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 E-2c
Spring First Grade
School Administrator
Paper Survey B
National Center for Education Statistics
U.S. Department of Education

August 2024

Spring 2025

Questionnaire B

School Administrator Survey

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

Completing this survey will help us learn more about schools like yours.

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 20 minutes per 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.

SAQ1B

Early Childhood Longitudinal Study
School Administrator Survey
Spring 2025 – Form SAQ1B
Dear School Administrator,
The Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) is collecting
information from schools attended by children who are in the study to investigate the relationship
between children's academic progress and various school, classroom, teacher, and child characteristics.
You have been asked to complete this survey because one or more of the children in your school are
participants in this study. Taking part in the study is voluntary. You may stop at any time or choose not to
answer a question you do not want to answer.
Although we realize you are very busy, we urge you to complete this survey as completely and accurately
as possible. Please feel free to ask other knowledgeable members of your staff to provide the information
necessary to complete various sections of the survey. If you would like to look at the survey questions as a
whole to see if you need to gather information from other school staff in order to respond to the survey,
please download the survey worksheet from the MyECLS Portal. However, we ask that you, yourself,
please complete the school administrator/principal information section, which is about your own
background and characteristics.
Some of these questions, or the timeframe of the school year referred to, may not directly apply to you or
your school, but just answer the best you can.
Please record your answers directly on the survey by marking the appropriate answer (as described in the
instructions on page v) or by writing your responses in the space provided. Your best estimates are
acceptable answers.

i

SAQ1B

Definitions
Bilingual Instruction: Instruction in all courses and subjects given in English and the native language of
the child of limited English proficiency to the extent necessary to allow the child to achieve competence.
Chronically absent: Missing ten percent or more of the academic year for any reason.
Dual Language Instruction: Also known as two-way immersion, the goal of these programs is for
students to develop language proficiency in two languages by receiving content instruction in English and
another language in a classroom that usually consists of both native English speakers and native speakers
of the other language.
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.
ESL Instruction: A program of techniques, methodology, and special curriculum designed to teach ELL
students English language skills, which may include listening, speaking, reading, writing, study skills,
content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native
language.
Homelessness: Lacks a fixed, regular, and adequate nighttime residence, including but not limited to
sleeping in a shelter designated for temporary living accommodations or in places not designated for
human habitation.
Individualized Education Program (IEP): A written statement of the educational program designed to
meet the individual needs of a school-aged child with a disability that is judged to affect the child’s
educational performance. Children who receive special education services under the Individuals with
Disabilities Education Act (IDEA) are expected to have an IEP or an IFSP.
Kindergarten: Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten,
transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has
multiple grades.
Lockdown: Lockdown is a sheltering technique used to limit exposure of occupants within a facility to an
imminent hazard or threat outside. A lockdown requires locking doors and windows and barricading or
blocking entry to a facility, classroom, or office.
Migrant families: A family that moves from place to place to get work (for example, as farm
laborers who harvest crops seasonally).
Multi-Tiered System of Support (MTSS): A model or approach to instruction that provides increasingly
intensive and individualized levels of support for academics (for example, Response to Intervention or RtI)
and for behavior (for example, Positive Behavioral Interventions and Supports or PBIS).

