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Self-published

The Categorical Ceiling Tax: Interpreting Intervention Outcomes in Educational Research (ICPSR 309013)

Released/updated on: 2026-07-30
Geographic coverage: Philippines
Time period: 2025-01-01--2026-12-31

Abstract

This position paper formalizes the concept of the Categorical Ceiling Tax (CCT), an interpretive limitation observed in intervention studies that employ quantitative scoring rubrics to classify proficiency levels. The CCT describes a form of structural resistance that occurs when a population mean approaches, but does not cross, a predefined categorical threshold, even when measurable quantitative gains are documented. Using pre–post score data from a one-group design involving the total population of N = 494 Grade 7 students, this paper illustrates how categorical reporting obscured a documented positive mean shift (Δx̅ = +0.20), while the population classification remained at the “Instructional” level. This paper argues that categorical transitions, when interpreted independently, may misrepresent population-level progress in large samples. It further proposes that changes in the deficiency floor—defined as the proportion of learners classified at the Frustration level—be reported as a complementary interpretive indicator alongside categorical outcomes. These observations provide applied insights into the interpretation of outcomes generated through technology-supported assessment and reporting systems commonly used in contemporary educational settings.

Author Biography

Mhel Cedric D. Bendo, College of Business Administration, Polytechnic University of the Philippines, Cavite, Philippines

Mhel Cedric D. Bendo is a student researcher specializing in educational psychology, curriculum and instruction, educational measurement and evaluation, psychometrics, and educational technology. He is pursuing a Bachelor of Science in Entrepreneurship at the Polytechnic University of the Philippines. As of 2026, he holds an honorary appointment as an International Editorial Board Member for SIAR Publications, contributing to peer review, editorial guidance, and interdisciplinary journal development. He also serves as an invited peer reviewer for international peer-reviewed journals in online and distance learning, educational technology, educational evaluation, information literacy, interdisciplinary undergraduate research, and health and science education, including journals indexed in Web of Science (ESCI), Scopus (Q1–Q3, SCImago), ERIC, and DOAJ, supporting rigorous and ethically grounded interdisciplinary scholarship.

Self-published

Digital Divide and Educational Inequality in Asia: A Cross-Country Secondary Data Analysis of Connectivity, Access, and Student Achievement (ICPSR 309014)

Released/updated on: 2026-07-30
Geographic coverage: South Korea, Vietnam, China, Japan, Philippines, Malaysia, Indonesia, Singapore, Singapore
Time period: 2022-01-01--2024-12-31

Abstract

The increasing reliance on digital technologies in education has intensified concerns regarding unequal access to digital resources across countries, particularly in developing regions. While digital connectivity has the potential to enhance learning opportunities, disparities in internet access and technological infrastructure may contribute to unequal educational outcomes. This study examines the relationship between the digital divide and educational inequality in Asia through a cross-country secondary data analysis of connectivity, access, and student achievement. Using publicly available datasets from the World Bank, the Organisation for Economic Co-operation and Development (OECD), and the International Telecommunication Union (ITU), the study analyzes key indicators of internet access, digital infrastructure, student achievement, and educational inequality across selected Asian countries. Descriptive statistics, correlation analysis, and multiple regression models were employed to examine structural associations among variables. The results indicate that internet access is positively associated with student achievement and negatively associated with educational inequality. Digital infrastructure also demonstrates positive associations with educational performance and lower levels of inequality. In contrast, rural population is negatively associated with student achievement and positively associated with educational inequality. Overall, the findings highlight the importance of digital connectivity and technological capacity in shaping both the quality and equity dimensions of education systems across diverse national contexts.

