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Curated

National Assessment of Educational Progress: 1987 High School Transcript Study (ICPSR 2256)

Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1985-01-01--1986-01-01
The National Assessment of Educational Progress (NAEP) is a federally-funded, ongoing, periodic assessment of educational achievement in the various subject areas and disciplines taught in the nation's schools. Since 1969, NAEP has gathered information about levels of educational achievement of 9-, 13-, and 17-year-olds across the country. In the fall of 1987, high school transcripts were collected from 34,140 students attending 433 schools that had previously been sampled for the National Assessment of Educational Progress (NAEP) in 1986. The sample of students for the transcript study included both handicapped and nonhandicapped students who in 1985-1986 were enrolled in the 11th grade and/or were 17 years old. Approximately half of the sampled students had participated in NAEP assessments in 1986. The 1987 High School Transcript Study also collected school-level information such as course lists, graduation requirements, and the definition of units of credit and grades. Student information included sex, grade level, age, graduation status, and race/ethnicity. The following additional information was gathered for handicapped students: handicapping condition, severity of cognitive, psychosocial, and physical limitation, reading and mathematics grade level (teacher estimate), placement in mainstream, resource, and self-contained classes, and receipt of selected services.
Curated

National Assessment of Educational Progress [United States], 1970-1980 (ICPSR 8072)

Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1970-01-01--1980-01-01
The National Assessment of Educational Progress (NAEP) is a continuing survey of the knowledge, skills, and attitudes of young Americans. Each year during the period 1970-1980, 75,000 to 100,000 persons were assessed in the following learning areas: reading, reading/literature, mathematics, science, and citizenship/social studies. Data are presented for 9-year-olds, 13-year-olds, and 17-year-olds for the academic years 1970-1971, 1972-1973 to 1977-1978, and 1979-1980, in the form of "Booklet" files. At the school level, background variables include the region, census division, type and size of community, occupation mix of attendance area, grade range, racial composition, total enrollment, and Title I eligibility. At the respondent level, items cover age, sex, race, parents' education, and reading materials in the home. From the school year 1972-1973 on, regional migration variables are included for the older age groups. From 1975-1976 on, 17-year-olds were asked a number of additional background questions, including their homework and TV viewing habits, languages spoken in the home, racial/ethnic heritage, and household possessions.
Curated
Simple Crosstabs

Student and Staff Comprehension of Emergency Operations Plans, United States, 2018-2021 (ICPSR 38431)

Released/updated on: 2024-04-29
Geographic coverage: United States
Time period: 2018-01-01--2021-01-01

In this study, the research team investigated emergency operations plans (EOPs) content and comprehension in a purposive sample of 10 U.S. schools using a phased, mixed-methods study design. The four primary goals of the study were to:

  1. Gain access to EOPs for 10 schools and examine their appearance, layout, and content, and empirically document the comprehensiveness of EOP materials according to federal guidelines;
  2. Assess access to emergency planning efforts and perceptions of emergency preparedness, including to what extent different types of staff members have read and received training on their school's EOP, serve on emergency planning or school crisis response teams, and believe that their school has prepared them for a violent event (e.g., an armed intruder incident);
  3. Assess staff and student comprehension of emergency concepts and protocols and identify areas of high and low comprehension and respondent- and school-level correlates of comprehension; and
  4. Understand from the perspectives of staff, students, district representatives, local law enforcement officials, and other key stakeholders how EOPs and school emergency preparedness more broadly could be improved and what are the most pervasive challenges and vulnerabilities in school emergency preparedness efforts.

The study was conducted in four phases. In Phase 1, the team recruited 10 schools and gained privileged access to their EOPs. A comprehensive rubric was developed based largely on guidance put forth in 2013 by six federal agencies, including the United States Department of Education, Department of Health and Human Services, Department of Homeland Security, Department of Justice, Federal Bureau of Investigation, and the Federal Emergency Management Agency. Each EOP was systematically reviewed using this rubric; school-specific and aggregated analyses were conducted to identify common strengths and limitations of the plans. In Phase 2, leveraging insights gained from school-specific analyses of EOPs, the team developed and administered comprehension surveys for staff and students to evaluate the extent to which each school community was knowledgeable of the concepts, protocols, and other details described in their plans. Following survey data collection, the team conducted extensive analyses to identify areas with high and low levels of comprehension and uncover statistical associations between comprehension and respondent characteristics (e.g., staff type, years employed at the school, perceptions of preparedness).

In Phase 3, for a subset of schools, the team conducted site visits and group interviews with students and different types of staff regarding their perceptions of their school's EOP, their school's vulnerability to extreme violence, and how emergency planning and preparedness could be improved. Finally, in Phase 4, the team analyzed and synthesized the results from each data collection activity to draw conclusions about EOP development and emergency preparedness and develop actionable recommendations for enhancing safety efforts in K-12 educational settings.

Qualitative data (interviews, focus groups, drill observations) are not currently available for this collection.

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