U.S. Department of Education

Institute of Education Sciences

NCES 2005–116

American Indian and

Alaska Native Children

Findings From the Base Year

of the Early Childhood

Longitudinal Study, Birth

Cohort (ECLS-B)

E.D. TAB

Birth Cohort
U.S. Department of Education

Institute of Education Sciences

NCES 2005–116

American Indian and

Alaska Native Children

Findings From the Base Year

of the Early Childhood

Longitudinal Study, Birth

Cohort (ECLS-B)

E.D. TAB

August 2005

Kristin Denton Flanagan

Education Statistics

Services Institute

Jen Park

Project Officer

National Center for

Education Statistics
U.S. Department of Education

Margaret Spellings

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Grover J. Whitehurst

Acting Commissioner

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August 2005

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Suggested Citation

Flanagan, K., and Park, J. (2005). American Indian and Alaska Native Children: Findings From the Base Year of the

Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005–116). U.S. Department of Education.

Washington, DC: National Center for Education Statistics

For ordering information on this report, write to

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Content Contact

Jen Park

(202) 219–7002

jennifer.park@ed.gov
iii

Foreword 

This E.D. TAB briefly profiles American Indian and Alaska Native children born in the year 2001. In the 

base-year collection of the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B), when the children 

were about 9 months of age, the study interviewed parents (typically the mother), assessed children, and 

gathered information directly from the children’s father. This report focuses on the information gathered 

from American Indian and Alaska Native children and their families, providing basic demographic 

information on the children, information on some of their specific mental and physical skills, a brief profile 

of their experiences in child care, and, since the ECLS–B is one of the first national studies to collect 

information specifically from fathers, some descriptive information on the percentage of children with 

fathers in their lives. The ECLS–B was designed to provide more reliable estimates of information on 

American Indian and Alaska Native children than is often available in other national studies of child 

outcomes. 

 

The data analyzed in this report are now available to researchers for their own use in Electronic 

Codebook (ECB) format on CD-ROM (NCES 2004-093). 

We hope that the information provided in this report will be useful to a wide range of interested readers, 

including both researchers and policymakers. We further hope that the results reported here will 

encourage others to use the ECLS–B data, both now and in the future, as additional data collection waves 

build upon this baseline. 

Grover J. Whitehurst, Acting Commissioner 

National Center for Education Statistics 
iv
v

Acknowledgments 

Over the past 5 years, many individuals and organizations have contributed to the design and conduct of 

the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). While it is not possible to name all the 

individuals who have made significant contributions to this study, we would like to recognize some of 

those who played a critical role during the development and implementation phases of the ECLS–B. 

First, we would like to thank the American Indian and Alaska Native children and their parents as well as 

all families who participated during the first wave of the study. The parents of these children invited us into 

their homes and allowed us to work with their children. 

We gratefully acknowledge the contributions and energies from 

• the U.S. Department of Health and Human Services, the Centers for Disease Control and Prevention, 

the National Center for Health Statistics; 

• the U.S. Department of Health and Human Services, the Administration for Children, Youth and 

Families; 

• the U.S. Department of Health and Human Services, the Health Resources and Services 

Administration, The Maternal and Child Health Bureau; 

• the U.S. Department of Health and Human Services, the National Institutes of Health; 

• the U.S. Department of Health and Human Services, the Office of Minority Health; 

• the U.S. Department of Health and Human Services, the Office of the Assistant Secretary for Planning 

and Evaluation; 

• the U.S. Department of Agriculture; 

• the U.S. Department of Education, the Office of Special Education Programs; 

• the U.S. Department of Education, the Office of Indian Education; 

• the U.S. Department of the Interior, the Bureau of Indian Affairs; and 

• the State Vital Registration and Statistics Executives who provided the sample of 2001 birth 

certificates on which the study is based. 

A number of people contributed to the production of the E.D. TAB, and to the development of the ECLS 

more generally. We would especially like to thank Jerry West, formerly the Program Director of the Early 

Childhood and Household Studies Division of the National Center for Education Statistics (NCES), and 

currently with Mathematica Policy Research, Inc. for his leadership and dedication to the ECLS-K project. 

In particular we also wish to thank the ECLS project team (presented alphabetically, by organization): 

National Center for Education Statistics

Elvira Germino Hausken 

Education Statistics Services Institute

Frank Avenilla 

Jodi Jacobson Chernoff 

Crecilla Cohen 

Sandy Eyster 

Amy Rathbun 

Emily Rosenthal 

Alexa Van Brunt 

Jill Walston 

We would also like to recognize the people whose endless energies went into the collection of the data 

and to the construction of the data file: the staff at Westat and the Early Childhood and Household Studies 

staff at the Education Statistics Services Institute. And we wish to thank Jonaki Bose and Karen Manship, 

formerly of the National Center for Education Statistics, and Lizabeth Malone, formerly of the Education 

Statistics Services Institute. 

Special recognition also goes to our reviewers, Marilyn Seastrom, Val Plisko, Taslima Rahman, Catherine 

Freeman, and Edie McArthur of the National Center for Education Statistics, Rachel Dinkes, Fraser 

Ireland, and Geeta Kotak of the Education Statistics Services Institute, and Karen Suagee of the Office of 

Indian Education for the quality of their input into this document. 
vi
vii

Contents 

Page 

Foreword .............................................................................................................................................. iii 

Acknowledgments................................................................................................................................ v 

List of Tables........................................................................................................................................ ix 

 Appendix A: List of Tables............................................................................................................... x 

 Appendix B: List of Tables............................................................................................................... x 

List of Figures....................................................................................................................................... xiii 

List of Exhibits ...................................................................................................................................... xv 

Introduction .......................................................................................................................................... 1 

 American Indian and Alaska Native Children and the ECLS-B....................................................... 1 

 Focus of This E.D. TAB................................................................................................................... 2 

Selected Findings................................................................................................................................. 3 

Demographic Characteristics of American Indian and Alaska Native Children and Their 

Families ..................................................................................................................................... 3 

American Indian and Alaska Native Children’s Early Mental and Physical Skills............................ 11 

American Indian and Alaska Native Children’s First Experiences In Child Care............................. 17 

Fathers in American Indian and Alaska Native Children’s Lives ..................................................... 27 

Prenatal Care of American Indian and Alaska Native Children....................................................... 31 

Appendix A: Technical Notes, Survey Methodology, and Glossary..................................................... 39 

Technical Notes ............................................................................................................................... 41 

Survey Methodology ........................................................................................................................ 43 

Response Rates .............................................................................................................................. 45 

Data Reliability................................................................................................................................. 45 

Glossary: Constructs and Variables Used in Analysis..................................................................... 47 

Appendix B: Standard Error Tables ..................................................................................................... 53 
viii
ix

List of Tables 

 Page

Table 1. Percentage distribution of children born in 2001, by child characteristics at time of 

birth: 2001........................................................................................................................ 6 

 

Table 2. Percentage distribution of children born in 2001, by family characteristics when the 

children were about 9 months of age: 2001 .................................................................... 8 

 

Table 3. Percentage of children demonstrating specific mental skills, by children's age at 

assessment: 2001............................................................................................................ 15 

 

Table 4. Percentage of children demonstrating specific physical skills, by children's age at 

assessment: 2001............................................................................................................ 16 

 

Table 5. Percentage of children about 9 months of age, by primary type of arrangement, child 

characteristics, and family characteristics: 2001............................................................. 20 

 

Table 6. Percentage of children about 9 months of age in child care, by age in months when 

children first began arrangement, child characteristics, and family characteristics: 

2001................................................................................................................................. 22 

 

Table 7. Percentage of children about 9 months of age in child care, by current weekly hours 

in all arrangements, child characteristics, and family characteristics: 2001.................... 24 

 

Table 8. Percentage of children about 9 months of age, by father type, child characteristics, 

and family characteristics: 2001 ...................................................................................... 29 

 

Table 9. Percentage of children about 9 months of age in households where there is no 

resident biological father, by contact with their biological father, child characteristics, 

and family characteristics: 2001 ...................................................................................... 30 

 

Table 10. Percentage of children about 9 months of age, by adequacy of prenatal care, child 

characteristics, and family characteristics: 2001............................................................. 34 

 

Table 11. Percentage of children about 9 months of age, by method of payment for prenatal 

care, child characteristics, and family characteristics: 2001............................................ 35 

 

Table 12. Percentage of children about 9 months of age, by location where their mothers 

received prenatal care, child characteristics, and family characteristics: 2001............... 36 

 

Table 13. Percentage of children about 9 months of age whose mothers received prenatal 

care and talked to a medical professional about baby development, what to eat 

during pregnancy, breastfeeding, and safe medications, by child and family 

characteristics: 2001........................................................................................................ 37 

 

Table 14. Percentage of children about 9 months of age whose mothers received prenatal 

care and talked to a medical professional about what to do in case of early labor, 

how smoking during pregnancy affects the baby, and how drinking alcohol during 

pregnancy affects the baby, by child and family characteristics: 2001............................ 38 
x

Appendix A: List of Tables 

 Page

Table A-1. Percentage of American Indian and Alaska Native (AIAN) children, by different 

ways of identifying AIAN children and family socioeconomic status......................... 43 

 

Table A-2. Percentage of American Indian and Alaska Native (AIAN) children born in 2001, 

by race/ethnicity and family characteristics: 2001..................................................... 48 

Appendix B: List of Tables 

 Page

Table B-1. Standard errors for the percentage distribution of children born in 2001, by child 

characteristics at time of birth: 2001 ........................................................................... 55 

 

Table B-2. Standard errors for the percentage distribution of children born in 2001, by family 

characteristics when the children were about 9 months of age: 2001 ........................ 57 

 

Table B-3. Standard errors for the percentage of children demonstrating specific mental 

skills, by children's age at assessment: 2001 ............................................................. 59 

 

Table B-4. Standard errors for the percentage of children demonstrating specific physical 

skills, by children's age at assessment: 2001 ............................................................. 60 

 

Table B-5. Standard errors for the percentage of children about 9 months of age, by primary 

type of arrangement, child characteristics, and family characteristics: 2001.............. 61 

 

Table B-6. Standard errors for the percentage of children about 9 months of age in child 

care, by age in months when children first began arrangement, child 

characteristics, and family characteristics: 2001 ........................................................ 63 

 

Table B-7. Standard errors for the percentage of children about 9 months of age in child 

care, by current weekly hours in all arrangements, child characteristics, and 

family characteristics: 2001......................................................................................... 65 

 

Table B-8. Standard errors for the percentage of children about 9 months of age, by father 

type, child characteristics, and family characteristics: 2001 ....................................... 67 

 

Table B-9. Standard errors for the percentage of children about 9 months of age in 

households where there is no resident biological father, by contact with their 

biological father, child characteristics, and family characteristics: 2001..................... 68 

 

Table B-10. Standard errors for the percentage of children about 9 months of age, by 

adequacy of prenatal care, child characteristics, and family characteristics: 2001 .... 69 

 

Table B-11. Standard errors for the percentage of children about 9 months of age, by method 

of payment for prenatal care, child characteristics, and family characteristics: 

2001 ............................................................................................................................ 70 

 

Table B-12. Standard errors for the percentage of children about 9 months of age, by location 

where their mothers received prenatal care, child characteristics, and family 

characteristics: 2001 ................................................................................................... 71 

 
xi

Appendix B: List of Tables–Continued 

 Page

Table B-13. Standard errors for the percentage of children about 9 months of age whose 

mothers received prenatal care and talked to a medical professional about baby 

development, what to eat during pregnancy, breastfeeding, and safe medications, 

by child and family characteristics: 2001 .................................................................... 72 

 

Table B-14. Standard errors for the percentage of children about 9 months of age whose 

mothers received prenatal care and talked to a medical professional about what 

to do in case of early labor, how smoking during pregnancy affects the baby, and 

how drinking alcohol during pregnancy affects the baby, by child and family 

characteristics: 2001 ................................................................................................... 73 
xii
xiii

List of Figures 

 Page

Figure 1. Percentage distribution of American Indian and Alaska Native (AIAN) children born 

in 2001, by children’s race/ethnicity: 2001...................................................................... 5 

 

Figure 2. Percentage of American Indian and Alaska Native (AIAN) children demonstrating 

specific mental skills, by child’s age at assessment: 2001 ............................................. 13 

 

Figure 3. Percentage of American Indian and Alaska Native (AIAN) children demonstrating 

specific physical skills, by child’s age at assessment: 2001........................................... 14 

 

Figure 4. Percentage of American Indian and Alaska Native (AIAN) children, by primary care 

arrangement at about 9 months of age: 2001................................................................. 19 

 

Figure 5. Percentage of American Indian and Alaska Native (AIAN) children at about 9 months 

of age, by father type: 2001 ............................................................................................ 28 

 

Figure 6. Percentage of American Indian and Alaska Native (AIAN) children, by adequacy of 

prenatal care (APNCU Index): 2001 ............................................................................... 33 
xiv
xv

List of Exhibits 

 Page

Exhibit A-1. Crosstabulation of the sample cases of the ECLS-B dichotomous race and 

ethnicity variables with the ECLS-B derived single composite race/ethnicity 

variable.......................................................................................................................... 41 

 

Exhibit A-2. Rules for assigning infant’s race/ethnicity based on parents’ race/ethnicity from 

birth certificates in 9-month data collection: 2001-02.................................................... 42 

 

 

 

 

 

 

 

 
xvi
1

Introduction 

The National Center for Education Statistics (NCES) within the Institute of Education Sciences (IES) in 

collaboration with several health, education and human services agencies is conducting a new study, the 

Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). The ECLS–B selected a national sample of 

children, born in the year 2001, to follow from birth through kindergarten. This E.D. TAB focuses on the 

American Indian and Alaska Native children born in the United States in 2001, at the request of the Office 

of Indian Education in the U.S. Department of Education. For ease of reporting, this E.D. TAB will use the 

abbreviation AIAN when referring to American Indian and Alaska Native children. 

American Indian and Alaska Native Children and the ECLS-B 

The ECLS–B is a nationally representative sample of the 3.9 million children born in the United States in 

the year 2001. In order to better study AIAN children born in 2001, the ECLS-B oversampled AIAN 

children born in the United States in 2001. This E.D. TAB focuses on the approximately 85,000 American 

Indian and Alaska Native children born in the United States in the year 2001. 

The ECLS–B is a sample of children; however, this E.D. TAB presents information provided both by the 

children and their parents. During the first wave of the study, parents of 10,688 children provided 

information, and 10,221 children were directly assessed. Since the sampled children were born between 

January and December 2001, baseline data were collected on a rolling basis between the fall of 2001 and 

the fall of 2002. In this E.D. TAB, AIAN children were identified by parent report. Children’s race/ethnicity 

is defined by a series of variables from the parent interview. Parents were asked whether their child was 

of Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options 

and asked to choose one or more of the following options: White, Black or African American, American 

Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. 

To include the broadest population of AIAN children possible, this E.D. TAB included any children whose 

parents identified them as AIAN (they could have also indicated other races in addition to AIAN).1

 In the 

national sample, this definition yields a sample of 749 AIAN children, some of whom may have more than 

one race or ethnicity identified. When appropriately weighted to be nationally representative, this sample 

represents approximately 2 percent of children born in the United States in 2001. 

The ECLS–B was designed to collect information from children and their families for the first time when the 

children were about 9 months of age (i.e., 8 to 10 months). However, information was collected from a few 

children as young as 6 months and as old as 22 months. The term “9 months” is used throughout this 

document to refer to the data collection that took place between fall 2001 and fall 2002, at which time 

most of the sampled children were about 9 months of age (65 percent of AIAN children were 8 to 10 

months of age). For ease of reporting, this E.D. TAB uses the term “about 9 months of age” to refer to the 

entire population of children in the study. Four additional waves of data collection are planned: when the 

children are 2-year-olds (already collected in 2003), preschool-aged (e.g., age 4) (to be collected in 2005), 

and then when they are in kindergarten (information will be collected from the full sample in the fall of 

2006, when about 75 percent of the children are in kindergarten; information will be collected in the fall of 

2007 from those children who did not enter kindergarten in 2006 and are entering in fall of 2007). 

The response rate for the 9-month data collection was 74.1 percent, based on weighted data.2

 The 

response rate is the number of completed parent interviews divided by the total eligible sample. To be 

considered complete, the parent interview had to have successfully passed through the child development 

section of the interview (that is the first three sections of the parent interview). The response rate for 

American Indian and Alaska Native cases for the 9-month data collection was 79.3 percent, based on 

 

1

 More detail is provided in appendix A, Technical Notes section, on the determination of race and ethnicity in the ECLS–B and the determination of 

AIAN children in the ECLS–B. 

2

 For this calculation, data were weighted by the base weight. 
2

weighted data.3

 For more information on response rates, data reliability, and test procedures, please refer 

to appendix A. 

Focus of This E.D. TAB

This E.D. TAB provides descriptive information about the AIAN children born in the United States in the 

year 2001. It is meant to be a supplement to Children Born in 2001: First Results From The Base Year Of 

The Early Childhood Longitudinal Study, Birth Cohort (ECLS–B) with information on AIAN children. 