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SAQ1B

Parent Teacher Association, Parent Teacher Organization, or Parent-Teacher-Student organization:
The PTA is the Parent Teacher Association and is usually associated with the state or national PTA. A PTO
is a Parent-Teacher Organization that is independent from a state or national organization. A ParentTeacher-Student organization involves parents, teachers, and school staff to facilitate family involvement.
Percent average daily attendance: To calculate percent average daily attendance, divide the number of
students attending on an average day by the number of students enrolled and then multiply by 100.
In other words:
number of students attending on an average day x 100
number of students enrolled
Prekindergarten: Prekindergarten includes early childhood education programs, nursery school, or preschool.
Positive Behavior Interventions and Supports (PBIS): PBIS programs identify and support positive
behavior in the classroom by teaching students positive behavior strategies.
Schoolwide program: A schoolwide program may use Title I funds to improve the quality of educational
programs and services throughout the school. A school may use Title I funds for a schoolwide program if
at least 40 percent of its students are from low-income families, or if it receives a waiver permitting it to
operate a schoolwide program.
Shelter in place: Shelter in place means to take immediate shelter where you are within a facility or
structure to provide protection (for example, weather emergency, environmental hazard, nearby police
activity).
Social-Emotional Learning (SEL) program: SEL programs teach critical social and emotional
competencies necessary for academic and life success such as: resiliency, self-management, expressing
feelings with words, and responsible decision-making skills.
Targeted assistance program: A targeted assistance program uses Title I funds to provide supplemental
academic services (usually in reading and/or math) to specific students, sometimes referred to as “Title I
students,” who have been identified as low achieving.
Title I: Title I (Improving the Academic Achievement of the Disadvantaged) is a program of the Elementary and
Secondary Education Act (ESEA) of 1965, as reauthorized under the Every Student Succeeds Act of 2016. The
purpose of this program is to ensure that all children have a fair, equal, and significant opportunity to obtain a
high-quality education and reach, at a minimum, proficiency on state academic achievement standards and
state academic assessments.
Title III: Title III (Language Instruction for Limited English Proficient and Immigrant Students) is a program of
the Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the Every Student
Succeeds Act of 2016. One of the main purposes of this program is to help ensure that children who have
limited proficiency in English, including immigrant children and youth, attain English proficiency, develop high
levels of academic attainment in English, and meet the same state academic content and student academic
achievement standards as all students are expected to meet.

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SAQ1B

Transitional (or readiness) kindergarten (TK): A transitional kindergarten (TK) program is an extra year
of school before kindergarten starts. It is different from preschool, Head Start, or prekindergarten. TK may
be for children who are too young to start kindergarten or need more time to be ready for kindergarten.
Schools have different names for these programs (for example, early transitional kindergarten (ETK),
readiness kindergarten, or a kindergarten equivalent in a classroom without grades or one with multiple
grades), but all are types of kindergarten. The program may be in a public or private school, or an early
childhood setting such as a nursery school, early childhood learning center, or day care center. It may be
a full- or part-day program and have regular and/or special education.
Transitional first (or pre-first) grade: Transitional first (or pre-first) grade is a school program between
kindergarten and the first grade. The name of this program may vary by school (for example, a K-1 class
or placement). It is for children who have attended kindergarten, but need more time to be ready for the
first grade. Children in this program may be part of a regular first-grade classroom or in a separate
classroom.
Ungraded: A classroom containing children with an age span of two or more years, not formally
identified by grade(s).
504 Plan: A written plan to provide appropriate services to a child with a disability, whether or not the
disability is judged to affect the child’s educational performance. Speech therapy services may often be
specified as part of a Section 504 plan.

iv

SAQ1B

MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE THIS
SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

v

SAQ1B

64623

SECTION A. School Characteristics
This section of the survey contains questions about characteristics of your school.
A1.

How many instructional days will this school provide during this academic year? PLEASE WRITE
NUMBER BELOW. IF THIS IS A YEAR-ROUND SCHOOL, PLEASE PROVIDE THE NUMBER OF INSTRUCTIONAL
DAYS A GIVEN CHILD WOULD ATTEND.
Number of Instructional Days

A2.

What are the START and END dates for this school for the 2024-2025 school year?
WRITE THE TWO-DIGIT MONTH AND TWO-DIGIT DAY.
START

2 0 2 4
MONTH

DAY

YEAR

END

2 0 2 5
MONTH
A3.

