nmm 22 4500 ICPSR07329 MiAaI m f a u cr mn mmmmuuuu 130618s1984 miu f a eng d (MiAaI)ICPSR07329 MiAaI MiAaI American Colonial Wealth Estimates, 1774 [electronic resource] Alice Hanson Jones 2012-09-11 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 1984 ICPSR 7329 Numeric Title from ICPSR DDI metadata of 2013-06-18. AVAILABLE. This study is freely available to ICPSR member institutions. Also available as downloadable files. This study was the outcome of an extensive research project that cataloged and analyzed the various types of wealth that existed in the American colonies in 1774, just before the Revolution. Data about 919 decedents having resided in 21 colonial counties in both rural and urban settings were collected from county probate records in the New England colonies, the Middle Colonies, New York, and the South. WEALTH OF A NATION TO BE: THE AMERICAN COLONIES ON THE EVE OF THE REVOLUTION (see Related Literature associated with this study) discusses the entire project, providing tables, graphs, summaries, and conclusions. AMERICAN COLONIAL WEALTH, DOCUMENTS AND METHODS includes some documentation for the codes used as well as the verbatim listings of the probate files of the 919 persons studied. Cf.: http://dx.doi.org/10.3886/ICPSR07329.v2 agricultural productivity icpsr American Colonies icpsr eighteenth century icpsr historical periods icpsr land ownership icpsr personal wealth icpsr wills icpsr ICPSR IV.C. Economic Behavior and Attitudes, Historical and Contemporary Economic Processes and Indicators Jones, Alice Hanson Inter-university Consortium for Political and Social Research. ICPSR (Series) 7329 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR07329.v2 nmm 22 4500 ICPSR33341 MiAaI m f a u cr mn mmmmuuuu 130618s2012 miu f a eng d (MiAaI)ICPSR33341 MiAaI MiAaI Project Talent, Base Year Data, 1960 [electronic resource] American Institutes for Research 2013-05-23 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2012 ICPSR 33341 Numeric Title from ICPSR DDI metadata of 2013-06-18. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. Project Talent is a nationally representative longitudinal study of men and women who were in high school in 1960 and who are currently in their 60s. Project Talent began as a major national effort to assess the aspirations and abilities of America's young men and women. Initiated in 1957, with support from the United States Office of Education and several other government agencies, Project Talent collected extensive information on characteristics and cognitive abilities of approximately 377,000 individuals in 1960 when they were in high school and in subsequent follow-up studies through age 30. Project Talent's large sample size, extensive background questionnaire, and cognitive measures, make it a premier study for social science research, combining aspects of multiple disciplines in a largely seamless research framework. Project Talent is uniquely suited to help inform lifecourse outcomes with a nationally representative sample and the power to unpack disparities in health and other characteristics and abilities. Cf.: http://dx.doi.org/10.3886/ICPSR33341.v2 ability icpsr academic achievement icpsr aspirations icpsr educational objectives icpsr family background icpsr high school students icpsr ICPSR XVI. Social Indicators NACDA IV. Psychological Characteristics, Mental Health, and Well-Being of Older Adults NACDA I. Demographic Characteristics of Older Adults American Institutes for Research Inter-university Consortium for Political and Social Research. ICPSR (Series) 33341 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR33341.v2 nmm 22 4500 ICPSR32661 MiAaI m f a u cr mn mmmmuuuu 130618s2011 miu f a eng d (MiAaI)ICPSR32661 MiAaI MiAaI High School Exit Examinations (HSEE), 1977-2007 [United States] [electronic resource] John Robert Warren 2012-12-21 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2011 ICPSR 32661 Numeric Title from ICPSR DDI metadata of 2013-06-18. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. Research on the correlates and consequences of state high school exit examinations (HSEEs) requires annual state-level data. This dataset contains information on every year in which a state mandated HSEEs as part of their general graduation requirements. Archival data on each states' HSEE policy was collected in order to (1) test hypotheses about the factors that have lead to the diffusion of state HSEEs over time and across states, and (2) test hypotheses about the impact of state HSEEs on student academic achievement and high school graduation rates. These variables were derived from a variety of primary source materials, including public records, legal archival resources, newspaper reports, and communications with officials in