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This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of Health and Health Care Priorities, a survey by Harvard School of Public Health/Robert Wood Johnson Foundation conducted by ICR Survey Research Group. Topics covered in this survey include:

• Important health problems
• Satisfaction with state of nation
• Severity of health issues
• Organizations that improve health care
• Important laws to pass

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of Poll # 2006-QUALITY: Quality of Care, a survey from the Harvard School of Public Health and the Robert Wood Johnson Foundation conducted by ICR-International Communications Research. Topics covered in this survey include:

• Information that would tell the quality of a doctor/medical practice/clinic in comparison to others
• Choice of doctors
• Receipt of information rating doctors/clinics in the community
• Use of information received about ratings of doctors/clinics in making decisions about where to get care
• Use of ratings of doctors/clinic from sources
• Personal health
• Health insurance coverage

The data and documentation files for this survey are available through the Roper Center for Public Opinion Research [Roper #31092316]. Frequencies and summary statistics for the 125 variables from this survey are available through the ICPSR social science variable database and can be accessed from the Variables tab.

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of the Subethnicities Survey, a survey from the Harvard School of Public Health and the Robert Wood Johnson Foundation conducted by ICR-International Communications Research. Topics covered in this survey include:

• Family heritage
• Country born
• Childhood obesity
• Quality of healthcare system in the United States
• Visit of emergency room
• Prescription

The data and documentation files for this survey are available through the Roper Center for Public Opinion Research [Roper #31092323]. Frequencies and summary statistics for the 172 variables from this survey are available through the ICPSR social science variable database and can be accessed from the Variables tab.

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of the 2013 poll Health Education Survey, a survey from National Public Radio/Robert Wood Johnson Foundation/Harvard School of Public Health conducted by Social Science Research Solutions (SSRS). Topics covered in this survey include:

• Grade child enrolled in
• Location of child's school
• Enrollment total
• Giving grade to child's school
• Biggest problem at school
• Emphasis on various subjects
• School teaching same values as home values
• School obligations interfering with family time
• Knowledge about common core
• Common core improving education
• Method of learning about common core
• Success of common core
• School preparing students for careers
• Attending technical
• Vocational classes
• Preparing students for college
• Preparing students for job market
• Student plans after high school
• College or career planning services
• Healthiness of school lunches
• Foods available at school
• Length of school lunch
• Time of lunch period
• Vending machines at school
• Fast-food chains at school
• Physical education as mandatory
• Frequency of PE classes
• Length of PE classes
• PE classes for other purposes
• Rating PE school offerings
• Playgrounds available after school
• Recess as structured or free time
• School safety
• Security precautions at school
• Ways of preventing violence at school
• Increasing security after Newtown shooting
• Method of transport to school
• Time to get home from school
• Safety of travelling to school
• School related stress
• School counseling for stressed students
• Time of school day

The data and documentation files for this survey are available through the Roper Center for Public Opinion Research [Roper #31092359]. Frequencies and summary statistics for the 148 variables from this survey are available through the ICPSR social science variable database and can be accessed from the Variables tab.

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of the 2014 poll The Burden of Stress in America, a survey from National Public Radio/Robert Wood Johnson Foundation/Harvard School of Public Health conducted by Social Science Research Solutions (SSRS). Topics covered in this survey include:

• Stress experienced in past month
• Impact of stress on life aspects
• Stress affecting health
• Stress affecting family and household
• Stress affecting friendships
• Stress affecting work
• Stress affecting community involvement
• Responses to stress
• Time to relax in past month
• Causes of stress
• Concern about various problems
• Daily events contributing to stress
• Reasons for not experiencing stress
• Stress experienced in past year
• Most stressful event in past year
• Things done to reduce stress
• People advising stress reduction methods
• Stress level changes in last few years
• Stress contributing to major life problems
• Stress contributing to future problems
• Stress having positive effect
• Control over stress
• Effect of stress on other people

The data and documentation files for this survey are available through the Roper Center for Public Opinion Research [Roper #31092361]. Frequencies and summary statistics for the 410 variables from this survey are available through the ICPSR social science variable database and can be accessed from the Variables tab.

