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: 3c - Base Data: Item-Level Observational Scores, 2009-2011 (ICPSR 34346)
Alternate Title: MET 3c - Item-Level Observational Scores, 2009-2011
Principal Investigator(s): Bill and Melinda Gates Foundation
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.
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 (FFT), 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) and using the UTeach Observational Protocol (UTOP), developed by the UTeach Preparation Program.
Close to 3,000 teacher volunteers from across the following 6, 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.
The Item-Level Observational Scores release consists of data files for the five observational protocols listed (CLASS, FFT, MQI, PLATO, and QST) and the UTOP subset.
One or more files in this study are not available for download due to special restrictions; consult the restrictions note to learn more. You can apply online for access to the data. Authentication is required to apply for access.
The Measures of Effective Teaching Longitudinal Database (MET LDB) is restricted from general dissemination; a Confidential Data Use Agreement must be established prior to access. Researchers interested in gaining access to the data can submit their applications via ICPSR's online Restricted Contracting System, linked above. The data will be available to approved researchers beginning September 16, 2013.
Applicants will be required to:
- Submit contact information for all members of their MET research team;
- Agree to the Confidential Data Security Plan;
- Submit IRB approval/exemption documentation;
- Scan and upload the completed Confidential Data Use Agreement, signed by the Primary Investigator and an Institutional Representative;
- Pay a $500 access fee
Please visit the MET LDB Web site for more information.
WARNING: Because this study has many datasets, the download all files option has been suppressed, and you will need to download one dataset at a time.
Bill and Melinda Gates Foundation. Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011. ICPSR34346-v4. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-09-24. doi:10.3886/ICPSR34346.v4
Persistent URL: http://doi.org/10.3886/ICPSR34346.v4
This study was funded by:
- Bill and Melinda Gates Foundation
Scope of Study
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 Districts
Date of Collection:
Unit of Observation: Teachers, Students
Universe: Teachers and students within the six participating school districts.
Data Types: 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.
Mode of Data Collection: coded video observation, cognitive assessment test
Administrative data were gathered from each of the six participating school districts.
Response Rates: 2,746 teachers began the year 1 of the MET project, 1,868 completed year 2 of the MET project.
Presence of Common Scales:
Classroom observational measures include:
- Classroom Assessment Scoring System (CLASS), developed at the University of Virginia
- The Framework for Teaching (FFT), developed by Charlotte Danielson
- 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 by Raymond Pecheone, Stanford University
- UTeach Observational Protocol (UTOP), developed by the UTeach Preparation Program
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.
Original ICPSR Release: 2012-10-26
- 2013-10-02 Adding a zip of Excel spreadsheets that contain master coded scores for the CLASS, FFT, PLATO, MQI and QST observational measures.
- 2013-09-24 2013-09-23 Study title was changed and documents were updated.
- 2013-09-10 The ACT, BAM, and SAT 9 files were removed, and will be re-released as ICPSR Study 34868. Updated study title. The UTeach Observational Protocol (UTOP) file was released.
- 2013-06-28 Updated missing Section IDs in PLATO Year 2 with correct Section IDs. Added District IDs to CLASS Year 1, FFT Year 1, MQI Year 1, and PLATO Year 1. Added Grade variable to CLASS Year 1. Corresponding documentation was also updated.
- 2013-06-06 Updated Year 1 files for CLASS, FFT, MQI, and PLATO and Year 2 files for ACT, BAM, and SAT-9. Corresponding documentation was also updated.
- 2012-12-03 Year 1 and 2 SAT-9 files were released, as well as a year 2 QST file. Documentation was made public.
- Citations exports are provided above.
Export Study-level metadata (does not include variable-level metadata)
If you're looking for collection-level metadata rather than an individual metadata record, please visit our Metadata Records page.