nmm 22 4500 ICPSR34353 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR34353 MiAaI MiAaI CMS Medicaid Analytic Extract (MaxFile) Medicaid Claims Data [electronic resource] 100 Percent of Claims for 14 Southern States, 2004-2007 George Rust 2013-03-25 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34353 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. abetes and schizophrenia or COPD and CHF) from treatment to outcomes through every billable service in the health care system (i.e., from doctor's visit to lab tests to prescriptions to emergency room visits or hospital admissions). Morehouse School of Medicine has a unique ability to develop a new cadre of minority investigators to conduct and interpret the results of health services research with a racially sensitive, culturally competent perspective. Data Overview. The Centers for Medicare and Medicaid Services produces the MAX-files from Medicaid Statistical Information System (MSIS) data submitted by each state, with some data cleaning and validation by CMS sub-contractors before data are released to researchers. The MAX-file data from CMS were loaded onto encrypted, secure servers at Morehouse School of Medicine. Research analytic files were created for each sub-project, including sickle cell disease, diabetes and schizophrenia; asthma; dementia; and congestive heart failure. For specific sub-projects, contextual variables from census data or area resource file were linked by county FIPS code. Data Access. The data cannot be made publicly available. Data are stored on Morehouse School of Medicine encrypted servers, and may be used only for projects covered within the aims of the original research protocol and Centers for Medicare and Medicaid Services (CMS)-approved data use agreement. Data sharing is allowed only for research protocols approved under data re-use requests by the CMS privacy board. The CMS process for data re-use requests is described at the ResDAC Web site. Due to limitations of research staff within the Morehouse National Center for Primary Care, and limitations of the existing CMS data use agreement, only re-use requests consistent with the original aims of the approved research protocol are considered (temporal and geographic variation in racial-ethnic disparities in quality, access and outcomes for Medicaid enrollees in 14 southern states). Specific aims of the current research protocol define the boundaries of what kind of research questions could be answered or sub-projects developed within the existing research protocol and data use agreement (see above "Specific Aims" section). A worksheet for developing an analysis plan for a specific research question is attached. Parties interested in the data should contact George Rust, MD, MPH (grust@msm.edu). Six SAS program syntax files used for data analysis, however, are available on the ICPSR site. Aside from data re-use requests, the Morehouse National Center for Primary Care is open to collaborations which address these research aims and are consistent with their health equity research priorities, in which analyses could be performed by the Morehouse National Center for Primary Care research team and papers authored or co-authored by faculty from other minority-serving institutions or affiliated with the Research Centers in Minority Institutions (RCMI) Translational Research Network (RTRN). Cf.: http://dx.doi.org/10.3886/ICPSR34353.v1 health care access icpsr health care services icpsr Medicaid icpsr Medicare icpsr patients icpsr RCMD IX.E. Latino RCMD IX.A. African American RCMD IX. Minority Populations RCMD V. Health and Well-Being AHRQMCC I. Multiple Chronic Conditions ICPSR IX. Health Care and Health Facilities Rust, George Inter-university Consortium for Political and Social Research. ICPSR (Series) 34353 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34353.v1 nmm 22 4500 ICPSR33784 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR33784 MiAaI MiAaI Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project, Philadelphia, PA [electronic resource] Dan Bloom , Erin Jacobs 2013-01-18 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 33784 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to ICPSR member institutions. Also available as downloadable files. The Enhanced Services for the Hard-to-Employ (HtE) Demonstration and Evaluation Project was a 10-year study (taken on by the MDRC) that evaluated innovative strategies aimed at improving employment and other outcomes for groups who face serious barriers to employment. The Enhanced Services for the Hard-to-Employ was the first comprehensive attempt to understand the diverse low-income population and to test interventions aimed at the most common barriers to this population's employment. The HtE demonstration was designed to evaluate a variety of innovative ways to boost employment, reduce welfare receipt, and promote well-being in low-income populations. This study tests two employment strategies. The first employment strategy, administered by the Transitional Work Corporation (TWC), was a paid transitional