DATA ARCHIVE FOR INTERDISCIPLINARY RESEARCH ON LEARNING (DAIRL) HOLDINGS

Data Archive for Interdisciplinary Research on Learning (DAIRL) provides an infrastructure for sharing and using ICPSR datasets to promote interdisciplinary research on student learning. The table below includes an overview of information about the datasets held in DAIRL, culled from publicly available information on ICPSR.

Instructions: The table columns refer to information about student samples in DAIRL studies with the exception of the ‘Other Samples Available’ column. Press the gray buttons below to view more columns in the table. For example, clicking the button labeled ‘Geographic Region(s)’ will add a column to the table that is populated with information about the geographic region for the student sample in each study. Clicking within a cell in the ‘Study’ column will open the study’s homepage on DAIRL, where you can learn more about the study and access the associated data and materials.

Study Associated Series Restricted Access Generalizability N Sample Characteristics Quantitative and Qualitative Data Type(s) Developmental Stage Original Study Research Aims/ Questions/ Description Citation Documentation Provided Other DAIRL Studies Featured in Publications that Include this Study Notes or Associated Resources Other ICPSR Collections that Feature this Study Analyze Online Using MyData Years of Data Collection Sampling Strategy Retention Over Time Geographic Region(s) Other Samples Available  Randomized Controlled Trial in Original Study Includes Belonging-related Measure(s) “x”means one or more belonging-related measure was included; visit DAIRL to access available codebooks for item wording and other information. Includes Growth Mindset-related Measure(s)“x”means one or more growth mindset-related measure was included; visit DAIRL to access available codebooks for item wording and other information. Includes Purpose-related Measure(s)“x”means one or more purpose-related measure was included; visit DAIRL to access available codebooks for item wording and other information. Includes Other Psychological Measure(s)“x”means one or more other psychological measures was included; visit DAIRL to access available codebooks for item wording and other information. Appears in the Mindset Scholars Network's Compendium of Studies that Measure Learning Mindsets The compendium of studies provides researchers with an overview of survey measurement of learning mindsets – which include growth mindset, belonging, and purpose and relevance – in educational settings.
Children of Immigrants Longitudinal Study (CILS) - (#20520) Open 5,262

Respondents were second generation immigrants representing 77 different nationalities with the most common being Cambodian, Cuban, Filipino, Haitian, Laotian, Mexican, Nicaraguan, Vietnamese, and West Indian. Sample was 53% women and girls.

Survey Middle grades, High school - Early adulthood

Children of Immigrants Longitudinal Study (CILS) was designed to study the adaptation process of the immigrant second generation, which is defined broadly as United States-born children with at least one foreign-born parent or children born abroad but brought at an early age to the United States.

Children of Immigrants Longitudinal Study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991-2006. (2018, December 12). [Dataset]. https://doi.org/10.3886/ICPSR20520.v3

Detailed study summaries, Codebooks, and Questionnaires
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • Gates Millennium Scholars (GMS) Survey Data Cohort 5, United States, 2004-2009 (ICPSR 34439)
  • Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2018 (ICPSR 37416)
  • National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)
  • National Household Education Survey, 2005 (ICPSR 4599)

https://cmd.princeton.edu/publications/data-archives/cils

Data Sharing for Demographic Research (DEDRA)

y 1991 - 2006 Nonprobability

There were 3 waves of data collection, with 85% retention from wave to wave

Miami and Ft. Lauderdale, Florida and San Diego, California Caregivers n x x x
Community College Civic Outcomes Survey, Spring 2017 - (#36961)

Community College Civic Outcomes Surveys Series

Open 1,168

62% Women, 61% White, 10% Latinx, 9% Two or more races, 7% Asian American, 7% Black, 2% Native American, 1% Hawaiian or Pacific Islander

Survey 2- or 4- year college

The Community College Civic Outcomes survey series is designed to contribute to community understanding of the extent and ways in which community colleges develop the civic capacities of their students. More specifically these studies explore the individual and institutional factors associated with greater civic agency, behavior, and knowledge among community college students. The research questions guiding this study were:

  • Holding pre-college civic behaviors constant, what individual behaviors and characteristics are associated with greater civic agency, capacity, behavior, and knowledge among students with at least one year of community college experience?
  • Holding individual characteristics and behaviors constant, what institutional programs, policies, or characteristics are associated with greater civic agency, capacity, behavior, and knowledge among students with at least one year of community college experience?

Community College Civic Outcomes Survey, United States, Spring 2017. (2018, April 25). [Dataset]. https://doi.org/10.3886/ICPSR36961.v2

Detailed study summaries and Codebooks

Civic Learning, Engagement, and Action Data Sharing (CivicLEADS)

y 2017 Nonprobability The United States n x x
Early Childhood Longitudinal Study: 1998-1999, Kindergarten-Eighth Grade Full Sample - (#28023)

Early Childhood Longitudinal Study (ECLS) Series

Open Nationally representative 21,260

57% White, 18% Latinx, 15% Black, 6% Asian American

Survey Kindergarten - Middle grades

ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children’s cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications.

