1 20 07 STAR User's Guide User

Project STAR and Beyond:

Database User’s Guide

Jeremy D. Finn Jayne Boyd-Zaharias

Reva M. Fish Susan B. Gerber

HEROS, Incorporated

P.O. Box 1271

Lebanon, Tennessee 37088

January 1, 2007

Boyd-Zaharias is Executive Director of HEROS, Inc. Finn, Fish, and Gerber are affiliated with the

State University of New York at Buffalo. This work was supported by a grant from the William T.

Grant Foundation. The authors are grateful to Charles Achilles for historical information and

reactions to on earlier drafts of this report.

The authors welcome comments or suggestions regarding this User’s Guide. Please send

comments to JayneZaharias@HEROS-Inc.org

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Contents

Page

Chapter 1 Project STAR Background and Data Collection 1.1

Overview of the Data Files 1.1

Contact Us 1.2

Planning and Execution of Project STAR 1.2

Selection of Schools 1.3

Study Design and Implementation 1.5

End-of-year Measures 1.6

Additional Stages of Data Collection 1.9

Academic Achievement in Grades 4—8 1.9

Classroom Participation 1.11

Identification With School 1.12

College Entrance Examinations 1.12

High School Transcripts 1.13

Final Sample Sizes 1.14

Chapter 2 The Data Files and their Contents 2.1

Four STAR-and-Beyond Data Files 2.1

Information about Selected Variables 2.3

Identification Numbers 2.3

Flag Variables 2.3

Demographics 2.4

Class Size; Class Type Composite Variables 2.4

Attendance, Special Education, Retention 2.5

Achievement Test Scores 2.5

Engagement Variables 2.6

High School Courses and Grades 2.6

College Entrance Exams 2.8

High School Graduation 2.9

Chapter 3 Student Data File 3.1

Types of Variables in Student File 3.2

Sequence of Variables in Student File 3.5

Codebook 3.6

ii

CONTENTS (continued)

Page

Chapter 4 School Data Files 4.1

Types of Variables in K—3 School File 4.2

Types of Variables in High School File 4.2

K—3 Codebook 4.3

High School Codebook 4.11

Selected References 5.1

Appendices

Appendix A Fourth-Grade Student Participation Questionnaire A1

Eighth-Grade Student Participation Questionnaire A5

Appendix B Identification With School Questionnaire B1

Appendix C Coding of Duration Composite Variables C1

BACKGROUND AND DATA COLLECTION

1.

1

CHAPTER 1

PROJECT STAR BACKGROUND AND DATA COLLECTION

Overview of the Data Files

The STAR-and-Beyond database contains raw student- and school-level data from a

longitudinal experiment conducted in Tennessee beginning in 1985. The experiment

lasted for four years, with a single cohort of students progressing from kindergarten

through third grade. Achievement tests and non-achievement measures were

administered annually. The experiment ended in 1989. However, student achievement

data continued to be collected through high school,1 and ancillary studies resulted in

other non-achievement variables being added to the data set.

The primary student-level data file contains information on 11,601 students who

participated in the experimental phase for at least one year. Information for each of

grades K-3 includes:

• Demographic variables;

• School and class identifiers;

• School and teacher information;

• Experimental condition (“class type”);

• Norm-referenced and criterion-referenced achievement test scores;

• Motivation and self-concept scores.

Additional data, added to the records of some or all students, include:

• Achievement test scores for the students when they were in grades 4 – 8,

obtained from the Tennessee State Department of Education;

• Teachers’ ratings of student behavior in grades 4 and 8;

• Students’ self-reports of school engagement and peer effects in grade 8;

• Course taking in mathematics, science, and foreign language in high

school, obtained from student transcripts;

• SAT/ACT participation and scores, obtained from ACT, Inc. and from

Educational Testing Service;

• Graduation/dropout information, obtained from high school transcripts and

the Tennessee State Department of Education.

In some cases, data were not available for all students and are indicated as “missing,”

for example, scores not available from State of Tennessee records. In other cases,

some students did not participate in particular ancillary studies (e.g., the studies of

1 Students who completed high school on time graduated in June 1998.

BACKGROUND AND DATA COLLECTION

1.2

school engagement). Flags in the data file indicate participation/non-participation at

each stage of data collection.

Other data files include:

(1) Student data on 1780 students in grades 1 – 3 in 21 comparison schools,

matched with STAR schools but not participating in the experiment;

(2) A school-level file with additional information about each of the 80 STAR

schools;2

(3) A school-level file with additional information about each high school

attended by STAR students.

The data are provided in SPSS “SAV” format (using Version 11.5).3 Flags in the data

indicate the presence or absence of particular sets of variables (e.g., whether the

student attended a STAR school in each grade from K-3; whether high school transcript

data were available for the student). These flags help users select subsets of data for

secondary analysis.

Chapter 2 of the User’s Guide gives further information about the data files and the

variables. Detailed information is given about particular variables, organized by the type

of measure (e.g., achievement tests; course-taking). Researchers using the data are

advised to examine this section. Chapters 3 and 4 of the User’s Guide give distributions

of the variables in the student and school files, respectively. A topical reference list is

given at the end of the Guide.

Contact Us

• Data files are available at www.heros-inc.org/data.htm

• For additional information, contact STARDATA@heros-inc.org

• Phone for HEROS, Inc: (615)-449-7904

Planning and Execution of Project STAR4

In May of 1985, the Tennessee Legislature passed House Bill (HB) 544, authorizing and

funding a policy study to determine the effects of class size on student achievement in

the primary grades. The legislation directed that three questions be addressed:

(1) What are the effects of a reduced class size on the achievement (normed and

criterion tests) and development (self-concept, attendance, etc.) of students in

public elementary school grades (K-3)?

