Showing 1 – 10 of 10 results.
Curated
Beginning Teacher Evaluation Study, 1972-1978 (ICPSR 7691)
Released/updated on: 1992-02-16
The California Commission for Teacher Preparation and Licensing sponsored the Beginning Teacher Evaluation Study (BTES) with funds provided by the National Institute of Education (Department of Health, Education and Welfare). The study was a multi-phase project which began in 1972 and was completed in June 1978. The overall purpose of the research program was to identify teaching behaviors which are effective in promoting learning in reading and mathematics in elementary schools. After Phase I, a general planning year (1972-1973), the Commission contracted with the Educational Testing Service (ETS) to conduct Phase II (1973-1974) of the program. During Phase II extensive field work was carried out in order to relate observed classroom behavior to student performance. The results of Phase II were used as one of the starting points for subsequent phases of the program. From 1974-1978 the BTES was conducted by the Far West Laboratory for Educational Research and Development. During those years there were three major data collection periods: Phase III-A (1974-1975), Phase III-A Continuation (1975-1976), and Phase III-B (1976-1977). A machine-readable user's manual and codebook defining the variables on file are available for these three major phases. The overall purpose of Phase III-A was to generate and explore hypotheses about effective teaching behaviors. The researchers empirically identified more and less effective teachers at grades 2 and 5 in reading and mathematics. Data relating to achievement and teacher-allocated time were collected over a period of one year. Phase III-A contains 18 files with approximately 5,500 respondents. During Phase III-A Continuation, field work was carried out to develop and refine instruments for collecting classroom process information in terms of time. Achievement tests were further developed and tested. Phase III-A Continuation includes a total of 32 files with approximately 565 respondents. In Phase III-B the academic learning time (ALT) model of classroom instruction was empirically evaluated in an extensive correlational field study. Academic learning time is an observable measure of ongoing student learning in the classroom. The design of Phase III-B produced four basic sources of data: achievement tests, teacher logs, classroom observation, and teacher interviews and rating scales. Phase III-B contains 57 files with approximately 261 respondents. A listing of technical reports generated from the study is available within the documentation.
Curated
Consequences of Introducing Educational Testing in Northern Ireland, 1973-1977 (ICPSR 7790)
Released/updated on: 2010-06-04
Geographic coverage: United Kingdom, Northern Ireland, Global
Time period: 1973-01-01--1977-01-01
This dataset includes test scores for over 40,000 students in 175 Irish primary schools that were selected and randomly assigned to a variety of testing treatments as part of a four-year study. The goal of this research effort was to assess the effects of standardized tests and test results on teachers, students, and parents, as well as on school policy. Northern Ireland was chosen because of its developed educational system (in which the English language is used) and its prior lack of standardized testing. During the course of this study, three main testing treatments were implemented in all classrooms in each primary school: (1) no testing was done, (2) norm referenced ability and attainment testing was done in basic curricular areas (English, Irish, and mathematics), but pupil performance data were not returned to the teachers, and (3) norm referenced ability and attainment testing was done, and pupils' raw scores, percentiles, and standard scores were returned to teachers. This dataset contains the norm referenced test scores gathered over the course of the four-year study for each of eight primary age-group cohorts. Parts 1-6 contain scores from students who were in grades 1-6, respectively, during the first year of the study. Part 7 contains scores from students who were in grade 2 in the fourth (last) year of the study, and Part 8 contains the scores from students who were in grade 3 during the last year of the study. Background variables for each student (e.g., treatment group, school type, sex served by school, location of school, size of school, type of administration of school, school identification number, and student's sex) are also included.
Curated
Digital Scaffolding for English Language Arts, United States, 2016-2017 (ICPSR 37625)
Released/updated on: 2021-08-09
Geographic coverage: United States, California
Time period: 2016-08-01--2017-06-30
The Digital Scaffolding for English Language Arts project examines the effect of Visual Syntactic Text Formatting (VSTF) on reading and writing outcomes of 7th and 8th-grade students. VSTF is a technology which reformats text to facilitate reading comprehension. The study used a randomized control trial and was set in an urban school district.
The project considers both teachers and students in its implementation of VSTF within the classroom. Variables include demographics, classroom observations, survey responses, annual state assessment results and an end of the year on demand writing task.
