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Chicago Longitudinal Study, 1986-1989 (ICPSR 25921)

Released/updated on: 2014-03-20

Geographic coverage: United States, Chicago, Illinois

Time period: 1986-01-01--1989-01-01

The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships.

Study Goals

The CLS is guided by four major goals:

To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development.
To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade).
To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds.
To investigate the contributions to children's educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes.

Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children's education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children's patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999).

The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children's preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated.

A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

Curated

Demographic, Social, Educational and Economic Data for France, 1833-1925 (ICPSR 7529)

Released/updated on: 2010-04-27

Geographic coverage: France, Global

Time period: 1833-01-01--1925-01-01

Prepared by ICPSR under a project to automate major portions of the Statistique Generale de la France, this is a collection of demographic, social, education, economic, population, and vital statistics data for France, 1833-1925. This conversion project is a continuation of one conducted in 1972, for which a similar data collection was created, SOCIAL, DEMOGRAPHIC, AND EDUCATIONAL DATA FOR FRANCE, 1801-1897 (ICPSR 0048). The project to collect and prepare these data was sponsored by two French and two American groups: ICPSR and the Center for Western European Studies at the University of Michigan, and the Fourth and Sixth Sections of the Ecole Pratique des Hautes Etudes and Conseil National de la Recherches Scientifique in France. Both collections include data recorded at the departement, arrondissement, chef-lieu, and ville level. In this collection, materials from the vital statistics series were prepared for selected years rather than for each year in the period from 1900-1925. The years that were chosen clustered around the quinquennial censuses and also included (because of the violent demographic dislocations produced by World War I) each year in the 1914-1919 period. In addition, some vital statistics for the nineteenth century (1836-1850, 1880, and 1892) obtained from fugitive published volumes that could not be located during the course of the 1972 project were prepared. The 136 datasets in this collection contain: (1) French population, economic, and social data obtained from the quenquennial censuses of 1901, 1906, 1911, and 1921, that detail the composition of the population by categories of age, sex, nativity, marital status, religion, place of residence, and occupation, (2) industrial census data for the years 1861-1896, (3) data on primary education in France for 1833, 1901, and 1906, as well as data on secondary and higher education in France for the years 1836-1850, 1880, and 1892, and (4) data from a separate series of annual vital statistics (Mouvement de la Population) that cover the years 1836-1850, 1892, and 1900-1925, citing births, deaths, and marriages in the nation.

Curated

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999 (ICPSR 3676)

Released/updated on: 2013-08-08

Geographic coverage: United States

Time period: 1998-01-01--1999-01-01

The Early Childhood Longitudinal Study (ECLS) program provides national data on children's status at birth and at various points thereafter, children's transition to nonparental care, early education programs, and school, and children's experiences and growth through the fifth grade. ECLS also provides data to test hypotheses about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. The Kindergarten Class of 1998-1999 addresses four key issues: (1) school readiness, (2) children's transitions to kindergarten, first grade, and beyond, (3) the relationship between children's kindergarten experience and their elementary school performance, and (4) children's growth in math, reading, and general knowledge (i.e., science and social studies), and their progress through elementary school.

Curated

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade (ICPSR 4075)

Released/updated on: 2013-08-12

Geographic coverage: United States

Time period: 2001-01-01--2002-01-01

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. This data collection contains the wave of data collected in the spring of third grade (2002). The third-grade data collection includes information about the diversity of the study children, the schools they attended, and their academic progress in the years following kindergarten. Other variables include child gender, child race, family background, childcare, childcare arrangements, food security, hours per week in child care, socioeconomic status, household income, highest level of education for parents and students, parents' employment status, teachers' evaluation practice, and usefulness of different activities in the classroom.

Curated

Study of Instructional Improvement (SII) (ICPSR 26282)

Released/updated on: 2010-05-20

Geographic coverage: United States

Time period: 2000-01-01--2004-01-01

To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.