Children Born in 2001 presented information on the entire population of children born in the United States 

in 2001 on certain child and family characteristics, children’s mental and physical skills, children’s first 

experiences in child care, and the presence of fathers in the children’s lives. The estimates in this E.D. 

TAB apply to the 85,000 AIAN children born in the United States in 2001. 

The first four sections of this E.D. TAB closely parallel the information presented in Children Born in 2001. 

The fifth section presents information not included in the original Children Born in 2001 but is a snapshot 

of the information collected in the ECLS–B of interest regarding the AIAN population. The five sections are 

as follows: 

• Demographic Characteristics of American Indian and Alaska Native Children and Their Families; 

• American Indian and Alaska Native Children’s Early Mental and Physical Skills; 

• American Indian and Alaska Native Children’s First Experiences in Child Care; 

• Fathers in the Lives of American Indian and Alaska Native Children; and 

• Prenatal Care of American Indian and Alaska Native Children. 

Appendix A provides technical documentation for the findings presented here, as well as information 

about how to obtain these data. Appendix B provides the standard errors for the estimates. 

 

3

 For this calculation, data were weighted by the base weight.
3

Selected Findings 

Demographic Characteristics of American Indian and Alaska Native Children 

and Their Families 

Information on the demographic characteristics of AIAN children and their families was largely provided by 

children’s mothers as part of the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B) parent 

interview and from information on the child’s birth certificate. 

In 2001, of AIAN children born in the United States (table 1) 

• 23 percent were identified as AIAN, non-Hispanic; 40 percent were identified as AIAN and White, 

non-Hispanic; 23 percent as AIAN, Hispanic; and 14 percent as AIAN and other, non-Hispanic 

(figure 1).4

 

• 2 percent of AIAN babies born were twins, less than 1⁄2 percent were part of other multiple births 

(e.g., triplets, quadruplets), and 98 percent were single births. 

• 11 percent of AIAN babies were born premature (i.e., less than 37 weeks gestation), 5 percent 

were low birth weight (i.e., more than 3.3 pounds to 5.5 pounds), and 1 percent were very low 

birth weight (i.e., 3.3 pounds or less). 

• 11 percent of AIAN babies were born to teenage mothers (i.e., 15 to 19 years of age).5

When AIAN children were about 9 months of age (table 2) 

• 34 percent of AIAN children were living in families whose household income was below the 

poverty threshold.6

 

• 45 percent of AIAN children were living with both of their married biological parents, 27 percent 

were living with cohabiting biological parents, and 24 percent were living with one parent.7

 

• 34 percent of AIAN children were living with mothers who had less than a high school education, 

and 9 percent of AIAN children were living with mothers who had a bachelor’s degree or higher.8

 

• 27 percent were living with fathers who had less than a high school education, and 6 percent were 

living with fathers who had a bachelor’s degree or higher.9

 

 

4

 AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated 

yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of 

indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a 

combination of White, Black, Asian, and/or Pacific Islander. 

5

 Children’s mothers who were 15 years of age or less at the time of the study child’s birth were excluded from the study. 6

 Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

7 Married, two parents and Cohabiting, two parents could be one biological parent and one nonbiological parent or two nonbiological parents (such as 

adoptive parents). Also, 95 percent of the time Single parent, lives alone refers to the biological mother. 8

 Child's mother's education reflects the population of children living with their mother. Therefore, estimates may not sum to totals due to the omitted 

category no mother in household. 9

 Child's father's education reflects the population of children living with their father. Therefore, estimates may not sum to totals due to the omitted 

category no father in household. 
4

• In terms of primary home language, 94 percent of AIAN children lived in homes where the primary 

home language was English, 5 percent10 lived in homes where the primary home language was 

Spanish, and 1 percent lived in homes where the primary home language was a Native American 

language. 

• 7 percent of AIAN children lived in homes where a Native American language was spoken. 

• 11 percent of AIAN children lived in the Northeast of the United States, 22 percent in the Midwest, 

29 percent in the South, and 38 percent in the West.11

 

10 Interpret data with caution. Standard error is .33 or more of the estimate. 11 Regions used for the ECLS–B are the same as those used by the U.S. Bureau of the Census. The following is a list of states that are included in each 

region. Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont. Midwest: 

Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin. South: Alabama, Arkansas, 

Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, 

Texas, Virginia, West Virginia. West: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, 

Wyoming. 
5

Figure 1. Percentage distribution of American Indian and Alaska Native (AIAN) children born in 2001, 

by children’s race/ethnicity: 2001

 AIAN, nonHispanic

23%

 AIAN and White, 

non-Hispanic

40%

 AIAN and 

Hispanic

23%

 AIAN and Other, 

non-Hispanic 

14%

NOTE: Detail may not sum to totals due to rounding or missing data. Estimates weighted by W1R0. AIAN children’s race/ethnicity is defined by a series 

of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, or Latino origin. The parents were then shown 

a card with race response options and asked to choose one or more of the following options: White, Black or African American, American Indian or 

Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, 

Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent 

indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and 

Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the 

respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
6

Table 1. Percentage distribution of children born in 2001, by child characteristics at time of birth: 2001 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Child’s sex 

 Male 47 

 Female 53 

 AIAN children's race/ethnicity1

 

 AIAN, non-Hispanic 23 

 AIAN and White, non-Hispanic 40 

 AIAN and Hispanic 23 

 AIAN and Other, non-Hispanic 14 

 Child's mother's age at child’s birth2

 

 15-17 years 4 

 18-19 years 7 

 20-24 years 38 

 25-29 years 28 

 30-34 years 18 

 35-39 years 4 

 40 years or older 2 ! 

 

All children 

 Child’s sex 

 Male 51 

 Female 49 

 Children's race/ethnicity 

 White, non-Hispanic 54 

 Black, non-Hispanic 14 

 Hispanic 26 

 Asian, non-Hispanic 3 

 Native Hawaiian or Other Pacific Islander, non-Hispanic # 

 American Indian, non-Hispanic 1 

 More than one race, non-Hispanic 4 

 Child's mother's age at child’s birth2

 

 15-17 years 4 

 18-19 years 7 

 20-24 years 25 

 25-29 years 26 

 30-34 years 24 

 35-39 years 11 

 40 years or older 2 

See notes at the end of the table. 
7

Table 1. Percentage distribution of children born in 2001, by child characteristics at time of birth: 2001–Continued 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Birth status 

 Single 98 

 Twin 2 

 Higher order (e.g., triplet) # 

 Prematurity (less than 37 weeks gestation) 

 No 89 

 Yes 11 

 Birth weight 

 Normal birth weight (more than 5.5 pounds) 94 

 Moderately low birth weight (more than 3.3 to 5.5 pounds) 5 

 Very low birth weight (3.3 pounds or less) 1 

 

All children 

 Birth status 

 Single 97 

 Twin 3 

 Higher order (e.g., triplet) # 

 Prematurity (less than 37 weeks gestation) 

 No 88 

 Yes 12 

 Birth weight 

 Normal birth weight (more than 5.5 pounds) 93 

 Moderately low birth weight (more than 3.3 to 5.5 pounds) 6 

 Very low birth weight (3.3 pounds or less) 1 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent 

indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the 

possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as 

a combination of White, Black, Asian, and/or Pacific Islander. 

2

Children with mother's less than 15 years of age were excluded from the study. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, 

K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 

2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
8

Table 2. Percentage distribution of children born in 2001, by family characteristics when the children were about 9 months of age: 

2001 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 100 

 Poverty status1 

 Below poverty threshold 34 

 At or above poverty threshold 66 

 Family type2 

 Married, two biological parents 45 

 Married, two parents # 

 Cohabiting, two biological parents 27 

 Cohabiting, two parents 2 ! 

 Single parent, lives alone 24 

 Other (guardian) 1 

 Child's mother's education3

 

 Less than high school 34 

 High school diploma/GED 21 

 Some college/vocational or technical 34 

 Bachelor's degree or higher 9 

 Child's father's education4 

 Less than high school 27 

 High school diploma/GED 23 

 Some college/vocational or technical 21 

 Bachelor's degree or higher 6 

 

All children 

 Poverty status1 

 Below poverty threshold 23 

 At or above poverty threshold 77 

 Family type2 

 Married, two biological parents 64 

 Married, two parents 1 

 Cohabiting, two biological parents 14 

 Cohabiting, two parents 1 

 Single parent, lives alone 20 

 Other (guardian) 1 

 Child's mother's education3

 

 Less than high school 27 

 High school diploma/GED 22 

 Some college/vocational or technical 26 

 Bachelor's degree or higher 24 

 Child's father's education4

 

 Less than high school 17 

 High school diploma/GED 18 

 Some college/vocational or technical 21 

 Bachelor's degree or higher 24 

See notes at the end of the table. 
9

Table 2. Percentage distribution of children born in 2001, by family characteristics when the children were about 9 months of age: 2001–

Continued 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 100 

 Primary home language 

 English 94 

 Spanish 5 ! 

 Native American 1 

 Other 1 

 Speaks a Native American language in the home 

 Yes 7 

 No 93 

 Region5 

 Northeast 11 

 Midwest 22 

 South 29 

 West 38 

 Urbanicity6 

 Urban 74 

 Rural 26 

 

All children 

 Primary home language 

 English 87 

 Spanish 9 

 Native American # 

 Other 4 

 Speaks a Native American language in the home 

 Yes # 

 No 100 

 Region5 

 Northeast 17 

 Midwest 22 

 South 37 

 West 24 

 Urbanicity6 

 Urban 86 

 Rural 14 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be living in 

poverty. 

2

Married, two parents and Cohabiting, two parents could be one biological parent and one nonbiological parent or two nonbiological parents (such as adoptive 

parents). Also, 95 percent of the time Single parent, lives alone refers to the biological mother. 3

Child's mother's education reflects the population of children living with their mother. Therefore, estimates may not sum to totals due to the omitted category no 

mother in household. 4

Child's father's education reflects the population of children living with their father. Therefore, estimates may not sum to totals due to the omitted category no 

father in household. 5

Regions used for the ECLS–B are the same as those used by the U.S. Bureau of the Census. The following is a list of states that are included in each region. 

Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont. Midwest: Illinois, Indiana, Iowa, 

Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin. South: Alabama, Arkansas, Delaware, District of Columbia, 

Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, West Virginia. West: 

Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming. 6

Urbanicity is based on definitional criteria from the 2000 census. Urban refers to Urban, inside UA and Urban, inside UC, where “UA” refers to an urbanized area 

and “UC” refers to an urban cluster (i.e., less densely populated than a “UA” or urbanized area). 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and West, 

J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department 

of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, NCES 

2004-093. 
10
11

American Indian and Alaska Native Children’s Early Mental and Physical Skills 

The ECLS–B assessment of young children’s mental and physical development relies on a direct measure 

of children—the Bayley Short Form–Research Edition (BSF–R), which was developed for use in the ECLS–

B. The BSF–R is a shortened version of the Bayley Scales of Infant Development–Second Edition (BSID–II) 

(Bayley 1993), a standardized assessment of mental and physical developmental status for children from 

birth to 42 months of age. 

This E.D. TAB presents information on AIAN children’s specific mental and physical skills (i.e., 

proficiencies). Proficiency scores provide a means of distinguishing status in specific skills within a 

content area. Clusters of two to five test questions having similar content and difficulty were included at 

several points along the score scale of the BSF–R mental and physical assessments. Clusters of items 

provide a more reliable test of proficiency than do single items.12

Below are the five proficiencies for early mental skills. 

• Exploring Objects. The child is reaching for and holding objects, he/she may have no specific 

purpose or goal except to play or discover. 

• Exploring Objects with a Purpose. The child is manipulating objects with a purpose (e.g., to see 

what makes the ringing sound in a bell). 

• Babbling. The child is making simple sounds and gestures (e.g., babbling or jabbering). 

• Early Problem Solving. The child is using reasoning to interact with objects (e.g., if a toy is out of 

reach, using another object, like another toy, to bring the desired toy within reach). 

• Communicating with Words. The child understands and uses words, both receptively (pointing to 

named objects) and expressively (saying words). 

Below are the five proficiencies for early physical skills. 

• Eye-hand Coordination. The child demonstrates good eye-hand coordination as he/she reaches 

for objects. 

• Sitting. The child can sit alone, without leaning against something or other assistance. 

• Pre-walking. The child is taking steps and supporting his/her weight while standing, with 

assistance (such as moving along furniture or holding onto someone’s hand). 

• Independent Walking. The child is walking alone, without assistance (without holding onto 

something or someone). 

• Balance. The child can balance in various positions (e.g., squatting, standing on one foot). 

 

12 For more information on the content, administration and properties of the direct child assessment, please refer to appendix A of the E.D. Tab. 
12

The ECLS–B was designed to collect information from children and their families for the first time when the 

children were about 9 months of age (i.e., 8 to 10 months). However, information was collected from a few 

children as young as 6 months and as old as 22 months. Young children’s mental and physical skills 

develop rapidly. Therefore, this E.D. TAB presents information on young children’s skills by their age at 

assessment in several ways. First, this E.D. TAB presents information on the AIAN children in the sample 

who were about 9 months old (ages 8 to 10 months) at the time of assessment. Next, the E.D. TAB 

presents information on the AIAN children in the sample who were about a year old (children 11 to 13 

months). Tables 3 and 4 present age at assessment, month by month. 

When AIAN children were 8 to 10 months old, in terms of their mental skills (table 3, figure 2) 

• 99 percent were exploring objects in play; 

• 87 percent were exploring objects with a purpose; 

• 46 percent were babbling; 

• 3 percent were demonstrating early problem solving; and 

• less than 1⁄2 percent were using words. 

When AIAN children were 8 to 10 months old, in terms of their physical skills (table 4, figure 3) 

• 91 percent demonstrated eye-hand coordination; 

• 94 percent were sitting; 

• 75 percent were showing pre-walking skills; 

• 19 percent were walking; and 

• 1 percent could balance. 

When AIAN children were 11 to 13 months old, in terms of their mental skills (table 3, figure 2) 

• 100 percent were exploring objects in play; 

• 98 percent were exploring objects with a purpose; 

• 72 percent were babbling; 

• 17 percent were demonstrating early problem solving; and 

• 5 percent were using words. 

When AIAN children were 11 to 13 months old, in terms of their physical skills (table 4, figure 3) 

• 96 percent demonstrated good eye-hand coordination; 

• 98 percent were sitting; 

• 90 percent were showing pre-walking skills; 

• 56 percent were walking; and 

• 9 percent could balance. 
13

Figure 2. Percentage of American Indian and Alaska Native (AIAN) children demonstrating specific 

mental skills, by child’s age at assessment: 2001

99

87

46

3

0

100 98

72

17

5

0

20

40

60

80

100

Explores

objects in

play

Explores

with purpose

Babbles Early

problem

solving

Uses words

 8, 9 or 10 months

 11, 12 or 13 months

# Rounds to zero. 

NOTE. Children who were assessed at less than 8 months of age (about .4 percent of the sample) are not included in this table; however, unless 

otherwise noted they are included in the estimates produced in the remainder of the report. Estimates weighted by W1R0. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File. NCES 2004-093. 

#

Percent 

Children’s Mental Skills
14

Figure 3. Percentage of American Indian and Alaska Native (AIAN) children demonstrating specific 

physical skills, by child’s age at assessment: 2001

91

94

75

19

1

96 98

90

56

9

0

20

40

60

80

100

Eye-hand

coordination

Sitting Prewalking Independent

walking

Balance

 8, 9 or 10 months

 11, 12 or 13 months

NOTE. Children who were assessed at less than 8 months of age (about .4 percent of the sample) are not included in this table; however, unless 

otherwise noted they are included in the estimates produced in the remainder of the report. Estimates weighted by W1R0. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File. NCES 2004-093. 