DAY

YEAR

Approximately, what is the Average Daily Attendance for your school this year? WRITE IN PERCENT
OR NUMBER BELOW. TO CALCULATE PERCENT, DIVIDE THE NUMBER OF STUDENTS ATTENDING ON AN
AVERAGE DAY BY THE NUMBER OF STUDENTS ENROLLED AND THEN MULTIPLY BY 100.
% Average Daily Attendance
That is,  

number of students attending on an average day  
number of students enrolled

X 100

OR
Average Number Attending Daily

1

SAQ1B

64623

The following questions ask about enrollment at your school.
A4.

Write the approximate number of children for each of the following. WRITE NUMBER FOR EACH ROW.
Number of
children
a. Total enrollment in first grade in your school around October 1, 2024, or
the date nearest to that for which data are available.
b. Total enrollment in your school (across all grades) around October 1, 2024,
or the date nearest to that for which data are available.

A5.

Approximately how many or what percentage of the children in your school belongs to each of the
following racial/ethnic groups? COMPLETE EITHER THE NUMBER OR PERCENT COLUMN. ENTER "0" IF
YOUR SCHOOL HAS NO CHILDREN IN THAT RACIAL/ETHNIC GROUP. THE NUMBER COLUMN SHOULD
ADD TO YOUR TOTAL SCHOOL ENROLLMENT OR THE PERCENT COLUMN SHOULD ADD TO 100%.
PLEASE COUNT EACH STUDENT ONLY ONCE. HISPANIC STUDENTS SHOULD ONLY BE COUNTED IN THE
HISPANIC OR LATINO/LATINA CATEGORY REGARDLESS OF RACE.
Number
of children

OR Percentage

a. Hispanic or Latino/Latina of any race

%

b. American Indian or Alaska Native, non-Hispanic

%

c. Asian, non-Hispanic

%

d. Black or African American, non-Hispanic

%

e. Native Hawaiian or Other Pacific Islander, non-Hispanic

%

f.

%

White, non-Hispanic

g. Two or more races, non-Hispanic

%

2

SAQ1B

64623

A6.

During this school year, approximately what percentage of students at your school are...
WRITE IN PERCENTAGES BELOW. IF NONE, WRITE "0."
Write Percentage

A7.

a. Chronically absent? Defined here as missing ten percent or more
of the academic year for any reason.

%

b. Experiencing homelessness? Defined here as lacking a fixed, regular,
and adequate nighttime residence, including but not limited to sleeping
in a shelter designated for temporary living accommodations or in
places not designated for human habitation.

%

c. From migrant families? Defined here as a family that moves from
place to place to get work (for example, as farm laborers who harvest
crops seasonally).

%

About what percentage of the children enrolled in this school are... WRITE IN PERCENTAGES
BELOW. IF NONE, WRITE "0."
Write Percentage
a. From the surrounding neighborhood?

%

b. Bused to achieve equitable access to resources?

%

c. Attending from outside of the surrounding neighborhood to receive
a specialized program or service (for example, gifted and talented
services, services for children with disabilities, etc.)?

%

d. Categorically eligible for free meals based on their participation in
other specific means-tested programs (for example, Supplemental
Nutrition Assistance Program (SNAP), and Temporary Assistance for
Needy Families (TANF))?

%

e. Attend the school under public school choice? (IF YOURS IS A PRIVATE
SCHOOL, PLEASE SKIP THIS ITEM.)

%

3

SAQ1B

64623

The next set of questions is about school-level breakfast and lunch eligibility and participation.
A8.

Does your school participate in the U.S. Department of Agriculture's (USDA's) school breakfast
program? MARK ONE RESPONSE.
Yes
No

A9.



GO TO A10

How many federally-reimbursable school breakfasts did your school serve at free, reduced price,
and paid rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE "0."
Number
of
breakfasts
a. Paid school breakfasts
b. Free school breakfasts
c. Reduced-price school breakfasts

IF YOU RESPONDED TO A9, SKIP TO A11 on page 5

A10.