Author Biographies

Mhel Cedric D. Bendo, Polytechnic University of the Philippines–Maragondon Campus

Mhel Cedric D. Bendo is a student researcher and academic writer pursuing a Bachelor of Science in Entrepreneurship at Polytechnic University of the Philippines–Maragondon Campus. His research interests include mobile learning, digital learning environments, AI in education, educational psychology, curriculum studies, educational assessment, and financial technology (FinTech). He serves on the editorial boards of the SIAR-Global Journal of Humanities, Management & Educational Review, SIAR-Global Journal of Literatures & Educational Review, the International Journal of Multidisciplinary Research and Exploration (IJMRE), and the International Journal of Advanced Multidisciplinary Application (IJAMA), and also works as a technical editor for an international academic journal. He is a reviewer for multiple international peer-reviewed journals, including Cogent Education (Taylor & Francis). He is an active researcher who has authored several studies published and forthcoming in international and Scopus-indexed journals, while his research-informed commentary has appeared in national and regional Philippine newspapers, including the Manila Bulletin.

Dr. Domar C. Alviar, National University–Manila

Domar C. Alviar is an Associate Professor at National University–Manila, where he is a 2026 Gawad Pantas awardee. He holds a Master of Development Communication and Doctor of Communication from the University of the Philippines Open University. A CHED-SIKAP scholar, his research interests include development communication, systems thinking, ethnomethodology and conversation analysis (EMCA), media ethics, law, and ethical artificial intelligence in education. He serves on the Steering Committee of the Philippine International Studies Organization (PHISO) and contributes to academic discussions on academic integrity, higher education, and ethical AI. He previously worked in Middle East and North Africa customs relations and international supply management and served as publications and communications editor at Adamson University. He writes the “Inside Academe” column for Tutubi.ph and contributes opinion articles to national broadsheets, including the Philippine Daily Inquirer and other publications.

Self-published

Data Collection Tool For: Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19 (ICPSR 146641)

Released/updated on: 2021-08-03
Geographic coverage: Egypt
Time period: 2020-10-01--2021-01-31
These files include the data collection tool (and its English translation) for the study: "Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19." The main tool used was the Arabic version as it was distributed in an Arabic-speaking context.The abstract for this study can be found below:This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT component of the 2017 reform in education. Data was collected during the novel context and mandates dictated by the widespread COVID19. The main indicators of teachers’ perspectives were adopted from Roger’s Diffusion of Innovation Theory, while their digital competencies were aligned with the levels of the UNESCO ICT Competency Framework. The study found that the majority of participants hold positive perspectives on the relative advantage of ICT-integration, average perspectives on its complexity, and negative perspectives on its compatibility with Egypt's education needs and main priorities. It further highlights the presence of multiple challenges that may affect teachers’ decision to adopt/reject the ICT-reform, including the human and technological infrastructures as well as communication. The insights gained from this study may assist in understanding teachers' level of persuasion, sources of social resistance, and needed capacity building. 
Self-published

Long-Term Gains from Longer School Days (ICPSR 139181)

Released/updated on: 2021-04-28
Geographic coverage: Chile
Time period: 1996-01-01--2017-12-31
This archive includes the data and programs required to replicate the findings in Dominguez and Ruffini (2021, JHR).
Curated
Simple Crosstabs

Social Weather Stations Survey [Philippines]: Quarter III, 2003 (ICPSR 34616)

Released/updated on: 2014-07-09
Geographic coverage: Mindanao, Philippines, Luzon, Manila, Visayas, Global
Time period: 2003-01-01--2003-12-31
Social Weather Stations Surveys are SWS-initiated national surveys of the general Filipino public. Dating from 1986, initially semi-annual, and quarterly since 1992, these surveys are meant to supplement, not duplicate, existing government statistics. They include both core indicators monitored regularly and items on contemporary issues. A standard Social Weather Survey has two questionnaires, one for the household head and one for a random adult. The Third Quarter 2003 Social Weather Survey was fielded August 30 to September 14, 2003, throughout the country. It used face-to-face interviews of 1,200 respondents divided into random samples of 300 each in Metro Manila, Balance Luzon, Visayas, and Mindanao. Adults, aged 18 years and older, were asked their views on issues concerning the general topics of economics, governance, politics, diplomacy, and society, as well as issues of current public interest in the Philippines. The survey also gathers information from household heads about the members of the household and household characteristics. Demographic variables include sex, age, religion, education, marital status, household composition, language use, and occupation.
Curated
Simple Crosstabs