Percent 

Children’s Physical Skills
15

Table 3. Percentage of children demonstrating specific mental skills, by children's age at assessment: 2001 

Percentage of children 

Children's age at assessment 

Population 

percentage 

Explores 

objects in 

play 

Explores 

with 

purpose Babbles 

Early 

problem 

solving 

Uses 

words 

American Indian and Alaska Native children (AIAN) 

 8, 9 or 10 months 65 99 87 46 3 # 

 8 months 15 99 79 36 1 # 

 9 months 34 99 88 45 3 # 

 10 months 17 100 94 57 7 1 

 11, 12 or 13 months 25 100 98 72 17 5 

 11 months 10 100 96 64 11 3 

 12 months 10 100 99 76 19 5 

 13 months 5 100 99 82 26 8 

 14 to 22 months 6 100 100 92 50 30 

 

All children 

 8, 9 or 10 months 72 99 88 47 3 # 

 8 months 16 99 80 38 1 # 

 9 months 35 99 88 45 3 # 

 10 months 21 99 94 56 6 1 

 11, 12 or 13 months 21 100 97 72 17 5 

 11 months 11 100 96 65 11 3 

 12 months 6 100 99 77 20 6 

 13 months 4 100 99 84 28 10 

 14 to 22 months 7 100 99 89 46 27 

# Rounds to zero. 

NOTE: Estimates weighted by W1R0. Children who were assessed at less than 8 months of age (about .4 percent of the sample) are not reflected in 

this table; however, unless otherwise noted they are included in the estimates produced in the remainder of the report. Estimates for "all children" 

were first published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, 

Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
16

Table 4. Percentage of children demonstrating specific physical skills, by children's age at assessment: 2001 

Percentage of children 

Children's age at assessment 

Population 

percentage 

Eye-hand 

coordination Sitting Prewalking 

Independent 

walking Balance 

American Indian and Alaska Native children 

(AIAN) 

 8, 9 or 10 months 65 91 94 75 19 1 

 8 months 15 87 90 62 9 # 

 9 months 34 92 94 76 19 1 

 10 months 17 94 96 83 29 2 

 11, 12 or 13 months 25 96 98 90 56 9 

 11 months 10 94 96 84 45 7 

 12 months 10 97 99 94 58 8 

 13 months 5 98 99 96 73 17 

 14 to 22 months 6 99 100 99 93 52 

 

All children 

 8, 9 or 10 months 72 91 93 73 19 1 

 8 months 16 88 90 63 10 # 

 9 months 35 91 93 73 17 1 

 10 months 21 93 96 81 27 2 

 11, 12 or 13 months 21 96 98 91 55 10 

 11 months 11 95 97 88 43 5 

 12 months 6 97 99 94 62 13 

 13 months 4 98 99 96 76 20 

 14 to 22 months 7 99 100 98 89 43 

# Rounds to zero. 

NOTE: Estimates weighted by W1R0. Children who were assessed at less than 8 months of age (about .4 percent of the sample) are not reflected in this 

table; however, unless otherwise noted they are included in the estimates produced in the remainder of the report. Estimates for "all children" were first 

published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
17

American Indian and Alaska Native Children’s First Experiences In Child Care 

As part of the parent interview, information was collected on AIAN children’s first experiences in child 

care. Parents provided information on whether their child was in care, the type of care, the number of 

hours in care, and the age at which the child first entered care. The ECLS–B seeks to provide information 

on the care that children receive on a regular basis from persons other than their parents.13 

When AIAN children were about 9 months of age (table 5), 

• 48 percent were in some kind of regular child care arrangement, such as a center-based care 

arrangement or care provided by a nonrelative or relative in a private home. 

• 35 percent of AIAN children who were living below the poverty threshold were in a regular 

nonparental arrangement (65 percent of AIAN children who were living below the poverty 

threshold were not in a regular nonparental arrangement). 

 

When AIAN children were about 9 months of age (table 5, figure 4), 

• 27 percent were in relative care as their primary arrangement, where they received care from 

someone related to them other than their parent, such as a grandparent, aunt, uncle, sibling, or 

some other relative. Relative care could be in the child’s home or in the home of the caregiver. 

• 14 percent were in nonrelative care as their primary arrangement, care provided by someone who 

is not related to them, such as a nanny, home-based care provider, regular sitter, or neighbor. 

This does not include day care centers or preschools. The care could be in the child’s home or in 

the home of the caregiver. 

• 7 percent were in center-based care as their primary arrangement, such as early learning centers, 

nursery schools, and preschools appropriate for infants (including Early Head Start). 

• And, less than 1 percent had a primary arrangement that was actually multiple arrangements, 

where they spent equal numbers of hours across different care arrangement types (such as 20 

hours a week with a relative and 20 hours a week in a center-based program). 

 

13 Parents include biological and adoptive parents as well as stepparents and guardians. 
18

Of AIAN children in regular child care at about 9 months of age (tables 6 and 7), 

• 45 percent first received care from someone other than their parent(s) when they were younger 

than 3 months, 42 percent were 3 to 6 months old, and 14 percent started care when they were 

older than 6 months (table 6). 

• 10 percent of AIAN children were in an arrangement 10 hours or less, 37 percent were in an 

arrangement 11 to 30 hours, 33 percent were in an arrangement 31 to 40 hours, and 21 percent 

were in an arrangement more than 40 hours (table 7). 
19

Figure 4. Percentage of American Indian and Alaska Native (AIAN) children, by primary care 

arrangement at about 9 months of age: 2001

Relative care

27%

Nonrelative care

14%

Center-based care

7%

No regular 

nonparental 

arrangement

52%

NOTE: Detail may not sum to totals due to rounding. Estimates weighted by W1R0. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File. NCES 2004-093. 

Multiple 

arrangements 

Less than 1/2 % 
20

Table 5. Percentage of children about 9 months of age, by primary type of arrangement, child characteristics, and family 

characteristics: 2001 

Characteristic 

Relative 

care 

Nonrelative 

care 

Centerbased 

care 

Multiple 

arrangements 

No regular 

nonparental 

care 

arrangement 

American Indian and Alaska 

Native children (AIAN) 

 Total 27 14 7 # 52 

 Child’s sex 

 Male 23 17 5 ! # 54 

 Female 31 11 8 # 51 

 AIAN children's race/ethnicity1

 

 AIAN, non-Hispanic 28 6 12 1 ! 54 

 AIAN and White, non-Hispanic 28 11 ! 4 ! # 57 

 AIAN and Hispanic 26 20 2 ! 1 ! 51 

 AIAN and Other, non-Hispanic 25 24 ! 12 ! 1 ! 39 

 Poverty status2 

 Below poverty threshold 23 5 ! 6 1 ! 65 

 At or above poverty threshold 30 18 7 # 45 

 

All children 

 Total 26 15 9 1 50 

 Child’s sex 

 Male 26 15 9 1 50 

 Female 26 16 8 1 50 

 Children’s race/ethnicity3

 

 White, non-Hispanic 21 17 9 1 51 

 Black, non-Hispanic 33 15 14 1 37 

 Hispanic 30 11 5 # 54 

 Asian, non-Hispanic 33 10 4 # 53 

 Other, non-Hispanic 28 14 10 1 46 

 Poverty status2

 

 Below poverty threshold 28 8 7 1 57 

 At or above poverty threshold 25 17 9 1 48 

See notes at the end of the table. 
21

Table 5. Percentage of children about 9 months of age, by primary type of arrangement, child characteristics, and family characteristics: 

2001–Continued 

Characteristic 

Relative 

care 

Nonrelative 

care 

Centerbased care Multiple 

arrangements 

No regular 

nonparental 

care 

arrangement 

American Indian and Alaska Native 

children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 31 27 14 1 ! 27 

 Part-time (Less than 35 hours) 38 19 ! 4 # 40 

 Looking for work 19 ! 3 ! 4 ! # 74 

 Not in work force 19 3 ! 2 ! # 76 

 No mother in household 68 ! 4 ! 3 ! # 25 ! 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 39 29 17 1 15 

 Part-time (Less than 35 hours) 38 21 8 2 33 

 Looking for work 22 6 7 # 65 

 Not in work force 9 4 3 # 84 

 No mother in household 37 2 17 # 45 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, or 

Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, Black or African 

American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian 

or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent 

indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, 

means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent indicated 

yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be living in 

poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one race nonHispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and West, 

J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department 

of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, NCES 

2004-093. 
22

Table 6. Percentage of children about 9 months of age in child care, by age in months when children first 

began arrangement, child characteristics, and family characteristics: 2001 

Age first began care 

Characteristic 

Younger 

than 3 

months 

3 to 6 

months 

More than 6 

months 

American Indian and Alaska Native children (AIAN) 

 Total 45 42 14 

 Child’s sex 

 Male 54 31 16 

 Female 38 50 12 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 42 38 20 

 AIAN and White, non-Hispanic 48 40 12 ! 

 AIAN and Hispanic 44 44 13 ! 

 AIAN and Other, non-Hispanic 41 48 11 ! 

 Poverty status2

 

 Below poverty threshold 37 47 16 

 At or above poverty threshold 48 39 13 

 

All children 

 Total 39 47 14 

 Child’s sex 

 Male 39 47 14 

 Female 39 46 14 

 Children’s race/ethnicity3

 

 White, non-Hispanic 39 47 14 

 Black, non-Hispanic 40 45 15 

 Hispanic 39 47 14 

 Asian, non-Hispanic 50 37 13 

 Other, non-Hispanic 38 49 13 

 Poverty status2

 

 Below poverty threshold 41 41 18 

 At or above poverty threshold 39 48 13 

See notes at the end of the table. 
23

Table 6. Percentage of children about 9 months of age in child care, by age in months when children first 

began arrangement, child characteristics, and family characteristics: 2001–Continued 

Age first began care 

Characteristic 

Younger 

than 3 

months 

3 to 6 

months 

More than 6 

months 

American Indian and Alaska Native children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 51 39 10 

 Part-time (Less than 35 hours) 43 36 22 

 Looking for work 36 ! 51 13 ! 

 Not in work force 33 51 16 

 No mother in household 72 ! 15 ! 14 ! 

 Primary care arrangement 

 Relative care 45 39 15 

 Non-relative care 53 37 10 ! 

 Center care 33 52 15 

 Multiple arrangements 59 ! 41 ! # 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 44 46 11 

 Part-time (Less than 35 hours) 30 52 18 

 Looking for work 42 41 17 

 Not in work force 37 44 19 

 No mother in household 49 16 35 

 Primary care arrangement 

 Relative care 42 44 14 

 Non-relative care 37 50 14 

 Center care 38 46 16 

 Multiple arrangements 40 43 17 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their 

child was of Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to 

choose one or more of the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian 

Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, 

Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the 

respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and 

White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of 

indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not 

Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than 

$18,104.00 was considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska 

Native, and more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first 

published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood 

Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center 

for Education Statistics. 

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

Cohort, Restricted-Use File, NCES 2004-093. 
24

Table 7. Percentage of children about 9 months of age in child care, by current weekly hours in all arrangements, 

child characteristics, and family characteristics: 2001 

Total hours in child care arrangement(s) 

Characteristic 

10 hours 

or fewer 

11 to 30 

hours 

31 to 40 

hours 

More than 

40 hours 

American Indian and Alaska Native children (AIAN) 

 Total 10 37 33 21 

 Child’s sex 

 Male 12 38 30 20 ! 

 Female 8 36 35 21 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 11 36 33 20 

 AIAN and White, non-Hispanic 10 ! 33 37 20 ! 

 AIAN and Hispanic 13 ! 42 18 26 

 AIAN and Other, non-Hispanic 4 ! 38 43 ! 15 ! 

 Poverty status2

 

 Below poverty threshold 12 ! 36 37 16 

 At or above poverty threshold 9 37 31 22 

 

All children 

 Total 19 27 31 24 

 Child’s sex 

 Male 19 28 31 22 

 Female 18 27 31 25 

 Children’s race/ethnicity3

 

 White, non-Hispanic 21 29 30 21 

 Black, non-Hispanic 12 23 36 29 

 Hispanic 20 26 31 23 

 Asian, non-Hispanic 17 20 27 36 

 Other, non-Hispanic 12 31 33 24 

 Poverty status2

 

 Below poverty threshold 18 31 31 20 

 At or above poverty threshold 18 26 31 24 

See notes at the end of the table. 
25

Table 7. Percentage of children about 9 months of age in child care, by current weekly hours in all arrangements, child 

characteristics, and family characteristics: 2001–Continued 

Total hours in child care arrangement(s) 

Characteristic 

10 hours 

or fewer 

11 to 30 

hours 

31 to 40 

hours 

More than 

40 hours 

American Indian and Alaska Native children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 5 ! 22 40 33 

 Part-time 13 59 23 ! 6 

 Looking for work 25 ! 24 ! 44 ! 7 ! 

 Not in work force 16 ! 57 21 ! 6 ! 

 No mother in household 5 ! 69 ! 4 ! 22 ! 

 Primary care arrangement 

 Relative care 12 36 30 21 

 Non-relative care 7 ! 43 30 20 ! 

 Center care 7 ! 26 ! 49 19 

 Multiple arrangements # 44 ! # 56 ! 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 10 15 42 33 

 Part-time 26 49 15 9 

 Looking for work 20 33 28 19 

 Not in work force 39 29 17 15 

 No mother in household 11 20 37 32 

 Primary care arrangement 

 Relative care 22 31 27 21 

 Non-relative care 17 27 34 23 

 Center care 12 17 41 31 

 Multiple arrangements 13 22 5 58 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the 

following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, 

Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American 

Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and 

White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to 

AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and 

multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was 

considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more 

than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in 

Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

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

Restricted-Use File, NCES 2004-093. 
26
27

Fathers in American Indian and Alaska Native Children’s Lives 

As part of the parent interview, information was collected on whether or not there was a father in the 

household (e.g., biological, nonbiological, no resident father). If there was no resident biological father in 

the household, information was collected on the amount of contact the biological father had with the child. 

When AIAN children were about 9 months of age (table 8), 

• 24 percent lived in households with no father (table 8, figure 5), and 

• 47 percent of children living below the poverty threshold lived in households with no father (table 

8). 

In about 99 percent of the parent interviews, the child’s biological mother was the respondent.14 According 

to the child’s mother, when there was no resident biological father in the household (table 9), 

• 39 percent of AIAN children had contact with their father the same day as the home visit (when 

the parent interview was conducted); 

• 45 percent of AIAN children had contact with their father within 2 to 7 days of the home visit; 

• 7 percent15 of AIAN children had contact with their father within the last 8 to 14 days of the home 

visit; 

• 1 percent 16of AIAN children had not seen their father in more than two weeks; and 

• 8 percent of AIAN children had never seen their father. 

 

14In the ECLS–B, this was by design. When the home visit was conducted, the interviewer specifically asked for the biological mother to be the 

respondent. 

15 Interpret data with caution. Standard error is .33 or more of the estimate. 16 Interpret data with caution. Standard error is .33 or more of the estimate. 
28

Figure 5. Percentage of American Indian and Alaska Native (AIAN) children at about 9 months of age, 

by father type: 2001

! Interpret data with caution. Standard error is .33 or larger than the estimate. 

NOTE: Detail may not sum to totals due to rounding. In the absence of a biological parent, the father designation (i.e., nonbiological) was assigned to 

the adoptive, step, foster/guardian, partner (including household members defined as spouses/partners of the parent respondent but were not identified 

by the respondent as mothers/female guardians or fathers/male guardians), or “unknown-type” parent. Estimates weighted by W1R0. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File. NCES 2004-093. 

Biological 

74%

Non-biological

2%!

No father in 

household

24%
29

Table 8. Percentage of children about 9 months of age, by father type, child characteristics, and family 

characteristics: 2001 

Characteristic Biological 

Nonbiological 

No father 

in 

household 

American Indian and Alaska Native children (AIAN) 

 Total 74 2 ! 24 

 Child’s sex 

 Male 78 3 ! 19 

 Female 69 3 ! 28 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 69 3 ! 28 

 AIAN and White, non-Hispanic 83 2 ! 15 

 AIAN and Hispanic 67 2 ! 31 

 AIAN and Other, non-Hispanic 65 6 ! 29 

 Poverty status2

 

 Below poverty threshold 49 3 ! 47 

 At or above poverty threshold 86 3 ! 11 

 

All children 

 Total 79 1 20 

 Child’s sex 

 Male 79 1 19 

 Female 78 1 20 

 Children’s race/ethnicity3

 

 White, non-Hispanic 88 2 10 

 Black, non-Hispanic 41 1 58 

 Hispanic 78 1 20 

 Asian, non-Hispanic 93 # 6 

 Other, non-Hispanic 74 1 25 

 Poverty status2

 

 Below poverty threshold 53 1 45 

 At or above poverty threshold 86 1 12 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their 

child was of Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to 

choose one or more of the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian 

Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, 

Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the 

respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and 

White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility 

of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not 

Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than 

$18,104.00 was considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska 

Native, and more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first 

published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood 

Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center 

for Education Statistics. 

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

Cohort, Restricted-Use File, NCES 2004-093. 
30

Table 9. Percentage of children about 9 months of age in households where there is no resident biological father, by contact with their 

biological father, child characteristics, and family characteristics: 2001 

Nonresident biological father’s contact with child 

Characteristic 

Visited 

child the 

same day 

as parent 

interview 

Visited 

child in 

the past 2 

to 7 days 

Visited 

child in 

the past 8 

to 14 

days 

More than 

2 weeks 

since last 

visited 

child 

Never 

seen 

child 

American Indian and Alaska Native children (AIAN) 

 Total 39 45 7 ! 1 ! 8 ! 

 Child’s sex 

 Male 37 48 5 ! # 10 ! 

 Female 41 43 9 ! 1 ! 6 ! 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 47 37 7 ! 1 ! 8 ! 

 AIAN and White, non-Hispanic 33 ! 53 ! 2 ! 1 ! 12 ! 

 AIAN and Hispanic 42 ! 45 ! 5 ! # 8 ! 

 AIAN and Other, non-Hispanic 33 ! 45 ! 19 ! # 2 ! 

 Poverty status2 

 Below poverty threshold 46 42 4 ! 1 ! 8 ! 

 At or above poverty threshold 26 52 14 ! 1 ! 7 ! 

 

All children 

 Total 40 38 7 2 13 

 Child’s sex 

 Male 39 37 7 3 13 

 Female 40 38 6 2 14 

 Children’s race/ethnicity3

 

 White, non-Hispanic 33 41 7 1 18 

 Black, non-Hispanic 49 37 6 3 6 

 Hispanic 34 35 7 3 21 

 Asian, non-Hispanic 23 37 14 2 25 

 Other, non-Hispanic 40 42 5 2 12 

 Poverty status2

 

 Below poverty threshold 42 37 6 3 12 

 At or above poverty threshold 37 39 7 2 15 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, 

or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, Black or 

African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, 

Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) 

means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all 

others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other 

means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be 

living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one race 

non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and 

West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. 

Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
31

Prenatal Care of American Indian and Alaska Native Children

As part of the parent interview, children’s mothers were asked about aspects related to the adequacy of 

prenatal care, how they paid for their prenatal care, and whether they received education connected to 

healthy prenatal behaviors.17 The Adequacy of Prenatal Care Utilization Index (APNCU index) is a 

commonly used index in the health field that provides information on the adequacy of prenatal care.18 The 

parent interview directly asked about when prenatal care began and how many prenatal visits occurred. 

The APNCU is a function of the month in which prenatal care began and the number of visits across the 

duration of the pregnancy. The APNCU categorizes adequacy of care in the following manner: 

inadequate, intermediate, adequate, and adequate plus (for more information, please see the Methods 

and Technical Notes section). In the parent interview, children’s parents provided information about how 

prenatal care was paid and for the primary location of the prenatal care. In terms of payment, responses 

were categorized as: private health insurance, Medicaid, Indian Health Service, personal income, or 

other.19 In terms of location, the parent interview asked children’s mothers where they went most of the 

time for their prenatal care: clinic or health center, doctor’s office or HMO, hospital outpatient department, 

or other (hospital emergency room, midwife/birthing center, or other). In terms of healthy prenatal 

behaviors, the children’s mothers were asked if, during any of the prenatal care visits, a doctor, nurse or 

other health care professional talked with them about the following: how the baby grows and develops 

during pregnancy, what the mother should eat during pregnancy, breast feeding, the kinds of medicines 

that are safe during pregnancy, what to do if labor begins early, how smoking could affect the baby, and 

how drinking alcohol could affect the baby. 

• Of AIAN children’s mothers, 19 percent received inadequate prenatal care, determined on the 

basis of the APNCU index (table 10, figure 6). 

• 30 percent of AIAN children’s prenatal care was paid for via private health insurance, 38 percent 

by Medicaid, 8 percent by the Indian Health Service, 3 percent20 by personal income, and 22 

percent by some other form of payment (table 11). 

• 34 percent of AIAN children’s mothers went to a clinic or health care center for prenatal care most 

of the time, 58 percent went to a doctor’s office or HMO most of the time, 5 percent went to a 

hospital outpatient center most of the time, and 3 percent went to another place most of the time 

(table 12). 

In terms of healthy prenatal behaviors and AIAN children’s mothers who received any prenatal care 

• 95 percent received information about safe medications during pregnancy (table 13); 

• 92 percent received information about baby development; and 92 percent received information 

about breastfeeding (table 13); 

• 91 percent received information about what to do in case of early labor (table 14); 

 

17 Information in this section was not presented in Children Born in 2001. Therefore, for comparison purposes, estimates of these characteristics for the 

general population related to adequacy of prenatal care, use of health insurance for prenatal care and education about healthy prenatal behaviors are 

presented in tables 10 through 13 in appendix C. 

18 Kotelchuck (1994). An evaluation of the Kessner Adequacy of Prenatal Care Index and a proposed Adequacy of Prenatal Care Utilization Index. 

American Journal of Public Health, vol. 84, no. 9. The definition of adequacy as it relates to “how often” is as follows [based on the proportion of visits 

recommended by the American College of Obstetricians and Gynecologists (ACOG) for the gestational age of the child (i.e., for a 40 week pregnancy 

ACOF recommends 14 visits)]: adequate plus, greater than or equal to 110 percent; adequate, 80 to 109 percent; intermediate, 50 to 79 percent; and 

inadequate, less than 50 percent. The percentages are calculated with the following example in mind: for a 40 week pregnancy ACOG recommends 14 

visits, if a mother received 12 visits, this proportion would be 85.7% (i.e., 12 visits is 85.7 percent of 14). 19 Private health insurance refers to when the respondent only indicated private health insurance. Medicaid refers to when the respondent only 

indicated Medicaid. Indian Health Service refers to when the respondent only indicated Indian Health Service. Personal income refers to when the 

respondent only indicated personal income. Other refers to city or county indigent fund, other government agency, no payment required, some other 

form of payment, or some combination of health insurance, Medicaid, Indian Health Service, personal income, city or county indigent fund, other 

government agency, no payment required, and/or some other form of payment. 20Interpret data with caution. Standard error is .33 or more of the estimate.
32

• 89 percent received information about how drinking alcohol during pregnancy affects the baby 

(table 14); 

• 88 percent received information about how smoking during pregnancy affects the baby (table 14); 

and 

• 86 percent received information about what to eat during pregnancy (table 13). 
33

Figure 6. Percentage of American Indian and Alaska Native (AIAN) children, by adequacy of prenatal 

care (APNCU Index): 2001

Inadequate

19%

Intermediate 

adequacy

18%

Adequate

41%

Adequate plus

22%

NOTE: Detail may not sum to totals due to rounding. Estimates weighted by W1R0. The APNCU index is from: Kotelchuck (1994). An evaluation of the 

Kessner Adequacy of Prenatal Care Index and a proposed Adequacy of Prenatal Care Utilization Index. American Journal of Public Health, vol. 84, no. 

9. The definition of adequacy as it relates to “how often” is as follows [based on the proportion of visits recommended by the American College of 

Obstetricians and Gynecologists (ACOG) for the gestational age of the child (i.e., for a 40 week pregnancy ACOF recommends 14 visits)]: adequate 

plus, greater than or equal to 110 percent; adequate, 80 to 109 percent; intermediate, 50 to 79 percent; and inadequate, less than 50 percent. The 

percentages are calculated with the following example in mind: for a 40 week pregnancy ACOG recommends 14 visits, if a mother received 12 visits, 

this proportion would be 85.7% (i.e., 12 visits is 85.7 percent of 14). 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File. NCES 2004-093. 
34

Table 10. Percentage of children about 9 months of age, by adequacy of prenatal care, child characteristics, and family 

characteristics: 2001 

Adequacy of prenatal care1

Characteristic Inadequate 

Intermediate 

adequacy Adequate 

Adequate 

plus 

American Indian and Alaska Native children (AIAN) 

 Total 19 18 41 22 

 Child’s sex 

 Male 15 15 49 22 

 Female 23 21 34 23 

 AIAN children's race/ethnicity2 

 AIAN, non-Hispanic 20 17 42 21 

 AIAN and White, non-Hispanic 9 ! 19 44 28 

 AIAN and Hispanic 36 15 ! 29 21 

 AIAN and Other, non-Hispanic 21 ! 21 ! 49 10 ! 

 Poverty status3

 

 Below poverty threshold 27 ! 20 33 20 

 At or above poverty threshold 16 17 44 23 

 

All children 

 Total 11 14 43 32 

 Child’s sex 

 Male 11 14 43 33 

 Female 11 15 43 31 

 Children’s race/ethnicity4 

 White, non-Hispanic 7 15 46 33 

 Black, non-Hispanic 19 11 36 33 

 Hispanic 17 15 40 29 

 Asian, non-Hispanic 7 16 48 29 

 Other, non-Hispanic 11 21 37 31 

 Poverty status3

 

 Below poverty threshold 23 13 36 28 

 At or above poverty threshold 7 15 45 33 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

Adequacy of prenatal care is based on the Adequacy of Prenatal Care Utilization index (APNCU). The APNCU index is from: Kotelchuck (1994). An 

evaluation of the Kessner Adequacy of Prenatal Care Index and a proposed Adequacy of Prenatal Care Utilization Index. American Journal of Public 

Health, vol. 84, no. 9. The definition of adequacy as it relates to “how often” is as follows [based on the proportion of visits recommended by the 

American College of Obstetricians and Gynecologists (ACOG) for the gestational age of the child (i.e., for a 40 week pregnancy ACOF recommends 

14 visits)]: adequate plus, greater than or equal to 110 percent; adequate, 80 to 109 percent; intermediate, 50 to 79 percent; and inadequate, less than 

50 percent. The percentages are calculated with the following example in mind: for a 40 week pregnancy ACOG recommends 14 visits, if a mother 

received 12 visits, this proportion would be 85.7% (i.e., 12 visits is 85.7 percent of 14). 2

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent 

indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the 

possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as 

a combination of White, Black, Asian, and/or Pacific Islander. 

3

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

4

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than 

one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, 

K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 

2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
35

Table 11. Percentage of children about 9 months of age, by method of payment for prenatal care, child characteristics, and family 

characteristics: 2001 

Method of payment 

Characteristic 

Private 

health 

insurance Medicaid 

Indian 

Health 

Service 

Personal 

income Other 

American Indian and Alaska Native children (AIAN) 

 Total 30 38 8 3 ! 22 

 Child’s sex 

 Male 35 32 8 4 ! 21 

 Female 25 43 8 2 ! 23 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 18 34 26 1 ! 23 

 AIAN and White, non-Hispanic 19 49 3 ! 2 ! 27 

 AIAN and Hispanic 53 26 4 ! # 17 ! 

 AIAN and Other, non-Hispanic 43 31 # 12 ! 14 

 Poverty status2

 

 Below poverty threshold 12 62 8 # 19 

 At or above poverty threshold 39 26 8 4 ! 23 

 

All children 

 Total 48 33 # 3 16 

 Child’s sex 

 Male 49 32 # 4 16 

 Female 47 34 # 3 16 

 Children’s race/ethnicity3

 

 White, non-Hispanic 58 21 # 2 19 

 Black, non-Hispanic 30 61 # 2 18 

 Hispanic 37 45 # 6 12 

 Asian, non-Hispanic 64 15 # 4 18 

 Other, non-Hispanic 41 33 4 2 20 

 Poverty status2

 

 Below poverty threshold 15 71 # 4 10 

 At or above poverty threshold 58 22 # 3 17 

# Rounds to zero. 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, 

Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native 

Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, nonHispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, 

and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. 

AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or 

Pacific Islander. 

2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be 

living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one 

race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and 

West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. 

Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
36

Table 12. Percentage of children about 9 months of age, by location where their mothers received prenatal care most of 

the time, child characteristics, and family characteristics: 2001 

Characteristic 

Clinic or 

health 

center 

Doctor's 

office or 

HMO 

Hospital 

outpatient 

center Other 

American Indian and Alaska Native children (AIAN) 

 Total 34 58 5 3 ! 

 Child’s sex 

 Male 40 53 5 3 ! 

 Female 29 62 6 4 ! 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 40 46 11 3 ! 

 AIAN and White, non-Hispanic 27 68 2 ! 3 ! 

 AIAN and Hispanic 46 49 3 ! 1 ! 

 AIAN and Other, non-Hispanic 29 58 7 ! 5 ! 

 Poverty status2

 

 Below poverty threshold 33 57 7 4 ! 

 At or above poverty threshold 35 58 4 3 ! 

 

All children 

 Total 24 71 3 2 

 Child’s sex 

 Male 24 71 3 2 

 Female 25 71 3 1 

 Children’s race/ethnicity3 14 83 2 2 

 White, non-Hispanic 32 62 5 1 

 Black, non-Hispanic 42 51 5 2 

 Hispanic 25 73 2 1 

 Asian, non-Hispanic 26 68 3 3 

 Other, non-Hispanic 

 Poverty status2

 

 Below poverty threshold 46 48 5 2 

 At or above poverty threshold 18 78 3 2 

! Interpret data with caution. Standard error is .33 or larger than the estimate. 1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of 

the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, 

Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. 

American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all 

others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the

respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent 

indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was 

considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and 

more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in 

Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

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

Restricted-Use File, NCES 2004-093. 
37

Table 13. Percentage of children about 9 months of age whose mothers received prenatal care and talked to a medical professional 

about baby development, what to eat during pregnancy, breastfeeding, and safe medications, by child and family 

characteristics: 2001 

Percentage that said "yes" to receiving information about 

Characteristic 

Baby 

development 

What to eat 

during 

pregnancy Breastfeeding 

Safe 

medications 

during 

pregnancy 

American Indian and Alaska Native children (AIAN) 

 Total 92 86 92 95 

 Child’s sex 

 Male 93 86 92 94 

 Female 92 86 92 96 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 93 82 94 95 

 AIAN and White, non-Hispanic 89 86 88 95 

 AIAN and Hispanic 97 92 96 98 

 AIAN and Other, non-Hispanic 94 85 93 92 

 Poverty status2

 

 Below poverty threshold 91 84 96 95 

 At or above poverty threshold 93 87 90 95 

 

All children 

 Total 92 86 88 94 

 Child’s sex 

 Male 92 87 89 94 

 Female 93 86 87 95 

 Children’s race/ethnicity3

 

 White, non-Hispanic 91 85 85 95 

 Black, non-Hispanic 96 91 94 95 

 Hispanic 94 88 92 94 

 Asian, non-Hispanic 92 85 86 90 

 Other, non-Hispanic 91 84 87 93 

 Poverty status2

 

 Below poverty threshold 93 87 92 93 

 At or above poverty threshold 92 86 87 95 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, 

Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic 

(AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN 

and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other 

races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, 

Asian, and/or Pacific Islander. 

2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be 

living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one 

race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. 

and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). 

U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
38

Table 14. Percentage of children about 9 months of age whose mothers received prenatal care and talked to a medical 

professional about what to do in case of early labor, how smoking during pregnancy affects the baby, and how drinking 

alcohol during pregnancy affects the baby, by child and family characteristics: 2001 

Percentage that said "yes" to receiving information around... 

Characteristic 

What to do in 

case of early labor 

How smoking 

during pregnancy 

affects the baby 

How drinking 

alcohol during 

pregnancy affects 

the baby 

American Indian and Alaska Native children (AIAN) 

 Total 91 88 89 

 Child’s sex 

 Male 92 87 89 

 Female 90 90 90 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 90 92 92 

 AIAN and White, non-Hispanic 90 88 88 

 AIAN and Hispanic 92 94 96 

 AIAN and Other, non-Hispanic 93 75 80 

 Poverty status2 

 Below poverty threshold 92 97 91 

 At or above poverty threshold 90 84 88 

 

All children 

 Total 91 85 87 

 Child’s sex 

 Male 92 86 87 

 Female 91 85 86 

 Children’s race/ethnicity3

 

 White, non-Hispanic 91 82 83 

 Black, non-Hispanic 94 82 92 

 Hispanic 91 90 91 

 Asian, non-Hispanic 89 81 82 

 Other, non-Hispanic 91 84 84 

 Poverty status2

 

 Below poverty threshold 91 91 91 

 At or above poverty threshold 91 84 85 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent 

indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the 

possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as 

a combination of White, Black, Asian, and/or Pacific Islander. 

2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than 

one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, 

K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 

2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
39

Appendix A 

Technical Notes, Survey Methodology, and Glossary
40
41

Technical Notes 

There are several ways to identify American Indian and Alaska Native children (AIAN) in the Early 

Childhood Longitudinal Study, Birth Cohort (ECLS–B) for analytical purposes. The study collects 

information on race and ethnicity in two places: the parent interview and the birth certificate. This E.D. 

TAB uses the information from the parent interview. Children’s race/ethnicity is defined by a series of 

variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, or 

Latino origin. The parents were then shown a card with race response options and asked to choose one 

or more of the following options: White, Black or African American, American Indian or Alaska Native 

(AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, 

Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. This E.D. TAB presents 

information on the 749 cases where the respondent said “yes” the child was AIAN. When weighted, these 

cases represent the approximately 85,000 AIAN children born in the United States in 2001. 

The ECLS–B also offers a race/ethnicity composite variable [variable name: X1CHRACE]. Information 

from the series of dichotomous variables was used to derive a single race/ethnicity variable. In this 

variable, Hispanicity takes priority over all other groupings. Also, if a respondent indicated AIAN along 

with another race, the child’s race/ethnicity was coded as more than one race, non-Hispanic. Therefore, 

the number of AIAN cases identified through the use of the composite is much lower (293 AIAN, nonHispanic children) than the total who said yes to AIAN. Exhibit A-1 shows the crosstabulation of the 

composite with the dichotomous variables. 