What are the reasons why your school does not participate in USDA’s school breakfast program?
MARK ALL THAT APPLY.
Too few eligible students
Program too costly
School starts too late to serve breakfast
School lacks facilities to serve breakfast
School lacks staff to serve breakfast
Other

4

SAQ1B

64623

A11.

Does your school participate in the U.S. Department of Agriculture's (USDA's) school lunch program?
MARK ONE RESPONSE.
Yes
No

A12.



GO TO A14

How many federally-reimbursable school lunches did your school serve at free, reduced price,
and paid rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE "0."
Number
of
lunches
a. Paid school lunches
b. Free school lunches
c. Reduced-price school lunches

A13.

How many children in your school were approved for free or reduced-price lunches as of
October 1, 2024, or the date nearest to that for which data are available? WRITE IN NUMBERS
BELOW. IF NONE, WRITE "0."
Number of
children
approved
a. Free school lunches
b. Reduced-price lunches

IF YOU RESPONDED TO A13, SKIP TO B1 on page 6

A14.

What are the reasons why your school does not participate in USDA’s school lunch program?
MARK ALL THAT APPLY.
Too few eligible students
Program too costly
School ends too early to serve lunch
School lacks facilities to serve lunch
School lacks staff to serve lunch
Other
5

SAQ1B

64623

SECTION B. School Facilities and Resources
This section of the survey asks questions about your school's facilities and resources.
B1.

In general, how adequate are each of the following school facilities for meeting the needs of the
children in your school? MARK ONE RESPONSE ON EACH ROW.
Do not
have

Never
adequate

Often
Sometimes
not
not
Always
adequate adequate adequate

a. Cafeteria
b. Computer Lab
c. Library/media center
d. Art room
e. Gymnasium
f.

Music room

g. Playground
h. Classrooms
i.

Auditorium

j.

Multi-purpose room

Please answer the following regarding the availability and use of specific technology and equipment at
your school.
B2.

Please indicate the availability and use of each type of electronic device in your school.
MARK ALL THAT APPLY ON EACH ROW.
Available at
your school

Available for use by first
graders for regular
classroom activities

Used for
assessments
taken by students

a. Desktop computers
b. Laptops
c. Chromebooks
d. Tablets
e. White Boards
f.

Other (Please specify):

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SAQ1B

Not
available

64623

SECTION C. School-Community-Family Connections
The next section of the survey contains questions about school-community-family connections.
C1.

Are any of the following programs or services available to first-grade children and their families
at your school site? PLEASE INCLUDE PROGRAMS RUN BY THE SCHOOL AND THOSE RUN BY OUTSIDE
GROUPS. MARK ALL THAT APPLY.
Before-school child care
After-school child care
Hearing screening
Vision screening

C2.

Please indicate how often each of the following activities is provided by your school.
MARK ONE RESPONSE ON EACH ROW.

Never

Once
a year

2 to 3
times
a year

4 to 6
times
a year

7 or more
times
a year

a. PTA, PTO, or Parent-Teacher-Student
organization meetings
b. Reports of child’s performance provided
to parents (for example, report cards)
c. Information on the child's standardized
assessment scores provided to parents
d. Teacher-parent conferences
e. School performances to which parents
are invited
f. Classroom programs like class plays,
book nights, or family math nights
C3.

Which of the following does your school use funds raised by your PTA/PTO to support?
PLEASE INCLUDE PROGRAMS RUN BY THE SCHOOL AND THOSE RUN BY OUTSIDE GROUPS.
MARK ALL THAT APPLY.
Out of school time programming
Student tutoring
Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)
Arts instruction (musical, visual, dance, dramatic arts)
Field trips
Workshops and other services for parents and caregivers
None of the above
Other
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SAQ1B

64623

C4.

Does your school or district have a policy limiting the amount of additional funding that can be
contributed by your school's PTA/PTO? MARK ONE RESPONSE.
Yes
No

C5.

