WorldCat Identities

West, Jerry 1949-

Overview
Works: 58 works in 119 publications in 1 language and 8,195 library holdings
Genres: Longitudinal studies 
Roles: Author
Classifications: LB1205, E
Publication Timeline
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Most widely held works by Jerry West
America's kindergartners : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99, fall 1998 by Jerry West( Book )

6 editions published between 1998 and 2000 in English and held by 481 WorldCat member libraries worldwide

The kindergarten year : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99 by Jerry West( Book )

5 editions published in 2000 in English and held by 415 WorldCat member libraries worldwide

Fathers' involvement in their children's schools by Christine Winquist Nord( Book )

4 editions published in 1997 in English and held by 413 WorldCat member libraries worldwide

The October 1997 statistical analysis report entitled "Fathers' Involvement in Their Children's Schools" examines the influence of the involvement of fathers on their children's education. The report states that parental involvement has a beneficial effect on children's success in school. The National Center for Education Statistics, a part of the U.S. Department of Education, provides the full text of this report in PDF format
Fathers' and mothers' involvement in their children's schools by family type and resident status by Christine Winquist Nord( Book )

2 editions published in 2001 in English and held by 333 WorldCat member libraries worldwide

Full-day and half-day kindergarten in the United States : findings from the Early childhood Longitudinal Study, kindergarten class of 1998-99 by Jill Walston( )

3 editions published in 2004 in English and held by 326 WorldCat member libraries worldwide

This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten children. Described, are the schools, both public and private, that offer these programs and the children who attend them. The report further describes many characteristics of public school full-day and half-day kindergarten classes, including specific curriculum differences between the program types. It concludes with an examination of the cognitive gains public school children make in full-day and half-day classes during the kindergarten year. Appended are: (1) Tables of Estimates; (2) Supplemental Figures: Reading and Mathematics Activities and Skills; (3) Standard Error Tables; (4) Methodology and Technical Notes. (Contains 64 tables and 52 figures.)
Young children's access to computers in the home and at school in 1999 and 2000 [electronic resource] by Amy H Rathbun( )

3 editions published in 2003 in English and Undetermined and held by 326 WorldCat member libraries worldwide

Children's reading and mathematics achievement in kindergarten and first grade by Kristin Denton Flanagan( )

1 edition published in 2002 in English and held by 325 WorldCat member libraries worldwide

Children born in 2001 : first results from the base year of the early childhood longitudinal study, birth cohort (ECLS-B) by Kristin Denton Flanagan( )

2 editions published in 2004 in English and held by 317 WorldCat member libraries worldwide

This E.D. TAB provides descriptive information about children born in the United States in 2001. It is the first publication based on the Early Childhood Longitudinal Study, Birth Cohort (ECLS?B), and it presents information on certain child and family characteristics, on children's mental and physical skills, on children's first experiences in child care, and on the fathers of these children. The report profiles data from a nationally representative sample of children at about 9 months of age both overall, and for various subgroups (i.e., male and female, children from different racial/ethnic groups, and children living in different types of families). Appended are: (1) Technical Notes and Glossary (includes: Survey Methodology, Response Rates, Data Reliability, Statistical Procedures, and Glossary: Constructs and Variables Used in Analysis); and (2) Standard Error Tables. (Contains 17 tables and 9 figures.)
From kindergarten through third grade : children's beginning school experiences by Amy H Rathbun( )

2 editions published in 2004 in English and held by 315 WorldCat member libraries worldwide

"This report highlights children's gains in reading and mathematics over their first 4 years of school., from the start of kindergarten to the point when most of the children are finishing third grade. It also describes children's achievement status in reading, mathematics, and science at the end of third grade. Information is also presented on children's perceptions of their competence and interests in school subjects, their relationships with peers, and their perceptions about any problem behaviors they might exhibit. Comparisons are made in relation to children's sex, race/ethnicity, number of family risk factors, kindergarten program type, and the types of schools (i.e., public or private) children attended in the first 4 years of school."
Eighth graders' reports of courses taken during the 1988 academic year by selected student characteristics : national education longitudinal study of 1988 by Kenneth A Rasinski( Book )

4 editions published in 1990 in English and held by 304 WorldCat member libraries worldwide

The postsecondary vocational education of 1980 high school seniors : the two-year associate of arts degree by Jerry West( Book )

5 editions published in 1989 in English and held by 266 WorldCat member libraries worldwide

Schools' use of assessments for kindergarten entrance and placement : 1998-99 by Naomi Prakash( Book )

