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National Center for Teacher Effectiveness Main Study (ICPSR 36095)

Principal Investigator(s): Kane, Thomas, Harvard Graduate School of Education; Hill, Heather, Harvard Graduate School of Education; Staiger, Douglas, Dartmouth College

Summary:

The National Center for Teacher Effectiveness Main Study (NCTE) encompasses three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. Data were collected from classroom observations, student assessments, and teacher surveys. Teacher background information includes number of years of experience, education, race, and gender. Student respondent demographic and household information includes race, gender, household makeup, free and reduced lunch status, English proficiency, number of books in the household, and number of rooms in the home.

Access Notes

  • Data in this collection are available only to users at ICPSR member institutions. Please log in so we can determine if you are with a member institution and have access to these data files.

Dataset(s)

DS0:  Study-Level Files
Documentation:
DS1:  Class Observations - Download All Files (26.434 MB)
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DS2:  Mathematical Quality of Instruction - Download All Files (58.05 MB)
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DS3:  Student Questionnaire - Download All Files (39.55 MB)
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DS4:  Value Added Scores - Download All Files (25.467 MB)
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DS5:  Student Administrative Data - Download All Files (55.453 MB)
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DS6:  Teacher Background Questionnaire - Download All Files (23.731 MB)
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DS7:  Teacher Fall Questionnaire - Download All Files (27.857 MB)
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DS8:  Teacher Spring Questionnaire - Download All Files (28.679 MB)
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DS9:  Student Test Responses - Download All Files (61.129 MB)
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DS10:  Student Random Assignment Roster - Download All Files (24.156 MB)
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Study Description

Citation

Kane, Thomas, Heather Hill, and Douglas Staiger. National Center for Teacher Effectiveness Main Study. ICPSR36095-v3. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2016-08-08. https://doi.org/10.3886/ICPSR36095.v3

Persistent URL: https://doi.org/10.3886/ICPSR36095.v3

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Funding

This study was funded by:

  • United States Department of Education. Institute of Education Sciences (R305C090023)

Scope of Study

Subject Terms:    education, educational assessment, educational background, educational environment, instruction, mathematics, student attitudes, teacher education, teacher effectiveness, teacher evaluation, teacher qualifications, teachers, teaching methods

Smallest Geographic Unit:    District

Geographic Coverage:    United States

Time Period:   

  • 2010--2013

Date of Collection:   

  • 2010--2011 (Fall and Spring semesters)
  • 2011--2012 (Fall and Spring semesters)
  • 2012--2013 (Fall and Spring semesters)

Unit of Observation:    individual

Universe:    Elementary (4th and 5th Grade) math teachers and students.

Data Type(s):    administrative records data, observational data, survey data

Data Collection Notes:

Additional information about the National Center for Teacher Effectiveness Main Study can be found at the National Center for Teacher Effectiveness Web site.

Methodology

Sample:    NCTE partnered with 4 public school districts, which were chosen due to prior established relationships. The study targeted 4th and 5th grade math teachers from all public schools where principals agreed to allow for the randomization of class rosters to teachers in year 3 of the study. Teachers were recruited from schools where there were at least 2 or more math teachers in either 4th or 5th grade.

Time Method:    Cross-sectional

Weight:    The data are not weighted and there are no weight variables present in the data.

Mode of Data Collection:    coded video observation, cognitive assessment test, mail questionnaire

Response Rates:    56 percent

Presence of Common Scales:    Mathematical Knowledge for Teaching (MKT), Mathematical Quality of Instruction (MQI), Classroom Assessment Scoring System (CLASS), Tripod Student Survey

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:

  • Created variable labels and/or value labels.
  • Checked for undocumented or out-of-range codes.

Version(s)

Original ICPSR Release:   2015-07-02

Version History:

  • 2016-08-08 Dataset 5 has been updated to exclude the administrative data for students from District 11 (n=2,327). In addition, the original codebook has been released as separate codebooks for each respective dataset.
  • 2016-02-10 Additional documentation, a PI-supplied technical report, has been added to the collection.

Variables

Utilities

Metadata Exports

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