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of Sick in America, a survey from National Public Radio, the Robert Wood Johnson Foundation, and the Harvard School of Public Health, conducted by Social Science Research Solutions (SSRS). Topics covered in this survey include:

• Quality of health care
• Health care costs as problem
• Reasons for health care quality problems
• Focus of doctor visits
• Reasons for rising health care costs
• Health care as good value
• Agreement with doctor statements
• Amount of doctors
• Doctor visits for check-up
• Personal insurance coverage
• Uninsured
• Overnight hospital stays
• Satisfaction with hospital medical care
• Medical care costs as reasonable
• Description of hospital stays
• Serious illness
• Interactions with medical professionals
• Impact of medical care costs on family
• Receiving care every time it's needed
• Being turned away for health care
• Insurance premiums as financial problem
• Out of pocket medical costs
• Negotiating lower charges
• Problems paying for insurance
• Changing regular doctor
• Personal financial situation

The data and documentation files for this survey are available through the Roper Center for Public Opinion Research [Roper #31092354]. Frequencies and summary statistics for the 159 variables from this survey are available through the ICPSR social science variable database and can be accessed from the Variables tab.

This catalog record includes detailed variable-level descriptions, enabling data discovery and comparison. The data are not archived at ICPSR. Users should consult the data owners (via the Roper Center for Public Opinion Research) directly for details on obtaining the data.

This collection includes variable-level metadata of the Subethnicities Survey, a survey from the Harvard School of Public Health and the Robert Wood Johnson Foundation conducted by ICR-International Communications Research. Topics covered in this survey include:

• Family heritage
• Country born
• Healthcare system in U.S.
• Healthcare experiences
• Public health in the U.S.
• Avian or Bird Flu

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well.

The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994.

Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school.

In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey.

There were no surveys conducted in 2012 or 2013. Beginning in 2014 the LSAY was funded by the National Institute on Aging for five years. This data release adds the 2017 data to the previous data release that included data through 2016.

The public release data files include information collected from the national probability sample students, their parents, and the science and mathematics teachers in the students' schools. The data covers the initial seven years, beginning in the fall of 1987, as well as the data collected in the 2007, 2008, 2009, 2010, 2011, 2014, 2015, 2016, and 2017 questionnaires.

Part 1: LSAY Merged Cohort (Base File) contains student and parent data from both cohorts of the LSAY from 1987-1994 and student follow-up data from 2007-2011 and 2014-2017. Additionally, Parts 2 - 5 contain information gathered from two teacher background questionnaires and two principal questionnaires from 1987-1994.

Psychology is one of the most popular undergraduate majors in American universities, despite the fact that the discipline still has many unsettled questions regarding fundamental philosophical and methodological issues. These issues may be associated with a lack of clarity regarding an accurate conception of science and the nature of the relationship between psychology and science with respect to these controversies. Kuhn (1967) has suggested that scientific paradigms are transmitted in textbooks.

To understand how the scientific status of psychology is depicted, 30 undergraduate textbooks were examined. Textbooks were examined on the following categories:

1. What constitutes science is controversial
2. Bad (Pseudo) science
3. Second demarcation problem
4. Deductive stance
5. Inductive stance
6. Verisimilitude/tentativeness of science
7. Theory ladenness of facts
8. The role of theory in hypothesis formation
9. The role of competing theories (i.e. Laudan)
10. Social constructionism (vs. natural kinds)
11. Rhetorical views of science
12. Science and biases (e.g., political influences)
13. The role of ad hoc hypotheses
14. Evolutionary epistemology
15. Recognition of conceptual problems (i.e. is it important for science to address conceptual problems or only empirical ones?)
16. Kuhnian paradigms
17. Mature vs pre-paradigm sciences
18. Strict method vs "anything goes" (i.e. Feyerabend).

Introductory, cognitive, social, and abnormal textbooks were examined.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys covers the following special topics: (1) the European Parliament, (2) Autonomous Systems, (3) Gender Equality, and (4) Attitudes of Europeans towards tobacco and electronic cigarettes. Questions regarding the European Parliament (EP) included information on and the role of the EP, knowledge about European institutions and the EP, the present and future of the EP, European values and policies, European identity, and country specific media use. Respondents' opinions were collected regarding their awareness of, usage of, and attitude towards autonomous systems including robots, driverless cars, and civil drones. Respondents were also questioned about their perception of, attitude towards, and political priorities regarding gender equality and stereotypes, violence against women, and fields of inequality. Further questions were asked regarding smoking habits and various tobacco/nicotine products. Respondents were queried about their efforts to quit smoking, passive smoking inside, and banning advertisements for tobacco products. Lastly, respondents were asked about their socioeconomic position in society, whether their voice was being heard in the electoral system, and their opinions on if their home country and the European Union were generally going in the right or wrong direction.

