all parents (for example, through
newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home
for group updates or information; or updates to a classroom website)? MARK ONE RESPONSE.
Never
1-2 times
3-5 times
6-10 times
11-14 times
15 or more times

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SECTION E. EVALUATION AND GRADING PRACTICES
The next questions pertain to evaluation and grading practices.

E1.

Across all subjects, how often are students administered state and local standardized tests? MARK
ONE RESPONSE.
Never
1 or 2 times a year
1 or 2 times a month
1 or 2 times a week
3 or more times a week

E2.

Which of the following do you use to provide kindergartners’ parents with information about their
children's performance? MARK ALL THAT APPLY.
Standard report card (for example, a letter grade or other standard grade assigned for each subject)
Progress report form
Competency based checklists
Portfolio of child's work
Standardized test scores
Benchmark assessments
None of the above

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SECTION F. SCHOOL AND STAFF ACTIVITIES

The next set of questions pertains to school-related activities.
F1.

How often have you participated in the following activity since the beginning of the academic year?
Meeting with other teachers to discuss instruction-related topics (e.g., lesson planning, curriculum
development). MARK ONE RESPONSE.
Never
Once a month or less
Two or three times a month
Once or twice a week
Three or four times a week
Daily

F2.

In the past 12 months, did you participate in any professional development activities pertaining to
the direct engagement of students and families during the kindergarten transition?
Yes
No

F3.

In the past 12 months, how many hours did you spend on professional development activities?
MARK ONE RESPONSE.
10 hours or less
11 - 20 hours
21 - 30 hours
31 - 40 hours
More than 40 hours

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F4.

In which of the following staff development and training activities have you participated during
the current academic year? MARK ALL THAT APPLY.
Worked with a master or mentor teacher assigned to you by your school or district
Workshops involving study groups or small-group problem solving
Direct instruction from an outside consultant on a specific topic
Peer observation and feedback
Visits to, or observations of, other schools
Release time for attending professional conferences
Enrollment in college or university courses related to your profession
Professional development via distance learning (web-based, etc.)
Workshops on using computers and technology in the classroom
Coaching (for example, working with an individual specifically trained in instruction or a particular
subject area)
None of the above

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SECTION G. VIEWS ON SCHOOL READINESS, SCHOOL CLIMATE, AND SCHOOL ENVIRONMENT
The next set of questions pertains to your feelings about your school.
G1.

Please indicate the extent to which you agree with each of the following statements.
MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
agree nor
disagree Disagree disagree

Agree

Strongly
agree

a. Many of the children I teach are not capable of
learning the material I am supposed to teach them.
b. Parents are supportive of school staff.
c. The academic standards at this school are too low.

G2.

To what extent do you agree with the following statements? MARK ONE RESPONSE ON EACH ROW.
Neither
agree
Strongly
nor
disagree Disagree disagree

Agree

Strongly
agree

Not
Applicable

a. I am adequately trained to teach the
children with disabilities in my class.
b. I am adequately trained to teach English
language learners (ELLs) in my class.
G3.

To what extent do you agree or disagree with each of the following statements as it applies to your
instruction? MARK ONE RESPONSE ON EACH ROW.
Neither
agree nor
Strongly
Strongly
disagree Disagree disagree Agree
agree
a. I really enjoy my present teaching job.
b. I am certain I am making a difference in the lives
of the children I teach.
c. If I could start over, I would choose teaching again
as my career.

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SECTION H. TEACHER BACKGROUND
The next few questions ask about your background, education experience, and credentials.
H1.

The first questions are about your characteristics. What is your gender? MARK ONE RESPONSE.
Male
Female
Another gender

H2.

In what year were you born? WRITE IN YEAR.
Year

H3.

What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces below.
American Indian or Alaska Native – Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet
Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo
Community, Aztec, Maya, etc.

Asian – Provide details below.
Chinese

Asian Indian

Filipino

Vietnamese

Korean

Japanese

Enter, for example, Pakistani, Hmong, Afghan, etc.

Black or African American – Provide details below.
African American

Jamaican

Haitian

Nigerian

Ethiopian

Somali

Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc.

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H3.

(Cont.) What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces
below.
Hispanic or Latino – Provide details below.
Mexican

Puerto Rican

Salvadoran

Cuban

Dominican

Guatemalan

Enter, for example, Colombian, Honduran, Spaniard, etc.

Middle Eastern or North African – Provide details below.
Lebanese

Iranian

Egyptian

Syrian

Iraqi

Israeli

Enter, for example, Moroccan, Yemeni, Kurdish, etc.

Native Hawaiian or Pacific Islander – Provide details below.
Native Hawaiian

Samoan

Chamorro

Tongan

Fijian

Marshallese

Enter, for example, Chuukese, Palauan, Tahitian, etc.

White – Provide details below.
English

German

Irish

Italian

Polish

Scottish

Enter, for example, French, Swedish, Norwegian, etc.

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H4.

What is the highest level of education you have completed? MARK ONE RESPONSE.
Did not complete high school
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor’s degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)

H5.

Which of the following describes the teaching certificate you currently hold in your state?
MARK ONE RESPONSE.
Regular or standard state certificate or advanced professional certificate
Certificate issued after satisfying all requirements except the completion of a probationary period
Certificate that requires some additional coursework, student teaching, or passage of a test
before regular certification can be obtained
Certificate issued to persons who must complete a certification program in order to continue
teaching
I do not hold any of the above certifications in this state

H6.



GO TO H7 on page 22

In what areas are you certified? MARK ALL THAT APPLY.
Elementary education
Early childhood education
Special education
English as a Second Language (ESL) or instruction for English language learners (ELLs)
Other, please specify

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H7.

Counting this school year, how many years have you been a K-12 teacher, including years in which
you taught part time?
WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING
EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A NEW TEACHER AND THIS
IS YOUR FIRST SEMESTER TEACHING, WRITE 0.5.
Number of years
Been a K-12 teacher

H8.

.

Counting this school year, how many years have you taught kindergarten, including years in which
you taught part time?
WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.0, 3.5), COUNTING
EACH HALF YEAR COMPLETED OR ALMOST COMPLETED AS 0.5. IF YOU ARE A NEW TEACHER AND THIS
IS YOUR FIRST SEMESTER TEACHING, WRITE 0.5.
Number of years
Taught kindergarten

H9.

.

Date survey completed:

2 0 2 5
MONTH

DAY

YEAR

Thank you very much for answering these questions
and for taking the time to participate in the
Early Childhood Longitudinal Study.

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