During this school year, how often has your school used the following ways to communicate with
all parents? MARK ONE RESPONSE ON EACH ROW.
Less than
once a
month
or never

Once a
month

Several
times a
month

Once a
week

More
than
once a
week

a. Electronic communication to all
parents, such as group emails, electronic
newsletters, website postings, "robocalls"
(mass automated phone calls), text alerts,
or other electronic notices.
b. Non-electronic communication to all
parents, such as letters, newsletters,
personal phone calls, or other
non-electronic messages.

C6.

Please indicate how much you agree or disagree with the following statements about the school's
community and parents. MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
agree nor
disagree Disagree disagree

Agree

a. Parents are actively involved in this school’s
programs.
b. The community served by this school is
supportive of its goals and activities.
c. Parents of children in this school are welcome to
observe classes any time they are in session.

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SAQ1B

Strongly
agree

64623

C7.

How much of a problem are the following in the neighborhood where this school is located?
MARK ONE RESPONSE ON EACH ROW.
Big
problem

Somewhat of
a problem

Not a
problem

Don't
know

a. Tensions based on racial, ethnic, or
religious differences
b. Tensions based on economic differences
c. Selling or using drugs or excessive
drinking in public
d. Gangs
e. Vacant houses and buildings
f.

Violence in the neighborhood

g. Crime in the neighborhood
h. Opioid addiction

C8.

To the best of your knowledge, how often do the following types of problems occur at your school?
MARK ONE RESPONSE ON EACH ROW.

Never
happens

Happens Happens
at least
Happens at least
once a
once a Happens
on
daily
week
occasion month

a. Children bring weapons to school
b. Theft
c. Physical conflicts among students
d. Children bringing in or using alcohol
at school
e. Children bringing in or using illegal
drugs at school
f.

Vandalism of school property

g. Student bullying
h. Widespread disorder in classrooms
i.

Class cutting

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SAQ1B

64623

C9.

Which of the following emergency procedures have your students been drilled on during this
school year? MARK ALL THAT APPLY.
Evacuation (for example, fire drill)
Shelter in place (for example, used during severe weather, such as a tornado drill,
or other environmental threats)
Lockdown (for example, live active shooter drill)
Lockout (for example, due to criminal activity in the neighborhood)
None of the above
Other (Please specify):

C10.

During the school year, how many days were school activities disrupted due to emergencies (not drills),
such as evacuations, lockdowns, shelter in place, severe weather, or other emergency procedures?
WRITE THE NUMBER OF DAYS. IF NONE, WRITE "0" IN THE BOX.
Number
of days

10

SAQ1B

64623

C11.

During this school year, which of the following measures has your school implemented to ensure
the safety of children? MARK ALL THAT APPLY.
Entering and accessing the building
Require visitors to sign or check in and wear badges
Require visitors to present photo ID, which is verified, and used to generate badges
Require students to wear badges or picture IDs
Require faculty and staff to wear badges or picture IDs
Control access to school buildings during school hours (for example, locked or monitored doors)
Close the campus for most or all students during lunch
Student clothing and belongings
Require students to wear uniforms
Enforce a strict dress code
Provide school lockers to students
Require clear book bags or ban book bags on school grounds
Student checks
Require metal detector checks on students every day
Use one or more random dog sniff to check for drugs
Perform one or more random sweeps for contraband (for example, drugs or weapons,) not including
dog sniffs
Classroom security
Equip classrooms with locks so that doors can be locked from the inside
Provide telephones in most classrooms
Reporting
Provide two-way radio to any staff
Provide a structured anonymous threat reporting system (for example, online submission, telephone
hotline, or written submission via drop box)
Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident
Security cameras and guards
Use of one or more security cameras to monitor the outside of the school (for example, entrance(s),
or grounds)
Use of one or more security cameras to monitor the inside of the school (for example, lobby,
or the hallways)
Security guards, unarmed
Security guards, armed
None of the above
Other
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SAQ1B

64623

C12.