Demographic and other background information collected includes nationality, occupation, left-right political self-placement, marital status, age when stopped full-time education, gender, age, household composition, ownership of a fixed or mobile telephone and other goods, difficulties in paying bills, self-assessed social class, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys includes the standard modules and covers the following special topics: (1) Climate Change, (2) Biodiversity, (3) and Discrimination of Minority Groups. Respondent's opinions were collected on which world issues they believed were the most serious problems, how serious the issue of climate change was and if the EU should be responsible for addressing it, and what actions the have personally taken to fight climate change. Additional questions were asked regarding biodiversity and the dangers presented problems such as the decline of natural habitats and animal and plant species, and how these issues should be addressed by various groups. Respondents were also queried about their knowledge of Natura 2000 and other nature protection networks. Lastly, respondents were questioned regarding their experiences of and attitudes toward discrimination.

Demographic and other background information collected includes age, gender, nationality, marital status and parental relations, occupation, age when stopped full-time education, left-right political self-placement, household composition, ownership of durable goods, difficulties in paying bills, self-assessed social class, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries). Pre-archive/1st release version.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys includes the standard modules and covers the following special topics: (1) Social Climate, and (2) Science, Research and Innovation. Respondent's opinions were collected on life satisfaction, area of living, healthcare, pension system, unemployment benefits, cost of benefits, the way the country is run, cost of living and affordability of energy and housing, in present time, in next twelve months and compared to five years ago. Thoughts about why people live in poverty were collected, general trustworthiness of people, views on how to help solve social and economic problems and views about education. As it relates to Science Research and Innovation respondents were asked how people's actions will affect the following 15 years from now: fight against climate change, Protections of the environment, energy supply, health and medical care, job creation, availability and quality of food, as well as transport and transport infrastructure. Opinions were collected on priorities for science and technological innovation. Respondents were asked about their academic past in studying science and technology.

Demographic and other background information collected includes age, gender, nationality, marital status and parental relations, occupation, age when stopped full-time education, household composition, ownership of durable goods, difficulties in paying bills, self-assessed level in society, self-assessed social class, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics however this collection does not contain standard module questions. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys covers the following special topics: (1) social climate, (2) development aid (3) cyber security (4) public transport (5) Anti-microbial resistance and (6) space technology. In regard to social climate, respondents were asked about their life satisfaction, employment, opinions on healthcare and pension provisions, unemployment benefits, cost of living and asked about past present and future options on the affordability of housing and energy. Lastly thoughts were measured on EU investments and knowledge of the European Social Fund. The development aid section includes questions on the importance of helping developing countries, the Millennium Development Goals, future focus of development policy, and practicality of achieving development goals. Questions in the cyber security section asks about frequency of Internet use, devices used to access the Internet, online activities, confidence in the ability to engage in Internet transactions, online banking concerns, adjustments to Internet use based upon concerns, online harassment and knowledge of cybercrime risks. Queries of public transport/ urban mobility special topic asks about use of car, public transportation, cycling and walking, frequency of travel within cities, problems during travel, opinions on problems in the city, ways to improve city travel, measures to improve travel and responsibility for reducing traffic. Measures taken from the anti-microbial resistance section include use of antibiotics, how antibiotics are obtained, reason for taking antibiotics, knowledge about antibiotics, opinions on group responsibility and knowledge and opinions about use of antibiotics. Lastly, the space technology section asks about the role of space derived technologies, opinions on investing in human space exploration, consequences of climate change, opinions on whether linking space activities to education would encourage students to choose STEM careers, ready to use automated vehicles, opinions on whether space investment will lead to job creation, concerns about asteroids and space-based services, reasons for and against investing in space exploration.