Exhibit A-1. Crosstabulation of the sample cases of the ECLS–B dichotomous race and ethnicity 

variables with the ECLS–B derived single composite race/ethnicity variable 

ECLS–B Race/Ethnicity Composite (variable name: X1CHRACE) 

Dichotomous race and 

ethnicity variables 

(variable name) White, 

nonHispanic 

Black, 

nonHispanic 

Hispanic, 

race 

specified 

Hispanic, 

no race 

specified 

Asian, 

nonHispanic 

Native 

Hawaiian 

or other 

Pacific 

Islander, 

nonHispanic 

AIAN, 

nonHispanic 

More than 

one race, 

nonHispanic 

White, Yes (X1CHWHT) 4441 0 1297 0 0 0 0 701 

Black, Yes (X1CHBLCK) 0 1698 131 0 0 0 0 249 

Hispanic, Yes 

(X1CHHISP) 0 0 1514 679 0 0 0 0 

Asian, Yes (X1CHASN) 0 0 89 0 1195 0 0 302 

Pacific Islander, Yes 

(X1CHPCIL) 0 0 29 0 0 49 0 67 

AIAN, Yes (X1CHAMIN) 0 0 137 0 0 0 293 319 

More than one race, Yes 

(X1CHMLRC) 0 0 0 2 0 0 0 0 

SOURCE: National Center for Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data File 

(NCES 2004–093). Washington, DC: National Center for Education Statistics. 
42

The ECLS–B also collects race and ethnicity information on the birth certificate. This information was used 

for sampling purposes (for analyses, the ECLS–B recommends the use of the information provided directly

by the parent in the parent interview). To identify children as AIAN at the sampling stage, information from 

the birth certificate was used in the following manner (see Exhibit A-2): 

Exhibit A-2. Rules for assigning infant’s race/ethnicity based on parents’ race/ethnicity from birth 

certificates, in 9-month data collection: 2001–02 

Father’s race/ethnicity1

Mother’s 

race/ethnicity1

AIAN Chinese 

Asian/ 

Pacific 

Islander Hispanic 

Black, nonHispanic White, nonHispanic Missing 

AIAN AIAN AIAN AIAN AIAN AIAN AIAN AIAN 

Chinese AIAN Chinese Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Asian/Pacific 

Islander (PI) AIAN Other Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Other 

Asian/PI 

Hispanic AIAN Other 

Asian/PI 

Other 

Asian/PI Hispanic Hispanic Hispanic Hispanic 

Black, non-Hispanic AIAN Other 

Asian/PI 

Other 

Asian/PI 

Black, nonHispanic Black, nonHispanic Black, nonHispanic Black, nonHispanic 

White, non-Hispanic AIAN Other 

Asian/PI 

Other 

Asian/PI Hispanic Black, nonHispanic 

White, nonHispanic White, nonHispanic 

Missing AIAN Other 

Asian/PI 

Other 

Asian/PI Hispanic Black, nonHispanic 

White, nonHispanic Other 

Asian/PI 

1

In cases of multiple races, assignment to race/ethnicity is hierarchical from top to bottom for mother and from left to right for father. Thus, the child 

of a mother who is AIAN and Hispanic would be assigned race/ethnicity based on the first row of the table, i.e., “AIAN.” 

SOURCE: National Center for Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data 

Files User’s Manual (NCES 2004–093). Washington, DC: National Center for Education Statistics. 
43

Information from the birth certificate yields the following number of cases: 

• 543 mothers were classified as AIAN (variable name: BCMOMRC), 

• 422 fathers were classified as AIAN (variable name: BCFTHRC), and 

• 873 children were classified as AIAN (variable name: X1AISAMP). 

In the ECLS–B, by design, in about 99 percent of cases the respondents to the parent interview was the 

child’s biological mother. Therefore, this E.D. TAB used children’s race and ethnicity information directly 

provided by the mother in the parent interview,21 and used the broader definition22 of AIAN children 

without excluding AIAN, Hispanic children and AIAN, more than one race children. 

Table A-1 shows the distribution of family socioeconomic status by the three ways of identifying AIAN 

children in the ECLS–B. 

Table A-1. Percentage of American Indian and Alaska Native (AIAN) children, by different 

ways of identifying AIAN children and family socioeconomic status 

Socioeconomic status 

AIAN, by dichotomous 

variables 

AIAN, by 

race/ethnicity 

composite 

AIAN, by birth 

certificate information 

First quintile (lowest) 27 33 27 

Second quintile 30 28 28 

Third quintile 22 24 23 

Fourth quintile 16 13 16 

Fifth quintile (highest) 5 3 6 

NOTE: Estimates are weighted by R1W0. 

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

9-month Restricted-Use Data File (NCES 2004-093). 

Survey Methodology 

The ECLS–B is designed to provide detailed information on children’s development, health, and in- and 

out-of-home experiences in the years leading up to school. The children participating in the ECLS–B are 

being followed longitudinally for 6 years (through first grade). Estimates in this report are based on data 

collected from and about children during the first wave of data collection when they were approximately 9 

months old. Westat, Incorporated conducted the first wave of the study. 

 

In order to better study AIAN children born in 2001, the ECLS–B oversampled AIAN children born in the 

United States in 2001. In addition to the oversample of AIAN children, the sample includes children from 

different racial/ethnic and socioeconomic backgrounds, and also includes oversamples of Chinese and 

other Asian and Pacific Islander children, twins, and children with moderately low and very low birth 

weight. The ECLS–B is a nationally representative sample of 10,688 children born in the United States in 

2001. 

The sample of infants was selected using a clustered, list frame sampling design. The list frame was 

registered births in the National Center for Health Statistics’ (NCHS) vital statistics system (from lists 

provided by state registrars). Births were sampled from 96 core primary sampling units (PSU) 

representing all infants born in the United States in the year 2001. The PSUs were counties and county 

 

21 Of the 749 cases included in this report identified as American Indian and Alaska Native children by the respondent (mother of child) to the parent 

interview, 633 were identified as American Indian and Alaska Native derived from birth certificate information. 22 In identifying children’s race/ethnicity, the information provided directly by the mother in the parent interview was used over the information extracted 

from the birth certificate. Direct information is given priority over the indirect information extracted from the birth certificate.
44

groups. To support the AIAN oversample, 18 additional PSUs were selected from a supplemental frame 

consisting of areas where the population has a higher proportion of AIAN births. The PSUs in the AIAN 

PSU sampling frame were counties or groups of counties that had at least an expected 50 AIAN sample 

births based on 1994-1996 NCHS natality detail files and that had relatively large proportions of AIAN 

births. Of the original 108 AIAN PSUs in the AIAN PSU sampling frame, 18 were selected, 6 with 

certainty. The AIAN PSU sampling frame comprised the following strata: Eastern, lower Midwest, upper 

Midwest, Oklahoma, upper Western, and lower Western. Therefore, the full AIAN sample consists of AIAN 

cases in 18 PSUs from the AIAN PSU frame and 92 PSUs selected from the core ECLS-B sample. 

The Institutional Review Board of the Navajo Nation reservations did not approve participation in the 

study. Where cases were drawn from persons residing on a Navajo Nation reservation, those cases were 

treated as nonresponse. So, the Navajo Nation reservations are still in the sampling frames, but those 

cases are nonresponse (for more information see the ECLS–B 9-month Data File User’s Manual23). 

Navajos not living on reservations were included in the sample. 

Sampling was based on occurrence of the birth as listed on the birth certificate. Sampled children 

subsequently identified by the state registrars as having died or who had been adopted after the issuance 

of the birth certificate were excluded from the sample. Also, infants whose birth mothers were younger 

than 15 years at the time of the child’s birth were excluded. 

The 9-month data were obtained from October 2001 through December 2002, during a visit in the child’s 

home. This E.D. TAB presents information from the child assessments, parent interviews and father 

questionnaires. Each of these are described below. 

• Child Assessments. Children participated in a variety of activities, with the parent’s 

permission, to assess their early mental (e.g., mental status), physical, and socioemotional 

development. This report uses information from the mental and physical assessment. 

Children’s mental and physical skills were measured through an untimed one-on-one 

assessment of the child in his/her home. A trained staff member assessed each child. 

Information was gathered using hard copy materials. Information about the child was 

recorded in a Child Activities Booklet that also contained administration and scoring 

instructions. The assessment—the Bayley Short Form–Research Edition (BSF–R) measured 

children’s mental and physical skills. For families whose primary language was not English, 

the assessment was still administered. A Spanish version of the Child Activities Booklet was 

developed. If the family spoke a language other than English or Spanish, interviewers used 

an interpreter. 

• Parent Interview. Parents/guardians were asked to provide key information about their 

children and themselves on such topics as family demographics (e.g., age, relation to child, 

race/ethnicity), family structure (household members and composition), parent attitudes, 

home educational activities, child care experience, child development and health, and 

parental education and employment status. In 99 percent of the cases, the biological mother 

was the parent respondent completing the interview. The parent interview included two 

instruments: the parent interview instrument and the parent self-administered questionnaire 

(PSAQ). The first was conducted in person by trained field interviewers using computerassisted personal interviewing (CAPI) as part of the home visit. The PSAQ was a paper and 

pencil instrument, presented during the parent CAPI instrument for the respondent to 

complete and return in a provided envelope, and contained 23 questions on topics some 

people might prefer to answer privately. The parent interviews were conducted primarily in 

English, but provisions were made to interview parents who spoke other languages. Bilingual 

interviewers were trained to conduct the parent interview in either English or Spanish. A 

Spanish CAPI instrument was used when needed as the parent CAPI instrument was 

programmed in both English and Spanish. An interpreter, either a community or household 

 

23 National Center for Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data Files User’s 

Manual (NCES 2004–093). Washington, DC: National Center for Education Statistics. 
45

member, was used for families who spoke languages other than English or Spanish. Fewer 

than 0.1 percent of the cases were not completed due to language difficulties. 

• Father Questionnaires. Although the information in this E.D. TAB comes largely from the child 

assessment and the parent interview, the ECLS–B also collected data from fathers directly 

through two separate father questionnaires: the resident father questionnaire and the 

nonresident father questionnaire. Both father questionnaires were self-administered with 

telephone follow up. The father questionnaires were available in English and Spanish. 

For more information on any of the components of the ECLS–B, please refer to the ECLS–B 9-month Data 

File User’s Manual.24

Response Rates 

The ECLS–B is a nationally representative sample of the 3.9 million children born in the year 2001. The 

response rate for the 9-month data collection was 74.1 percent, based on weighted data. The response 

rate is the number of completed parent interviews divided by the total eligible sample. To be considered 

complete, the parent interview had to have successfully passed through the child development section of 

the interview (that is the first three sections of the parent interview). The response rate for American 

Indian and Alaska Native cases for the 9-month data collection was 79.3 percent, based on weighted data 

(data were weighted by the base weight). 

Data Reliability 

Estimates produced using data from the ECLS–B are subject to two types of error, sampling and 

nonsampling errors. Nonsampling errors are errors made in the collection and processing of data. 

Sampling errors occur because the data are collected from a sample rather than a census of the 

population. 

Sampling Errors and Weighting. The sample of children born in the United States during 2001 was just 

one of many possible samples of 2001 births that could have been selected. Therefore, estimates 

produced from the ECLS–B sample may differ from estimates that would have been produced from other 

samples. This type of variability is called sampling error because it arises from using a sample of children, 

rather than all children born in 2001. 

The standard error is a measure of variability due to sampling when estimating a statistic. Standard errors 

for estimates presented in this report were computed using a jackknife replication method. Standard 

errors can be used as a measure for the precision expected from a particular sample. The probability that 

a complete census count would differ from the sample estimate by less than 1 standard error is 68 

percent. The chance that the difference would be less than 1.65 standard errors is about 90 percent, and 

that the difference would be less than 1.96 standard errors, about 95 percent. 

In order to produce national estimates from the ECLS–B data collected during the 9-month data collection, 

the sample data were weighted. Weighting the data adjusts for unequal selection probabilities at the child 

level and the weights are adjusted for unit nonresponse. The parent weight (W1R0), which is the weight 

used to produce all estimates found in this report, is the weight that accounts for the probability of 

selection in the sample as well as nonresponse to the parent interview. Only those cases with completed 

parent interviews in the 9-month data collection are included in this weight. A parent interview is 

considered complete if the first three sections were finished (IN, FS, CD). A child assessment is 

designated complete if either (1) the BSF–R mental or (2) the BSF-R physical scale scores or (3) physical 

 

24 National Center for Education Statistics (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data Files User’s Manual

(NCES 2004–093). Washington, DC: National Center for Education Statistics. 
46

measures (height and weight) are available. The parent-child weight sums to the population of all children 

born in the United States in 2001. The approach used to develop weights for the ECLS–B is described in 

Chapter 4 of the ECLS–B 9-month Data File User’s Manual.

25

In addition to properly weighting the responses, special procedures for estimating the statistical 

significance of the estimates were employed, because the data were collected using a complex sample 

design. Complex sample designs, like that used in the ECLS–B, result in data that violate the assumptions 

that are normally required to assess the statistical significance of the results. Frequently, the standard 

errors of the estimates are larger than would be expected if the sample was a simple random sample and 

the observations were independent and identically distributed random variables. 

Replication methods of variance estimation were used to reflect the actual sample design used in the 

ECLS–B. A form of the jackknife replication method (JK2) using 90 replicate weights was used to compute 

approximately unbiased estimates of the standard errors of the estimates in the report, using WesVar 

version 4.0. Jackknife methods were used to estimate the precision of the estimates of the reported 

national percentages and means. The standard errors of the estimates are presented in appendix B of this 

E.D. Tab. 

Nonsampling Errors. Nonsampling error is the term used to describe variations in the estimates that may 

be caused by population coverage limitations, as well as data collection, processing, and reporting 

procedures. The sources of nonsampling errors are typically problems like unit and item nonresponse, the 

differences in respondents’ interpretations of the meaning of the questions, response differences related 

to the particular time the survey was conducted, and mistakes in data preparation. 

In general, it is difficult to identify and estimate either the amount of nonsampling error or the bias caused 

by this error. In the ECLS–B efforts were made to prevent such errors from occurring and to compensate 

for them where possible. The design phase entailed a pilot test of the Bayley Short Form–Research 

Edition (BSF-R) and a field test that evaluated the implementation of the study. And in the main study 

administration of the BSF-R there was rigorous training, certification, and monitoring of the assessors 

administering the instrument. 

Another potential source of nonsampling error is respondent bias that occurs when respondents 

systematically misreport (intentionally or unintentionally) information in a study. One potential source of 

respondent bias in this survey is social desirability bias. If there are no systematic differences among 

specific groups under study in their tendency to give socially desirable responses, then comparisons of 

the different groups will accurately reflect differences among the groups. An associated error occurs when 

respondents give unduly positive assessments about those close to them. For example, parents may give 

higher assessments of their children’s physical accomplishments (like feeding themselves) than might be 

obtained from direct assessment. 

Readers should be aware that respondent bias may be present in this survey as in any survey. It is not 

possible to state precisely how such bias may affect the results. NCES has tried to minimize some of 

these biases by conducting one-on-one, untimed assessments, and by asking some of the same 

questions about the sampled child of both the mother and father (e.g., activities the father engages in with 

the child). 

A nonresponse bias analysis was conducted (Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), 

Sampling Report for the Nine-Month Data Collection, U.S. Department of Education, National Center for 

Education Statistics, forthcoming.) The evaluation consisted of the following elements: 

• Evaluation of response rates; 

• Comparison of frame data between respondents and nonrespondents; 

• Comparison of survey data between respondents and “proxy” nonrespondents; 

• Sensitivity analysis of potential for nonresponse; 

 

25 National Center for Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data Files User’s 

Manual (NCES 2004–093). Washington, DC: National Center for Education Statistics. 
47

• Comparison of ECLS-B data with other surveys; and 

• Analysis of factors that influence likelihood of survey response; and 

• Evaluation of the impact of substitution on nonresponse bias. 

The analysis benefited from the usually rich information available on the frame. The birth record contains 

a number of important variables on the mother and the child that support many comparisons between 

respondents and nonrespondents. Findings from these analyses suggest that there is not a bias due to 

nonresponse. 

 

Glossary: Constructs and Variables Used in Analysis 

Child and Family Characteristics 

Several of the variables used in this report were derived by combining information from one or more 

questions in the ECLS–B parent CAPI instrument or from other study sources. The name of the source 

variable as presented on the ECLS–B Restricted-Use Data File is shown after the description in all capital 

letters within brackets. More information on the derivation of key variables is described in Chapter 7 of the 

ECLS–B 9-month Data File User’s Manual.

26

• American Indian and Alaska Native [X1CHAMIN] Children’s race/ethnicity is defined by a 

series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response 

options and asked to choose one or more of the following options: White, Black or African 

American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, 

Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, 

Samoan, Other Pacific Islander, and/or another race. To include the broadest population of 

AIAN children possible, this E.D. TAB included any children whose parents identified them as 

AIAN (that is, because it was code-all-that-apply, they could have also indicated other races 

in addition to AIAN). Estimates included in this report are for children whose race was AIAN. 

• American Indian or Alaska Native, Race/Ethnicity [derived from X1CHWHT, X1CHBLCK, 

X1CHHISP, X1CHPCIL, X1CHAMIN, X1CHMLRC] Children’s race/ethnicity is defined by a 

series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response 

options and asked to choose one or more of the following options: White, Black or African 

American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, 

Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, 

Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, 

non-Hispanic (AIAN, non-Hispanic) means the respondent only indicated yes to AIAN and no 

to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no 

to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, 

with the possibility of indicating other races as well. AIAN and Other means the respondent 

indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, 

Black, Asian, and/or Pacific Islander. Table A-2 shows the different race/ethnicity 

categorizations within the AIAN population by poverty status and region. 