state education agencies. In order to make these materials available to future users, a separate linked data file was created that (1) provides a full bibliographic reference for each piece of source material, (2) gives the three-digit unique identifier that is associated with it, and (3) provides the name of the file that houses the actual document. The data describe not only which graduating classes in which states faced these requirements, but also the level of difficulty of the HSEEs. The data cover graduating classes between the years 1977 and 2007. For data on more recent graduating classes, please see the annual reports on HSEEs issued by the Center on Education Policy. Cf.: http://dx.doi.org/10.3886/ICPSR32661.v1 educational assessment icpsr educational testing icpsr high school graduates icpsr high school students icpsr AERA I. American Educational Research Association ICPSR V.A. Education, United States Warren, John Robert Inter-university Consortium for Political and Social Research. ICPSR (Series) 32661 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR32661.v1 nmm 22 4500 ICPSR34439 MiAaI m f a u cr mn mmmmuuuu 130618s2013 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 2013-06-18. 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 RCMD IX.F. Native American RCMD IX.A. African American RCMD IX.G. Pacific Islander RCMD IX.E. Latino RCMD IX. Minority Populations ICPSR V.A. Education, United States RCMD IX.C. Asian RCMD III. Education RCMD XIII. Race and Ethnicity ICPSR V. Education 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 ICPSR34375 MiAaI m f a u cr mn mmmmuuuu 130618s2013 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 2013-06-18. 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.G. Pacific Islander RCMD IX.C. Asian RCMD IX. Minority Populations RCMD IX.E. Latino ICPSR XVII.C.1. Social Institutions and Behavior, Socialization, Students, and Youth, United States ICPSR V.A. Education, United States RCMD IX.F. Native American RCMD IX.A. African 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 130618s2013 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 2013-06-18. 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 III. Education RCMD IX.A. African American ICPSR V. Education RCMD IX.G. Pacific Islander RCMD IX.C. Asian RCMD IX.E. Latino RCMD IX.F. Native American RCMD XIII. Race and Ethnicity RCMD IX. Minority Populations 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 130618s2013 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 2013-06-18. 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 IX.A. African American RCMD IX. Minority Populations ICPSR V. Education RCMD XIII. Race and Ethnicity RCMD IX.G. Pacific Islander RCMD IX.C. Asian RCMD IX.F. Native American RCMD IX.E. Latino RCMD III. Education ICPSR V.A. Education, United States 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 ICPSR21600 MiAaI m f a u cr mn mmmmuuuu 130618s2008 miu f a eng d (MiAaI)ICPSR21600 MiAaI MiAaI National Longitudinal Study of Adolescent Health (Add Health), 1994-2008 [electronic resource] Kathleen Mullan Harris , J. Richard Udry 2013-03-08 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2008 ICPSR 21600 Numeric Title from ICPSR DDI metadata of 2013-06-18. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. The National Longitudinal Study of Adolescent Health (Add Health) is a longitudinal study of a nationally representative sample of adolescents in grades 7-12 in the United States during the 1994-1995 school year. The Add Health cohort has been followed into young adulthood with four in-home interviews, the most recent in 2008, when the sample was aged 24-32. Add Health combines longitudinal survey data on respondents' social, economic, psychological and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships, providing unique opportunities to study how social environments and behaviors in adolescence are linked to health and achievement outcomes in young adulthood. Public use biomarker data has been added. The Glucose/HbA1c data file contains two measures of glucose homeostasis based on assays of the Wave IV dried blood spots: Glucose (mg/dl) and Hemoglobin A1c (HbA1c, %). Six additional constructed measures -- fasting duration, classification of fasting glucose, classification of non-fasting glucose, classification of HbA1c, diabetes medication, and a joint classification of glucose, HbA1c, self-reported history of diabetes, and anti-diabetic medication use -- are also included. A restricted version of Add Health is available. See National Longitudinal Study of Adolescent Health (Add Health), 1994-2008, Restricted Data Series. Cf.: http://dx.doi.org/10.3886/ICPSR21600.v12 academic achievement icpsr adolescents icpsr alcohol consumption icpsr biomarkers