U.S. Department of Education

Institute of Education Sciences

NCES 2004–060

Kindergarten Teachers

Public and Private

School Teachers of the

Kindergarten Class

of 1998–99
Kindergarten Teachers

Public and Private

School Teachers of the

Kindergarten Class

of 1998–99

March 2004

U.S. Department of Education

Institute of Education Sciences

NCES 2004–060

Elvira Germino-Hausken

National Center for

Education Statistics

Jill Walston

Amy H. Rathbun

Education Statistics

Services Institute

Elvira Germino-Hausken

Project Officer

National Center for

Education Statistics
U.S. Department of Education

Rod Paige

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Robert Lerner

Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and

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Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Kindergarten Teachers: Public and Private

School Teachers of the Kindergarten Class of 1998–99, NCES 2004–060, by Elvira Germino-Hausken, Jill Walston,

and Amy H. Rathbun. Project Officer: Elvira Germino-Hausken. Washington, DC: 2004.

For ordering information on this report, write:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

Call toll free 1–877–4ED–Pubs; or order online at http://www.edpubs.org

Content Contact:

Elvira Germino-Hausken

(202) 502–7352

Elvira.Hausken@ed.gov
	

	

	



		
		




	



		
 	

 
 
 
 	
 
 	
 
 		
 
	
 
 
 		





		
	


		
	
	


	


	




		



	




	

	


	
 
 		
 	
 

 
 
 	
 	
 	
 

 
 	


 	
 

 
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Introduction

Kindergarten represents an important period in young children's school careers, setting 

children on a path that will influence their later learning and school achievement. It is a time 

when most children begin their elementary school education and experience the social and 

academic expectations associated with being a member of the school community (Graue 1992;

Parsons 1994). For many children, kindergarten marks the beginning of a successful school

career. For others, the transition to formal schooling is difficult. 

Over the years, education policymakers have focused on teachers, administrators, and 

school structures as keys to higher educational achievement. Recent federal policy underscores 

the importance of ensuring that quality teachers are available to help students meet new academic

standards. The passage of the No Child Left Behind Act of 2001 (NCLB, P.L. 107-110) requires 

every classroom supported by Title I to have a highly qualified teacher by 2005ñ06. The Act

defines a highly qualified teacher as one who not only possesses full certification but also has 

solid content knowledge of the subject(s) taught and passes subject knowledge and pedagogy 

tests. 

While studies on teacher effects have been conducted at the elementary school level (e.g., 

Hawkins, Stancavage, and Dossey 1998; Laczko-Kerr and Berliner 2002; Sanders and Rivers 

1996; Wright, Horn, and Sanders 1997), the literature on teacher qualifications and student 

achievement at the elementary school level is often based on middle and/or late elementary 

school grades. For example, Hawkins, Stancavage, and Dossey (1998) used data from the 

National Assessment of Educational Progress (NAEP) on fourth-grade students and their 

teachers. Sanders and Rivers (1996) and Wright, Horn, and Sanders (1997) studied third-, fourth-, 

and fifth-graders in Tennessee. Laczko-Kerr and Berliner (2002) excluded kindergarten and firstgrade teachers from their study comparing certified and undercertified elementary school teachers 

in Arizona. National Center for Education Statistics (NCES) reports based on Schools and 

Staffing Survey data provide teacher qualification information at the national level, but 

kindergarten data are typically aggregated with other elementary grade levels (e.g., Seastrom et

al. 2002, appendix B). 

Information at the national level on kindergarten teachers is limited. A survey focused on

kindergarten teachers was sponsored by NCES in 1993. However, the survey focused primarily 

on the views of public school kindergarten teachers on childrenís readiness for kindergarten

(Heaviside and Farris 1993). The Early Childhood Longitudinal Study, Kindergarten Class of

1
1998-99 (ECLS-K) provides a unique opportunity to focus on the characteristics and

qualifications of teachers at the kindergarten level. 

This report describes the characteristics of kindergarten teachers and of the schools and 

classrooms in which they work. It presents data collected from questionnaires completed by 3,102 

kindergarten teachers participating in the ECLSñK. The report specifically answers the following

questions: 

• What is the distribution of kindergarten teachers across the different school sectors and 

types of kindergarten programs? 

• What are the overall age, sex, and race/ethnic distributions of kindergarten teachers 

across the different sectors and locations of schools? 

• How does the racial/ethnic diversity of kindergarten teachers compare with the 

racial/ethnic composition of the children in their classrooms?

• What are the educational credentials of kindergarten teachers and do they vary by school 

and classroom characteristics?

• What is the kindergarten teaching experience of kindergarten teachers and does it vary by 

school and classroom characteristics?

This national profile of the demographic characteristics and professional credentials of 

kindergarten teachers contributes to the understanding of the variability of teachers among the

different types of schools and classrooms that kindergartners attend.

Data Source 

In the fall of 1998, the Early Childhood Longitudinal Study, Kindergarten Class of 1998ñ

99 (ECLSñK), sponsored by the U. S. Department of Education, National Center for Education

Statistics (NCES), began following a nationally representative sample of about 22,000 

kindergartners. About 1,000 public and private schools offering kindergarten programs were 

selected to participate in the ECLS-K. The sample of schools included schools offering

kindergarten and some combination of grades 1 to grade 12. Early childhood programs that 

offered kindergarten in addition to programs for preschoolers were also selected to participate. 

All the kindergarten teachers in the sampled schools were selected to participate.5

 Data about the 

 5

 The kindergarten teacher population included all kindergarten teachers in each of the ECLS-K sampled

schools regardless of whether or not children in their classrooms participated in the study. 

2
children, their families, and their teachers were collected in the fall of 1998 and again in the 

spring of 1999. 

The findings presented in this report are based on the fall data collection of selfadministered questionnaires completed by 3,102 kindergarten teachers in 880 public and private

schools. The sample sizes and population counts of the kindergarten teachers described in this 

report are shown in table 1.

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