Does your school implement any of the following policies and practices related to technology use?
MARK ALL THAT APPLY.
Policy prohibiting student use of cell phones and text messaging devices during school hours
Policy limiting student access to social media (network and computers)
Practice of web-based instruction
Practice of blending learning
Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student
Policy limiting amount of screen time students experience in classes
None of the above

C13.

To what extent is each of the following a problem in this school?
MARK ONE RESPONSE ON EACH ROW.
Serious
problem

Moderate
problem

Minor
problem

a. Student tardiness
b. Student absenteeism
c. Student aggressive or disruptive behavior
d. Teacher absenteeism
e. Teacher turnover
f.

Overcrowding

g. Student mobility
h. Declining enrollment
i.

Number of students receiving free or
reduced-price lunch

j.

Teacher vacancies

k. Filling teaching positions with fully
certified teachers

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SAQ1B

Not a
problem

64623

C14.

Does your school currently have any staff members who do the following as their primary role or
one of their primary roles? MARK ALL THAT APPLY.
A school staff member who provides ongoing training or support to classroom teachers
in the delivery of effective READING instruction
A school staff member who provides ongoing training or support to classroom teachers
in the delivery of effective MATH instruction
A school staff member who provides ongoing training or support to classroom teachers
in the delivery of effective behavioral supports
A school staff member who supports teachers in collecting, organizing and managing assessment data
A school staff member who supports teachers in the interpretation and use of assessment data to
guide instruction
A paraprofessional or teacher assistant (that is, an additional staff beyond the classroom teacher(s))
designated to each first grade classroom
None of the above

13

SAQ1B

64623

SECTION D. School Policies and Practices
The next section asks about your school's policies and practices in specific areas.
D1.

During this school year, have any of the following programs been implemented at this school?
MARK ALL THAT APPLY.
Multi-Tiered System of Support (MTSS)
Social-Emotional Learning (SEL) program
Positive Behavior Interventions and Supports (PBIS)
Violence prevention program
School climate and community program
Restorative justice program
None of the above

D2.

Write the number of children for each of the following.
WRITE NUMBER IN BOX. IF NONE, WRITE "0."

Number of
children

a. Number of kindergarten children who were retained last school year
b. Number of first-grade children who were retained last school year
D3.

During this school year, how many children were assigned in-school or out of school suspension?
WRITE NUMBER IN BOX. IF NONE, WRITE "0."
Number of
children
a. Number of children assigned in-school or out of school suspension in all grades
b. Number of children enrolled in first grade assigned
in-school or out of school suspension

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64623

SECTION E. School Programs for Particular Populations
The next section contains questions about your school's programs for particular populations.
E1.

What percentage of children in this school and in first grade are English language learners (ELL)?
WRITE IN THE PERCENTAGE FOR EACH BELOW. IF NONE, WRITE "0."
Percentage ELL
a. ELL among all students in the school

%

b. ELL among students in first grade

E2.

%

What percentage of first grade children receive ESL (English as a Second Language), bilingual, or
dual-language (also known as two-way immersion) instruction? WRITE IN PERCENTAGES FOR EACH
ITEM. WRITE "0" IF INSTRUCTION IS NOT PROVIDED OR IF INSTRUCTION IS PROVIDED BUT NO FIRST
GRADE CHILDREN RECEIVE THE INSTRUCTION.
In regular
classroom

E3.

In pull-out
setting

a. Percent receiving ESL instruction

%

%

b. Percent receiving bilingual instruction

%

%

c. Percent receiving dual-language instruction

%

%

Are there any children with disabilities in this school receiving special education on any of the
following plans? MARK ALL THAT APPLY.
Individualized Education Program (IEP)
504 plans based on section 504 of the Rehabilitation Act
Neither of these

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64623

E4.