2 A maximum of 79 schools participated in STAR in any one year.

3 A set of files in STATA format is planned for the near future.

4 More complete histories are given in the STAR Final Report (Word et al., 1990), from which most of this

section was taken, and in Ritter and Boruch (1999). The Final Report is available on the HEROS

website, www.heros-Inc.org

BACKGROUND AND DATA COLLECTION

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3

(2) Is there a cumulative effects of being in a small class over an extended time

(4 years) as compared with a one-year effect for students in a small class for

one year?

(3) Does a training program designed to help teachers take maximum advantage

of small classes, or to use aides effectively, improve student performance as

compared with teachers who have no special preparation for their altered

conditions?

To design and conduct the study, the Tennessee State Department of Education formed

a consortium of researchers from the Department, the State Board of Education, the

State Superintendents’ Association, and representatives from four Tennessee

universities.5 Responsibility for direct contact with schools was delegated to the

university representatives. The study was named Project STAR, an acronym for

Student/Teacher Achievement Ratio.

The Consortium reviewed prior class size research and used this as the basis for

decisions about its own study: The study would begin in the earliest grades, where

small classes would be most likely to show positive effects; the small classes would

have no fewer than 13 students and no more than 17 students; it would allow

disaggregation of the data by school location (urbanicity), student race/ethnicity, and

socioeconomic status (SES). Most importantly, the study would use an experimental

design in which causal connections between the experimental variable (class size) and

student outcomes could be discerned.

The State paid the costs associated with the study, including the salaries of extra

teachers required to reduce class sizes, and of project teacher aides. The total cost of

the four-year project, plus data analysis and reporting in the fifth year, was

approximately $12 million.

Selection of Schools

All Tennessee school systems were invited to participate in STAR and were sent

guidelines for participation. Although costs associated with STAR would be borne by

the State, local school systems would provide any additional classroom space needed.

There were to be no major changes in school processes, organization, or policies other

than those required by the class size experiment. Schools were to plan to participate in

the project for four years, beginning with kindergarten in 1985-1986. All participating

teachers had to be certified for the grade level they were teaching. Schools had to

agree to the random assignment of teachers and students to different class conditions

(i.e., class sizes).

5 The Project was directed by Elizabeth Word of the Tennessee State Department of Education.

University members of the Consortium were C. M. Achilles (University of Tennessee), Helen Pate Bain

(Tennessee State University), John Folger (Vanderbilt University), and Fred Bellott (year 1) and John

Johnston (years 2–4; University of Memphis). Jayne Boyd-Zaharias and DeWayne Fulton were data

managers for Project STAR. Jeremy Finn was external evaluator for the project.

BACKGROUND AND DATA COLLECTION

1.4

The legislation specified that the project should include “inner city, suburban, urban, and

rural schools.” The consortium specified that inner-city and suburban schools were all

located in metropolitan areas (Nashville, Memphis, Knoxville, or Chattanooga). Schools

with more than half of their students on free or reduced price lunch were defined as

inner-city. Schools in the outlying areas of metropolitan cities were classified as

suburban. Schools in non-metropolitan areas were classified as urban or rural

depending on location. Urban schools were located in towns of over 2,500 persons,

serving primarily an urban population according to the definition provided by the U.S.

Census. All other schools were classified as rural. Rural schools were typically located

several miles away from metropolitan areas and were situated in counties with large

amounts of farmland.

Initially, 180 schools in about 50 districts expressed an interest in participating. Only

about 100 schools had enough kindergarten students to be eligible to participate. A

minimum of 57 students was necessary, providing enough students for one class of

each of three conditions (with 13, 22, and 22 students, respectively). Taking into

account the requirements to include four types of schools (inner city, suburban, urban,

and rural), and to span the State of Tennessee geographically, 79 schools in 42 districts

were selected to participate.6 This included 17 inner-city schools and 16 suburban

schools from metropolitan areas, plus 8 urban and 38 rural schools.

The number of schools was reduced slightly in subsequent years. In the 1986-1987

school year, one kindergarten-only school merged with another elementary school that

joined STAR for grades 1–3. Three schools withdrew from the Project at the end of

kindergarten, leaving 76 schools in grade 1. One additional school withdrew at the end

of grade 1, leaving 75 schools in grades 2 and 3 (the third and fourth year of the

Project). The four schools withdrew for several reasons: two could not maintain the

randomization required by STAR, and several found the paperwork and additional

testing too onerous.

As a result of the purposeful sampling process, Project STAR schools were slightly

larger than the statewide average. Prior to STAR, the average mathematics and

reading scores of STAR schools were slightly lower than the statewide averages. Other

comparisons show that STAR schools and districts were similar to the statewide

averages on most measures (see Word et al., 1990, Section I.G).

Comparison schools. Twenty-one non-project schools comprise a comparison

sample beginning when STAR students were in first grade (1986-1987). The

comparison schools, selected from 13 of the same districts as STAR schools, had

similar characteristics to STAR schools in their respective districts. They did not

participate in the class-size reduction program but administered the same achievement

tests in the spring of 1987, 1988, and 1989, when STAR students were in grades 1, 2,

and 3, respectively. One comparison school did not provide achievement test scores in

1989, leaving 20 schools for that year. The STAR schools and comparison schools

6 Approximately 6,300 students from the 79 schools participated in STAR in the kindergarten year.

BACKGROUND AND DATA COLLECTION

1.