 

26 National Center for Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data Files User’s 

Manual (NCES 2004–093). Washington, DC: National Center for Education Statistics. 
48

Table A-2. Percentage of American Indian and Alaska Native (AIAN) children born in 2001, by 

race/ethnicity and family characteristics: 2001 

Characteristic 

AIAN, nonHispanic AIAN and White, 

non-Hispanic AIAN, Hispanic 

AIAN, and other 

non-Hispanic 

Total 100 100 100 100 

 

Poverty status 

 Below poverty threshold 47 29 32 33 

 At or above poverty threshold 53 71 68 67 

Region1 

 Northeast 4 11 12 22 

 Midwest 22 30 13 16 

 South 36 35 9 30 

 West 38 24 65 32 1

Regions used for the ECLS–B are the same as those used by the U.S. Bureau of the Census. The following is a list of states that are 

included in each region. Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, 

Rhode Island, Vermont. Midwest: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, 

South Dakota, Wisconsin. South: Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, 

Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, West Virginia. West: Alaska, Arizona, 

California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming. 

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

Restricted-Use File. NCES 2004-093 

• Children’s sex [X1CHSEX] This composite is mainly taken from the birth certificate 

information used for sampling and the information was confirmed in the parent interview. If 

the parent interview indicated a sex different from the birth certificate, then the parent 

interview information took priority. 

• Children’s birth status [X1MBRTST] This composite is derived from information on the birth 

certificate that states whether the child was part of a single birth, twin birth, or other multiple 

births (e.g., triplets, quadruplets). 

• Children’s prematurity [BCGESTWK] This is variable from the birth certificate that presents 

information on gestational age in weeks—36 weeks or less is considered premature. 

• Children’s birth weight [X1BTHWGT] Child’s birth weight is derived from information on the 

birth certificate and then categorized into “normal” (greater than 5.5 pounds), “low” (more than 

3.3 pounds to 5.5 pounds) and “very low” (3.3 pounds or less). 

• Maternal age at child’s birth [BCMOMAGE] This is a single variable that is drawn from the 

birth certificate that presents the child’s mother’s age in years at the time of the child’s birth. 

• Family type [derived from: X1MARSTA; P1PARTNR; P1NFTHHH] Information on family type 

was provided in the parent interview. In order to construct this family type variable, 

information from X1MARSTA (marital status of parent—married, separated, divorced, 

widowed), P1PARTNR (spouse or partner living in the household), and P1NFTHHH 

(confirmation of biological father not living in household) was used. Married, two biological 

parents includes biological mothers and biological fathers who are married. Married, two 

parents includes biological mother and other father, biological father and other mother, two 

adoptive parents, or two same sex parents. Cohabiting, two biological parents includes 

unmarried biological mother and father. Cohabiting, two parents includes unmarried biological 

mother and other father, biological father and other mother, or two same sex parents. Single 

parent live alone includes a single biological mother, a single biological father or a single 

adoptive parent (95 percent of the time single parent, lives alone refers to the biological 

mother). Other (guardian) includes related guardians or unrelated guardians, and/or foster 

parents. 

• Child’s mother’s education [X1MOMED] This composite presents the highest level of 

education the child’s mother received. This variable includes only birth, adoptive, step-, or 

foster mothers residing in the household. For example, if the child did not have birth, 
49

adoptive, step- or foster parents but was living with another relative (such as an aunt) who 

served as the parent respondent, the education of the relative and his or her spouse was not 

used in the creation of the composites. Priority was given to information directly provided from 

the mother. For example, if the mother was the respondent to the parent interview, priority 

was given to her responses. At 9 months of age, less than one percent of the children did not 

have at least one parent in the household. 

• Child’s father’s education [X1FTHED] Information on the child’s father’s education was 

provided in potentially two places: the parent interview and the father questionnaire. This 

composite presents the highest level of education the father received. This variable includes 

only birth, adoptive, step-, or foster fathers residing in the household. For example, if the child 

did not have birth, adoptive, step-, or foster parents but was living with another relative (such 

as an aunt) who served as the parent respondent, the education of the relative and his or her 

spouse was not used in the creation of the composites. Priority was given to information 

collected directly from the father. For example, if the father completed a resident father 

questionnaire, priority was given to the information he provided over the information the 

respondent to the parent interview provided about the spouse (if applicable) residing in the 

home. At 9 months of age, less than one percent of the children did not have at least one 

parent in the household. 

• Children’s age at assessment [X1ASAGE] The composite variable X1ASAGE defines child’s 

age at assessment in terms of the child’s chronological age in decimal months. If the child’s 

date of birth on the birth record was determined to be correct by the parent respondent 

(P1CHDOBC = 1), then the child’s age was calculated by determining the number of days 

between the date when the child completed the ECLS–B direct child assessments and the 

child’s date of birth indicated on the birth record. If the child’s date of birth on the birth record 

was determined to be incorrect by the parent respondent, then the child’s age was calculated 

by determining the number of days between the date when the child completed the direct 

child assessment and the child’s date of birth reported in the parent CAPI instrument. The 

total number of days was then divided by 30 to calculate the age in months. 

• Primary care arrangement [X1PRIMNW] Information on child care was collected in the parent 

interview. This composite presents information on the type of care in which the child spent the 

most hours. To create the composite, the hours for relative care, nonrelative care, and centerbased care were compared to select the primary care arrangement with the most number of 

hours. If the number of hours of care was equal for two or more types of care, X1PRIMNW 

was coded as “multiple care arrangements”. If the indicator variables for regular receipt of 

relative, nonrelative, and center-based care all equal to “no care” then X1PRIMNW was 

coded as “no child care”. Note, the term “regular” is not specifically defined to the respondent; 

therefore the respondent interprets “regular” as whatever it means to them. 

• Age first began care [X1AGCARE] Information on child care was collected in the parent 

interview. This composite indicates the earliest age in months the child first began any type of 

child care on a regular basis. The composite is coded as follows: If all the indicator variables 

for regular receipt of relative, nonrelative, and center-based care were equal to “no regular 

receipt” and all the indicator variables for ever receiving regular care from a relative, 

nonrelative, and center-based program were equal to 2 “no regular receipt ever”, X1AGCARE 

is coded as “Not applicable”. For the remaining cases, if any of the indicator variables for 

regular receipt of care of any type was equal to “yes, regular receipt”, or if any of the indicator 

variables for ever receiving care of any type was equal to “yes, regular receipt ever”, 

X1AGCARE is coded as the single youngest age in months the child first received care of any 

type. Otherwise, if any of the indicator variables for regular receipt of care or ever receiving 

care of any type was equal to “yes”, but the age in months the child first received care of that 

type was missing, X1AGCARE is coded as “not ascertained”. 

• Total hours in care [X1HRSCAR] Information on child care was collected in the parent 

interview. This composite indicates the total number of hours per week the focal child spent in 

all primary and secondary care arrangements at the time of the 9-month parent CAPI 
50

instrument. The variable combines hours in child care arrangements in which the child spent 

the most time with hours from additional regular child care arrangements. 

• Father in household [X1FTHTYP] As part of providing information on who lives in the 

household, the household respondent could identify one of the people within the household 

as the child’s father, these individuals were located within the household roster, and their 

relationship to the child (biological, adoptive, foster, step-, partner of parent, or unknown) was 

established. For households containing more than one father, a hierarchy was used to 

designate the “current” or residential father. The biological parent, if present, was always the 

current father. In the absence of a biological parent, the current father designation was 

assigned to the adoptive, step-, foster/guardian, partner (including household members 

defined as spouses/partners of the parent respondent but were not identified by the 

respondent as fathers/male guardians), or “unknown-type” parent. If there were no household 

members that could be identified as one of the father types outlined above, the composite 

variables were set to equal 7 (no resident father). 

• When nonresident father last visited child [P1BFLAST] This is an item from the parent 

interview that asks the respondent, when there is no biological father in the household, when 

is the last time the child had contact with their biological father. 

• Children’s race/ethnicity [X1CHRACE] The ECLS–B collected information on children’s race 

and ethnicity in a code-all-that-apply fashion. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. Then, parents were shown a card with race response 

options and asked to identify all the races that applied. The options were as follows: White, 

Black or African American, American Indian or Alaska Native (AIAN) Indian, Chinese, Filipino, 

Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, 

Samoan, Other Pacific Islander, and/or another race. From these responses, a series of six 

dichotomous race variables were created that indicated separately whether the child 

belonged to each of five main specified race groups, including White, Black, Asian (including 

Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, and Other Asian), American 

Indian, and Native Hawaiian or other Pacific Islander (including Native Hawaiian, Guamanian 

or Chamorro, Samoan, and Other Pacific Islander). In addition, one more dichotomous 

variable was created for parent respondents who had simply indicated that the child was more 

than one race without specifying a race (e.g., biracial). Data were collected on ethnicity as 

well. Specifically, respondents were asked whether the child was of Hispanic or Latino origin. 

Using the six race dichotomous variables and the Hispanic ethnicity variable, the 

race/ethnicity composite variable (X1CHRACE) was created. The categories were White, 

non-Hispanic; Black or African American, non-Hispanic; Hispanic, race specified; Hispanic, 

no race specified; Asian, non-Hispanic; Native Hawaiian or other Pacific Islander, nonHispanic; American Indian or Alaska Native, non-Hispanic; and more than one race specified, 

non-Hispanic. A child was classified as Hispanic if a parent respondent indicated the child’s 

ethnicity was Hispanic regardless of whether a race was identified and what that race was. 

• Adequacy of prenatal care [X1APNCU] The APNCU index is a function of when prenatal care 

began and how many visits occurred across the duration of the pregnancy. Essentially, there 

are two dimensions that are combined into one overall index: when and how often. The 

definition of adequacy as it relates to “when” is as follows: adequate plus, first or second 

month; adequate, third or fourth month; intermediate, fifth or sixth month; and inadequate, 

seventh month or later or no prenatal visits. The definition of adequacy as it relates to “how 

often” is as follows [based on the proportion of visits recommended by the American College 

of Obstetricians and Gynecologists (ACOG) for the gestational age of the child (i.e., for a 40 

week pregnancy ACOF recommends 14 visits)]: adequate plus, greater than or equal to 110 

percent; adequate, 80 to 109 percent; intermediate, 50 to 79 percent; and inadequate, less 

than 50 percent. The percentages are calculated with the following example in mind: for a 40 

week pregnancy ACOG recommends 14 visits, if a mother received 12 visits, this proportion 

would be 85.7% (i.e., 12 visits is 85.7 percent of 14). For more information see Kotelchuck 

(1994). An evaluation of the Kessner Adequacy of Prenatal Care Index and a proposed 
51

Adequacy of Prenatal Care Utilization Index. American Journal of Public Health, vol. 84, no. 

9. 

• Prenatal health insurance [P1PNCMCD P1PNCSLF P1PNCINS P1PNCIHS P1PNCFND 

P1PNOGOV P1NOPYMT P1PNCOTH] The parent interview directly asked about payment for 

prenatal care. The respondent could provide multiple responses, which were in turn coded 

into the follow categories: health insurance, Medicaid, Indian Health Service, personal 

income, or other. 

• Place of prenatal care [P1PLCVST] The parent interview also asked about where children’s 

mothers went most of the time for their prenatal care: clinic or health center, doctor’s office or 

HMO, hospital outpatient department, or hospital emergency room, midwife/birthing center, or 

other. In the table, the following categories were collapsed into “other”: hospital emergency 

room, midwife/birthing center and other. 

• Prenatal behaviors [P1PGBBDV P1PGEAT P1PGBRFD P1PGMEDS P1PGELBR P1PGSMK 

P1PGDRNK] In terms of healthy prenatal behaviors, the respondent was asked if, during any 

of the prenatal care visits, a doctor, nurse or other health care professional talked with them 

about the following: how the baby grows and develops during pregnancy, what the mother 

should eat during pregnancy, breast feeding, the kinds of medicines that are safe during 

pregnancy, what to do if labor begins early, how smoking could affect the baby, and how 

drinking alcohol could affect the baby. 

 

 

Direct Child Assessment, Mental and Physical Development 

The Bayley Short Form–Research Edition (BSF-R) was used to assess children’s mental and physical 

skills, which is a shortened form of the Bayley Scales of Infant Development–Second Edition (BSID–II).27

Like the BSID-II, the BSF-R has two scales—a mental scale and a physical (motor development) scale. 

• The mental scale includes items designed to assess early cognitive and language ability. 

These included memory, means-end behavior (e.g., ringing a bell to hear a sound), problem 

solving, concept attainment, exploration of objects, and preverbal communication (both 

vocalizations and gestures). Children were presented with tasks such as putting blocks in a 

cup, ringing a bell, and responding to a parent’s request (e.g., peek-a-boo). The main factor 

assessed by the mental scale is general cognitive ability. The reliability of the estimate of the 

9-month BSF–R mental scale (IRT-based theta) was .79. 

• The physical scale includes items designed to assess gross and fine motor skills (e.g., picking 

up objects, crawling, walking), perceptual-motor integration, and problem solving. Children 

participated in tasks such as picking up small objects, grasping a pencil, rolling over from 

being on their backs, sitting and standing unsupported, and walking with help. The reliability 

of the estimate of the 9-month BSF–R physical scale (IRT-based theta) was .92. 

Specific Mental and Physical Skills—Proficiency Level Probability Scores. Proficiency scores provide a 

means of distinguishing status in specific skills within a content area from the developmental status 

measured by the IRT scale scores. Clusters of two to five test items having similar content and difficulty 

were included at several points along the score scale of the BSF–R mental and physical assessments. 

Clusters of items provide a more reliable test of proficiency than do single items, because of the possibility 

of children getting the item correct by chance. The nature of the BSF–R (with basal and ceiling 

supplements) is that not all children receive all items. To calculate proficiency estimates for all children, an 

IRT model was employed. For the purpose of IRT calibration, the item clusters were treated as single 

 

27 Bayley, N. (1993). Bayley Scales of Infant Development, Second Edition Manual. San Antonio, TX: The Psychological Corporation. 
52

items. The hierarchical nature of the skill sets justified the use of the IRT model in this way.28 

The ECLS–B offers 5 proficiency levels based on the BSF-R mental scale: (1) explores objects in play, (2) 

explores purposefully, (3) babbles, (4) early problem solving, and (5) uses words. Explores objects in play

measures children’s exploration of objects, for example reaching for and holding objects, but with no 

specific purpose or goal except to play or discover. Explores purposefully refers to children’s purposeful 

exploration of objects; that is, the child now touches and works with the objects for a reason, such as to 

seek out what makes the ringing noise in a bell. Babbles refers to children’s communication through 

sounds and gestures, and babbling or jabbering. Early problem solving refers to using reasoning to 

interact with objects. And, uses words measures children’s early verbal communication using words, both 

receptive (pointing to named objects) and expressive (saying words). 

The ECLS–B offers 5 proficiency levels based on the BSF-R physical scale: (1) eye-hand coordination, (2) 

sitting, (3) pre-walking, (4) independent walking, and (5) balance. Eye-hand coordination is children’s 

ability to grasp and obtain objects. Sitting refers to children’s mastery at supporting themselves while 

sitting. Pre-walking means that children demonstrate skills such as taking steps and supporting their 

weight while standing. Independent walking measures children’s ability to walk without help from people 

or holding onto furniture. Balance refers to children’s ability to balance in various positions (e.g., squatting, 

standing on one foot). 

 

28 For more information on the BSF-R scale and score formation, see Chapter 3 of the ECLS–B 9-month Data File Users’ Manual [National Center for 

Education Statistics (NCES) (2004). Early Childhood Longitudinal Study, Birth Cohort: 9-month Restricted-use Data Files User’s Manual (NCES 2004–

093). Washington, DC: National Center for Education Statistics].
53

Appendix B 

Standard Error Tables 
54
55

Table B-1. Standard errors for the percentage distribution of children born in 2001, by child characteristics at time of 

birth: 2001 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Child’s sex 

 Male 3.44 

 Female 3.44 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 3.21 

 AIAN and White, non-Hispanic 4.48 

 AIAN and Hispanic 3.53 

 AIAN and Other, non-Hispanic 3.21 

 Child's mother's age at child’s birth2

 

 15-17 years 0.69 

 18-19 years 1.43 

 20-24 years 3.35 

 25-29 years 4.31 

 30-34 years 2.68 

 35-39 years 0.98 

 40 years or older 0.79 

 

All children 

 Child’s sex 

 Male 0.09 

 Female 0.09 

 Children's race/ethnicity 

 White, non-Hispanic 0.52 

 Black, non-Hispanic 0.23 

 Hispanic 0.36 

 Asian, non-Hispanic 0.10 

 Native Hawaiian or Other Pacific Islander, non-Hispanic — 

 American Indian, non-Hispanic 0.06 

 More than one race, non-Hispanic 0.27 

 Child's mother's age at child’s birth2

 

 15-17 years 0.19 

 18-19 years 0.19 

 20-24 years 0.04 

 25-29 years 0.03 

 30-34 years 0.03 

 35-39 years 0.01 

 40 years or older 0.02 

See notes at the end of the table. 
56

Table B-1. Standard errors for the percentage distribution of children born in 2001, by child characteristics at time of birth: 2001–

Continued 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Birth status 

 Single 0.56 

 Twin 0.56 

 Higher order (e.g., triplet) — 

 Prematurity (less than 37 weeks gestation) 

 No 1.91 

 Yes 1.91 

 Birth weight 

 Normal birth weight (more than 5.5 pounds) 0.91 

 Moderately low birth weight (more than 3.3 to 5.5 pounds) 0.86 

 Very low birth weight (3.3 pounds or less) 0.21 

 

All children 

 Birth status 

 Single 0.01 

 Twin 0.01 

 Higher order (e.g., triplet) — 

 Prematurity (less than 37 weeks gestation) 

 No 0.42 

 Yes 0.42 

 Birth weight 

 Normal birth weight (more than 5.5 pounds) 0.02 

 Moderately low birth weight (more than 3.3 to 5.5 pounds) 0.02 

 Very low birth weight (3.3 pounds or less) 0.01 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent 

indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the 

possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as 

a combination of White, Black, Asian, and/or Pacific Islander. 

