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An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012, funded by the Edna McConnell Clark Foundation's Social Innovation Fund, was conducted in the Summer of 2012 in three school districts (District A, B, C) that were new partnerships for the Building Educated Leaders for Life program (BELL). Of the three study districts, District A and B offered the BELL program in one middle school each; District C offered the program in three schools.

Several types of quantitative data were collected about students and BELL teachers in the study. The nature and purpose of these data sources are described below.

(1) Spring (baseline) characteristics and test scores:During the application process, parents provided information about their child's socioeconomic characteristics (racial or ethnic group, parents' education, and so on. In addition, schools provided information about whether students in the study were eligible for free or reduced-price lunch, whether they had an individualized education plan (IEP), and whether English was their second language. Schools also provided students' scores on the spring 2012 math and reading assessments administered by their state; these scores were used to determine whether students were proficient, based on local cutoff scores on their state test.

(2) Attendance records: BELL provided the evaluation team with the attendance records of students in the study during summer 2012, including any students in the non-BELL group who may have attended the program.

(3) Fall reading and math tests: Students in the study were encouraged to take standardized tests in math and reading in fall 2012. In the average study district, students took the tests six weeks after the end of the program, or one week after the start of the school year. Students' reading achievement was assessed using the Group Reading Assessment and Diagnostic Examination (GRADE), and their math achievement was assessed with its math counterpart, the Group Mathematics Assessment and Diagnostic Examination (GMADE). The GRADE contains two subtests (reading comprehension and vocabulary), and the GMADE contains three (concepts, operations, and processes).

(4) Fall student survey: In the same session as the GRADE and GMADE were administered, students also completed a short survey asking about the extent to which they were engaged in various aspects of instruction when they returned to school in the fall (for example, whether they paid attention in class and whether they completed their homework on time). The survey also included a set of items asking students to describe their activities during the summer.

(5) BELL teacher survey: BELL administers a survey to its teachers as part of regular program monitoring and evaluation activities. The survey captures teachers' characteristics as well as their perceptions of various aspects of the BELL program (such as training, materials, and staffing), of their own performance in the classroom, and of their students' performance and engagement. BELL administers the survey to all of its teachers -- academic (English Language Arts [ELA] or math or both) and enrichment teachers -- as well as mentors (teaching assistants). However, given the academic focus of this evaluation, the target population for the study's purposes was academic teachers who taught students in the study.

This collection contains two datasets. Part 1 is a student-level dataset that includes all information collected about students in the study sample (baseline data, GRADE and GMADE test scores, student survey data, and attendance data). Part 2 is a teacher survey dataset that includes teachers in the analysis sample (i.e. academic middle school teachers who responded to the survey and who taught students in the study).

Demographic information about the students include socioeconomic characteristics like racial or ethnic group, parents' education, and so on. Demographic information about the teachers in the sample include their education and experience backgrounds.

ArtsEdSearch is an online clearinghouse that collects and summarizes high quality research studies on the impacts of arts education and analyzes their implications for educational policy and practice.

ArtsEdSearch is a project of the Arts Education Partnership (AEP), and builds on Critical Links: Learning in the Arts and Student Academic and Social Development, a compendium of research that AEP published in 2002 exploring the impact of arts education on student success in school, life, and work. AEP has developed ArtsEdSearch as a resource for policymakers and education stakeholders and leaders to better understand and articulate the role that arts education can play in preparing students to succeed in the changing contexts of the 21st Century.

ArtsEdSearch currently includes summaries of over 200 research studies, syntheses of the major findings of these studies, and implications of the collected research for educational policy.

ArtsEdSearch focuses on research examining how education in the arts--in both discrete arts classes and integrated arts lessons--affects students' cognitive, personal, social and civic development, as well as how the integration of the arts into the school curriculum affects educators' instructional practice and engagement in the teaching profession.

