Contributors: University of Michigan. Survey Research Center
... The ICPSR catalog contains variable-level metadata for this study, which enables data discovery and comparison. The data associated with ICPSR 37142 are available through the PSID Web Site. The PSID is the world's longest-running nationally representative household panel survey. With 50 years of data on the same families and their descendants, the PSID is a cornerstone of the data infrastructure for empirically based social science research in the U.S. PSID gathers data on the family as a whole and on individuals residing within the family, emphasizing the dynamic and interactive aspects of family economics, demography, and health. PSID data were collected annually from 1968-1997 and biennially after 1997. In the Main Interview, one person per family is interviewed on a regular basis. Information about each family member is collected, but much greater detail is obtained about the head and, if married/cohabitating, the spouse or long-term cohabitor. Survey content changes to reflect evolving scientific and policy priorities, although many content areas have been consistently measured since 1968. Information includes employment, income, wealth, expenditures, health, education, marriage, childbearing, philanthropy, and numerous other topics. With low attrition and high success in following young adults as they form their own families, the sample size has grown from roughly 5,000 families in 1968 to more than 10,000 families and 24,000 individuals by 2017. Over the course of the study, the PSID has distributed data on more than 75,000 individuals. The long panel, genealogical design, and broad content of the data offer unique opportunities to conduct generational and life-course research. The PSID now contains thousands of inter- and intragenerational relationships over 50 years of data, including: "Paired" generational relationships, with each family in the pair providing independent interviews (as of the 2013 wave) Parent-Adult Child pairs: ~5,000 Sibling pairs: ~3,600 Cousin pairs: ~4,500 "Tripled" generational relationships, with all three generations providing independent interviews (as of the 2013 wave) Grandparent-Parent-Adult Child triplets: ~1,300 The PSID gathers rich information in the domains of health, wealth, and pensions. These data can be used in combination with panel data on employment, income, race, and education. Data collected on health includes health status, onset and recency of health conditions, health behaviors such as alcohol use, smoking, and exercise, BMI, health insurance, and expenditures. Information about mental health was collected starting in 2001. A health history calendar was implemented starting in 2007 to collect information on early childhood health conditions, including age of onset and duration.
Contributors: Sierra, Christine Marie, Hardy-Fanta, Carol, Pinderhughes, Dianne M. (Dianne Marie), Lien, Pei-te
... The Gender and Multicultural Leadership Project (GMCL) is a national study of America's political leadership in the 21st century, with a focus on race, ethnicity, and gender. The project specifically addresses African American, Latina/o, Native American, and Asian American elected officials in U.S. politics. The 2000 U.S. Census points to a need to understand the role of gender and race/ethnicity in today's elected leaders and how this increasingly diversified leadership is becoming incorporated into the governing structures of a nation projected to be "majority-minority" within the next fifty years. Key components of the GMCL Project include a national database of more than 10,000 elected officials of color, by race and gender; an annotated bibliography and analytical framework on the intersection of gender, race/ethnicity, class; and an interactive project website.
Contributors: International Association for the Evaluation of Educational Achievement
... The International Civic and Citizenship Education Study, 2009 (known as ICCS) is an international assessment of the ways in which young people are prepared to undertake their roles as citizens, conducted in 38 countries. It investigated student knowledge and understanding of civics and citizenship as well as students' perceptions, attitudes, and activities related to civics and citizenship. It also examined differences among countries in these outcomes and the relationship of these outcomes to students' individual characteristics and family backgrounds, to teaching practices, and to school and broader community contexts. Like its predecessor IEA Civic Education Study, 1999 (CIVED), ICCS 2009 included a student test of civic knowledge and understanding, as well as questionnaires for students, teachers, and school principals. The comprehensive core assessment was complemented by three regional modules for Asia, Europe, and Latin America, designed to flexibly recognize regional interests and investigate related aspects of civic and citizenship education. The survey data were supplemented by information about the national contexts for civic and citizenship education gathered by the national research centers of the participating countries. Data were collected in 2008-2009 under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). ICCS collected data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented with data from more than 62,000 teachers in those schools and further contextual data collected from school principals and national research centers.