4 editions published in 2003 in English and held by 257 WorldCat member libraries worldwide

Data from the base-year (kindergarten) collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ecls-k) were used to describe the use of entrance or placement tests prior to kindergarten by schools in the United States that offer kindergarten classes. Also examined were the different ways that schools use the information from these tests, as well as use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and different numbers of children enrolled. Findings showed that 61 percent of schools administered entrance or placement tests prior to kindergarten. Schools were more likely to use information from these tests to evaluate childrens needs and to guide instruction than to make decisions about whether children should be allowed to enter school or not. More public than private schools administered entrance or placement tests prior to kindergarten. Schools with larger student enrollments (greater than 300 students) were more likely than schools with fewer than 150 students to administer entrance or placement tests. In public schools, no differences were detected in the use of entrance or placement testing by school poverty. Thirteen percent of schools with kindergarten programs used entrance/placement tests to inform entry decisions when a child is below the cut-off age, with no differences by school type, level of instruction, or school size. About 25 percent of schools used entrance/placement tests to support a recommendation to delay a childs entry to kindergarten. (Kb)
National Education Longitudinal Study of 1988 : a profile of parents of eighth graders by Laura Horn( Book )

2 editions published in 1992 in English and held by 233 WorldCat member libraries worldwide

National Household Education Survey : profile of preschool children's care and early education program participation by Jerry West( Book )

4 editions published in 1993 in English and held by 228 WorldCat member libraries worldwide

A trend study of high school offerings and enrollments : 1972-73 and 1981-82 by Jerry West( Book )

4 editions published in 1984 in English and held by 218 WorldCat member libraries worldwide

Effectiveness of oversampling blacks and hispanics in the NHES field test : National Household Education Survey by Leyla Kheradmand Mohadjer( Book )

2 editions published in 1992 in English and held by 218 WorldCat member libraries worldwide

The elementary school performance and adjustment of children who enter kindergarten late or repeat kindergarten : findings from national surveys by Nicholas Zill( Book )

1 edition published in 1997 in English and held by 211 WorldCat member libraries worldwide

Proxy reporting of dropout status in the NHES field test by Leyla Kheradmand Mohadjer( Book )

2 editions published in 1992 in English and held by 208 WorldCat member libraries worldwide

Readiness for kindergarten : parent and teacher beliefs by Jerry West( Book )

2 editions published in 1993 in English and held by 201 WorldCat member libraries worldwide

Opinions vary widely as to what young children should know or be capable of doing to be ready for kindergarten. This paper looks at the beliefs held by two groups who play critical roles in the early education of children: parents of preschoolers and kindergarten teachers. Two surveys that were sponsored by the U.S. Department of Education and were conducted in the spring of 1993 asked parents and teachers to rate several attributes and attitudes in terms of their importance to any child's readiness for kindergarten. Parents and teachers agreed that it was very important or essential that the children be able to communicate their needs and wants verbally, and that the children be enthusiastic and curious in approaching new activities. There was considerable disagreement on other characteristics, however. A majority of the parents believed that for a child to be ready to enter kindergarten, knowing the letters of the alphabet, being able to count to 20 or more, and being able to use pencils and paint brushes were very important or essential, whereas few kindergarten teachers shared these beliefs. Four tables and seven endnotes are included. Contains 16 references. (MDM)
High school and beyond: a national longitudinal study for the 1980's : an analysis of course-taking patterns in secondary schools as related to student characteristics by Jerry West( Book )

2 editions published in 1985 in English and held by 198 WorldCat member libraries worldwide

Responses to the problems of secondary school education must be predicated on reliable information on student participation in mathematics, science, computer science, vocational education, and general education. This analysis summarized 1981-1982 High School and Beyond student transcript data to identify course-taking patterns relative to each of the above subject areas. Moreover, responses to the First Follow-up Survey were used to identify characteristics of students exhibiting various course-taking patterns. Four distinct course-taking patterns were identified for science and mathematics students, and four others were identified for vocational education students. Student characteristics considered were socio-demographic attributes, school performance and experiences, and postsecondary plans and aspirations. Findings reported include the following: (1) less than 10 percent of the students had concentrated in mathematics or science in high school; (2) course-taking patterns in all subject areas were strongly related to socioeconomic status and to type of school attended; (3) grade averages and cognitive test scores differed significantly across the course-taking patterns of each subject area; and (4) in general, the immediate post-graduation plans of students were not related to course-taking patterns. (MNS)
 
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Alternative Names
West, Walter.

West, Walter 1949-

Languages
English (59)