Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011 (ICPSR 34346)

Published: Dec 16, 2014 View help for published

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Bill and Melinda Gates Foundation

Series:

https://doi.org/10.3886/ICPSR34346.v5

Version V5

MET 3c - Item-Level Observational Scores, 2009-2011

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

This release consists of data files for the five observational protocols listed (CLASS, FFT, MQI, PLATO, and QST) and the UTOP subset. Also included are rater comment files explaining rater scores on the CLASS instrument and master coded scores for the CLASS, FFT, PLATO, MQI and QST observational measures.

Bill and Melinda Gates Foundation. Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2014-12-16. https://doi.org/10.3886/ICPSR34346.v5

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Bill and Melinda Gates Foundation

School Districts

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.

Applicants will be required to:

  • Submit IRB approval/exemption documentation;
  • Scan and email the completed Confidential Data Use Agreement, signed by the Primary Investigator and an Institutional Representative;
  • Pay the annual access fee of $350 per user, renew yearly for continued data access.

Please visit the MET LDB Web site for more information.

Inter-university Consortium for Political and Social Research
2009 -- 2011
2010-01 -- 2011-06

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.

Longitudinal: Panel

Teachers and students within the six participating school districts.

Teachers, Students

Administrative data were gathered from each of the six participating school districts.

observational data, survey data

2,746 teachers began the year 1 of the MET project, 1,868 completed year 2 of the MET project.

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

2012-10-26

2014-12-16

2018-02-15 The citation of this study may have changed due to the new version control system that has been implemented. The previous citation was:
  • Bill and Melinda Gates Foundation. Measures of Effective Teaching: 3c - Base Data: Item-Level Observational Scores, 2009-2011. ICPSR34346-v5. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2014-01-08. http://doi.org/10.3886/ICPSR34346.v5

2014-12-16 A versioning system was installed in the filenames.

2014-08-01 A series wide update to assure that files distributed through internal systems are current with those turned over.

2014-01-08 Excel files containing rater comments for why they chose the scores they chose on the CLASS instrument were added as parts 12 and 13 of this study.

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.

2012-10-26 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.

Notes

  • The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.

  • One or more files in this data collection have special restrictions. Restricted data files are not available for direct download from the website; click on the Restricted Data button to learn more.

  • The citation of this study may have changed due to the new version control system that has been implemented. Please see version history for more details.