icpsr birth control icpsr classroom environment icpsr contraception icpsr dating (social) icpsr diabetes icpsr drinking behavior icpsr drug use icpsr eating habits icpsr educational environment icpsr families icpsr family planning icpsr family relationships icpsr family structure icpsr friendships icpsr health icpsr health behavior icpsr health care access icpsr health status icpsr household composition icpsr interpersonal relations icpsr living arrangements icpsr marriage icpsr neighborhood characteristics icpsr neighborhoods icpsr parent child relationship icpsr parental attitudes icpsr parental influence icpsr physical characteristics icpsr physical condition icpsr physical fitness icpsr physical limitations icpsr pregnancy history icpsr public assistance programs icpsr religious behavior icpsr religious beliefs icpsr school attendance icpsr self concept icpsr self esteem icpsr sexual attitudes icpsr sexual behavior icpsr smoking icpsr social environment icpsr social networks icpsr tobacco use icpsr violent behavior icpsr welfare services icpsr DSDR I. Fertility, Family Planning, Sexual Behavior, and Reproductive Health DSDR III. Health and Mortality FENWAY VI. Studies That Include Heterosexual Populations ICPSR XVII.H. Social Institutions and Behavior, Family and Gender DSDR VIII. NICHD Supported Studies NAHDAP I. National Addiction and HIV Data Archive Program ICPSR XVII.C. Social Institutions and Behavior, Socialization, Students, and Youth FENWAY V. Same-Sex Families and Couples FENWAY I. Fenway Archive Project DSDR IV. Marriage, Family, Households, and Unions Harris, Kathleen Mullan Udry, J. Richard Inter-university Consortium for Political and Social Research. ICPSR (Series) 21600 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR21600.v12 nmm 22 4500 ICPSR28023 MiAaI m f a u cr mn mmmmuuuu 130618s2011 miu f a eng d (MiAaI)ICPSR28023 MiAaI MiAaI Early Childhood Longitudinal Study [United States] [electronic resource] Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample United States Department of Education. Institute of Education Sciences. National Center for Education Statistics 2013-02-28 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2011 ICPSR 28023 Numeric Title from ICPSR DDI metadata of 2013-06-18. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. The Early Childhood Longitudinal Study Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample includes the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). Unlike the public-use longitudinal files released in previous rounds, this file contains all data for all ECLS-K sample cases that have been publicly released in any of the rounds. Thus, it can be used for within-year (cross-sectional) analyses of any round of data collection and cross-year (longitudinal) analyses of combinations of rounds. It focuses on children's early school experiences beginning with kindergarten through eighth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. The list below summarizes each wave of this study. 1998-1999 (the Kindergarten year-Rounds 1 & 2): The ECLS-K child assessments, parent interviews, and teacher questionnaires were conducted in the fall. Children, parents, and teachers participated again in the spring, along with school administrators. 1999-2000 (the First grade year-Rounds 3 & 4): The ECLS-K conducted child assessments and parent interviews for a 30 percent sub-sample in the fall. The full sample of children, parents, teachers, and school administrators participated in the spring. 2002 (the Third grade year-Round 5): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2004 (the Fifth grade year-Round 6): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2007 (the Eighth grade year-Round 7): The ECLS-K followed the children into middle school. Information was collected from the children, their parents, teachers, and school administrators. For more detailed information about this data collection, please refer to the user guide. Cf.: http://dx.doi.org/10.3886/ICPSR28023.v1 schools icpsr science education icpsr teacher evaluation icpsr birth icpsr child care icpsr child development icpsr classroom environment icpsr disabilities icpsr early childhood education icpsr elementary education icpsr emotional development icpsr family life icpsr home environment icpsr infants icpsr language icpsr mathematics icpsr minorities icpsr reading skills icpsr school age children icpsr school readiness icpsr CCEERC II. Children ICPSR V.A. Education, United States CCEERC II.B. Child Development United States Department of Education. Institute of Education Sciences. National Center for Education Statistics Inter-university Consortium for Political and Social Research. ICPSR (Series) 28023 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR28023.v1