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample. (2014, March 20). [Dataset]. https://doi.org/10.3886/ICPSR28023.v1

Detailed study summaries, Documentation files, Codebooks, Questionnaires, and User guides
  • Education Longitudinal Study (ELS), 2002: Base Year  (ICPSR 4275)
  • Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966 (ICPSR 6389)
  • High School and Beyond, 1980: Sophomore and Senior Cohort Third Follow-up (1986) (ICPSR 8896)
  • National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)
  • National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use] (ICPSR 21600)
  • NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States] (ICPSR 22361)

Child & Family Data Archive, Research Connections

n 1998 - 1999, 2001 - 2002 Probability The United States Caregivers, Instructors, Institutional staff n
Early Learning Mentor Coach Study (ELMC) - (#36852) Open Survey

The ELMC Study collected data to describe the objectives, activities, approaches, strategies, and other aspects of the Early Learning Mentor Coach (ELMC) initiative from the perspectives of Head Start grantees, coaches, and staff. Specific research aims included:

  • What were the key features of the coaching program model or approach? How was the grantee structuring the coaching initiative?
  • What was the perceived quality of the coaching as it was being implemented on the ground?
  • What features—such as the characteristics of coaches, Office of Head Start resources, the coach-staff relationship, staff behaviors and attitudes, teacher characteristics, and organizational characteristics—played in the implementation and the perceived success of coaching?

Early Learning Mentor Coach Study (ELMC), 2010-2012 [42 States]. (2017, September 21). [Dataset]. https://doi.org/10.3886/ICPSR36852.v1

Detailed study summaries, Documentation files, Codebooks, and Questionnaires

Adult program staff were sampled; no student data was collected.

Child & Family Data Archive, Research Connections

y 2010 - 2012 n
Education Longitudinal Study, 2002: Base Year - (#4275)

Education Longitudinal Study (ELS) Series

Member only Over 17,000

60% White, 16% Latinx, 14% Black, 4% Multiracial, 4% Hawaiian or Pacific Islander, 4% Asian American, 1% Native American

Survey, Observation High school

The Education Longitudinal Study (ELS) of 2002 represents a major longitudinal effort designed to provide trend data about critical transitions experienced by students as they proceed through high school and into postsecondary education or their careers. The 2002 sophomore cohort will be followed, initially at 2-year intervals, to collect policy-relevant data about educational processes and outcomes, especially as such data pertain to student learning, predictors of dropping out, and high school effects on students’ access to, and success in, postsecondary education and the work force.

Education Longitudinal Study (ELS), 2002: Base Year. (2005, October 11). [Dataset]. https://doi.org/10.3886/ICPSR04275.v1

Detailed study summaries, Codebooks, and User guides
  • High School and Beyond, 1980: Sophomore and Senior Cohort Third Follow-up (1986) (ICPSR 8896)
  • High School Longitudinal Study, 2009-2013 [United States] (ICPSR 36423)
  • National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)
  • National Longitudinal Study of the Class of 1972  (ICPSR 8085)
n 2002 Probability: Stratified random The United States Caregivers, Instructors, Institutional staff n x

x

Equality of Educational Opportunity, the "Coleman Study" - (#6389) Member only; One or more files is restricted access Over 645,000 Survey, Administrative Elementary grades, Middle grades, High school

The Equality of Educational Opportunity Study (EEOS), also known as the “Coleman Study,” was commissioned by the United States Department of Health, Education, and Welfare in 1966 to assess the availability of equal educational opportunities to children of different race, color, religion, and national origin. This study was conducted in response to provisions of the Civil Rights Act of 1964 and serves as an example of the use of a social survey as an instrument of national policy-making.

Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966. (2007, April 27). [Dataset]. https://doi.org/10.3886/ICPSR06389.v3

Detailed study summaries and Codebooks
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample (ICPSR 28023)
  • High School and Beyond, 1980: A Longitudinal Survey of Students in the United States (ICPSR 7896)
  • National Assessment of Educational Progress [United States], 1970-1980 (ICPSR 8072)
  • National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)
  • National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use] (ICPSR 21600)
  • National Longitudinal Study of the Class of 1972 (ICPSR 8085)
  • NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States] (ICPSR 21940)
n 1966 Probability: Stratified random The United States Instructors, Institutional staff n x
Gates Millennium Scholars (GMS) Data (Cohort 5) - (#34439)

Gates Millennium Scholars (GMS) Survey Data series

Partially open; One or more files is restricted access ≈ 1,000

23% Native American or Alaskan, 1% Hawaiian, 20% Asian American, 48% Black, 20% White, 36% Latinx (participants could select more than one category). All participants had a GPA of 3.3 or higher.

Survey 2- or 4-year college - Early adulthood

In 1999, the Bill & Melinda Gates Foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. The purpose of the Gates Millennium Scholars (GMS) Tracking and Longitudinal study is to gather data on the lives of scholars and selected non-recipients in order to analyze the effects on the educational, civic, and personal lives of selected sample members. The main research question explored is: How has GMS impacted students and how can this knowledge help us understand how to better prepare minority students for college?

