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Showing 1 – 7 of 7 results.

Curated

CBS News/MTV/Gates Foundation Monthly Poll, March 2005 (ICPSR 4322)

Released/updated on: 2010-04-27

Geographic coverage: United States

This special topic poll, conducted March 31-April 9, 2005, is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. A national sample of 1,586 respondents aged 14 to 24 years was surveyed, including oversamples of African American youth, Hispanic youth, and 14- to 20-year olds. Despite being termed a monthly poll, the foci of this poll were the opinions and judgments of teenagers and young adults about various aspects of the education system and process in the United States. Views were sought on the most important problem facing young people, the highest level of education respondents hoped to achieve, the highest level they expected to actually achieve, and whether a college degree was necessary to "get ahead". Respondents were asked about their plans after high school, the quality of their high school and its teachers and staff, whether their high school education was adequately preparing them for college and/or the job market, what measures respondents took or would like take to improve their chances of getting into the college of their choice, the importance of grade point averages and performance on standardized tests in getting into college, and their ability to get information about educational opportunities. Similar questions were asked of those respondents who were college students, regarding assistance received from college professors, the importance of internships, and whether college was adequately preparing them to get a well-paying job after graduation. Additional questions addressed MTV's involvement in issues concerning young people and how much impact MTV could have in raising awareness among young people about the importance of education. Demographic information includes age, race, sex, education, employment status, ethnicity, parents' education, perceived social class, level of religious participation, religious preference, whether respondents considered themselves to be an evangelical or born-again Christian, and the presence of other household members between the ages of 14 and 24.

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

Evaluation of City Year's Whole School Whole Child Model in Five Urban School Districts, United States, 2007-2019 (ICPSR 38966)

Released/updated on: 2024-01-10

Geographic coverage: United States

Time period: 2007-09-01--2019-06-30

City Year is an education and human development organization that partners with schools nationwide to support student success and address the root causes of inequitable educational outcomes. Every year, City Year recruits a diverse group of AmeriCorps members, ages 18-25, to deliver its holistic Whole School Whole Child (WSWC) model. The corps members commit to serving as "Student Success Coaches" in schools full time for one school year. During that time, they provide universal holistic services to all students (Tier 1 services), as well as targeted academic, social and emotional, behavior, and attendance services to students at increased risk of not graduating based on early warning indicators (Tier 2 services).

In 2017, the American Institutes for Research (AIR) and MDRC began a five-year evaluation of WSWC services in 22 middle schools in five large, urban school districts. The evaluation includes two impact studies. The first study explored the implementation and effects of the entire WSWC model (Tier 1 and Tier 2 services) for all students, using a quasi-experimental study design ("Whole School Study"). The second study attempted to isolate the effect of Tier 2 services for students who were identified as being at heightened risk of dropping out of school, using a student-level randomized experiment ("Tier 2 Study").

This data collection features data from the first study.

Curated

Higher Achievement Evaluation, United States, 2014-2019 (ICPSR 38350)

Released/updated on: 2025-05-29

Geographic coverage: District of Columbia, United States, Virginia, Maryland, Pennsylvania

Time period: 2014-01-01--2019-01-01

The Higher Achievement evaluation is a longitudinal, randomized controlled trial study of Higher Achievement, an intensive summer and after-school program that offers participants more than 500 hours of academic enrichment activities a year to help them meet the high academic standards expected of college-bound students.

Higher Achievement students ("scholars") enter the program during the summer before either fifth or sixth grade and commit to attending through eighth grade. This study collected school records data from the 2014-2015 school year through the 2018-2019 school year on three cohorts of scholars, starting with the scholars' year before entering the program (baseline) and two years of follow-up post program entry.

These student records included course grades, standardized test scores, attendance information, and demographic variables. In addition, surveys were conducted among center directors of Higher Achievement centers, mentor volunteers, and parents of scholars to collect information on program implementation and service contrast between program-attending and control students.

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.

Self-published

Replication Data and Materials for "How Do Schools React? Making Sense of Organizational Responses to Accountability Pressure": Urban Schools in Chile, 2018–2020 (ICPSR 303828)

Released/updated on: 2026-06-02

Geographic coverage: Valparaíso, Chile, Santiago Metropolitan, Chile, Concepción, Biobío, Chile

Time period: 2018-01-01--2020-01-01

This deposit contains the replication data and materials associated with the article “How Do Schools React? Making Sense of Organizational Responses to Accountability Pressure.” The study examines how schools in Chile respond to performance-based accountability (PBA) in a highly marketized education system. The quantitative component draws on survey data from teachers (n = 1,130) and school leaders (n = 200) in 79 urban schools located in the metropolitan areas of Santiago, Valparaíso, and Concepción. The qualitative component includes semi-structured interviews with school leaders (n = 23) and teachers (n = 28) from 15 urban schools in Santiago’s Metropolitan Region, complemented by documentary analysis. The materials document school responses to accountability pressure, including teaching to the test, curricular alignment, resource redistribution, data use, and actors’ beliefs about the fairness, validity, and pressure associated with standardized testing and accountability policies. The deposit is intended to support transparency, verification, and reuse of the study’s analytic procedures and findings.