Child Development

APPENDIX A 461

TABLE 21

TABLE 22

Number (in millions)

Projected

Age group 1950 1960 1970 1980 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2010 2020

All children 47.3 65.5 69.8 63.7 64.2 65.1 66.1 67.0 67.9 68.5 69.1 69.6 69.9 70.2 70.4 72.1 77.2

Age group

Ages 0– 5 19.1 24.3 20.9 19.6 22.5 22.9 23.2 23.4 23.6 23.6 23.3 23.1 22.9 22.8 22.7 24.0 26.3

Ages 6– 11 15.3 21.8 24.6 20.8 21.6 21.9 22.0 22.2 22.4 22.6 23.0 23.4 23.7 24.0 24.1 23.4 25.6

Ages 12– 17 12.9 18.4 24.3 23.3 20.1 20.4 20.9 21.4 22.0 22.4 22.7 23.0 23.2 23.4 23.5 24.6 25.2

SOURCE: U.S Census Bureau, Current Population Reports, Estimates of the population of the United States by single years of age, color, and sex;

1900 to 1959 (Series P-25, No. 311); Estimates of the population of the United States, by age, sex, and race: April 1, 1960, to July 1, 1973

(Series P-25, No. 519): Preliminary estimates of the population of the United States by age, sex, and race: 1970 to 1981 (Series P-25, No. 917);

Methodology and assumptions for the population projections of the United States: 1999 to 2100 (Population Division Working Paper No. 28);

and unpublished vintage 1998 estimates tables for 1980-98 that are available on the Census Bureau website.

Percentage of Beginning Kindergartners with Selected Knowledge and Skills by Mother’s Education, Fall 1998

Mothers’s education

Less than High school diploma Some college, including Bachelor’s degree

Characteristic Total high school or equivalent vocational/technical or higher

Reading proficiencya

Letter recognition 66 38 57 69 86

Beginning sounds 29 9 20 30 50

Ending sounds 17 4 11 17 32

Print familiaritya,b,c

0 skills 18 32 23 17 8

1 skills 21 28 23 20 14

2 skills 24 24 24 24 23

3 skills 37 17 30 39 56

Engagement in prosocial behaviorb,d

Accept peer ideas

Never/sometimes 26 31 27 25 24

Often/very often 74 69 73 75 76

Form friendships

Never/sometimes 23 30 25 22 19

Often/very often 77 70 75 78 81

Comfort others

Never/sometimes 49 58 50 47 43

Often/very often 51 42 50 53 57

Approaches to learningb,d

Persists at tasks

Never/sometimes 29 39 30 27 21

Often/very often 71 61 70 73 79

Eager to learn

Never/sometimes 25 38 28 22 17

Often/very often 75 62 72 78 83

Pays attention

Never/sometimes 34 45 36 32 25

Often/very often 66 55 64 68 75

aEstimates are based on first-time kindergartners who were assessed in English (approximately 19 percent of Asian children and approximately 30 percent of Hispanic

children were not assessed).

bPercentages may not sum to 100 due to rounding.

cPrint familiarity skills in this report consist of knowing that print reads left to right, where to go when a line of print ends, and where the story ends.

dEstimates based on first-time kindergartners. Frequency of behaviors is based on teachers’ reports.

Note: The ECLS-K reading assessment domain includes the following five proficiency levels: level 1, recognition of upper and lower case letters of the alphabet; levels

2 and 3, phonological sensitivity at the subword level (e.g., knowledge of letter and sound relationships at the beginning and at the end of words): level 4, ability to

read common words; and level 5, comprehension of written text. This table presents information on only the first three levels. F or more details, see West J., Denton,

K., and Germino-Hausken, E., (2000). America’s kindergartners: Findings from the early childhood longitudinal study, Kindergarten Class of 1998-99, Fall 1998 (NCES 2000-070).

Washington, DC: National Center for Education Statistics.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of

1998-89.

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