Gates Millennium Scholars (GMS) Survey Data Cohort 5, United States, 2004-2009. (2019, October 1). [Dataset]. https://doi.org/10.3886/ICPSR34439.v4

Detailed study summaries, Documentation files, and Reports

https://gmsp.org/

Resource Center for Minority Data (RCMD)

y 2004 - 2009 Nonprobability: Census

89% of eligible recipients completed the baseline survey

The United States The information provided refers to a sample of grant recipients. Additional information was collected from a sample of non-recipients for comparison. n x x x
Growth, Opportunity, Aspirations and Learning of Students in College, 2006 - (#35031) Partially open; One or more files is restricted access Representative of NCAA member institutions that sponsor a given sport 19,786

40% Women, 68% White, 11% Black, 11% Other

Survey 2- or 4- year college

The Growth, Opportunity, Aspirations and Learning of Students in College (GOALS) study is used by NCAA policymakers and member institutions to study the experiences of student-athletes across all sports and NCAA divisions. It also provides objective and attitudinal data from student-athletes on possible academic and social trade-offs and sacrifices they have made in order to participate in collegiate athletics.

Growth, Opportunity, Aspirations and Learning of Students in College, 2006. (2014, October 29). [Dataset]. https://doi.org/10.3886/ICPSR35031.v1

Detailed study summaries, Documentation files, Codebooks, Questionnaires, and User guides

NCAA Student-Athlete Experiences Data Archive

n 2006 Probability

The institutional response rate in Divisions I and II was 66 percent, and 54 percent among Division III institutions.

The United States n x x x
Head Start Family and Child Experiences Survey (FACES 2014) - (#36643)

Head Start Family and Child Experiences Survey (FACES) Series

Partially open; One or more files is restricted access Nationally representative of Head Start programs 2,462

35% Latinx, 22% Black, 21% White, 5% Multiracial/Biracial/Non-Latinx, 2% Native American or Alaskan, 1% Asian American or Pacific Islander, 1% Other

Survey (completed by instructors), Classroom observations Preschool

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

  • Does Head Start enhance children’s development and school readiness?
  • Does Head Start strengthen families as the primary nurturers of their children?
  • Does Head Start provide children with high quality educational, health, and nutritional services?
  • How is classroom quality related to child outcomes?

Head Start Family and Child Experiences Survey (FACES), United States, 2014-2017. (2020, March 26). [Dataset]. https://doi.org/10.3886/ICPSR36643.v5

Detailed study summaries, Documentation files, Codebooks, Questionnaires, and User guides

https://www.acf.hhs.gov/opre/research/project/head-start-family-and-child-experiences-survey-faces

https://www.nhsadataplaybook.org/playbook

Child & Family Data Archive, Research Connections

n 2014 - 2015 Probability The United States Caregivers, Program staff, Instructors n
Head Start Impact Study (HSIS) - (#29462) Partially open; One or more files is restricted access Nationally representative of Head Start programs ≈ 5,000

3-year-old cohort: 52% Girls, 37% Latinx, 33% Black, 25% White, 5% Other

4-year-old cohort: 49% Girls, 52% Latinx, 27% White, 18% Black, 4% Other

Survey (completed by caregivers and instructors), Parent interviews, Classroom observations Preschool - Early elementary years
  • What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children?
  • What difference does Head Start make to parental practices that contribute to children’s school readiness?
  • Under what circumstances does Head Start achieve the greatest impact?
  • What works for which children?
  • What Head Start services are most related to impact?

Head Start Impact Study (HSIS), 2002-2006 [United States]. (2018, February 8). [Dataset]. https://doi.org/10.3886/ICPSR29462.v7

Detailed study summaries, Documentation files, Codebooks, and User guides
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999 (ICPSR 3676)
  • Head Start Family and Child Experiences Survey (FACES): 2000 Cohort [United States] (ICPSR 4149)
  • NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States] (ICPSR 22361)

https://www.acf.hhs.gov/opre/research/project/head-start-impact-study-and-follow-up

Child & Family Data Archive, Research Connections

n 2002 - 2006 Probability: Stratified random The United States Caregivers, Program staff, Instructors Children randomly assigned to a treatment or control group x
High School and Beyond Series, Third Follow Up (1986) - (#8896)

High School and Beyond (HS&B) Series

Member only Nationally representative 58,270 Survey, Interview, Administrative High school
  • Which factors are most important for determining which U.S. regions are more socioeconomically mobile?
  • What are students’ trajectories after leaving high school into postsecondary education, the workforce, and beyond?
  • What factors influence the students’ educational and career outcomes after passing through the American educational system?

