National Center for Teacher Effectiveness Main Study (ICPSR 36095)

Version Date: Aug 8, 2016 View help for published

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

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

Version V3

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.

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

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

District

Inter-university Consortium for Political and Social Research
2010 -- 2013
2010 -- 2011 (Fall and Spring semesters), 2011 -- 2012 (Fall and Spring semesters), 2012 -- 2013 (Fall and Spring semesters)

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

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.

Cross-sectional

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

individual
administrative records data, observational data, survey data

56 percent

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

2015-07-02

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:
  • 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. http://doi.org/10.3886/ICPSR36095.v3

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.

2015-07-02 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.

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

Notes

  • Data in this collection are available only to users at ICPSR member institutions.

  • 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.
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