Institutional Data Archive on American Higher Education, 1970-2011 (ICPSR 34874)

Released/updated on: 2013-12-03
Geographic coverage: United States
Time period: 1970-01-01--2011-12-31
The Institutional Data Archive on American Higher Education (IDA) contains academic data on 384 four-year colleges and universities in the United States. The IDA is one of two databases produced by the Colleges and Universities 2000 project based at the University of California, Riverside. This release, the third compilation of the IDA, is updated through academic year 2010-2011, and includes longitudinal and cross-sectional data from multiple sources. The collection is organized into nine datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; seven of the datasets can be linked by a common identifier variable (PROJ_ID), and two cannot be linked due to confidentiality agreements. The seven identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The two non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.
Curated
Simple Crosstabs

American College Catalog Study Database, 1975-2011 (ICPSR 34851)

Released/updated on: 2013-11-01
Geographic coverage: United States
Time period: 1970-01-01--2012-12-31

The American College Catalog Study Database (CCS) contains academic data on 286 four-year colleges and universities in the United States. CCS is one of two databases produced by the Colleges and Universities 2000 project based at the University of California-Riverside. The CCS database comprises a sampled subset of institutions from the related Institutional Data Archive (IDA) on American Higher Education (ICPSR 34874). Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at five-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units.

Curated
Simple Crosstabs

CBS News/New York Times/60 Minutes/Vanity Fair National Poll, May #2, 2012 (ICPSR 34615)

Released/updated on: 2013-05-14
Geographic coverage: United States
Time period: 2012-05-01--2012-05-31
This poll, the last of two fielded May 2012, is a part of a continuing series of monthly surveys that solicits public opinion on a range of political and social issues. Respondents were asked how well Congress and the Supreme Court were performing their jobs, whether justices should allow their own politics to sway their legal decisions, whether justices should continue to be appointed for life, and whether the country was moving in the right direction. Multiple questions addressed student loan debt, including whether the government should deduct unpaid loans from the loan-holder's wages, whether student loan debt should be cleared if the loan-holder files bankruptcy, whether respondents have taken out student loans, and whether they are worried about repaying student loans. Respondents were also queried as to whether they had gone back to school recently, whether they'd completed their degree, whether the additional training had earned them a promotion or a new job, and whether the additional education was a worthwhile investment. Additional topics include the 2010 health care law, vacation time, summer activities, and illegal immigration. Demographic information includes sex, age, race, marital status, education level, household income, employment status, religious preference, type of residential area (e.g., urban or rural), political party affiliation, political philosophy, whether respondents were registered to vote, whether respondents thought of themselves as born-again Christians, whether respondents had children and whether any of them were between 12 and 18 years of age, whether respondents had children who were going to attend or attending college, voting behavior, and whether respondents had defaulted on a student loan.
Curated
Simple Crosstabs

CBS News/New York Times New York City Poll, August #2, 2011 (ICPSR 34468)

