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Curated

Higher Education General Information Survey (HEGIS) XIII: Institutional Characteristics of Colleges and Universities, 1978-1979 (ICPSR 6903)

Released/updated on: 2006-01-06

Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global

Time period: 1978-01-01--1979-01-01

The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1978-1979 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, administrative officers, student services, tuition and fees, room and board, and admission requirements.

Curated

Higher Education General Information Survey (HEGIS) XII: Institutional Characteristics of Colleges and Universities, 1977-1978 (ICPSR 7647)

Released/updated on: 2005-11-14

Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global

Time period: 1977-01-01--1978-01-01

The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1977-1978 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, administrative officers, student services, tuition and fees, room and board, and admission requirements.

Curated

Higher Education General Information Survey (HEGIS) XVIII: Institutional Characteristics of Colleges and Universities, 1983-1984 (ICPSR 8291)

Released/updated on: 2005-11-22

Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Northern Mariana Islands, Global

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

The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, the Northen Marianas, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1983-1984 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, student services, tuition and fees, room and board, and admission requirements.

Curated

Partially restricted

Simple Crosstabs

Social Capital and Children's Development: A randomized controlled trial conducted in 52 schools in Phoenix and San Antonio, 2008-2015 (ICPSR 35481)

Released/updated on: 2019-08-26

Geographic coverage: San Antonio, United States, Texas, Phoenix, Arizona

Time period: 2008-01-01--2015-01-01

The Social Capital and Children's Development data were collected in a study of the causal effects of social capital on levels and inequalities of children's social and cognitive development during the early elementary years. The study included 52 schools in Phoenix and San Antonio, including 3,084 first graders and their families, and over 200 teachers, with half the schools randomly selected for the intervention and half serving as controls. Children from low-income Latino families were a special focus of the study. The experimental design of this study allowed for testing of the causal role of social capital. Social capital here refers to trust and shared expectations embedded in social networks of parents, teachers, and children. For young children, social capital operates primarily through their relationships with their parents, enhancing development through mechanisms of social support and social control.

The research design was experimental: social capital was manipulated through a well-tested randomized intervention, Families and Schools Together (FAST), that enhanced social capital among parents, teachers, and children through an intensive after-school program and a 2-year follow-up program. FAST is intended to reduce parental isolation, enhance family engagement with schools, and strengthen family functioning; that is, to increase social capital between families and schools, among families, and within families to improve children's education and life-long outcomes. Key aspects of child development were assessed, including (a) social skills and problem behavior from standardized behavioral ratings by parents and teachers, and (b) grade retention, attendance rates, and third-grade reading and mathematics scores from school records. Social capital was measured with repeated surveys of teachers and parents that address the extent of social networks, parent involvement, trust, and shared expectations among parents, between parents and schools, and between parents and children. Demographic variables of this study include native language, years in the United States, date of birth/age, race/ethnicity, gender, and household composition.

Curated

Study of Instructional Improvement (SII) (ICPSR 26282)

Released/updated on: 2010-05-20

Geographic coverage: United States

Time period: 2000-01-01--2004-01-01

To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.