Contributors: Trinitapoli, Jenny Ann, Yeatman, Sara
... Tsogolo la Thanzi (TLT) is a longitudinal study in Balaka, Malawi designed to examine how young people navigate reproduction in an AIDS epidemic. Tsogolo la Thanzi means "Healthy Futures" in Chichewa, Malawi's most widely spoken language. New data is being collected to develop better understandings of the reproductive goals and behavior of young adults in Malawi -- the first cohort to never have experienced life without AIDS. To understand these patterns of family formation in a rapidly changing setting, TLT used the following approach: an intensive longitudinal design where respondents are interviewed every fourth months at TLT's centralized research center. Data collection began in May of 2009 and was completed in June of 2012. To assess changes on a longer time-horizon, a follow-up survey referred to as Tsogolo la Thanzi 2 (TLT-2) was fielded between June and August of 2016. Please see ICPSR 36863 for the baseline dataset. At each wave, women who tested as positive for pregnancy were given a questionnaire asking additional questions about that pregnancy. This dataset includes women from all waves.
Contributors: Weinburgh, Molly H.
... 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.
Contributors: Osler, Mark William
... This dataset attempts to be a comprehensive listing of all pardons granted by United States' Presidents from Washington to Trump. The only president not represented in the data is the 20th president, President James A. Garfield. In total, the dataset contains 77 variables and 32,026 cases. About half of the variables are in character (string) format some of which contain actual dates. The original data was provided in individual Excel files separated by president and by term. Not all variables in the final data file were provided in each original data file. The data includes variables that provide the recipient's name of the pardon, the date the pardon was granted, the offense committed, details regarding fines and prison stays, along with other details regarding the recipient.
Examining Race and Gender Disparities in Restrictive Housing Placements, in a large U.S. State, 2010-2014
Contributors: Tasca, Melinda, Turanovic, Jillian J.
... 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. The data were obtained from one state prison system that was characterized by a diverse and rising prison population. This prison system housed more than 30,000 inmates across 15 institutions (14 men's facilities; 1 women's facility). The data contain information on inmates' placements into different housing units across all 15 state prison complexes, including designated maximum security, restrictive housing units. Inmates placed in restrictive housing were in lockdown the majority of the day, had limited work opportunities, and were closely monitored. These inmates were also escorted in full restraints within the institution. They experienced little recreational time, visitation and phone privileges, and few interactions with other inmates. The data contain information on inmates' housing placements, institutional misconduct, risk factors, demographic characteristics, criminal history, and offense information. These data provide information on every housing placement for each inmate, including the time spent in each placement, and the reasons documented by correctional staff for placing inmates in each housing unit. Demographic information includes inmate sex, race/ethnicity, and age. The collection contains 1 Stata data file "Inmate-Housing-Placements-Data.dta" with 16 variables and 124,942 cases.
Person or Place? A Contextual, Event-History Analysis of Homicide Victimization Risk, United States, 2004-2012
Contributors: Berthelot, Emily
... 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. The purpose of this research was to examine the influence of neighborhood social disorganization on the risk of homicide victimization, with focus on how community effects changed once individual-level characteristics were considered. This research integrated concepts from social disorganization theory, a neighborhood theory of criminal behavior, with concepts from lifestyle theory and individual theory of criminal behavior, by having examined the effects of both neighborhood-level predictors of disadvantage and individual attributes which may compel that person to behave in certain ways. The data for this secondary analysis project are from the 2004-2012 National Center for Health Statistics' (NCHS) National Health Interview Survey (NHIS) linked National Death Index-Multiple Causes of Death (MDC) data, which provided individual-level data on homicide mortality. Neighborhood-level (block group) characteristics of disadvantage that existed within each respondent's place of residence from the 2005-2009 and 2008-2012 American Community Surveys were integrated using restricted geographic identifiers from the NHIS. As a syntax-only study, data included as part of this collection includes 38 SAS Program (syntax) files that were used by the researcher in analyses of external restricted-use data. The data are not included because they are restricted archival data from the NHIS from the Centers for Disease Control and Prevention combined with publicly available American Community Survey (ACS) block group level data.