Released/updated on: 2012-12-21
Geographic coverage: New York City, United States, New York (state)
Time period: 2011-08-01--2011-08-31
This poll, fielded August 2011, and the second of four, is part of a continuing series of monthly surveys that solicit public opinion on a range of political and social issues. This particular poll surveyed respondents living in New York City. Respondents were asked their opinion on Mayor Michael Bloomberg's job performance and whether they approved of his handling of the public school system. Respondents were also queried on general aspects of their lives in New York City, including opinions on their long range view of the city's livability, opinions on the city's economy, whether they had plans to relocate, and whether they held a good or bad image of the city. Respondents were also asked to provide opinions on the state of New York City public schools, including views on the New York City teachers union and charter schools, assessments of the overall quality of public education, whether quality had improved under Mayor Bloomberg, and whether they approved of Dennis Walcott's job performance as school system Chancellor. The poll also features several questions related to the terrorist attacks of September 11th, 2001. Respondents were asked whether security initiatives implemented following the terrorist attacks had enhanced public safety at New York City airports, bridges, tunnels, subways and nuclear power plants in the region. Further opinions were solicited on whether respondents felt New Yorkers had recovered economically and emotionally from the attacks, whether first responders and families of victims had been treated fairly, and whether the killing of Osama bin Laden had provided a sense of closure and increased safety. Furthermore, respondents were asked to gauge the likelihood of another attack within the upcoming months, whether they felt safe or endangered living in New York City, and whether they perceived the threat of terrorism to be higher in New York City when compared to other United States cities. Further information was collected regarding respondents feelings toward Muslims following the September 11th attacks, whether respondents believed Muslims are unfairly singled out, and whether they believed Muslims and Arab Americans are more sympathetic to terrorists than other American citizens. Additional topics included the possible opening of Wal-Mart stores within New York City, the planned redevelopment of the site at Ground Zero, and the proposed mosque and Islamic community center two blocks from Ground Zero. Demographic information included sex, age, race, marital status, education level, household income, religious preference, political party affiliation, political philosophy, and voter registration status.
Curated

Gansu Poverty and Education Project, Wave 1, 2000 (ICPSR 28661)

Released/updated on: 2012-03-08
Geographic coverage: China (Peoples Republic)
Time period: 2000-01-01--2000-12-31

China's dramatic economic and educational changes over the past 20 years have stimulated concerns about the education of children in rural areas. Recent empirical studies give evidence of growing disparities in educational opportunities between urban and rural areas and socio-economic and geographic inequities in basic-level educational participation within rural areas. These studies also point to a persisting gender gap in enrollment and to the disproportionate impact of poverty on girls' educational participation (Hannum 1998b; Zhang 1998). This study focused on the influence of poverty on the schooling of 11 to 14 year-old children in rural Gansu, an interior province in Northwest China characterized by high rates of rural poverty and a substantial dropout problem. Substantively, this study was innovative in adopting an integrated approach: it focused on the community, family, and school contexts in which children are educated. Methodologically, the study combined information on children's academic performance and school characteristics, with a household-based sample that allowed examination of the academic experiences of children who have left the education system as well as those who have persisted in it. Finally, the project was the baseline wave for the first large-scale, longitudinal study devoted to education and social inequality conducted in rural China. Results of this study contribute to an understanding of basic social stratification processes and provide insights for developing intervention strategies to improve educational access and effectiveness in rural China.

Wave 1 of this study (2000) has been archived and is available for download at ICPSR-DSDR. For information about Waves 2-4 (2004, 2007, 2009), please see the Gansu Survey of Children and Families Web site.

Curated

Lectures and Seminars in German Universities on the Sciences of State, 1820-1914 (ICPSR 2515)

Released/updated on: 2006-03-30
Geographic coverage: Germany, Global
Time period: 1820-01-01--1914-12-31
This study investigates the progression of academic disciplines in German universities during the period 1820-1914. The disciplines examined were a constellation of subjects known as the Staatswissenschaften, or the "sciences of state". This group of disciplines, originating under the name of cameralism, included such varied subjects as economics, finance, politics, agriculture, technology, statistics, and constitutional law. The purpose of this study was to indicate how these subjects shifted over time, with some migrating to other fields, others becoming more specialized, and still others becoming obsolete. The dataset contains a compilation of lectures and seminars culled from German (boundaries of 1871) university catalogs and related sources. Variables include course number, taxonomy code, cross-reference heading, semester date, university, region, and frequency. Two data supplements are also included. Part 2, Supplemental Law Data File, lists lectures found under law faculties (1820-1910), while Part 3, Supplemental Technology Data File, lists lectures from the natural sciences that concerned technology (1820-1880).
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