Demographic and other background information collected includes age, gender, nationality, marital status and parental relations, occupation, age when stopped full-time education, household composition, ownership of a fixed or a mobile telephone and other durable goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. In Eurobarometer 79.2 the standard Eurobarometer module is not included however respondent and household demographics are included. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys cover the following special topics: (1) internal market (2) cultural activities (3) non-urban road use, quality and tolls (4) science and technology, and (5) undeclared work and tax fraud. In regard to the internal market, opinions were collected on the frequency of online purchases, technology used to make orders, types of goods purchased, problems experienced with online shopping, reasons why respondents do not purchase products online from other EU member states and distrust of online retailers. Respondents were asked if they were ever employed in an European state other than their home country and ways to assess quality of professional service providers. In queries on cultural activities, the frequency in which respondents visit museums, the cinema, public libraries in their home country and other EU countries were recorded as well as why they did not participate in cultural activities. Respondents were also asked if they participated in expressive arts such as dancing, writing poems, handicrafts, or playing musical instruments. In regard to non-urban road tolls respondents are polled on the frequency in which they use roads outside of cities, the quality and amount of congestion on those roads, purpose for using those roads. Opinions were collected on whether the government should spend more money on roads and their willingness to pay higher tolls. In the science and technology section, there are questions about interests in and knowledge of developments in science and technology, whether family members have formal credentials in science and technology, their source of information about the latest developments. Additionally, respondents were asked about the usefulness of science and technology. Lastly as it relates to undeclared work in the European Union respondents were asked if they know people who do not declare income, their awareness of the risk of getting caught, the consequences of getting caught and opinions on reasons for doing undeclared work.

Demographic and other background information collected includes age, gender, nationality, marital status and parental relations, occupation, age when stopped full-time education, household composition, ownership of a fixed or a mobile telephone and other durable goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in elementary and secondary schools in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. For more information, please read An Introduction to NAEP.

There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year-olds are assessed in the fall, 9-year-olds in the winter, and 17-year-olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s.

For example, the 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials.

Most recently, in 2016, a total of 8,800 eighth-graders in the nation's public and private schools responded to and critiqued existing works of music and visual art and created their own original artwork. NCES collected and analyzed the data and released the 2016 report highlighting key findings. Average music and visual arts responding scores are reported separately on a scale of 0 to 300 points. Average creating scores for visual arts are reported on a scale of 0 to 100 percent. Results are also reported by student groups, school type, and region, as well as in comparison to the 2008 assessment.

In addition, NAEP has a number of special studies that are conducted periodically. These include research and development efforts such as the High School Transcript Study and the National Indian Education Study. More information on these special studies is available on the NAEP Web site.

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:

1. 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.
2. 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).
3. 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.
4. 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.

The International Curriculum Analysis (ICA) study provided curricular and textbook information from each country participating in the Third International Mathematics and Science Study (TIMSS). TIMSS was a comparative study of education in mathematics and the sciences conducted in over 40 countries on five continents. The goal of TIMSS was to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study was intended to provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and educational context in which these occur.

Below is a description of each of the types of data files found in this study.

The Textbook Specific and Curriculum Guide Specific data files contain overall characteristic information, the number of pages, size of book, publisher, etc. pertaining to material used within a country for all countries involved in the study.

The General Topic Trace Mapping data files contain questionnaire responses for each specific science and mathematics topic for each grade.

The Document Description data file contains document ID, name, subject, publisher and publishing data for each document provided by each country in the study.

The Unit Level data files contain information describing a specific unit within a document, used for both textbooks and curriculum guides.

The Block Level data files contain specific curricular information about the blocks contained within each unit.

The Textbook Coverage data files contain summaries of context coverage for each country's textbooks and the performance expectation codes of those textbooks, both Mathematics and Science. The coverage rate for each content topic is expressed as the average percent that particular topic is mentioned in each of the country's textbooks.

The Textbook Characteristics data file contains derived variables from 400 textbooks used in 45 countries. The variables captures the frequency with which content material such as activities, exercise or question sets, instructional narratives and other instructional tools, as well as performance expectation related material are found within these textbooks.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys covers: (1) knowledge, opinions of, policies, and values of the European Parliament (EP); (2) biotechnology; (3) science and technology. Technology questions pertain to knowledge, opinions, and effects of genetically modified food, nanotechnology, animal clothing, synthetic biology, and biobanks emerging in the next 20 years, as well as opinions on regenerative medicine, including stem cell research, resistance genes, bio-fuels, and global warming. Other questions address interest in, knowledge of, and engagement with science and technology, collaborative research across Europe funded by the EU, level of EU investment in research, young people's interest in science, and women's representation in scientific professions.

Demographic and other background information collected includes age, gender, nationality, marital status, age when stopped full-time education, occupation, left-right political self-placement, political party attachment, household composition, religious affiliation and participation, ownership of a fixed or a mobile telephone and other durable goods, difficulties paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).