Contributors: Bill and Melinda Gates Foundation
... The Measures of Effective Teaching Project (MET) 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. Student achievement was measured in two ways -- through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. The supplemental assessments used were Stanford 9 Open-Ended Reading Assessment in grades 4 through 8, Balanced Assessment in Mathematics (BAM) in grades 4 through 8, and the ACT QualityCore series for Algebra I, English 9, and Biology. Panoramic digital video of classroom sessions were taken of participating teachers and students, teachers submitted commentary on their lessons (e.g., specifying the learning objective) and then trained raters scored the lesson based on classroom observation protocols using the following five observation protocols: Classroom Assessment Scoring System (CLASS), developed by Robert Pianta, University of Virginia Framework for Teaching, developed by Charlotte Danielson Mathematical Quality of Instruction (MQI), developed by Heather Hill, Harvard University, and Deborah Loewenberg Ball, University of Michigan Protocol for Language Arts Teaching Observations (PLATO), developed by Pam Grossman, Stanford University Quality Science Teaching (QST) Instrument, developed by Raymond Pecheone, Stanford University A subset of the videos also are being scored using an observational protocol developed by the National Board for Professional Teaching Standards (NBPTS) and using the UTeach Observational Protocol (UTOP), developed by the UTeach Preparation Program. Close to 3,000 teacher volunteers from across the following six, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4-8, Algebra I, grade 9 English, and high school biology. The Observation Score Calibration and Validation File The Observation Score Calibration and Validation file enables psychometric research on rater error. The MET Project may be the largest application of instruments designed to measure teacher effectiveness from classroom observations ever conducted. More than eight hundred raters were trained to score over fifteen thousand videos recorded by teachers in the MET Project. The result is a database of more than 2.4 million scored items from five observations instruments: Framework for Teaching (FFT) Classroom Assessment Scoring System (CLASS) Mathematical Quality of Instruction (MQI) Protocol for Language Arts Teaching Observations (PLATO) Quality of Science Teaching (QST) This data file has all scores assigned by raters, including scores used to evaluate raters during the scoring process. Each row in the file is the score assigned to a segment of a video by a rater under one of the five instruments evaluated by the MET Project. MET observation scores were assigned remotely using a web application supervised by ETS and Teachscape (exception of the UTOP instrument, which was managed by the National Math and Science Initiative [NMSI]) that displayed excerpts of videos and prompted raters for scores. Raters were trained on videos that had been "master scored" with "true" scores. At the beginning of every scoring session raters were assigned pre-scored "calibration" videos to assure that instruments were applied consistently. Even after they were approved for scoring, raters were occasionally given "validation" videos to be sure that their scores were consistent with expectations. Please see Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains Research Paper on the MET Project Web site, as well as Section 6.3 "Classroom Videos and Video Scoring Processes" of the User Guide for complete details. The Observation Score Calibration and Validation file is provided for research on questions like the consistency of scoring across raters. For example, these data show how often raters failed validation tests and needed to be re-trained on each item used in the MET Project. Users who want to combine observation scores based on videos with other types of MET data should use the observation scores found in the Core [ICPSR 34414] or Basic [ICPSR 34346] data files. Also included in this release is a Scoring Design Memorandum from MET researchers at ETS and Teachscape written in 2011 to MET Project leadership which describes procedures for creating observation scores for MET videos.
Prostitution, Human Trafficking, and Victim Identification: Establishing an Evidence-Based Foundation for a Specialized Criminal Justice Response, New York City, 2015-2016
Contributors: Swaner, Rachel
... 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 examined life histories and experiences of individuals involved in the sex trade in New York City. Also interviewed were twenty-eight criminal justice policymakers, practitioners, and community representatives affiliated with New York City's Human Trafficking Intervention Courts (HTICs). The collection contains 1 SPSS data file (Final-Quantitative-Data-resubmission.sav (n=304; 218 variables)). Demographic variables include gender, age, race, ethnicity, education level, citizenship status, current housing, family size, sexual orientation, and respondent's place of birth.