High School and Beyond, 1980: Sophomore and Senior Cohort Third Follow-up (1986). (2014, January 21). [Dataset]. https://doi.org/10.3886/ICPSR08896.v3

Detailed study summaries and Codebooks
  • National Education Longitudinal Study, 1988 (ICPSR 9389)
  • National Household Education Survey, 1991 (ICPSR 9877)
  • National Longitudinal Study of the Class of 1972 (ICPSR 8085)

http://nces.ed.gov/surveys/hsb/

n 1986 Probability: Stratified random The United States Instructors, Institutional staff n x
High School Exit Examinations - (#32661) Open Administrative High school

Research on the correlates and consequences of state high school exit examinations (HSEEs) requires annual state-level data. This dataset contains information on every year in which a state mandated HSEEs as part of their general graduation requirements. Archival data on each states’ HSEE policy was collected in order to (1) test hypotheses about the factors that have lead to the diffusion of state HSEEs over time and across states, and (2) test hypotheses about the impact of state HSEEs on student academic achievement and high school graduation rates.

High School Exit Examinations (HSEE), 1977-2007 [United States]. (2012, December 21). [Dataset]. https://doi.org/10.3886/ICPSR32661.v1

Detailed study summaries, Documentation files, Codebooks, and User guides

The following years are included in the data, but have few cases: 1976, 2008, 2009, and 2010.

The Education Research Data Sharing Initiative: an AERA-ICPSR Partnership

y 1977 - 2007 Nonprobability: Census The United States n
High School Longitudinal Study - (#36423) Open Nationally representative 23,503

49% Women and girls, 59% White, 16% Latinx, 13% Black, 10% Asian American, 1% Native American or Alaskan, <1% Biracial, <1% Other

Survey High school

The High School Longitudinal Study of 2009 (HSLS:09) is nationally representative, longitudinal study of 9th graders who were followed through their secondary and postsecondary years, with an emphasis on understanding students’ trajectories from the beginning of high school into postsecondary education, the workforce, and beyond. What students decide to pursue when, why, and how are crucial questions for HSLS:09. The HSLS:09 focuses on answering the following questions:

  • How do parents, teachers, counselors, and students construct choice sets for students, and how are these related to students’ characteristics, attitudes, and behavior?
  • How do students select among secondary school courses, postsecondary institutions, and possible careers?
  • How do parents and students plan financing for postsecondary experiences? What sources inform these plans?
  • What factors influence students’ decisions about taking STEM courses and following through with STEM college majors? Why are some students underrepresented in STEM courses and college majors?
  • How students’ plans vary over the course of high school and how decisions in 9th grade impact students’ high school trajectories. When students are followed up in the spring of 11th grade and later, their planning and decision-making in 9th grade may be linked to subsequent behavior.

High School Longitudinal Study, 2009-2013 [United States]. (2016, May 12). [Dataset]. https://doi.org/10.3886/ICPSR36423.v1

Detailed study summaries, Documentation files, Codebooks, Reports, Questionnaires, and User guides
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • High School and Beyond, 1980: A Longitudinal Survey of Students in the United States (ICPSR 7896)
  • National Education Longitudinal Study, 1988 (ICPSR 9389)
  • National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use] (ICPSR 21600)

https://nces.ed.gov/surveys/hsls09/index.asp

National Archive of Data on Arts & Culture (NADAC)

y 2009 - 2013 Probability: Stratified random The United States Caregivers, Instructors, Institutional staff n x x x

x

Higher Education General Information Survey (HEGIS), 1985 - (#2071)

Higher Education General Information Survey (HEGIS) Series

Member only 48,046

87% White, 5% Black, 1% Latinx, <1% Asian or Pacific Islander, <1% Native American or Alaskan

Survey 2- or 4- year college

The Higher Education General Information Survey (HEGIS) Series, the predecessor to the Integrated Postsecondary Education Data System (IPEDS) 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.

Higher Education General Information Survey (HEGIS) XX: Fall Enrollment in Institutions of Higher Education, 1985. (2005, July 6). [Dataset]. https://doi.org/10.3886/ICPSR02071.v1

Detailed study summary and Codebooks
  • Children of Immigrants Longitudinal Study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991-2006 (ICPSR 20520)
  • Longitudinal Study of American Youth, 1987-1994, 2007-2011 (ICPSR 30263)
  • National Household Education Survey, 1999 (ICPSR 3607)
  • The 500 Family Study [1998-2000: United States] (ICPSR 4549)
n 1985 The United States, its territories, (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside of the United States n
Integrated Postsecondary Education Data System (IPEDS) 1997-1998 - (#4070)

Integrated Postsecondary Education Data System (IPEDS) Series

Member only ≈2,300,000

72% White, 20% Students from minoritized backgrounds

Survey 2- or 4-year college

This data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category.

Integrated Postsecondary Education Data System (IPEDS): Degrees and Other Awards Conferred by Title IV Eligible, Degree-Granting Institutions, 1997-1998. (2006, January 18). [Dataset]. https://doi.org/10.3886/ICPSR04070.v1

Detailed study summaries and Codebooks

https://nces.ed.gov/ipeds/use-the-data

https://www.icpsr.umich.edu/web/ICPSR/series/00030

n 1997 - 1998 Nonprobability The United States n

x

Jewish School Study - (#4550) Member only 834

53% Women and girls

Survey Middle grades and High school

The Jewish School Study was undertaken to determine the advantages and disadvantages of different forms of Jewish education, how Jewish day schools are formed and organized, how Jewish schools contribute to the maintenance of continuity of a 400-year tradition, how adolescent Jews develop their identity, and what role religious education plays in this development.