5

were compared on measures of academic achievement gathered in grade 2 the year

preceding the experiment, and were shown to be very similar (see Word et al., 1990,

Table I-4).

Unlike STAR students, students in the comparison schools were assigned to classes in

the usual manner, which is often non-random. The two methods of assigning students

to classes were compared in Zaharias, Achilles, and Cain (1995).

Study Design and Implementation

The STAR experiment involved one cohort of students followed for four years –

students entering kindergarten in 1985 (or those who began public schooling in first

grade in 1986). Within each school, all students entering kindergarten were assigned at

random to one of three experimental conditions: a small class (S) with 13-17 students, a

regular class (R ) with 22-25 students, or a regular class with a full-time teacher aide

(RA) and 22-25 students. Students entering the school by November 1 of the school

year, as determined by teachers’ records, were considered to part of the STAR cohort

for that year. A ‘distribution plan’ was followed to determine the number of classes of

each type in schools with more than three kindergarten classes (see Word et al., 1990,

Table II-1).

In total, 128 small classes, 101 regular classes, and 99 regular-aide classes were

formed in kindergarten. Since kindergarten was not legally mandated in Tennessee at

the time, a substantial number of students joined the STAR sample when they entered

first grade. They, too, were assigned at random to the three experimental conditions at

the time of entry (as long as they entered the school by November 1 of 1986).

The randomization was conducted by members of the STAR Consortium and monitored

at the school level by graduate students from the four universities. The samples were

compared on gender, race, and free-lunch composition to look for any systematic bias

that may have arisen; none was found. Teachers were assigned at random to the

classes. Other than class size and teacher aides, no other experimental changes were

implemented; the intent of the Project was to maintain normal school policies and

practices so that the effects of reduced class sizes could be shown clearly.

Once assigned to a class type, students were to remain in the assigned class type as

long as they were in the project. Students with the longest duration participated from

kindergarten (1985-1986) through grade 3 (1988-1989). In all, 26.6% of the 11,601

STAR students participated for four consecutive years. Of the remainder, 22.0%

entered in first grade and participated through third grade.

Additional factors that affected the study design. Beyond the randomization

of students into class types, three operational factors affected the design of the STAR

experiment. First, at the end of the kindergarten year, the STAR consortium decided on

one design modification. There had been no significant differences in the achievement

of regular (R ) classes and teacher-aide (RA) classes in the kindergarten year. Thus,

BACKGROUND AND DATA COLLECTION

1.6

approximately one-half of R students were randomly assigned to RA classes for the

second year (and beyond), and approximately one-half of RA students were assigned at

random to R classes for the second year (and beyond). No students were purposely

reassigned into or out of small (S) classes. No further modifications of this sort were

made in subsequent years.

Second, during the summer between grade 1 and grade 2 (summer 1987), a three-day

training course was given to 54 second-grade teachers (out of 340) from 15 STAR

schools. The training was the same for all 54 teachers, since the assignment to class

types had not yet been made. No special attempt was made to prepare teachers to

take advantage of a small-class setting. Comparisons of grade-2 achievement scores

showed no significant difference between the classes of trained and untrained teachers

(see Word et al., 1990, Chapter VI).7 Teachers who participated in the training are

flagged in the student data file.

Third, ordinary student mobility over the years affected the composition and size of

STAR classes. Students moving into STAR schools from non-STAR schools during the

four-year experiment were assigned at random to one of the class types, with the

constraint that small classes could not exceed 17 students.

Students moving from one STAR school to another were assigned to the same type of

class as they had participated in previously (space allowing). Students moving out of a

STAR school diminished the class enrollment, occasionally causing the regular classes

to become as small as some of the small classes. The extent of this “class size drift” is

documented in Achilles (1999); its potential impact on statistical results is discussed in

Boyd-Zaharias et al. (1995) and Hedges, Nye, and Konstantopolous (2000). Table 1

shows the actual class enrollments in each year of the Project.

As a result of mobility, some students participated in STAR for one, two, or three years

according to different patterns. For example, some may have participated in STAR for

two consecutive years (e.g., grades 1 and 2) or for two nonconsecutive years (e.g.,

grades 1 and 3); others may have participated for two consecutive years but beginning

at different ages (e.g., grades K and 1, or grades 2 and 3). The primary patterns that

characterize most STAR students were summarized into a pair of codes in the student

data file (Class type composite CMPSTYPE; Duration composite CMPSDURA). These

were used in one study to analyze patterns of small-class participation (Finn, Gerber,

Achilles, & Boyd-Zaharias, 2001).

End-of-year Measures

Measures of academic performance and self-concept/motivation were administered in

the spring of each year of STAR (1986—1989). Both norm-referenced and criterion-

7 Mosteller (1995) described the program as ‘modest’ given that 30% of the teachers already had 20

years of teaching experience and only four had fewer than years of experience.

