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Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics (ICPSR 33421)

Released/updated on: 2013-07-16

Geographic coverage: United States

Time period: 2005-01-01--2008-01-01

This study spans several years of data collection by the Learning Mathematics for Teaching (LMT) project. This project's main purpose was to develop a suite of instruments measuring K-8 teachers' Mathematical Knowledge for Teaching (MKT). These instruments are typically used to evaluate content-focused mathematics professional development. Over the years, this project piloted these measures in several contexts to establish psychometric properties of the instruments:

With a nationally representative sample of middle school mathematics teachers in 2005 and again in 2006. The same sample was surveyed at both time points.
With a nationally representative sample of elementary school teachers in 2008.
With smaller samples of grade 4-8 teachers on specific mathematical topics (e.g., a form on rational number, a form on proportional reasoning).

The specific research questions varied with the sample. For the later pilots, we were interested in the psychometric properties of the measures and teacher scores' relationship to other teacher characteristics, such as their mathematical background and years of experience.

Curated

Simple Crosstabs

Ithaka S+R Instructor Survey, United States, 2024 (ICPSR 39221)

Released/updated on: 2025-08-12

Geographic coverage: United States

The first cycle of the 2024 US Instructor Survey queried a random sample of faculty members and instructors in the United States to gain a better understanding of their attitudes, perceptions, and practices regarding teaching, learning, and instructional support at their respective campuses. This survey is a renewed adaptation of Ithaka S+R's triennial US Faculty Survey, fielded since 2000, with a special focus on instruction, diverse teaching, and learning modalities.

Curated

Longitudinal Career Histories of Public School Teachers from Colorado, Michigan, and North Carolina, 1972-1986 (ICPSR 9320)

Released/updated on: 2006-01-12

Geographic coverage: North Carolina, Colorado, Michigan

Time period: 1972-01-01--1986-01-01

The purpose of this data collection was to identify the patterns by which teachers become certified, enter teaching, leave teaching, and return to teaching and to identify the extent to which these patterns are related to race, sex, age, subject specialty, test scores, salary, and district characteristics. Variables include information on career histories, NTE scores, subject area training and specialization, individual salary data, school district demographics, teacher certification and entry into the system, attrition, career interruption, and interdistrict mobility.

Self-published

National Board Certification as a Signal of Cooperating Teacher Quality (ICPSR 224383)

Released/updated on: 2025-03-26

Time period: 2009-01-01--2019-01-01

Prior research suggests that more effective teachers may also be better mentors for preservice student teachers, but the specific measures of cooperating teacher effectiveness considered in the prior quantitative literature (value added and performance evaluations) are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) certification. We find that NB teachers are considerably more likely to host student teachers, and student teachers supervised by NB teachers are slightly more likely to be hired within three years, all else equal, but we find no consistent significant relationship between cooperating teacher NB certification and the later attrition or value added of the teachers they supervised.

Curated

Recent College Graduates Survey, 1974-1975: [United States] (ICPSR 6376)

Released/updated on: 2000-12-22

Geographic coverage: United States

Time period: 1974-01-01--1975-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationships among courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics) as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity.

Curated

Recent College Graduates Survey, 1976-1977: [United States] (ICPSR 6377)

Released/updated on: 2001-01-05

Geographic coverage: United States

Time period: 1976-01-01--1977-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationships among courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics) as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity.

Curated

Recent College Graduates Survey, 1979-1980: [United States] (ICPSR 6378)

Released/updated on: 2001-05-09

Geographic coverage: United States

Time period: 1979-01-01--1980-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationship between courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics) as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity.

Curated

Recent College Graduates Survey, 1983-1984: [United States] (ICPSR 6379)

Released/updated on: 2001-06-05

Geographic coverage: United States

Time period: 1983-01-01--1984-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationship between courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics), as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity.