Jewish School Study, 2001 [United States]. (2009, June 11). [Dataset]. https://doi.org/10.3886/ICPSR04550.v1

Detailed study summary, Codebooks, and Questionnaires y 2001 Nonprobability Chicago Caregivers, Instructors n x
Longitudinal Study of American Youth - (#30263) Open 5,945

69% White, 11% Black, 9% Latinx, 3% Asian, 1% Native American

Survey, Interview High school - Early adulthood

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.

Longitudinal Study of American Youth, 1987-1994, 2007-2011. (2016, March 24). [Dataset]. https://doi.org/10.3886/ICPSR30263.v6

Detailed study summary, Codebooks, Questionnaires, and User guides
  • Children of Immigrants Longitudinal Study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991-2006 (ICPSR 20520)
  • Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, 2-year Data [UNITED STATES] (ICPSR 28061)
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • Higher Education General Information Survey (HEGIS) XX: Fall Enrollment in Institutions of Higher Education, 1985 (ICPSR 2071)
  • National Household Education Survey, 1999 (ICPSR 3607)
  • The 500 Family Study [1998-2000: United States] (ICPSR 4549)
y 1987 - 1994, 2007 - 2011 Probability: Stratified random The United States Caregivers, Instructors n x x x
Measures of Effective Teaching Project: Study Information - (#34771)

Measures of Effective Teaching (MET) Project Series

Partially open; One or more files is restricted access ≈ 100,000

48% Women and girls, 36% Latinx, 31% Black, 15% Emerging bilingual learners, 11% Students with disabilities

Classroom video observations, Administrative Elementary grades, Middle grades, High school

The MET project is based on two premises: First, a teacher’s evaluation should depend to a significant extent on his/her students’ achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. The MET Study addressed several related research questions:

  • How reliable and valid are the specific measures of teaching effectiveness under study?
  • Do the various measures identify distinctive dimensions of teaching effectiveness, and if so, what dimensions are identified?
  • What measures of effective teaching are empirically related to student learning gains?
  • What does effective teaching look like, and how does it compare to less effective teaching?

Measures of Effective Teaching: 1 – Study Information. (2018, September 19). [Dataset]. https://doi.org/10.3886/ICPSR34771.v3

Detailed study summaries, Codebooks, Reports, and User guides

http://k12education.gatesfoundation.org/resource/#?initiative=measures-of-effective-teaching

Measures of Effective Teaching Longitudinal Database

n 2009 - 2014 Nonprobability: Opportunity sampling

60 schools participated in time 1 and not time 2

The United States Instructors Classrooms assigned to teachers x
Monitoring the Future: A Continuing Study of American Youth - (#37416)

Monitoring the Future (MTF) Public-Use Cross-Sectional Datasets

Open Nationally representative 14,502

46% Women and girls, 47% White, 21% Latinx, 9% Black

Survey Middle grades - High school

Data can be used to explore the relationship between drinking behaviors, parental intervention, low self-control, and opportunity.

Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2018. (2019, November 19). [Dataset]. https://doi.org/10.3886/ICPSR37416.v1

Detailed study summaries and Codebooks

http://www.monitoringthefuture.org/

National Addiction & HIV Data Archive Program

y 2018 Probability The United States Students assigned to one of six questionnaires x
National Assessment of Educational Progress (NAEP), 1987 - (#2256)

National Assessment of Educational Progress (NAEP) Series

Member only Nationally representative 34,140

50% Women and girls, 66% White, 14% Black, 10% Latinx, 3% Asian American or Pacific Islander, 1% Native American, <1% Other

Administrative Middle grades - High school

Study provides measures of educational quality and direct assessment of educational outcomes and attainments on a national basis.

National Assessment of Educational Progress: 1987 High School Transcript Study. (2006, January 18). [Dataset]. https://doi.org/10.3886/ICPSR02256.v1

Detailed study summaries, Documentation files, and User guides
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999 (ICPSR 3676)
  • Higher Education General Information Survey (HEGIS), 1976-1977: Earned Degrees (ICPSR 7651)
  • High School and Beyond, 1980: Sophomore and Senior Cohort First Follow-Up (1982) (ICPSR 8297)
  • Integrated Postsecondary Education Data System (IPEDS): Earned Degrees, 1988-1989 (ICPSR 9598)
  • National Education Longitudinal Study: Base Year through Third Follow-up, 1988-1994 (ICPSR 6961)

https://nces.ed.gov/nationsreportcard/

n 1987 Probability The United States n
National Education Longitudinal Study, 1988-2000 - (#3955)

National Education Longitudinal Study of 1988 (NELS) Series

Member only Nationally representative ≈ 25,000

63% White, 12% Latinx, 9% Black, 6% Asian American or Pacific Islander, 3% Native American, <1% Multiracial

Survey Elementary grades - 2- or 4- year college

The study was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force.

