Measures of Effective Teaching Longitudinal Database
This study is provided by the Measures of Effective Teaching Longitudinal Database, sponsored by the Bill and Melinda Gates Foundation.
Measures of Effective Teaching: Section-Level Analytical Files, 2009-2011 (ICPSR 34309)
Alternate Title: MET, 2009-2011
Principal Investigator(s): Bill and Melinda Gates Foundation
Summary: The MET project is based on two premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. Student achievement was measured in two ways?through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, d... (more info)
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To protect respondent privacy, the data are restricted from general dissemination. Access to these data under restricted use agreements will begin in the fall of 2013. At that time, users interested in accessing the data may apply for access via the online application and contracting system. Users interested in gaining access must complete the Agreement for the Use of Confidential Data, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research.
Dataset(s)
Study Description
Citation
Bill and Melinda Gates Foundation. Measures of Effective Teaching: Section-Level Analytical Files, 2009-2011. ICPSR34309-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2012-08-15. doi:10.3886/ICPSR34309.v1
Persistent URL: http://dx.doi.org/10.3886/ICPSR34309.v1
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Funding
This survey was funded by:
- Bill and Melinda Gates Foundation
Scope of Study
Summary:
The MET project is based on two premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain.
Student achievement was measured in two ways?through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. The supplemental assessments used were Stanford 9 Open-Ended Reading Assessment in grades 4 through 8, Balanced Assessment in Mathematics (BAM) in grades 4 through 8, and the ACT QualityCore series for Algebra I, English 9, and Biology.
Panoramic digital video of classroom sessions were taken of participating teachers and students, teachers submitted commentary on their lessons (e.g., specifying the learning objective) and then trained raters scored the lesson based on classroom observation protocols using the following five observation protocols:
Classroom Assessment Scoring System (CLASS), developed by Robert Pianta, University of Virginia
Framework for Teaching, developed by Charlotte Danielson
Mathematical Quality of Instruction (MQI), developed by Heather Hill, Harvard University, and Deborah Loewenberg Ball, University of Michigan
Protocol for Language Arts Teaching Observations (PLATO), developed by Pam Grossman, Stanford University
Quality Science Teaching (QST) Instrument, developed by Raymond Pecheone, Stanford University
A subset of the videos also are being scored using an observational protocol developed by the National Board for Professional Teaching Standards (NBPTS)
Close to 3,000 teacher volunteers from across the following six, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4?8, Algebra I, grade 9 English, and high school biology.
Subject Terms: curriculum, education, educational testing, student attitudes, student behavior, students, teacher attitudes, teacher education, teacher evaluation, teacher student relationship, teachers, teaching conditions, teaching methods
Smallest Geographic Unit: School District
Geographic Coverage: Charlotte, Colorado, Dallas, Denver, Florida, Memphis, New York, New York City, North Carolina, Pennsylvania, Pittsburgh, Tampa, Tennessee, Texas, United States
Time Period:
- 2009--2011
Date of Collection:
- 2010-01--2011-06
Unit of Observation: Teachers, Students
Universe: Teachers and students within the six participating school districts.
Data Types: administrative records data, observational data, survey data
Data Collection Notes:
Participating academic institutions include Dartmouth College, Harvard University, Stanford University, University of Chicago, University of Michigan, University of Virginia, and University of Washington. Participating non-profit organizations include Educational Testing Service, RAND Corporation, and the New Teacher Center. Participating education consultants include Cambridge Education, Teachscape, and Westat. The National Board for Professional Teaching Standards and Teach For America supported the project and have encouraged their members to participate. The American Federation of Teachers and the National Education Association were involved in discussions about the MET project and supported the research.
Teachscape conducted the classroom video recordings, Educational Testing Service (ETS) managed the lesson-scoring process.
Methodology
Mode of Data Collection: coded video observation, cognitive assessment test, mail questionnaire, self-enumerated questionnaire
Data Source:
Administrative data were gathered from each of the six participating school districts.
Response Rates: 2746 teachers began the year 1 of the MET project, 1868 completed year 2 of the MET project.
Presence of Common Scales: Classroom observational measures include: The Framework for Teaching (FfT), developed by Charlotte Danielson; Classroom Assessment Scoring System (CLASS), developed at the University of Virginia; Mathematical Quality of Instruction (MQI), developed at the University of Michigan; Protocol for Language Arts Teaching Observation (PLATO), developed at Stanford University; Quality of Science Teaching (QST), developed at Stanford University; UTEACH Observation Protocol (UTOP), developed at the University of Texas-Austin for assessing math and science instruction. Supplemental student assessments include: Stanford 9 Open-Ended Reading Assessment in grades 4 through 8, Balanced Assessment in Mathematics (BAM) in grades 4 through 8, ACT QualityCore series for Algebra I, English 9, and Biology.
Extent of Processing: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
- Performed consistency checks.
- Created variable labels and/or value labels.
- Checked for undocumented or out-of-range codes.
Version(s)
Original ICPSR Release: 2012-08-15
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