BACKGROUND AND DATA COLLECTION

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7

Table 1. Distribution of STAR Classes by Grade (K-3) by Designation

S (Small), R (Regular), and RA (Regular and Aide)

K (n classes) 1 (n classes) 2 (n classes) 3 (n classes)

S R RA S R RA S R RA S R RA

B 11 2

12 8 2 3 2

13 19 14 16 15

A 14 22 18 27 17

15 23 1 31 32 31

16 31 4 16 1 29 1 31 1

17 24 4 1 33 1 19 27

18 1 2 6 2 6 10 1

B 19 7 6 3 4 3 1 3 3 5 4

20 6 6 1 10 6 2 1 9 13

21 14 12 18 18 7 11 11 12

22 20 20 27 15 23 21 13 16

C 23 16 21 19 20 20 21 10 14

24 19 14 16 11 22 25 15 14

25 6 6 7 9 9 15 116 15

26 4 3 5 9 6 7 5 12

B 27 1 6 2 4 4 1 5 8

28 1 1 2 1 0 2 6

29 1 2 2 2 2 2

30 1 1

TOTAL 127 99 99 124 115 100 133 100 107 140 90 107

325 339 340 337

A= range for (S); B= "out of range"; C= range for both (R) and (RA) classes.

SOURCE: Achilles (1999).

BACKGROUND AND DATA COLLECTION

1.8

referenced achievement tests were administered during the spring term on testing dates

specified by the State.

Academic performance. The norm-referenced achievement tests were the

Stanford Achievement Tests (SATs) developed by the Psychological Corporation

(1983). The database contains reading, mathematics, and listening scores for grades

K—3, and additional topics in grade 3 (see Table 2). The scores are all in the form of

item-response-theory (IRT) scale scores, which can be compared across grades.

Beginning in first grade, the Basic Skills First (BSF) tests, criterion-referenced tests

developed by the Tennessee State Department of Education, were also administered to

each student. The tests covered the State’s learning objectives in reading and

mathematics, with four items per objective (“domain”). Students were considered to

Table 2. Assessment scores on the STAR student data file, grades K-3

K

1

2

3

Total reading scale score SAT X X X X

Total math scale score SAT X X X X

Total listening scale score SAT X X X X

Total language scale score SAT X

Science scale score SAT X

Social science scale score SAT X

Spelling scale score SAT X

Vocabulary scale score SAT X

Math computation scale score SAT X

Concept of numbers scale score SAT X

Math applications scale score SAT X

Word study skills scale score SAT X X X X

Reading raw score BSF X X X

Math raw score BSF X X X

Reading number objectives mastered BSF X X X

Math number objectives mastered BSF X X X

Reading percent objectives mastered BSF X X X

Math percent objectives mastered BSF X X X

Motivation raw score SCAMIN X X X X

Self-concept raw score SCAMIN

X

SAT: Stanford Achievement Tests

BSF: Basic Skills First

Score Grade

BACKGROUND AND DATA COLLECTION

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9

have mastered the objective if they answered 3 of the 4 items correctly. The database

contains total scores (total number of items answered correctly) and number of

objectives mastered in reading and mathematics8 for grades 1—3. Because the

number of objectives differed from grade to grade, as well as the actual content

domains, BSF scores cannot be meaningfully compared from one grade to another.

Self-concept/motivation. In grades K—3, students completed a self-concept

and motivation inventory, the SCAMIN (Milchus, Farrah, & Reitz, 1968). The SCAMIN

asks students to indicate pictorially their response to 24 situations. For example, what

‘face’ (happy, sad, indifferent) would the student wear if s/he “had to tell his/her parents

they lost their coat?” The SCAMIN is group administered, with one form for pre-

kindergarten and kindergarten students, and another for students in grades 1—3. The

database contains total self-concept and motivation scores for each student in each

grade.

Additional Stages of Data Collection

The STAR experiment ended in the spring of 1989, when most students had completed

third grade. In fourth grade and beyond, all students returned to full-size classes. With

the continued cooperation of the Tennessee schools and the State Department of

Education,9 researchers continued to collect data on the STAR students as they

progressed through the grades. Thus, comparisons can be made between students in

later grades who had attended small classes in K—3 and those who had been in regular

or regular/aide classes.

The additional data are discussed in five parts (stages). Each stage of data collection

used different procedures.

• Academic achievement scores in grades 4—8;

• Classroom participation ratings in grades 4 and 8;

• Identification with school in grade 8.

• College-entrance examination participation and scores;

• High-school transcripts, including courses taken, grades received, and

graduation/dropout.

Academic Achievement in Grades 4—8

The year that STAR students entered grade 4, Tennessee implemented a new student

assessment system, the Tennessee Comprehensive Assessment Program (TCAP).

The TCAP assessment battery included norm-referenced tests from the Comprehensive

Tests of Basic Skills (CTBS/McGraw Hill, 1989) and BSF criterion-referenced tests for

8 Each subject had a different number of objectives in each grade, ranging from 8 to 15. For each

subject-grade combination, the number of objectives is the maximum value of the number-of-objectives-

mastered variable.

9 Financial support was provided by the Tennessee State Department of Education, the Smith-Richardson

Foundation, the Spencer Foundation, and the William T. Grant Foundation.

BACKGROUND AND DATA COLLECTION

1.10

each grade in reading and mathematics. Scores on these tests were made available by

the Tennessee State Department of Education, as students progressed from grade 4

(1989-1990) through grade 8 (1993-1994).10 Table 3 lists the specific subtests by

grade.

Some schools in Tennessee did not participate fully in the first year of TCAP. As a

result, fourth-grade data were not available for students in 17 Project STAR schools.

The reduction affected minority students in particular; in third grade, approximately 34%

of STAR students were minority, compared to approximately 20% of the fourth-grade

sample. In subsequent years, all schools in the State participated.

Scores on the CTBS are not directly comparable to those on the SATs. However, IRT

scale scores were available for each CTBS subtest so that comparisons can be made

meaningfully across grades 4—8.