ArtsEdSearch does not include research studies about how to teach the arts well or about how to assess student content knowledge and technical skill in the arts. These topics are of great importance to ensuring that students receive a high quality arts education and are the subject of other clearinghouses devoted to research on teaching and learning within particular arts disciplines.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study was a randomized controlled trial of a dating violence and sexual harassment (DV/H) prevention program called the Shifting Boundaries (SB) Program. Thirty-five public middle schools in New York City were randomly assigned to one of four treatment conditions of the SB program. The project includes a baseline and two follow-up surveys with 6th, 7th and 8th grade students to assess short to medium term impact on rates of DV/H. The classroom curriculum intervention (SBC) covered the consequences for perpetrators of DV/H, state laws and penalties for DV/H, and respectful relationships. The school (building-level) intervention (SBS) included the use of school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe "hot spots," and the use of posters to increase awareness and reporting of DV/H.

The project examined (1) the effects of saturating a school environment by providing the SB intervention to all three middle school grades compared to only two grades or one grade and (2) the effects of two dosages of SB across two years compared to one dosage of the SB intervention across one year which was explored in two prior evaluations of the program.

This project utilizes secondary data analysis of existing data. Recognizing that the school discipline and juvenile justice experience of immigrants may differ from non-immigrant children, the project explores the role immigration status and border location has on these outcomes.

The Assessment of National and State Tip Line Technology as a Strategy for Identifying Threats to School Safety was conducted by RTI International, in partnership with the Oregon State Police, from 2018 through 2021. The project was designed to describe the national prevalence and characteristics of school safety tip lines, and to develop lessons learned on successful implementation approaches by conducting a case study with the SafeOregon tip line. The three main goals of the project were to:

1. Describe the prevalence and variability of tip line technology in public middle and high schools across the U.S. through a national survey of school administrators (Component 1).
2. Evaluate the relationship between tip line technology implementation and school safety by augmenting the national survey data with publicly available data on student disciplinary and school safety outcomes from the Department of Education's Civil Rights Data Collection (CRDC) (Component 2).
3. Assess the implementation experiences, outputs, and costs through an in-depth case study in the state of Oregon (Component 3).

For component 1, RTI conducted a national survey of public middle and high school administrators. For component 2, RTI conducted a national evaluation of school tip lines and measures of school safety, merging the national survey findings with eleven offense categories schools reported to the Department of Education's Civil Rights Data Collection (CRDC).

For Component 3, the team set out to better understand how tip lines are implemented, the characteristics or features of these systems, challenges school administrators face during implementation and use, and perceived effectiveness. Using a mixed-methods design, researchers analyzed the efforts to implement and operate Oregon's SafeOregon statewide school tip line program and present data from the national survey for context. Case study objectives included identifying the (1) prevalence and school characteristics of tip line use; (2) basic operational characteristics of tip lines, including partnerships, staffing, tip submission and triage processes, and anonymity and confidentiality; (3) barriers and challenges involved in tip line implementation; and (4) perceived impact of tip lines. This qualitative assessment was informed by interviews with key stakeholders, school administrators and students. As part of the final component, RTI analyzed tip line data from the SafeOregon statewide tip line program (2018-2020).

Data and documentation from the qualitative interviews (student focus groups and school-level stakeholders) will be made available at a future date.

The purpose of College and Beyond II (CBII) is to better understand how students' undergraduate experiences in and out of the classroom relate to their long-run development. The College and Beyond II Administrative Data contains administrative student records obtained for nearly all bachelors-seeking undergraduate students at 19 postsecondary institutions representing 7 postsecondary system in the United States from approximately 2000 to 2021. Partner colleges provided information on demographics (race, gender), family background, entry term, degree term, college major, admissions test scores, term-by-term information on majors, credits, and grades, and information on all courses taken.

Students' administrative data can be linked to other data in the CBII series. Students are linked across studies in the series by a unique anonymized person identifier. Colleges are linked across studies in the series by a unique anonymized college identifier. Files are organized by the postsecondary system they are a part of and can be linked by a unique anonymized system identifier.