National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000. (2006, January 18). [Dataset]. https://doi.org/10.3886/ICPSR03955.v1

Detailed study summaries
  • Children of Immigrants Longitudinal Study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991-2006 (ICPSR 20520)
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample (ICPSR 28023)
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966 (ICPSR 6389)
  • High School and Beyond, 1980: A Longitudinal Survey of Students in the United States (ICPSR 7896)
  • Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth, 1976-1992: Concatenated Core File (ICPSR 6227)
  • National Longitudinal Study of the Class of 1972 (ICPSR 8085)
  • NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States] (ICPSR 21940)
  • Texas Higher Education Opportunity Project (ICPSR 29841)
n 1988 - 2000 Probability: Stratified random The United States Caregivers, Instructors, Institutional staff n x x x x
National Household Education Survey (NHES), 2005 - (#4599)

National Household Education Survey (NHES) Series

Open Nationally representative 18,893

The Early Childhood Program Participation Survey: 80% White, 13% Black, 6% Asian American, 5% Other, 3% Native American or Alaskan, 1% Hawaiian or Pacific Islander (Note: Respondents could select multiple categories)

The After-School Programs and Activities Survey: 78% White, 16% Black, 5% Other, 4% Asian American, 3% Native American or Alaskan, 1% Hawiian or Pacific Islander,

Survey (completed by caregivers) Early childhood - Middle grades

This data collection consists of two main components: the Early Childhood Education survey (children 3 to 8 years old) and the Adult Education survey (persons 16 and older). The Early Childhood Education component was designed to collect information on children’s experiences in a range of settings, including their homes, child-care arrangements, early childhood education programs, and schools. The Adult Education Survey, the second component of this study, provides data on the characteristics of adult participants and nonparticipants in adult education programs and explores why some adults participate in these activities and others do not.

National Household Education Survey, 2005. (2007, March 13). [Dataset]. https://doi.org/10.3886/ICPSR04599.v1

Detailed study summaries and codebooks

Child & Family Data Archive

n 2005 Probability The United States Caregivers, Adult learners n
National Longitudinal Study of Adolescent to Adult Health (Add Health) 1994-2008 - (#21600)

National Longitudinal Study of Adolescent to Adult Health (Add Health) Series

Open Nationally representative 90,118 Survey, Interview Middle grades, High school - Adult

The National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use] is a longitudinal study of a nationally representative sample of U.S. adolescents in grades 7 through 12 during the 1994-1995 school year. The Add Health cohort was followed into young adulthood with four in-home interviews, the most recent conducted in 2008 when the sample was aged 24-32. Add Health combines longitudinal survey data on respondents’ social, economic, psychological, and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships.

National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use]. (2018, August 6). [Dataset]. https://doi.org/10.3886/ICPSR21600.v21

Detailed study summaries, Documentation files, Questionnaires, and User guides

Project on Human Development in Chicago Neighborhoods: Community Survey, 1994-1995 (ICPSR 2766)

https://addhealth.cpc.unc.edu/

Data Sharing for Demographic Research (DSDR)

y 1994 - 2008 Probability: Stratified random

Response rates for each wave were as follows:
Wave I: 79%
Wave II: 89%
Wave III: 77%
Wave IV: 80%

The United States Caregivers n x x
National Longitudinal Study of the Class of 1972 - (#8085)

National Longitudinal Study of the Class of 1972 Series

Member only Nationally representative 19,001 Survey High school - Adulthood

The National Longitudinal Study of the Class of 1972 studies describe the transition of young adults from high school through postsecondary education and the workplace. The data span 1972 through 1986 and include college transcripts.

National Longitudinal Study of the Class of 1972. (1999, February 25). [Dataset]. https://doi.org/10.3886/ICPSR08085.v1

Detailed study summaries, Documentation files, Codebooks, User guides, and Manual/s
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample (ICPSR 28023)
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966 (ICPSR 6389)
  • High School and Beyond, 1980: A Longitudinal Survey of Students in the United States (ICPSR 7896)
  • National Education Longitudinal Study, 1988 (ICPSR 9389)
  • National Household Education Survey, 1999 (ICPSR 3607)
  • NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States] (ICPSR 21940)

http://nces.ed.gov/surveys/nls72/

n 1972 - 1979 Probability: Stratified random sample

12,980 individuals completed all questionnaires from the base year and all four follow-ups which represented 78% of base year respondents.

The United States Institutional staff n
National Study of Learning Mindsets - (#37353) Partially open; One or more files is restricted access Nationally representative Over 16,000

44% White, 21% Latinx, 17% Black, 12% Other, 6% Asian American. 35% of participants reported that their mother had a bachelor’s degree or higher.

Survey, Administrative High school

The National Study of Learning Mindsets (NSLM), also known as Students’ Perspectives about the Transition to High School (PATHS), is a longitudinal research study and program evaluation administered by the University of Texas. The purpose of NSLM is to determine if introducing students to a positive growth mindset as they transition to high school will help improve students’ academic success during high school and beyond. The National Study of Learning Mindsets addresses the following primary research questions:

  • Can the growth mindset intervention improve the grades of lower-performing students in U.S. public schools?
  • Can the growth mindset intervention motivate students to enroll in challenging mathematics and science courses?
  • Can the growth mindset intervention reduce group-based inequalities in academic performance in U.S. public schools?
  • Do the effects of the growth mindset intervention depend on schools’ formal resources (e.g., the curriculum and instruction)?
  • Are the effects of the growth mindset intervention larger in schools or classrooms that are supportive of growth mindset beliefs?