2

Children with mother's less than 15 years of age were excluded from the study. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, 

K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 

2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
57

Table B-2. Standard errors for the percentage distribution of children born in 2001, by family charateristics when the children 

were about 9 months of age: 2001 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Poverty status1 

 Below poverty threshold 3.20 

 At or above poverty threshold 3.20 

 Family type2 

 Married, two biological parents 3.12 

 Married, two parents — 

 Cohabiting, two biological parents 2.94 

 Cohabiting, two parents 1.01 

 Single parent, lives alone 2.91 

 Other (guardian) 0.25 

 Child's mother's education3

 

 Less than high school 3.47 

 High school diploma/GED 2.90 

 Some college/vocational or technical 2.64 

 Bachelor's degree or higher 1.55 

 Child's father's education4 

 Less than high school 3.00 

 High school diploma/GED 2.72 

 Some college/vocational or technical 2.85 

 Bachelor's degree or higher 1.43 

 

All children 

 Poverty status1 

 Below poverty threshold 0.60 

 At or above poverty threshold 0.60 

 Family type2 

 Married, two biological parents 0.57 

 Married, two parents 0.09 

 Cohabiting, two biological parents 0.48 

 Cohabiting, two parents 0.11 

 Single parent, lives alone 0.49 

 Other (guardian) 0.10 

 Child's mother's education3

 

 Less than high school 0.65 

 High school diploma/GED 0.64 

 Some college/vocational or technical 0.43 

 Bachelor's degree or higher 0.30 

 Child's father's education4 

 Less than high school 0.61 

 High school diploma/GED 0.52 

 Some college/vocational or technical 0.57 

 Bachelor's degree or higher 0.52 

See notes at the end of the table. 
58

Table B-2. Standard errors for the percentage distribution of children born in 2001, by family charateristics when the children 

were about 9 months of age: 2001–Continued 

Characteristic Percent 

American Indian and Alaska Native children (AIAN) 

 Primary home language 

 English 1.87 

 Spanish 1.90 

 Native American 0.25 

 Other 0.17 

 Speaks a Native American language in the home 

 Yes 1.27 

 No 1.27 

 Region5 

 Northeast 3.14 

 Midwest 4.11 

 South 4.18 

 West 4.05 

 Urbanicity6 

 Urban 3.29 

 Rural 3.29 

 

All children 

 Primary home language 

 English 0.50 

 Spanish 0.45 

 Native American — 

 Other 0.25 

 Speaks a Native American language in the home 

 Yes — 

 No 0.03 

 Region5 

 Northeast 0.09 

 Midwest 0.12 

 South 0.14 

 West 0.12 

 Urbanicity6 

 Urban 0.72 

 Rural 0.72 

—Not available. 

1

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

2

Married, two parents and Cohabiting, two parents could be one biological parent and one nonbiological parent or two nonbiological parents (such as 

adoptive parents). Also, 95 percent of the time Single parent, lives alone refers to the biological mother. 3

Child's mother's education reflects the population of children living with their mother. Therefore, estimates may not sum to totals due to the omitted 

category no mother in household. 4

Child's father's education reflects the population of children living with their father. Therefore, estimates may not sum to totals due to the omitted 

category no father in household. 5

Regions used for the ECLS–B are the same as those used by the U.S. Bureau of the Census. The following is a list of states that are included in 

each region. Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont. 

Midwest: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin. South: Alabama, 

Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, 

Tennessee, Texas, Virginia, West Virginia. West: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, 

Washington, Wyoming. 

6

Urbanicity is based on definitional criteria from the 2000 census. Urban refers to Urban, inside UA and Urban, inside UC, where “UA” refers to an 

urbanized area and “UC” refers to an urban cluster (i.e., less densely populated than a “UA” or urbanized area). 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, 

K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 

2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
59

Table B-3. Standard errors for the percentage of children demonstrating specific mental skills, by children's age at 

assessment: 2001 

Percentage of children 

Children's age at assessment 

Explores 

objects in 

play 

Explores 

with 

purpose Babbles 

Early 

problem 

solving 

Uses 

words 

American Indian and Alaska Native children (AIAN) 

 8, 9 or 10 months 0.07 1.20 1.33 0.35 — 

 8 months 0.11 1.95 1.12 0.12 — 

 9 months 0.11 1.81 1.63 0.29 — 

 10 months 0.06 0,97 1.84 0.74 0.16 

 11, 12 or 13 months 0.02 0.46 2.04 1.58 0.61 

 11 months 0.05 0.89 3.28 1.76 0.53 

 12 months 0.02 0.38 2.41 2.47 1.08 

 13 months 0.02 0.17 3.06 3.60 1.58 

 14 to 22 months — 0.05 1.34 5.10 5.16 

 

All children 

 8, 9 or 10 months 0.03 0.38 0.41 0.11 — 

 8 months 0.06 0.75 0.48 0.08 — 

 9 months 0.02 0.31 0.33 0.07 — 

 10 months 0.03 0.27 0.53 0.21 0.05 

 11, 12 or 13 months 0.02 0.14 0.43 0.46 0.25 

 11 months 0.04 0.26 0.57 0.49 0.23 

 12 months 0.01 0.08 0.63 0.77 0.42 

 13 months — 0.05 0.57 0.98 0.66 

 14 to 22 months 0.01 0.10 0.62 1.47 1.42 

—Not available. 

NOTE: Estimates weighted by W1R0. EChildren who were assessed at less than 8 months of age (about .4 percent of the sample) are

not reflected in this table; however, unless otherwise noted they are included in the estimates produced in the remainder of the report. 

stimates for "all children" were first published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of 

the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: 

National Center for Education Statistics. 

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

Restricted-Use File, NCES 2004-093. 
60

Table B-4. Standard errors for the percentage of children demonstrating specific physcial skills, by children's age at 

assessment: 2001 

Percentage of children 

Children's age at assessment 

Eye-hand 

coordination Sitting Prewalking 

Independent 

walking Balance 

American Indian and Alaska Native children (AIAN) 

 8, 9 or 10 months 0.64 0.66 2.12 1.66 0.12 

 8 months 1.18 1.38 3.27 1.10 — 

 9 months 0.79 0.85 2.67 1.59 0.09 

 10 months 0.56 0.49 1.94 3.32 0.31 

 11, 12 or 13 months 0.64 0.62 2.05 3.85 1.34 

 11 months 1.40 1.35 4.56 7.06 2.06 

 12 months 0.42 0.36 1.08 4.74 1.63 

 13 months 0.33 0.23 1.06 3.57 3.03 

 14 to 22 months 0.10 0.04 0.17 1.89 4.29 

 

All children 

 8, 9 or 10 months 0.13 0.13 0.40 0.37 0.04 

 8 months 0.25 0.28 0.75 0.44 — 

 9 months 0.16 0.16 0.49 0.41 0.03 

 10 months 0.13 0.13 0.44 0.63 0.10 

 11, 12 or 13 months 0.11 0.08 0.33 1.06 0.50 

 11 months 0.16 0.13 0.52 1.33 0.36 

 12 months 0.16 0.12 0.47 1.77 0.95 

 13 months 0.17 0.12 0.53 1.93 1.34 

 14 to 22 months 0.09 0.06 0.22 1.04 1.86 

—Not available. 

NOTE: Estimates weighted by W1R0. Children who were assessed at less than 8 months of age (about .4 percent of the sample) are not 

reflected in this table; however, unless otherwise noted they are included in the estimates produced in the remainder of the report. Estimates for 

"all children" were first published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood 

Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education 

Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, RestrictedUse File, NCES 2004-093. 
61

Table B-5. Standard errors for the percentage of children about 9 months of age, by primary type of arrangement, child 

characteristics, and family characteristics: 2001 

Characteristic 

Relative 

care 

Nonrelative 

care 

Centerbased 

care 

Multiple 

arrangements 

No regular 

nonparental 

care 

arrangement 

American Indian and Alaska 

Native children (AIAN) 

 Total 2.42 2.86 1.41 — 3.07 

 Child’s sex 

 Male 3.88 4.47 1.81 — 4.48 

 Female 3.59 3.09 2.08 — 4.23 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 3.12 1.37 2.35 0.44 2.96 

 AIAN and White, non-Hispanic 4.09 3.71 2.33 — 5.24 

 AIAN and Hispanic 6.61 6.86 1.13 0.57 8.43 

 AIAN and Other, non-Hispanic 6.50 7.25 5.54 0.56 10.23 

 Poverty status2

 

 Below poverty threshold 3.86 1.74 1.69 0.53 4.37 

 At or above poverty threshold 3.75 3.90 1.91 — 3.84 

 

All children 

 Total 0.69 0.44 0.46 0.13 0.79 

 Child’s sex 

 Male 0.85 0.56 0.57 0.17 0.87 

 Female 0.95 0.63 0.57 0.19 1.20 

 Children’s race/ethnicity3

 

 White, non-Hispanic 0.78 0.65 0.68 0.19 1.20 

 Black, non-Hispanic 1.48 1.15 1.23 0.37 1.63 

 Hispanic 1.18 0.84 0.64 — 1.31 

 Asian, non-Hispanic 1.72 1.07 0.59 — 2.00 

 Other, non-Hispanic 2.05 1.95 1.52 0.56 2.53 

 Poverty status2

 

 Below poverty threshold 1.20 0.55 0.73 0.15 1.20 

 At or above poverty threshold 0.73 0.56 0.54 0.13 0.90 

See notes at the end of the table. 
62

Table B-5. Standard errors for the percentage of children about 9 months of age, by primary type of arrangement, child 

characteristics, and family characteristics: 2001–Continued 

Characteristic 

Relative 

care 

Nonrelative 

care 

Centerbased care 

Multiple 

arrangements 

No regular 

nonparental 

care 

arrangement 

American Indian and Alaska 

Native children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 6.17 6.81 3.69 0.50 8.54 

 Part-time (Less than 35 hours) 5.58 7.55 1.09 — 8.60 

 Looking for work 6.75 1.20 1.96 — 6.17 

 Not in work force 3.63 2.29 0.78 — 4.00 

 No mother in household 35.18 5.98 4.82 — 27.13 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 1.19 0.96 1.03 0.24 0.94 

 Part-time (Less than 35 hours) 1.36 1.45 0.80 0.42 1.46 

 Looking for work 1.89 1.08 1.15 — 1.93 

 Not in work force 0.62 0.40 0.40 — 0.88 

 No mother in household 10.26 1.25 8.26 — 8.76 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated 

yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of 

indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a 

combination of White, Black, Asian, and/or Pacific Islander. 

2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one 

race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. 

and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-

036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
63

Table B-6. Standard errors for the percentage of children about 9 months of age in child care, by age in 

months when children first began arrangement, child characteristics, and family characteristics: 

2001 

Age first began care 

Characteristic 

Younger 

than 3 

months 

3 to 6 

months 

More than 6 

months 

American Indian and Alaska Native children (AIAN) 

 Total 3.34 3.26 2.37 

 Child’s sex 

 Male 4.12 3.86 3.75 

 Female 4.94 5.59 3.48 

 AIAN children's race/ethnicity1

 

 AIAN, non-Hispanic 2.42 3.98 4.36 

 AIAN and White, non-Hispanic 7.05 6.87 4.61 

 AIAN and Hispanic 10.64 10.12 4.75 

 AIAN and Other, non-Hispanic 12.71 10.54 5.87 

 Poverty status2 

 Below poverty threshold 6.04 6.39 3.13 

 At or above poverty threshold 5.06 4.51 3.10 

 

All children 

 Total 1.00 1.20 0.60 

 Child’s sex 

 Male 1.21 1.24 0.85 

 Female 1.26 1.33 0.95 

 Children’s race/ethnicity3

 

 White, non-Hispanic 1.64 1.62 0.92 

 Black, non-Hispanic 1.84 1.74 1.10 

 Hispanic 2.26 2.06 1.15 

 Asian, non-Hispanic 2.35 2.41 1.47 

 Other, non-Hispanic 2.38 2.80 1.91 

 Poverty status2

 

 Below poverty threshold 1.82 2.00 1.16 

 At or above poverty threshold 1.17 1.10 0.69 

See notes at the end of the table. 
64

Table B-6. Standard errors for the percentage of children about 9 months of age in child care, by age in 

months when children first began arrangement, child characteristics, and family characteristics: 

2001–Continued 

Age first began care 

Characteristic 

Younger 

than 3 

months 

3 to 6 

months 

More than 6 

months 

American Indian and Alaska Native children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 5.34 5.23 2.38 

 Part-time (Less than 35 hours) 6.15 7.18 6.29 

 Looking for work 12.04 12.48 4.96 

 Not in work force 8.27 10.42 8.26 

 No mother in household 49.04 26.05 24.06 

 Primary care arrangement 

 Relative care 9.05 6.32 4.57 

 Non-relative care 5.72 7.65 4.26 

 Center care 7.98 9.63 4.87 

 Multiple arrangements 35.84 35.84 — 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 1.29 1.13 0.68 

 Part-time (Less than 35 hours) 1.99 2.01 1.52 

 Looking for work 2.92 2.62 2.41 

 Not in work force 2.00 2.09 1.74 

 No mother in household 9.79 6.97 10.88 

 Primary care arrangement 

 Relative care 1.28 1.26 0.89 

 Non-relative care 1.46 1.59 1.09 

 Center care 2.76 2.56 1.73 

 Multiple arrangements 7.94 7.46 6.14 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child 

was of Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose 

one or more of the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, 

Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific 

Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent 

indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to

all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other 

races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a 

combination of White, Black, Asian, and/or Pacific Islander. 

2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than 

$18,104.00 was considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska 

Native, and more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first 

published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal 

Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education 

Statistics. 

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

Cohort, Restricted-Use File, NCES 2004-093. 
65

Table B-7. Standard errors for the percentage of children about 9 months of age in child care, by current weekly hours 

in all arrangements, child characteristics, and family characteristics: 2001 

Total hours in child care arrangement(s) 

Characteristic 

10 hours 

or fewer 

11 to 30 

hours 

31 to 40 

hours 

More 

than 40 

hours 

American Indian and Alaska Native children (AIAN) 

 Total 2.16 4.68 4.68 4.51 

 Child’s sex 

 Male 3.72 7.44 5.58 7.06 

 Female 2.07 6.55 7.35 5.01 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 3.30 7.85 6.02 3.30 

 AIAN and White, non-Hispanic 3.73 8.14 10.18 7.06 

 AIAN and Hispanic 5.43 12.13 5.94 10.49 

 AIAN and Other, non-Hispanic 2.72 13.89 14.59 8.85 

 Poverty status2

 

 Below poverty threshold 4.61 6.94 8.48 3.92 

 At or above poverty threshold 2.13 5.66 5.37 5.89 

 

All children 

 Total 0.95 0.86 1.07 0.81 

 Child’s sex 

 Male 1.31 1.12 1.27 0.93 

 Female 0.99 1.25 1.41 1.20 

 Children’s race/ethnicity3 

 White, non-Hispanic 1.44 1.29 1.50 1.18 

 Black, non-Hispanic 1.49 1.17 2.03 1.92 

 Hispanic 1.43 1.69 1.71 1.57 

 Asian, non-Hispanic 1.54 2.02 2.30 2.22 

 Other, non-Hispanic 2.05 3.48 3.73 2.48 

 Poverty status2

 

 Below poverty threshold 1.45 1.78 1.88 1.51 

 At or above poverty threshold 1.08 1.00 1.22 0.89 

See notes at the end of the table. 
66

Table B-7. Standard errors for the percentage of children about 9 months of age in child care, by current weekly hours 

in all arrangements, child characteristics, and family characteristics: 2001–Continued 

Total hours in child care arrangement(s) 

Characteristic 

10 hours 

or fewer 

11 to 30 

hours 

31 to 40 

hours 

More 

than 40 

hours 

American Indian and Alaska Native children (AIAN) 

 Mother's employment status 

 Full-time (35 hours or more) 2.40 5.57 6.43 6.99 

 Part-time 4.06 9.94 9.46 1.91 

 Looking for work 14.47 13.40 24.62 5.26 

 Not in work force 6.22 13.12 11.49 2.96 

 No mother in household 12.99 69.40 10.30 48.37 

 Primary care arrangement 

 Relative care 3.01 6.32 7.06 5.23 

 Non-relative care 3.99 11.09 8.40 10.57 

 Center care 3.69 8.65 11.40 4.62 

 Multiple arrangements — 35.65 — 35.65 

 

All children 

 Mother's employment status 

 Full-time (35 hours or more) 0.93 0.89 1.50 1.18 

 Part-time 1.80 2.11 1.34 0.97 

 Looking for work 2.55 2.81 2.71 2.87 

 Not in work force 2.78 2.35 1.90 1.80 

 No mother in household 6.69 10.92 13.39 8.50 

 Primary care arrangement 

 Relative care 1.21 1.42 1.24 1.18 

 Non-relative care 1.56 1.50 1.94 1.45 

 Center care 1.49 1.52 2.27 2.04 

 Multiple arrangements 6.26 6.47 3.01 8.27 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of 

the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, 

Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another 

race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to 

all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the 

respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent 

indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was 

considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and 

more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in 

Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

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

Restricted-Use File, NCES 2004-093. 
67

Table B-8. Standard errors for the percentage of children about 9 months of age, by father type, child 

characteristics, and family characteristics: 2001 

Characteristic Biological 

Nonbiological 

No father 

in 

household 

American Indian and Alaska Native children (AIAN) 

 Total 2.89 1.03 2.87 

 Child’s sex 

 Male 3.20 1.22 3.09 

 Female 4.22 1.60 4.12 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 4.45 1.06 3.98 

 AIAN and White, non-Hispanic 3.90 1.39 3.92 

 AIAN and Hispanic 8.48 1.01 8.57 

 AIAN and Other, non-Hispanic 7.30 4.91 7.70 

 Poverty status2

 

 Below poverty threshold 5.59 1.76 5.64 

 At or above poverty threshold 2.61 1.26 2.43 

 

All children 

 Total 0.50 0.10 0.50 

 Child’s sex 

 Male 0.73 0.23 0.68 

 Female 0.75 0.20 0.75 

 Children’s race/ethnicity3

 

 White, non-Hispanic 0.63 0.24 0.61 

 Black, non-Hispanic 1.67 0.19 1.65 

 Hispanic 1.37 0.31 1.30 

 Asian, non-Hispanic 1.10 — 1.10 

 Other, non-Hispanic 2.40 0.50 2.34 

 Poverty status2

 

 Below poverty threshold 1.32 0.30 1.34 

 At or above poverty threshold 0.46 0.17 0.41 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their 

child was of Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to 

choose one or more of the following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian 

Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, 

Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the 

respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and 

White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of 

indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic,

such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than 

$18,104.00 was considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska 

Native, and more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first 

published in Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood 

Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for 

Education Statistics. 