employment program that combined temporary, subsidized employment with work-related assistance. The second employment strategy, the Success Through Employment Preparation (STEP) program, focused on assessing and treating employment barriers before participants obtained a job. From 2004 to 2006, 1,942 recipients of Temporary Assistance for Needy Families (TANF) who were not currently employed or participating in work activities were randomly assigned to one of the two program groups. Evaluation of the programs had three components: implementation and process analysis, impact analysis, and cost analysis. The implementation and process analysis examined how the programs operated, based primarily on site visits and interviews with program staff and administrators. The impact analysis measured the programs' effects on outcomes including employment, welfare use, and family functioning. The cost analysis compares the financial costs of the interventions. Outcomes for both groups were followed for at least three years, using public administrative records and surveys of study participants. In addition, follow-up surveys were conducted 15 and 36 months after random assignment in most sites. Information was collected on whether respondents participated in employment, vocational or education training activity. Respondents were asked whether they received help for things such as childcare, getting and/or keeping Medicaid and food stamps, paying for transportation, substance abuse treatment, addressing domestic violence, addressing legal issues, financial needs, or handling their household budget. Respondents were also asked if they received paid vacation time or sick days, where their income came from, and whether they earned any type of degree or certificate. Additional topics include health status, the length of time respondents received TANF funds, and employment history. Demographic information includes age, race, marital status, education, employment status, and home ownership status. Cf.: http://dx.doi.org/10.3886/ICPSR33784.v1 economic conditions icpsr economic indicators icpsr employment icpsr employment potential icpsr employment qualifications icpsr employment services icpsr job search icpsr labor force icpsr low income groups icpsr occupations icpsr poverty icpsr poverty programs icpsr public assistance programs icpsr unemployment icpsr unemployment rate icpsr urban poverty icpsr welfare services icpsr RCMD IX.E. Latino RCMD XI. Poverty and Income ICPSR XV.A. Organizational Behavior, United States RCMD IX.A. African American Bloom, Dan Jacobs, Erin Inter-university Consortium for Political and Social Research. ICPSR (Series) 33784 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR33784.v1 nmm 22 4500 ICPSR34375 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR34375 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 1, 2000-2008 [electronic resource] Bill and Melinda Gates Foundation 2013-04-02 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34375 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. For the first year of the program, GMS awarded 4,053 scholarships to freshman, continuing undergraduate students, and graduate students. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for Cohort 1. Cf.: http://dx.doi.org/10.3886/ICPSR34375.v1 academic achievement icpsr college students icpsr doctoral programs icpsr education icpsr financial support icpsr graduate schools icpsr high school graduates icpsr high school students icpsr high schools icpsr higher education icpsr leadership icpsr masters programs icpsr minorities icpsr poverty icpsr scholarships icpsr school dropouts icpsr student financial aid icpsr undergraduate programs icpsr work icpsr work experience icpsr RCMD IX.C. Asian RCMD IX.A. African American ICPSR XVII.C.1. Social Institutions and Behavior, Socialization, Students, and Youth, United States RCMD IX. Minority Populations ICPSR V.A. Education, United States RCMD IX.G. Pacific Islander RCMD IX.E. Latino RCMD IX.F. Native American RCMD III. Education Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34375 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34375.v1 nmm 22 4500 ICPSR34437 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR34437 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 2, 2001-2006 [electronic resource] Bill and Melinda Gates Foundation 2013-05-06 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34437 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores and College Board data are also available for Cohort 2. Cf.: http://dx.doi.org/10.3886/ICPSR34437.v1 academic achievement icpsr academic degrees icpsr bachelors degrees icpsr college freshmen icpsr college students icpsr colleges icpsr debt icpsr education icpsr educational needs icpsr educational opportunities icpsr employment icpsr financial support icpsr foundations icpsr gender icpsr high school graduates icpsr high school students icpsr high schools icpsr minorities icpsr school dropouts icpsr students icpsr work icpsr work experience icpsr RCMD IX.G. Pacific Islander RCMD