Approximately what percentage of your first graders is in each of the following instructional
programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS
NOT OFFERED IN FIRST GRADE OR IN ANY GRADE AT YOUR SCHOOL.
Not offered
in first grade

Percentage
a. Special education (with Individualized
Education Program (IEP))

%

b. Accommodations through a 504 plan

%

c

E5.

Reading instruction for students
performing below grade level in reading

Not offered
in any grade

%

d. Math instruction for students
performing below grade level in math

%

e. A gifted and talented program

%

How are students identified for special education programs at this school? MARK ALL THAT APPLY.
Universal screening
Teacher referral
Parent referral
None of the above
Students are not identified for special education programs at this school

E6.

How are students identified for gifted and talented programs at this school?
MARK ALL THAT APPLY.
Universal screening
Teacher referral
Parent referral
None of the above
Not applicable - gifted and talented program not available

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E7.

What method(s) are used in your school to determine special education eligibility for students
with learning disabilities? MARK ALL THAT APPLY.
IQ-achievement discrepancy model which shows whether there is a discrepancy between
expected performance and actual performance
Response to Intervention (RtI) model
Other (Please specify):

E8.

Where are children with Individual Education Programs (IEPs) typically served in this school?
MARK ONE RESPONSE.
Children with IEPs are not served in this school
Children with IEPs typically spend most of their day in separate classes
Children with IEPs typically spend most of their day in the regular classroom

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SECTION F. Federal Programs
The next set of questions is for public schools.
F1.

Please confirm whether your school is public or private. MARK ONE RESPONSE.
Public
Private



GO TO SECTION G. on page 21

The next set of items pertains to the provisions of the Every Student Succeeds Act (ESSA), including
funding under Titles I and III.
F2.

Did your school receive Federal Title I funds for this school year? MARK ONE RESPONSE.
Yes
No
Not applicable

F3.

GO TO F5 on page 19

Is your school operating a Title I targeted assistance or schoolwide program?
MARK ONE RESPONSE.
Targeted assistance program
Schoolwide program
Not operating a Title I program

F4.



GO TO F5 on page 19

Does your school use Title I funds for any of the following purposes? MARK ALL THAT APPLY.
To serve children in a pull-out setting
To serve children in an in-class setting
To reduce class size
To provide extended time learning opportunities before and/or after school for children
To provide professional development activities
To provide family literacy services
To provide summer learning opportunities
To provide programs or services for infants and toddlers (e.g., playgroups)
To provide prekindergarten for children ages 3 and 4
None of the above

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F5.

Did your school receive Federal Title III funds for this school year? TITLE III IS FOR LANGUAGE
INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS. MARK ONE RESPONSE.
Yes
No

F6.



GO TO F7

Does your school use Title III funds for any of the following purposes? MARK ALL THAT APPLY.
To serve children in a pull-out setting for second language instruction
To serve children in an in-class setting for second language instruction
To provide extended time learning opportunities before and/or after school for children
To improve the entire educational program through a schoolwide program
To provide professional development activities for teachers who serve English language learners
To provide family literacy services (usually done out of the Title III immigrant funds)
To provide summer learning opportunities
To provide student support in the student's home language for second language instruction
None of the above

The next items address federal requirements.
F7.

At the end of the LAST school year (2023-2024), what was this school's status? MARK ONE
RESPONSE.
Unclassified



GO TO F9 on page 20

Comprehensive improvement
Targeted support

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F8.

Which of the following actions has this school taken in response to the need for improvement?
MARK ALL THAT APPLY.
Developed or revised a two-year school improvement plan
Offered students the choice to transfer to another public school
Offered direct student services to students from low-income families not otherwise available
at a student's school. For example, enrollment and participation in academic courses, credit
recovery, academic acceleration, or other personalization of learning
Replaced school staff
Implemented a new curriculum based on scientifically based research
Extended the school day or school year
Appointed an outside expert to advise the school on its progress
Reorganized the school internally
None of the above

F9.