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

Cohort, Restricted-Use File, NCES 2004-093. 
68

Table B-9. Standard errors for the percentage of children about 9 months of age in households where there is no resident biological 

father, by contact with their biological father, child characteristics, and family characteristics: 2001 

Nonresident biological father’s contact with child 

Characteristic 

Visited 

child the 

same day 

as parent 

interview 

Visited 

child in 

the past 2 

to 7 days 

Visited 

child in 

the past 8 

to 14 

days 

More 

than 2 

weeks 

since last 

visited 

child 

Never 

seen 

child 

American Indian and Alaska Native children (AIAN) 

 Total 6.51 5.39 3.30 0.49 2.63 

 Child’s sex 

 Male 6.15 7.17 2.07 — 5.83 

 Female 10.15 7.75 5.07 0.79 2.33 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 7.49 5.60 3.59 1.40 3.20 

 AIAN and White, non-Hispanic 15.49 17.84 1.39 1.51 8.20 

 AIAN and Hispanic 22.22 18.55 2.90 — 4.79 

 AIAN and Other, non-Hispanic 13.33 14.20 13.16 — 1.84 

 Poverty status2

 

 Below poverty threshold 8.85 7.02 1.75 0.51 3.60 

 At or above poverty threshold 6.63 10.23 8.61 1.14 3.07 

 

All children 

 Total 1.42 1.49 0.72 0.45 1.07 

 Child’s sex 

 Male 2.04 2.24 1.16 0.70 1.47 

 Female 1.76 2.22 0.87 0.49 1.49 

 Children’s race/ethnicity3

 

 White, non-Hispanic 2.72 2.67 1.12 0.70 2.01 

 Black, non-Hispanic 1.63 1.95 1.11 0.70 0.86 

 Hispanic 3.80 3.42 1.52 0.91 2.62 

 Asian, non-Hispanic 6.51 8.49 7.40 1.61 6.67 

 Other, non-Hispanic 5.66 5.10 2.01 1.03 3.08 

 Poverty status2

 

 Below poverty threshold 1.91 1.77 0.78 0.61 1.23 

 At or above poverty threshold 1.99 2.17 1.00 0.56 1.51 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, 

or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, Black or 

African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, 

Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means 

the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. 

AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the 

respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be living 

in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one race 

non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and 

West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. 

Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
69

Table B-10. Standard errors for the percentage of children about 9 months of age, by adequacy of prenatal care, child 

characteristics, and family characteristics: 2001 

Adequacy of prenatal care1

Characteristic Inadequate 

Intermediate 

adequacy Adequate 

Adequate 

plus 

American Indian and Alaska Native children (AIAN) 

 Total 3.90 2.60 3.76 2.78 

 Child’s sex 

 Male 3.62 3.74 5.85 4.06 

 Female 6.14 3.69 3.77 4.37 

 AIAN children's race/ethnicity2 

 AIAN, non-Hispanic 2.99 2.63 4.23 3.84 

 AIAN and White, non-Hispanic 3.20 4.10 5.32 4.86 

 AIAN and Hispanic 9.75 5.43 7.43 5.67 

 AIAN and Other, non-Hispanic 7.02 7.04 9.76 3.37 

 Poverty status3

 

 Below poverty threshold 10.17 5.85 5.36 4.45 

 At or above poverty threshold 3.44 3.46 4.88 3.43 

 

All children 

 Total 0.34 0.45 0.62 0.52 

 Child’s sex 

 Male 0.47 0.63 0.95 0.80 

 Female 0.64 0.63 0.88 0.72 

 Children’s race/ethnicity4

 

 White, non-Hispanic 0.48 0.63 0.87 0.76 

 Black, non-Hispanic 1.09 1.08 1.50 1.60 

 Hispanic 0.83 1.01 1.36 1.23 

 Asian, non-Hispanic 0.97 1.53 2.41 1.92 

 Other, non-Hispanic 1.32 2.29 2.70 2.36 

 Poverty status3

 

 Below poverty threshold 0.99 0.90 1.39 1.19 

 At or above poverty threshold 0.36 0.57 0.71 0.59 

1

Adequacy of prenatal care is based on the Adequacy of Prenatal Care Utilization index (APNCU). The APNCU index is from: Kotelchuck (1994). An 

evaluation of the Kessner Adequacy of Prenatal Care Index and a proposed Adequacy of Prenatal Care Utilization Index. American Journal of Public 

Health, vol. 84, no. 9. The definition of adequacy as it relates to “how often” is as follows [based on the proportion of visits recommended by the 

American College of Obstetricians and Gynecologists (ACOG) for the gestational age of the child (i.e., for a 40 week pregnancy ACOF recommends 14 

visits)]: adequate plus, greater than or equal to 110 percent; adequate, 80 to 109 percent; intermediate, 50 to 79 percent; and inadequate, less than 50 

percent. The percentages are calculated with the following example in mind: for a 40 week pregnancy ACOG recommends 14 visits, if a mother 

received 12 visits, this proportion would be 85.7% (i.e., 12 visits is 85.7 percent of 14). 2

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, 

Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: 

White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other 

Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, nonHispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated 

yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of 

indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a 

combination of White, Black, Asian, and/or Pacific Islander. 

3

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to 

be living in poverty. 

4

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one 

race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. 

and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-

036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use 

File, NCES 2004-093. 
70

Table B-11. Standard errors for the percentage of children about 9 months of age, by method of payment for prenatal care, child 

characteristics, and family characteristics: 2001 

Method of payment 

Characteristic 

Private 

health 

insurance Medicaid 

Indian 

Health 

Service 

Personal 

income Other 

American Indian and Alaska Native children (AIAN) 

 Total 3.66 3.61 1.56 1.21 3.09 

 Child’s sex 

 Male 4.84 4.63 1.84 2.39 3.76 

 Female 4.85 4.40 1.69 0.74 4.05 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 3.06 3.62 5.02 0.58 4.94 

 AIAN and White, non-Hispanic 4.49 5.81 1.09 1.08 5.05 

 AIAN and Hispanic 8.15 6.09 1.37 — 6.24 

 AIAN and Other, non-Hispanic 8.72 7.85 — 6.20 4.49 

 Poverty status2

 

 Below poverty threshold 3.06 5.58 2.13 — 4.66 

 At or above poverty threshold 4.49 4.09 1.68 1.75 4.18 

 

All children 

 Total 1.22 0.75 — 0.24 1.12 

 Child’s sex 

 Male 1.57 0.88 — 0.38 1.19 

 Female 1.31 1.09 — 0.29 1.29 

 Children’s race/ethnicity3

 

 White, non-Hispanic 1.67 1.11 — 0.29 1.66 

 Black, non-Hispanic 1.97 1.88 — 0.43 0.99 

 Hispanic 1.63 1.44 — 0.84 1.24 

 Asian, non-Hispanic 2.32 1.60 — 0.61 1.89 

 Other, non-Hispanic 2.61 2.44 0.73 0.60 2.29 

 Poverty status2

 

 Below poverty threshold 1.29 1.43 — 0.45 1.07 

 At or above poverty threshold 1.50 0.83 — 0.26 1.31 

—Not available. 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, 

or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, Black or 

African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, 

Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) 

means the respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all 

others. AIAN and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other 

means the respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be 

living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one race 

non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and 

West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. 

Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, 

NCES 2004-093. 
71

Table B-12. Standard errors for the percentage of children about 9 months of age, by location where their mothers 

received prenatal care most of the time, child characteristics, and family characteristics: 2001 

Characteristic 

Clinic or 

health 

center 

Doctor's 

office or 

HMO 

Hospital 

outpatient 

center Other 

American Indian and Alaska Native children (AIAN) 

 Total 3.26 3.87 1.11 1.15 

 Child’s sex 

 Male 4.46 4.78 1.53 1.61 

 Female 4.70 4.95 1.19 1.82 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 4.73 6.29 2.77 1.09 

 AIAN and White, non-Hispanic 3.83 5.04 0.75 2.36 

 AIAN and Hispanic 8.19 8.30 1.11 1.11 

 AIAN and Other, non-Hispanic 8.54 11.12 3.61 4.32 

 Poverty status2

 

 Below poverty threshold 5.80 6.26 2.17 2.96 

 At or above poverty threshold 4.15 4.51 1.04 1.22 

 

All children 

 Total 1.20 1.31 0.27 0.21 

 Child’s sex 

 Male 1.28 1.40 0.33 0.32 

 Female 1.36 1.50 0.35 0.26 

 Children’s race/ethnicity3

 

 White, non-Hispanic 1.54 1.73 0.31 0.24 

 Black, non-Hispanic 2.42 2.63 0.83 0.24 

 Hispanic 1.79 1.77 0.60 0.48 

 Asian, non-Hispanic 1.66 1.75 0.51 0.35 

 Other, non-Hispanic 2.01 2.63 0.80 1.28 

 Poverty status2

 

 Below poverty threshold 2.24 2.43 0.59 0.35 

 At or above poverty threshold 1.09 1.16 0.26 0.23 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the 

following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, 

Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. 

American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all 

others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the

respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent 

indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was 

considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and 

more than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in 

Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

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

Restricted-Use File, NCES 2004-093. 
72

Table B-13. Standard errors for the percentage of children about 9 months of age whose mothers received prenatal care and talked to a 

medical professional about baby development, what to eat during pregnancy, breastfeeding, and safe medications, by child 

and family characteristics: 2001 

Percentage that said "yes" to receiving information around... 

Characteristic 

Baby 

development 

What to eat 

during 

pregnancy Breastfeeding 

Safe 

medications 

during 

pregnancy 

American Indian and Alaska Native children (AIAN) 

 Total 1.73 2.50 1.74 1.23 

 Child’s sex 

 Male 2.75 3.61 3.07 2.56 

 Female 2.64 3.18 2.39 1.62 

 AIAN children's race/ethnicity1 

 AIAN, non-Hispanic 1.43 4.56 1.65 0.98 

 AIAN and White, non-Hispanic 3.61 4.11 3.38 2.23 

 AIAN and Hispanic 1.38 3.24 1.35 0.92 

 AIAN and Other, non-Hispanic 3.43 6.30 3.71 4.59 

 Poverty status2

 

 Below poverty threshold 3.79 5.38 1.07 2.53 

 At or above poverty threshold 1.79 2.84 2.62 1.64 

 

All children 

 Total 0.41 0.54 0.55 0.36 

 Child’s sex 

 Male 0.57 0.73 0.62 0.44 

 Female 0.54 0.69 0.73 0.48 

 Children’s race/ethnicity3 

 White, non-Hispanic 0.66 0.79 0.87 0.51 

 Black, non-Hispanic 0.50 0.91 0.77 0.58 

 Hispanic 0.64 0.90 0.78 0.74 

 Asian, non-Hispanic 0.98 1.20 1.47 0.94 

 Other, non-Hispanic 1.50 1.84 1.79 1.49 

 Poverty status2

 

 Below poverty threshold 0.59 0.94 0.93 0.76 

 At or above poverty threshold 0.50 0.59 0.63 0.43 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of Spanish, Hispanic, or 

Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the following options: White, Black or African 

American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian 

or Chamorro, Samoan, Other Pacific Islander, and/or another race. American Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the 

respondent indicated yes only to AIAN and no to all others. AIAN and White means the respondent indicated yes to AIAN and White, and no to all others. AIAN 

and Hispanic, means the respondent indicated yes to AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the 

respondent indicated yes to AIAN and multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was considered to be living 

in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more than one race 

non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in Flanagan, K. and 

West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (NCES 2005-036). U.S. 

Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, Restricted-Use File, NCES 

2004-093. 
73

Table B-14. Standard errors for the percentage of children about 9 months of age whose mothers received prenatal care 

and talked to a medical professional about what to do in case of early labor, how smoking during pregnancy 

affects the baby, and how drinking alcohol during pregnancy affects the baby, by child and family 

characteristics: 2001 

Percentage that said "yes" to receiving information around... 

Characteristic 

What to do in 

case of early 

labor 

How smoking 

during 

pregnancy 

affects the 

baby 

How drinking 

alcohol during 

pregnancy affects 

the baby 

American Indian and Alaska Native children (AIAN) 

 Total 1.75 1.94 2.50 

 Child’s sex 

 Male 2.46 3.28 3.38 

 Female 2.82 2.82 2.63 

 AIAN children's race/ethnicity1

 

 AIAN, non-Hispanic 1.45 1.72 1.75 

 AIAN and White, non-Hispanic 2.90 3.39 4.76 

 AIAN and Hispanic 4.44 2.91 1.44 

 AIAN and Other, non-Hispanic 3.04 7.74 7.76 

 Poverty status2

 

 Below poverty threshold 1.74 0.98 2.92 

 At or above poverty threshold 2.81 2.98 2.77 

 

All children 

 Total 0.39 0.66 0.60 

 Child’s sex 

 Male 0.51 0.69 0.65 

 Female 0.59 0.88 85.00 

 Children’s race/ethnicity3

 

 White, non-Hispanic 0.59 0.97 0.96 

 Black, non-Hispanic 0.65 0.99 1.05 

 Hispanic 0.81 0.77 0.80 

 Asian, non-Hispanic 0.97 1.25 1.53 

 Other, non-Hispanic 1.38 1.70 1.90 

 Poverty status2

 

 Below poverty threshold 0.78 0.98 0.99 

 At or above poverty threshold 0.42 0.75 0.67 

1

AIAN children’s race/ethnicity is defined by a series of variables from the parent interview. Parents were asked whether their child was of 

Spanish, Hispanic, or Latino origin. The parents were then shown a card with race response options and asked to choose one or more of the 

following options: White, Black or African American, American Indian or Alaska Native (AIAN), Asian Indian, Chinese, Filipino, Japanese, 

Korean, Vietnamese, Other Asian, Native Hawaiian, Guamanian or Chamorro, Samoan, Other Pacific Islander, and/or another race. American 

Indian and Alaska Native, non-Hispanic (AIAN, non-Hispanic) means the respondent indicated yes only to AIAN and no to all others. AIAN and 

White means the respondent indicated yes to AIAN and White, and no to all others. AIAN and Hispanic, means the respondent indicated yes to 

AIAN and Hispanic, with the possibility of indicating other races as well. AIAN and Other means the respondent indicated yes to AIAN and 

multiple others but not Hispanic, such as a combination of White, Black, Asian, and/or Pacific Islander. 2

Poverty status is based on Census guidelines from 2001, where, for example, a family of 4 with an income of less than $18,104.00 was 

considered to be living in poverty. 

3

In children's race/ethnicity, Other, non-Hispanic includes Native Hawaiian, other Pacific Islander, American Indian or Alaska Native, and more 

than one race non-Hispanic. 

NOTE: Detail may not sum to totals because of rounding. Estimates weighted by W1R0. Estimates for "all children" were first published in 

Flanagan, K. and West, J. (2004). Born in 2001: First Results From the Base Year of the Early Childhood Longitudinal Study, Birth Cohort 

(ECLS-B) (NCES 2005-036). U.S. Department of Education, Washington DC: National Center for Education Statistics. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort, RestrictedUse File, NCES 2004-093.