Table 3. Assessment scores on the STAR student data file, grades 4-8

4

5

6

7

8

Reading number objectives mastered BSF X X X X X

Math number objectives mastered BSF X X X X X

Total reading scale score CTBS X X X X X

Total math scale score CTBS X X X X X

Total language scale score CTBS X X X X X

Total battery scale score CTBS X X X X

Science scale score CTBS X X X X X

Social science scale score CTBS X X X X X

Reading comprehension scale score CTBS X X X X

Spelling scale score CTBS X X X X

Vocabulary scale score CTBS X X X X

Math computation scale score CTBS X X X X

Math concepts and applications scale score CTBS X X X X

Language expression scale score CTBS X X X X

Language mechanics scale score CTBS X X X X

Study skills scale score CTBS

X

BSF: Basic Skills First

CTBS: Comprehensive Tests of Basic Skills

Score Grade

10 The State records did not contain any class or teacher identifiers. Thus students in grades 4—8 are

identified only by student and school IDs.

BACKGROUND AND DATA COLLECTION

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11

As in earlier grades, the BSF tests were customized for Tennessee to assess skill levels

learned from the State’s mathematics and language arts curriculum. Each test was

comprised of items assessing performance in a number of domains. Answering 75% of

the items correctly in a given domain was termed “mastery.” The database contains the

number of domains mastered in mathematics and reading by STAR students in each

grade (4—8). The BSF tests are not directly comparable across grade levels.

Classroom Participation

During the 1989-1990 school year, fourth-grade teachers rated students’ behavior on

the Student Participation Questionnaire (SPQ; Finn, Folger, & Cox, 1991). The

questionnaire is comprised of 31 items, 28 of which were combined into four scales:

Effort (e.g., “Pays attention in class”), Initiative-taking (e.g., “Does more than just the

assigned work”), Nonparticipatory behavior (e.g., “Annoys or interferes with peers’

work”), and Valuing school outcomes (e.g., “Is critical of peers who do well in school”).

Each item is rated in terms of the frequency of occurrence from “never” (1), to

“sometimes” (3), to “always” (5).

A random sample of students in each classroom was chosen who had participated in

STAR classes in the preceding years. To lessen the burden on teachers, no teacher

was asked to rate more than 10 students in her class. The form was completed in

November of the fourth-grade year. The ratings were used to compare the behavior of

students who had been in small classes with that of students in regular or teacher-aide

classes in K-3 (Finn, Fulton, Zaharias, & Nye, 1989). The form has subsequently been

used by these researchers and others in a variety of classroom studies (Finn,

Pannozzo, & Voelkl, 1995; Molnar, Smith, & Zahorik, 2000).

After initial success with the Student Participation Questionnaire, a shortened form was

developed to be completed by both the English and mathematics teachers of students

in higher grades. The form includes 13 questions from the fourth-grade form, plus one

question more germane to older students (“Is verbally or physically abusive to the

teacher). This form was completed by two teachers of each identified STAR student in

eighth grade (1993-1994).

Both forms of the Student Participation Questionnaire are contained in Appendix A. The

database contains ratings on the individual items as well as scale scores for

approximately 2,200 students in grade 4, and approximately 2,900 students in grade

8.11 Approximately 1,000 of these cases were the same students in both grades.12

11 Most grade-8 students were rated by two teachers; both ratings are contained in the data file.

12 See Tables 4 and 5.

BACKGROUND AND DATA COLLECTION

1.12

Identification With School

When STAR students were in eighth grade (1993-1994), a subsample completed a self-

report questionnaire measuring “identification with school” (Voelkl, 1996, 1997).

Identification was comprised of two dimensions: the student’s feeling of ‘belongingness’

in school (e.g., “I feel proud of being part of my school;” “School is one of my favorite

places to be”), and the student’s valuing of school and school-related outcomes (e.g.,

“School is more important than most people think;” “I can get a good job even if my

grades are bad”). Low identification with school has been shown to be related to school

problems such as cheating (Finn & Frone, 2004), substance use (Voelkl & Frone, 2000),

and dropping out (Pannozzo, Finn, & Boyd-Zaharias, 2004).

The Identification with School Questionnaire is contained in Appendix B. Nine items

assess feelings of belongingness, and 6 items assess valuing. Response categories for

all items are “strongly agree,” “agree,” “disagree,” and “strongly disagree.” Scale

analysis revealed that the two factors can be scored separately, or as a single total

score (Voelkl, 1996).

The data file contains item responses, belongingness and valuing scores, and a total

identification score for 3,648 students, of whom 2,975 were also rated by their teachers

on the Student Participation Questionnaire.

Peer effects: The file also includes responses to 7 items that assessed peers’

attitudes to school and potential influences on the respondent; these are also listed in

Appendix B. To date, these items have only been used in one research study

(Radziwon, 2003).

College Entrance Examinations

With the cooperation of ACT, Inc., and the College Board and Educational Testing

Service (ETS), economists Alan Krueger and Diane Whitmore linked STAR information

with ACT/SAT examination records (Krueger & Whitmore, 2001a). The two test

publishers organize their files by graduating class. Thus, students graduating in 1998,

regardless of where they resided, would be matched if they took the SAT or ACT at any

time in their junior or senior year.13 STAR students who did not match the files by name,

birth date, and Social Security number were classified as not taking the test.

In all, 32.4% of the STAR sample took the ACT tests, and 4.6% took the SAT. The

database contains total test scores and subtest scores for the test the student took

(Quantitative and Verbal scores for the SATs, and subject-area test scores for the

ACTs). If a student took the test more than once, only the first administration is

included.