The National Study of Learning Mindsets, [United States], 2015-2016. (2020, July 27). [Dataset]. https://doi.org/10.3886/ICPSR37353.v3

Detailed study summaries, Documentation files, Codebooks, and Reports

https://mindsetscholarsnetwork.org/about-the-network/current-initatives/national-mindset-study/

n 2015 - 2016 Probability: Stratified random sample The United States Instructors Growth mindset intervention x x x

x

National Survey of Early Care and Education - (#35519)

National Longitudinal Study of the Class of 1972 Series

Partially open; One or more files is restricted access Nationally representative 65,712

Child sample: 55% White, 23% Latinx, 13% Black, 4% Multiracial, 3% Asian American, <1% Hawaiian or Pacific Islander, <1% Native American or Alaskan, <1% Other

Survey Early childhood - Middle grades

The NSECE documents the nation’s current utilization and availability of early care and education (including school-age care), in order to deepen the understanding of the extent to which families’ needs and preferences coordinate well with providers’ offerings and constraints. The experiences of low-income families are of special interest as they are the focus of a significant component of early care and education/school-age (ECE/SA) public policy.

National Survey of Early Care and Education (NSECE), [United States], 2010-2012. (2020, July 14). [Dataset]. https://doi.org/10.3886/ICPSR35519.v13

Detailed study summaries, Questionnaires, and Use guides

https://www.norc.org/Research/Projects/Pages/national-survey-of-early-care-and-education.aspx

https://nseceblog.wordpress.com/

https://www.childandfamilydataarchive.org/cfda/pages/cfda/nsece.html

Information provided refers to the household survey.

Child & Family Data Archive

y 2011 - 2012 Probability The United States Program staff n
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 - (#22361)

NICHD Study of Early Child Care and Youth Development (SECCYD) Series

Partially open; One or more files is restricted access 1,364 Survey, Observation, Interview Early childhood - High school
  • Examining the relationship between infants’ childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children’s concurrent and long-term development. Specifically, the study investigated the association between children’s experiences in childcare and their social, emotional, language, and cognitive development.
  • Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences.
  • Examining whether individual differences among children moderate the effects of infant care on child development.
  • Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality.

NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]. (2018, June 25). [Dataset]. https://doi.org/10.3886/ICPSR22361.v5

Detailed study summaries, Documentation files, Questionnaires, User guides, and Recorded training webinar
  • Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999 (ICPSR 3676)
  • Head Start Impact Study (HSIS), 2002-2006 [United States] (ICPSR 29462)
  • Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth, 1980 (ICPSR 7900)

Sharing for Demographic Research (DSDR)

n 2005 - 2007 Probability The United States Caregivers, Family n
Office for Civil Rights Surveys: Compliance Report, Fall 1994 - (#2814)

Office for Civil Rights Surveys Series

Member only 44,276 Survey Elementary grades, Middle grades

The aim of the series was to examine issues of school desegregation. It contains data on racial and ethnic composition of students and staff for each academic year in selected school districts.

Elementary and Secondary School Civil Rights Compliance Report, Fall 1994. (2000, March 23). [Dataset]. https://doi.org/10.3886/ICPSR02814.v1

Detailed study summaries and Codebooks

http://www.ed.gov/about/offices/list/ocr/

Resource Center for Minority Data (RCMD)

n 1994 The United States n
Program of Research on the Causes and Correlates of Delinquency Series: Pittsburgh Youth Study Demographic Constructs 1987-2001 - (I#37350)

Program of Research on the Causes and Correlates of Delinquency Series

Partially open; One or more files is restricted access 1,517 Survey, Interview Elementary grades - Early adulthood

The DYS is a longitudinal study of problem and successful behavior over the life course that focuses on delinquency, drug use, victimization, and mental health. The DYS is based on a probability sample of households in “high-risk” neighborhoods

Pittsburgh Youth Study Demographic Constructs, Pittsburgh, Pennsylvania, 1987-2001. (2019, September 30). [Dataset]. https://doi.org/10.3886/ICPSR37350.v1

Detailed study summaries, Questionnaires, and Use guides

Data from 2006 – 2010 currently not available.

National Archive of Criminal Justice Data (NACJD)

n 1987 - 1991, 1991 - 2001, 2006 - 2007, 2009 - 2010 Probability Pittsburgh, PA Caregivers n
Project on Human Development in Chicago Neighborhoods (PHDCN): Wave 3, 2000-2002 - (#13751)

Project on Human Development in Chicago Neighborhoods (PHDCN) Series

Partially open; One or more files is restricted access Over 6,000 Survey, Interview Elementary grades - Early adulthood

The Project on Human Development in Chicago Neighborhoods is an interdisciplinary study aimed at deepening society’s understanding of the causes and pathways of juvenile delinquency, adult crime, substance abuse, and violence. In particular, it is a study of children’s social and psychological development from birth to young adulthood in urban neighborhoods.