IX. Minority Populations RCMD III. Education RCMD IX.F. Native American RCMD XIII. Race and Ethnicity ICPSR V. Education RCMD IX.E. Latino RCMD IX.C. Asian RCMD IX.A. African American ICPSR V.A. Education, United States Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34437 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34437.v1 nmm 22 4500 ICPSR34438 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR34438 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007 [electronic resource] Bill and Melinda Gates Foundation 2013-05-07 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34438 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for cohort 3. Cf.: http://dx.doi.org/10.3886/ICPSR34438.v1 student financial aid icpsr undergraduate programs icpsr work icpsr work experience icpsr high schools icpsr higher education icpsr leadership icpsr masters programs icpsr minorities icpsr poverty icpsr scholarships icpsr school dropouts icpsr high school graduates icpsr high school students icpsr academic achievement icpsr college students icpsr doctoral programs icpsr education icpsr financial support icpsr graduate schools icpsr RCMD XIII. Race and Ethnicity RCMD IX.A. African American RCMD III. Education RCMD IX. Minority Populations RCMD IX.E. Latino ICPSR V. Education RCMD IX.C. Asian RCMD IX.F. Native American ICPSR V.A. Education, United States RCMD IX.G. Pacific Islander Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34438 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34438.v1 nmm 22 4500 ICPSR34439 MiAaI m f a u cr mn mmmmuuuu 130519s2013 miu f a eng d (MiAaI)ICPSR34439 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 5, 2004-2009 [electronic resource] Bill and Melinda Gates Foundation 2013-04-05 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34439 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for Cohort 5. Cf.: http://dx.doi.org/10.3886/ICPSR34439.v1 minorities icpsr poverty icpsr scholarships icpsr academic achievement icpsr college students icpsr doctoral programs icpsr education icpsr financial support icpsr graduate schools icpsr high school graduates icpsr high school students icpsr high schools icpsr higher education icpsr leadership icpsr masters programs icpsr student financial aid icpsr undergraduate programs icpsr work icpsr work experience icpsr ICPSR V.A. Education, United States RCMD IX.F. Native American RCMD IX. Minority Populations RCMD XIII. Race and Ethnicity RCMD IX.C. Asian RCMD III. Education ICPSR V. Education RCMD IX.G. Pacific Islander RCMD IX.E. Latino RCMD IX.A. African American Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34439 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34439.v1 nmm 22 4500 ICPSR34425 MiAaI m f a u cr mn mmmmuuuu 130519s2012 miu f a eng d (MiAaI)ICPSR34425 MiAaI MiAaI Strengthening Washington DC Families (SWFP) Project, 1998 - 2004 [electronic resource] Karol Kumpfer , Denise Gottfredson 2012-12-10 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2012 ICPSR 34425 Numeric Title from ICPSR DDI metadata of 2013-05-19. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. The Strengthening Washington DC Families (SWFP) Project examined the effectiveness of an evidence-based prevention program implemented on a sample of 715 families across mulitple settings in an urban area. The study area also included suburban Maryland. SWFP was set up as a true experimental design with families being randomly placed into one of four treatment conditions: child skills training only parent skills training only parent and child skills training plus family skills training minimal treatment controls Entire families were assigned to one of the four treatment conditions. Data were collected from all family members who participated in the program. Thus the individual data files contain more than 715 records. The parent file contains 796 cases and the child file contains 961 cases. The Strengthening Families Program is based on cognitive-behavioral social learning theory and family systems theory targeting elementary school-aged children. In this program parents receive training in parenting skills, children receive training primarily in social skills, and families receive family skills training. The aim of the program is to effectively reduce parent, child, and family risk factors for substance use and delinquency. Cf.: http://dx.doi.org/10.3886/ICPSR34425.v1 African Americans icpsr behavior problems icpsr children icpsr demographic characteristics icpsr family relations icpsr friendships icpsr parenting skills icpsr social behavior icpsr substance abuse icpsr urban population icpsr parent child relationship icpsr ICPSR XVII.C. Social Institutions and Behavior, Socialization, Students, and Youth NAHDAP I. National Addiction and HIV Data Archive Program RCMD IX.A. African American ICPSR XVII.A. Social Institutions and Behavior, Minorities and Race Relations Kumpfer, Karol Gottfredson, Denise Inter-university Consortium for Political and Social Research. ICPSR (Series) 34425 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34425.v1