Curated

Recent College Graduates Survey, 1985-1986: [United States] (ICPSR 6380)

Released/updated on: 2001-08-06

Geographic coverage: United States

Time period: 1985-01-01--1986-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationship between courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics), as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity.

Curated

Recent College Graduates Survey, 1989-1990: CD-ROM Version [United States] (ICPSR 3004)

Released/updated on: 2006-01-18

Geographic coverage: United States

Time period: 1989-01-01--1990-01-01

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationship between courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics) as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity. The 1989-1990 survey (called RCG-91 because the data were collected in 1991) contains four data files. Part 1 contains variables from the main questionnaire and includes information on type of degree received, teaching eligibility, certification, salary, and whether the respondent was unemployed. Also included are transcripts for sampled bachelor degree recipients. Part 2 contains verbatim comments from graduates regarding fields of study, occupation, and parents' occupations. Replicate weights are contained in Part 3, and imputation flags are found in Part 4.

Curated

Teacher Quality Grants Texas, 2012-2014 (ICPSR 36620)

Released/updated on: 2018-08-03

Geographic coverage: United States, Texas

Time period: 2012-01-01--2014-01-01

The Teacher Quality Grants Texas project is a broad, ongoing evaluative study with the goal of better understanding the professional growth in teachers who have self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teacher Quality Granting Program (TQGP). The TQGP, funded through No Child Left Behind (NCLB), aims to improve the quality of teaching which, in turn, leads to improved student achievement.

The 2012-2014 cycle of this study includes administrative and qualitative data, much of which contain observation notes and comments from trained raters observing teachers in their classroom environments. The data include ratings on classroom activities, organization, student attention, type of student cognition, instructional inquiry demonstrated by teacher, and types of assessment. Teachers in the classroom were also rated on instructional, discourse, assessment, and curriculum factors. Additionally, the data contain pre- and post-scores of content tests taken by teachers at the high school level. Administrative data on teachers includes academic degree type, college hours in project topic area, whether teacher had an alternative emergency certificate, grade level(s) taught, teaching assignments related to grant topic area, certification exams passed before and after the grant project, teaching assignment after grant project, reason for leaving grant project, and number of project days and hours by year.

Additional qualitative data in this study includes participant reflective writings and interview transcripts. Teachers responded to a series of eight reflective prompts designed to elicit participant growth in subject matter, pedagogy, use of instructional technology, and development within a professional community of practice. A subset of teacher-participants were also interviewed by phone, during the summer following a year of grant participation.

Curated

Teacher Quality Grants Texas, 2014-2016 (ICPSR 37102)

Released/updated on: 2018-10-01

Geographic coverage: United States, Texas

Time period: 2014-01-01--2016-01-01

The Teacher Quality Grants Texas project was a broad, evaluative study with the goal of better understanding the professional growth in teachers who self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teacher Quality Granting Program (TQGP). The TQGP, funded through No Child Left Behind (NCLB), aimed to improve the quality of teaching which, in turn, leads to improved student achievement.

The 2014-2016 cycle of this study includes administrative and qualitative data, much of which contain observation notes and comments from trained raters observing teachers in their classroom environments. The data also include ratings on classroom activities, organization, student attention, type of student cognition, instructional inquiry demonstrated by teacher, and types of assessment. Teachers in the classroom were also rated on instructional, discourse, assessment, and curriculum factors. Additional, the data contain pre- and post-scores of content tests taken by teachers at the high school level. Administrative data on teachers includes academic degree type, college hours in project topic area, whether teacher had an alternative emergency certificate, grade level(s) taught, teaching assignments related to grant topic area, certification exams passed before and after the grant project, teaching assignment after grant project, reason for leaving grant project, and number of project days and hours by year.

Additional qualitative data in this study includes participant reflective writings and interview transcripts. Teachers responded to a series of eight reflective prompts designed to elicit participant growth in subject matter, pedagogy, use of instructional technology, and development within a professional community of practice. A subset of teacher-participants were also interviewed by phone, during the summer following a year of grant participation.