Project on Human Development in Chicago Neighborhoods (PHDCN): Young Adult Self Report, Wave 3, 2000-2002. (2006, October 12). [Dataset]. https://doi.org/10.3886/ICPSR13751.v1

Detailed study summaries, Questionnaires, and Codebooks

https://www.icpsr.umich.edu/web/pages/NACJD/guides/phdcn/index.html

National Archive of Crime and Justice Data (NACJD)

n 2000 - 2002 Probability: Stratified random

Of the 6,212 eligible participants for Wave 2, nine were deceased by Wave 3, leaving 6,203 eligible participants in the study. Of the eligible respondents, 4,850 participated in the Wave 3 interview for an overall response rate of 78.19%.

Chicago, IL Caregivers n x
RETA Distributed Leadership for Middle School Mathematics Education, 2005-2008 - (#32921)

RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series

Partially open; One or more files is restricted access Survey

The goal of this project was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines.

RETA: Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008. (2013, January 11). [Dataset]. https://doi.org/10.3886/ICPSR32921.v1

Detailed study summaries, Documentation files, Questionnaires, and Reports

Institutional staff were surveyed; no data was collected from students.

n 2005 - 2008 n
Sloan Study of Youth and Social Development - (#4551) Member only 977

56% White, 15% Black, 14% Latinx, 1% Native American

Survey, Qualitative experience sampling method (ESM) and interview data were also collected (Interview data is not available yet through ICPSR.) Middle grades, High school

The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents’ aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. The study gathered information from 12 sites over five years, examining such research questions as:

  • How do young people of various ages and family backgrounds differ in their conceptions of work?
  • What learning opportunities do families with different economic circumstances provide for their children with respect to work and careers?
  • How do schools influence educational expectations and career formation?

Sloan Study of Youth and Social Development, 1992-1997 [United States]. (2013, October 22). [Dataset]. https://doi.org/10.3886/ICPSR04551.v2

Detailed study summaries, Questionnaires, and Codebooks

National Longitudinal Study of the Class of 1972 (ICPSR 8085)

n 1992 - 1997 Probability: Stratified The United States n x x x
Texas Higher Education Opportunity Project (THEOP) - (#29841) Partially open; One or more files is restricted access Representative of Texas 32,082 (13,107 seniors and 18,975 sophomores)

Seniors: 52% Women and girls, 51% White, 33% Latinx, 10% Black, 4% Asian American, 2% Other

Sophomores: 52% Women and girls, 49% White, 34% Latinx, 12% Black, 4% Asian American, 2% Other

Survey High school

The research goals of the Baseline survey were to establish a panel of sophomore and senior high school students in the state of Texas that can be followed to examine the decision-making, knowledge and attitudes of students regarding post-high school life course decisions in light of the existence of the Top 10 legislation in Texas.

Texas Higher Education Opportunity Project. (2011, June 2). [Dataset]. https://doi.org/10.3886/ICPSR29841.v1

Detailed study summaries
  • Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
  • National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)

https://theop.princeton.edu/

Data Sharing for Demographic Research (DSDR)

n 2002; 2010 Probability: Stratified Texas n
The 500 Family Study - (#4549) Partially open; One or more files is restricted access 465

51% Girls, 80% White, 8% Black, 4% Latinx, <1% Native American, <1% Asian American or Pacific Islander

Survey, Interview Kindergarten - Elementary grades
  • How do dual-career families manage and organize their resources and time between family and work?
  • How do work conditions, including characteristics of the job and workplace environment, affect the quality of relationships among household members?
  • How do dual career parents manage the moral and social development and learning experiences of their children?
  • How do the work-related responsibilities of working parents affect their child’s moral, social, and educational development?
  • What effect is consumerism and technology having on how working families direct the moral and social development of their children?
  • What do parents believe is their role regarding the child-care of their children and how they should fulfill that role both in terms of time and in the allocation of economic and social resources? What are some of the resources in the community that parents use to supervise their children?
  • How do families regard the “free time” of adolescents and how they allocate adolescent “free time” in maintenance of the household?
  • What is the quality of relationships among family members?

The 500 Family Study [1998-2000: United States]. (2008, June 3). [Dataset]. https://doi.org/10.3886/ICPSR04549.v1

Detailed study summaries and User guides
  • Children of Immigrants Longitudinal Study (CILS), San Diego, California, Ft. Lauderdale and Miami, Florida, 1991-2006 (ICPSR 20520)
  • Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, 2-year Data [UNITED STATES] (ICPSR 28061)
  • Gates Millennium Scholars (GMS) Survey Data Cohort 1, United States, 2000-2008 (ICPSR 34375)
  • Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2008 (ICPSR 25382)
y 1997 - 2001 Nonprobability The United States Caregivers n x

 

For questions about the Data Archive for Interdisciplinary Research on Learning, contact the MSN Research Team at research@mindsetscholarsnetwork.org.

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