Curated
English Language Proficiency Study (ELPS), 1982: [United States] (ICPSR 8974)
Released/updated on: 1992-02-16
Geographic coverage: United States
The purpose of this data collection was to provide estimates of the number of children in the United States with limited English proficiency from non-English backgrounds by state and by language. Tests of proficiency in reading, understanding, and producing English were administered to both adults and children from English and non-English language backgrounds. Characteristics such as age, sex, race, household relationship, Spanish origin, languages spoken at home, proficiency in speaking English, school enrollment, highest grade completed, country of birth, and parents' country of birth are shown for each person in the household enumerated. In addition, information is provided on household income and language usually spoken by that household.
Curated
Evaluation of the Strategic Adolescent Reading Intervention (STARI), United States, 2020-2022 (ICPSR 39117)
Released/updated on: 2024-08-29
Geographic coverage: United States
Time period: 2020-01-01--2022-12-31, 2022-04-01--2022-06-01
Evaluation of the Strategic Adolescent Reading Intervention (STARI) is a year-long supplemental reading intervention that is intentionally designed to address the motivational barriers of middle school students who are reading below grade level. STARI is intended to be used for a full class period (45 minutes minimum), at least three days a week, in addition to regular English Language Arts. STARI has a Tier 1 (strong) Every Student Succeeds Act (ESSA) evidence rating based on a student-level randomized experiment conducted in school year 2013-14 in a northeastern state. To explore the replicability of these results, the effect of STARI was evaluated in 11 middle schools in two urban school districts in school year 2021-22, a school year when instruction was still periodically disrupted by the COVID-19 pandemic. Eligible students were randomly assigned to the STARI class (n=215) or to a business-as-usual elective or reading class at their school (n=183). Students' English Language Arts (ELA) state test scores and their course marks at the end of the program year were obtained from school districts, and students' reading skills and reading motivation and self-efficacy were measured using a reading assessment and survey administered in Spring 2022. This evaluation of STARI was funded by an Education and Innovation and Research (EIR) mid-phase grant from the US Department of Education.
Curated
Project on Human Development in Chicago Neighborhoods (PHDCN): Wide Range Achievement Test, Wave 1, 1994-1997 (ICPSR 13605)
Released/updated on: 2006-03-01
Geographic coverage: United States, Chicago, Illinois
Time period: 1994-01-01--1997-01-01
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Wide Range Achievement Test was designed to measure reading recognition, spelling, and arithmetic computation.
Curated
Project on Human Development in Chicago Neighborhoods (PHDCN): Wide Range Achievement Test, Wave 2, 1997-2000 (ICPSR 13665)
Released/updated on: 2006-03-17
Geographic coverage: United States, Chicago, Illinois
Time period: 1997-01-01--2000-01-01
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Wide Range Achievement Test was designed to measure reading recognition and spelling.
Curated
Project on Human Development in Chicago Neighborhoods (PHDCN): Wide Range Achievement Test, Wave 3, 2000-2002 (ICPSR 13750)
Released/updated on: 2006-10-11
Geographic coverage: United States, Chicago, Illinois
Time period: 2000-01-01--2002-01-01
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Wide Range Achievement Test was designed to measure reading recognition and spelling.
Self-published
Research Instruments for AERA Open Article: Usability of a Reading Intervention for Upper-Elementary English Learners (ICPSR 217541)
Released/updated on: 2025-02-02
Geographic coverage: North Carolina, United States
Time period: 2020-10-01--2022-05-01
We developed a multicomponent small-group intervention to support upper elementary multilingual learners classified as English learners (ML-ELs) in reading comprehension. The intervention emphasizes knowledge, language, and structured inquiry (K.L.I.). As part of the iterative design processes used to develop the K.L.I. intervention components, we used interview and observation protocols to gather feedback from teacher collaborators and to examine the extent to which the intended practices of the intervention could be fully implemented.
Self-published
Supporting Students Reading Complex Texts: Evidence for Motivational Scaffolding (ICPSR 110761)
Released/updated on: 2019-07-13
The Common Core State Standards (CCSS) require students to read grade-level text with “scaffolding as needed.” The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader’s comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N = 196 instructional sessions). The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. Multilevel regression indicated that motivational scaffolding—but not vocabulary, fluency, comprehension or peer scaffolding—predicted growth on standardized reading comprehension. Implications for research and practice are discussed.