Cette table fournit des métadonnées pour l'indicateur réel disponible à partir des statistiques US les plus proches de l'indicateur SDG global correspondant. Veuillez noter que même lorsque l'indicateur global des ODD est entièrement disponible à partir des statistiques US, ce tableau devrait être consulté pour obtenir des informations sur la méthodologie nationale et d'autres informations sur les métadonnées spécifiques à un pays_adjectif.
| Actual indicator available | Approaches to learning, interpersonal skills, self-control, health mathematics, and reading performance of entering kindergarten students in the US (typically age 5), |
|---|---|
| Actual indicator available - description | The approaches to learning scale is based on teachers' reports on how students rate in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, ability to adapt easily to changes in routine, organization, and ability to follow classroom rules. Possible scores on the approaches to learning scale range from 1 to 4, with higher scores indicating that a child exhibits positive learning behaviors more often. The interpersonal skills scale is based on teachers' reports on the student’s skill in forming and maintaining friendships; getting along with people who are different; comforting or helping other children; expressing feelings, ideas, and opinions in positive ways; and showing sensitivity to the feelings of others. Possible scores on the interpersonal skills scale range from 1 to 4, with higher scores indicating that a child interacted with others in a positive way more often. The self-control scale is based on teachers' reports on the student’s ability to control behavior by respecting the property rights of others, controlling temper, accepting peer ideas for group activities, and responding appropriately to pressure from peers. Possible scores on the self-control scale range from 1 to 4, with higher scores indicating that a child exhibited behaviors indicative of self-control more often. Reading score reflects performance on questions measuring basic skills (print familiarity, letter recognition, beginning and ending sounds, rhyming words, and word recognition); vocabulary knowledge; and reading comprehension, including identifying information specifically stated in text (e.g., definitions, facts, and supporting details), making complex inferences from texts, and considering the text objectively and judging its appropriateness and quality. Possible scores for the reading assessment range from 0 to 120. Mathematics score reflects performance on questions on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability (measured with a set of simple questions assessing children’s ability to read a graph); and prealgebra skills such as identification of patterns. Possible scores for the mathematics assessment range from 0 to 113. Socioeconomic status (SES) was measured by a composite score based on parental education and occupations and household income during the child’s kindergarten year. Variable name Variable label i4_2_1learnapp_total Mean approaches to learning score, total i4_2_1learnapp_male Mean approaches to learning score, male i4_2_1learnapp_female Mean approaches to learning score, female i4_2_1learnapp_lowses Mean approaches to learning score, low quintile socioeconomic status i4_2_1learnapp_midses Mean approaches to learning score, middle three quintiles socioeconomic status i4_2_1learnapp_highses Mean approaches to learning score, low quintile socioeconomic status i4_2_1interperson_total Mean interpersonal skills score, total i4_2_1interperson_male Mean interpersonal skills score, male i4_2_1interperson_female Mean interpersonal skills score, female i4_2_1interperson_indian i4_2_1interperson_lowses Mean interpersonal skills score, low quintile socioeconomic status i4_2_1interperson_midses Mean interpersonal skills score, middle three quintiles socioeconomic status i4_2_1interperson_highses Mean interpersonal skills score, low quintile socioeconomic status i4_2_1control_total Mean self-control score, total i4_2_1control_male Mean self-control score, male i4_2_1control_female Mean self-control score, female i4_2_1control_indian Mean self-control score, American Indian/Alaska Native i4_2_1control_lowses Mean self-control score, low quintile socioeconomic status i4_2_1control_midses Mean self-control score, middle three quintiles socioeconomic status i4_2_1control_highses Mean self-control score, low quintile socioeconomic status i4_2_1reading_total Mean reading score, total i4_2_1reading_male Mean reading score, male i4_2_1reading_female Mean reading score, female i4_2_1reading_indian Mean reading score, American Indian/Alaska Native i4_2_1reading_lowses Mean reading score, low quintile socioeconomic status i4_2_1reading_midses Mean reading score, middle three quintiles socioeconomic status i4_2_1reading_highses Mean reading score, low quintile socioeconomic status i4_2_1math_total Mean mathematics score, total i4_2_1math_male Mean mathematics score, male i4_2_1math_female Mean mathematics score, female i4_2_1math_indian Mean mathematics score, American Indian/Alaska Native i4_2_1math_midses Mean mathematics score, middle three quintiles socioeconomic status i4_2_1math_highses Mean mathematics score, low quintile socioeconomic status |
| Date of national source publication | July 2012 |
| Method of computation | |
| Periodicity | About every 10 years. |
| Scheduled update by national source | |
| U.S. method of computation | Scale scores as described in indicators description |
| Comments and limitations | Standard errors appear on the web. |
| Date metadata updated | October 2016 |
| Disaggregation geography | National and regions |
| Unité de mesure | Measures described in indicator description |
| Disaggregation categories | Sex, socioeconomic status. Other variables available on request. |
| International and national references | http://nces.ed.gov/ecls/kindergarten2011.asp |
| Time period | Fall 2010 |
| Scheduled update by SDG team |