Based on recent state assessments, what percentage of the grade 3 students in your school in the
prior school year (2023-2024) scored "proficient" or above in the following subjects? WRITE
PERCENTAGE AT EACH ROW. IF THE ANSWER IS ZERO OR NOT APPLICABLE, WRITE "0."
MARK HERE IF GRADE 3 IS NOT OFFERED AT THIS SCHOOL AND SKIP TO SECTION G on page 21.
Percentage
a. Reading or verbal skills

%

b. Mathematics or quantitative skills

%

c. Science

%

d. English language proficiency for English language learners (ELL)

%

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SECTION G. School Administrator Characteristics
The next section is designed to be answered only by the school administrator, and is linked
to your unique survey profile. Designees who may be selected to complete other sections of
this survey on your behalf do not have access to this section. This is to ensure that your
responses in this section are private.

G1.

What is your gender? MARK ONE RESPONSE.
Male
Female
Another gender

G2.

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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G2.

(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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G3.

How many years of experience do you have in each of the following positions, including years in
which you worked part time? WRITE IN THE NUMBER OF YEARS TO THE NEAREST FULL SCHOOL YEAR.
IF THIS IS YOUR FIRST YEAR, WRITE "1."
Number
of years
a. Years as a teacher before becoming a school administrator or principal
b. Total number of years as a school administrator or principal at any school
c. Number of years as a school administrator or principal at this school

G4.

Through which of the following types of training programs did you receive preparation for
fulfilling your role as a school administrator? MARK ALL THAT APPLY.
Traditional university-based training certification program
District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship,
New York City Leadership Academy's Aspiring Principals Program, Chicago's LAUNCH program)
City-based training program (for example, Cleveland's First Ring Leadership Academy)
State-based training program (for example, New Jersey EXCEL)
Training and/or certification program run by a national non-profit organization (for example,
KIPP School Leadership Program, New Leaders)
Another school administrator preparation program
None of the above

G5.

What is the highest level of education you have completed? MARK ONE RESPONSE.
High school diploma or equivalent/GED
Associate’s degree
Bachelor’s degree
At least one year of coursework beyond a Bachelor’s degree but not a graduate degree
Master’s degree
Education specialist or professional diploma based on at least one year of coursework
past a Master's degree level
Doctorate or an advanced professional degree beyond a Master's degree
(for example, EdD, PhD, JD, or MD)

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G6.

What was your major field(s) of study in the highest degree you completed? MARK ALL THAT APPLY.
Early childhood education
Elementary education
Education administration/management
Special education
Other education-related major (such as secondary education, educational psychology,
science education, music education, etc.)
Non-education major (such as history, English, etc.)
None of the above

G7.

Please estimate how many hours you spend on average each week on the following activities.
PLEASE WRITE NUMBER OF HOURS FOR EACH ITEM.
Number
of hours
a. Working with teachers on instructional issues
b. Internal school management (weekly calendars, vendors, office, memos,
etc., including work with administrative and support staff)
c. Student discipline (including working with students directly and working
with teachers to address student behavioral issues)
d. Student attendance
e. Monitoring hallways, playground, lunchroom, etc.
f.

Teaching

g. Talking and meeting with parents
h

Meeting with students

i.

Paperwork required by local, state, or federal authorities

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G8.

What is your best estimate of the percentage of children at this school you know by name?
MARK ONE RESPONSE.
Nearly every child
76% or more
51% to 75%
26% to 50%
25% or less

G9

What language(s) other than English do you speak with students at your school or with their
families? MARK ALL THAT APPLY.
Spanish
A European language other than Spanish such as French, German, or Russian
A Chinese language or dialect
A Filipino language
A Southeast Asian language such as Vietnamese, Thai, or Khmer
A South Asian language such as Hindi or Tamil
Another Asian language such as Japanese or Korean
A Middle Eastern language such as Arabic or Farsi
An African language such as Swahili or Amharic
American Sign Language
None of the above
Other language (Please specify):

G10.

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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