13 Krueger and Whitmore (2001b) re-examined the ACT records for students who took the exams in 1997,

1999, or 2000. This resulted in matches for approximately 10.7 percent of students who had not been

matched originally. The additional cases are not included in the current STAR-and-Beyond database.

BACKGROUND AND DATA COLLECTION

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13

The file also contains two “converted scores.” Variable HSACTCON is the total ACT

score for those students who took the ACT, and the SAT total—converted to the ACT

metric—for those students who took the SAT (see Krueger and Whitmore, 2001a).

Variable HSSATCON is similar, but all scores are on the SAT scale. No conversions

were possible for subtests.

High School Transcripts

In 1998–2000, after most STAR students graduated from high school, the staff of

HEROS, Inc., gathered high school records on as many of the students as possible.

Using the latest test data on file, lists of students were created according to the high

schools they would most likely have attended if they remained in the same school

districts/schools for the ensuing years. Transcripts were requested from each district

office. Some districts provided the transcripts, and others referred the researchers

directly to the schools. In a number of instances, the researchers went directly to the

schools to copy or record the information. There was extensive follow-up to retrieve as

many records as possible.

With two years of work, transcript information was obtained for approximately 5,300

cases, of which 3,922 provided usable course-taking data,14 and 4,992 provided valid

graduation/dropout information. Because of the importance of the graduation/dropout

variable, cases that were missing or ambiguous in the school transcripts were verified

through records of the Tennessee State Department of Education.

The formats and completeness of the transcripts varied, creating a huge task of

classifying the courses and coding course grades.15 Two systematic irregularities in the

data are addressed in the STAR-and-Beyond files. First, some transcripts were

incomplete because students transferred schools or left without graduating. Variable

HSYRSCOR was created to indicate the number of years of course-taking data

available for the student. Course-taking information was included in the database for

students with 3 or 4 years of data, and for students with 2 years of data in grades 11

and 12.16 Approximately 73% of the transcripts provided 4 years of course information.

Second, only partial course taking information was provided by the schools of 411

students. The information was recorded on an “abbreviated form,” which did not give

enough detail to code semesters of mathematics taken or any science courses. The

highest level mathematics course was coded for these students, as well as all foreign

language course variables; these cases are flagged in the data file (variable HSCTSCR

= 1).

14 Those with one year of data were judged to be too incomplete to include in the course taking file.

Those with two years were included only if they pertained to grades 11 and 12.

15 Almost two years of work were dedicated to the task, to provide the best data possible.

16 Those with one year of data were judged to be too incomplete to be included in the course taking file.

Those with data in grades 11 and 12 provided information on the highest levels of course work taken.

BACKGROUND AND DATA COLLECTION

1.14

All course grades were placed on a 0—100 scale, the most common form used in the

transcripts. An overall high school grade average (HSGPAOVE) was computed for all

students with data on at least 8 courses; most transcripts, however, were complete or

nearly complete.

The data file contains information about courses and course grades:

• The number of semesters of French, German, Latin, and Spanish taken

at each of 4 levels, and the highest level reached in any language;17

• The total number of semesters of (any) foreign languages taken at each

level, and the total number of semesters of language taken;

• The number of semesters of mathematics taken at each of five levels, the

highest level reached, and the total number of semesters of mathematics;

• The number of semesters of science taken in high school;

• Grade average for all foreign language courses taken, all mathematics

courses taken, and all science courses taken;

• The overall high school grade average (variable HSGPAOVE).

High school graduation.18 Despite our best efforts, it was not possible to

classify every student definitively as a graduate or dropout. Variable HSGRDADD is a

5-part classification, in which “educated best guesses” about graduation/drop out

(“probably graduated” or “probably dropped out”) are indicated for 7.5% of the sample

whose status remained ambiguous after coding was complete; details are given in

Chapter 2.

A second variable, HSGRDCOL, was formed by combining students who graduated or

probably graduated into one classification (graduated), and all others into a second

classification (did not graduate). This variable was used in an analysis of early school

experiences and dropping out (Finn, Gerber, & Boyd-Zaharias, 2005).

Final Sample Sizes

Table 4 shows the number of STAR students who provided data in each grade (K-8 and

in high school); students in the comparison schools are not included in these counts.

During the experimental years (and in grade 4), the number of schools ranged from 75

to 79. The number increased in subsequent years, up to a maximum of 525 schools in

grade 6.

There are fewer students in grade 5, when matching STAR students with State records

did not work as well as in later grades. The number of schools in grade 6 and 8 are

17 Several advanced language courses were classified as level 5.

18 The transcript data, including graduation information, were collected in 1999 and 2000. The data file

includes approximately 150 students who were late graduates. Other students, who may have graduated

more than one year late, would be coded as dropouts.

BACKGROUND AND DATA COLLECTION

1.

15

substantially larger, in part because different types of schools include these grades; for

example, grade 6 is housed in K-6 schools, middle schools, K-12 schools, and others.19

Table 4 also gives the number of schools from which any data were collected in a

particular grade. Subsets of the schools participated in each focused data collection

(e.g., participation and identification measures). The numbers of students in these

samples are smaller because students were not selected to participate, rather than

nonresponse.

Course taking and graduation data were obtained for students in 159 high schools. One

or more students in each of 145 schools took college entrance examinations

(ACTs/SATs), but all 11,601 students could be classified as having taken or not taken

the exams.

Table 5 shows the number of students in each pair of data stages. This may be helpful

for analyzing several components of the STAR data jointly.

19 The numbers of schools for these grades have been checked carefully and are correct.

Table 4. Number of students and schools providing data at each stage

Data

K

1

2

3

4

5

6

7

8

9 – 12

Achievement test scores 5907 6684 6559 6464 6339 2593 6441 4942 6361

Motivation and self-concept scores 5038 5852 6118 6129

Participation study (grades 4 and 8) 2217 2978

Identification study (grade 8) 3648

High school course taking 3922

High school graduation status 4992

High school SAT/ACT scores 3880

Total number of schools

79

76

75

76

56

525

181

406

161

Grade

Table 5. Number of students providing data in each pair of stages

Grades 4-8

Achievement

tests

Grade 4

Participation

study

Grade 8

Participation

study

Grade 8

Identification

study

High school

course

taking data

High school

graduation

status

High school

SAT/ACT

score

Grades K-3 Achievement tests 8240 2217 2930 3587 3867 4911 3818

Grades 4-8 Achievement tests 2203 2975 3645 3615 4501 3682

Grade 4 Participation study 1015 1218 1276 1426 1229

Grade 8 Participation study 2975 1791 2062 1705

Grade 8 Identification study 2172 2518 2067

High school course-taking 3831 2449

High school graduation status 2710

1.16 BACKGROUND AND DATA COLLECTION

DATA FILES AND VARIABLES

2.

1

CHAPTER 2

THE DATA FILES AND THEIR CONTENTS

This chapter is comprised of two sections. The first section lists the four files in the

STAR-and-Beyond database and overviews the contents of each. The second section

gives details of variable sets and selected specific variables which, in our opinion, may

need additional clarification. This information is intended to help secondary analysts

choose variables for particular analyses. We recommend that secondary users review

this section in particular.

Four STAR-and-Beyond Data Files

STAR STUDENT FILE

SPSS file name: STAR Students.sav

Codebook: Chapter 3

Number of cases: 11,601

Grade span: K—12

Contents:

• Basic data collected during Project STAR, including student

demographics, type of class attended in each grade (K—3), achievement

test scores, attendance, self-concept and motivation scores. Derived

variables indicating the extent of participation in small classes;

• Teacher characteristics for each grade (K—3), school urbanicity;

• Achievement test scores for ensuing grades (4—8);

• Classroom participation ratings, grades 4 (one teacher per student) and 8

(two teachers per student);

• School engagement and peer effects, self-reported in grade 8;

• Courses taken and grade averages in mathematics, science, and foreign

languages in high school (9—12), overall high school grade average;

• High school graduation status;

• Participation and scores in college entrance examinations;

• “Flags” indicating the presence or absence of data at each stage.

COMPARISON STUDENT FILE

SPSS file name: Comparison Students.sav

Codebook: Chapter 3 – Variables marked with asterisks (*) only

Number of cases: 1,780

Grade span: 1—3

Contents:

• School and class identifiers for students 21 schools in the same grades as

the STAR cohort;

• Class enrollment;

DATA FILES AND VARIABLES

2.2

• Achievement scores on the same tests/scales as administered to STAR

students in grades 1—3.

STAR K—3 SCHOOL FILE

SPSS file name: STAR K-3 Schools.sav

Codebook: Chapter 4, Part 1

Number of schools: 80

Grade span: 1—3

Contents:

• School demographic variables each year, attendance, grade range;

• “Flags” indicating school participation in STAR each year.

HIGH-SCHOOL DATA FILE

SPSS file name: STAR High Schools.sav

Codebook: Chapter 4, Part 2

Number of schools: 161

Grade span: Not applicable; data collected in 1998

Contents:

• School demographic variables, enrollment, grade range;

• School graduation rate;

• Credits required for graduation in mathematics, science, foreign language,

social studies, computers, English;

• Advanced course offerings in mathematics, foreign language.

DATA FILES AND VARIABLES

2.

3

Information about Selected Variables

This section provides information about specific variables in the STAR-and-Beyond

database. The focus is on constructed variables, variables not described thoroughly in

other publications, and variables that have unusual distributions. The organization of

variables is the same as that used in the Codebook (Chapter 3).

IDENTIFICATION NUMBERS

School Identification Numbers: Each school was assigned a 6-digit identifying

number consisting of 3 digits identifying the district and 3 digits that identify the

school. The 3-digit school identifiers, and thus the full 6-digit IDs, are unique to

each school in the sample.

Teacher Identification Numbers: Each teacher was assigned an 8-digit identifying

number consisting of the 6-digit school identification number and 2 digits

identifying the teacher within the particular school.

Student Identification Numbers: Each STAR student was assigned a unique 5-digit

identification number, ranging from 10000 to 21600. Students in the comparison

schools had IDs in the range 30001 to 31780.

FLAG VARIABLES

In-STAR Flags: Four flags were created to indicate whether the student attended a

STAR school in each grade K—3. All classes at the respective grade level in

STAR schools participated in the Project; that is, all kindergarten classes in

1985-1986, all first-grade classes in 1986-1987, and so on.

Achievement-data Flags: Nine flags indicate whether the student has one or more

achievement test scores available in each grade, K-8.

High School Data Flags: Other flags indicate whether an ACT or SAT score is

available for the student,20 whether course taking information is available, and

whether graduation/dropout codes are available.

Summer Training Flag: A separate variable, included with second grade data,

indicates whether the teachers participated in the STAR summer training

program (variable G2TTRAIN).

20 All students are coded to indicate whether or not they had taken a college entrance examination by

1998.

DATA FILES AND VARIABLES

2.4

DEMOGRAPHICS

Demographic information for students, teachers, and some for schools, is

included in the data record of each student. Additional school demographic

information is included in the school-level data files. The demographic

characteristics of STAR classes can be obtained by aggregating student

characteristics.21

CLASS SIZE; CLASS TYPE COMPOSITE VARIABLES

Class enrollment during STAR is indicated in two ways. The STAR designation of

the class as small (13—17 students), regular (22—25 students), or regular with

a full time teacher aide is indicated for each student in each year. The actual

number of students in the class is also provided (variables GKCLASSS,

G1CLASSS, etc.) in grades K—4.

In addition, four composite variables were constructed to help with data

analysis:

• The total number of years the student participated in Project STAR

(YEARSSTA); range 1-4 years.

• The total number of years the student attended small classes (YEARSSMA);

range 0-4 years, with 0 indicating the student was never in a small class (i.e.,

attended regular and/or regular-with-aide classes throughout).

• A pair of variables (CMPSTYPE and CMPSDURA) indicated the pattern of

participation in different class types, given student mobility, during the four years

of Project STAR. These are useful for studying the cumulative effects of small

classes, especially on outcomes in grades 4 and beyond.

The variables were formed by considering every combination of settings

students had over the four-year period. First, each student was first coded as

“small class,” “regular class,” or “missing” for each year of the Project. In this

classification, regular classes included full-size classes with and without teacher

aides. “Missing” could arise for several reasons, for example, some students did

not enter school until first grade (and would be coded as missing in

kindergarten), and some students left STAR schools before third grade. A small

number of students left a STAR school after one or two years of participation,

only to return after a one- or two-year hiatus.

Second, the composite variables were formed as follows. Students who were in

a small class for one, two, three, or four years were coded as “small” on

CMPSTYPE, and 1, 2, 3, or 4, respectively, on CMPSDURA. These assignments

were made regardless of whether the student was missing or in regular classes

21 As part of the participation study, fourth-grade teachers completed a form with the racial/ethnic and

free-lunch composition of the class. This information is included on the file.

DATA FILES AND VARIABLES

2.

5

in the other years. Students who were in a STAR regular class for one, two,

three, or four years, and missing otherwise, were coded as “regular” on

CMPSTYPE, and 1, 2, 3, or 4, respectively, on CMPSDURA. All combinations of

class types in K—3 and the resulting codes are given in Table 6.

Certain students (n = 613) were assigned missing values on CMPSTYPE and

CMPSDURA: students who entered STAR after first grade, and thus did not have

the opportunity to participate in small classes for 3 or 4 years, students who

moved from a regular to a small class after first grade, and students who

changed class types (from regular to small or from small to regular) two or more

times.

ATTENDANCE, SPECIAL EDUCATION, RETENTION

Attendance: The number of days students were present and absent from school were

recorded in grades K, 1, and 3. Since districts have different numbers of days in

the school year, the total (present + absent) varies across schools or districts.

Special Education: Special education participation is indicated for kindergarten and

grade 1. The distributions of these variables indicate that there may have been

problems in recording this information.

Retention: Variable GKREPEAT indicates whether a student in the first year of STAR

(1985-1986) had also attended kindergarten the previous year. A variable in

subsequent grades indicates whether the student was recommended for

promotion to the next grade at the end of the school year (G1PROMOT,

G2PROMOT, G3PROMOT); no comparable variable was recorded for

kindergarten. Actual promotions to the next grade were not recorded. An

analysis of the retention data is reported in Chapter VII of Word et al.

(1990).

ACHIEVEMENT TEST SCORES

The achievement test scores are described in Chapter I. The following are

notes for secondary analysts:

• The norm-referenced test battery was changed from the Stanford

Achievement Tests (SATs) to the Comprehensive Tests of Basic Skills

(CTBS) when students entered grade 4.

• The criterion-referenced tests (BSFs) are based on a different number of

objectives in each grade. The number of objectives is equal to the

maximum value of the “number of objectives mastered” variable for that

grade/topic.

DATA FILES AND VARIABLES

2.6

• The BSF test scores are negatively skewed for both topics (reading and

mathematics) in each grade. Some accommodation for skewness may be

needed when analyzing these scores.

• We have no clear explanation for the smaller number of achievement test

scores in grade 5. The attempt to match STAR files with those of the

Tennessee State Department of Education did not yield as many cases at

the time. The issue has not been pursued since then.

ENGAGEMENT VARIABLES

Student Participation Questionnaire (SPQ): The SPQs for grades 4 and 8 are

included in Appendix A. The fourth-grade form indicates which items are in each

scale. Item responses are also given on the data file so analyses can be

conducted with individual items or by creating different scalings (see, for

example, Finn, Pannozzo, & Voelkl, 1995). The data file also includes several

items that were not part of any scale:

• Grade 4 – student’s attendance at after-school events; the teacher’s rating

of the student’s academic performance; participation in special education.

• Grade 8 – attendance (classes missed in math, English); teacher-parent

conversations.

Most teachers responded to every item on the SPQ. However, for occasional

items left blank, the item mode was inserted before computing scale scores. For

example, in fourth grade, 94 cases had one item response inserted, 15 had two

item responses inserted, 4 had three item responses inserted, and 2 cases had

four item responses inserted.

Identification with School Questionnaire: The Identification with School

Questionnaire is included in Appendix B. Item responses, Belonging and Valuing

subscale scores, and a total identification score are contained on the data file. In

addition to 16 identification items, 6 items assessing peers’ influence are

embedded in the questionnaire (see the end of Appendix B) and are also

contained on the data file.

HIGH SCHOOL COURSES AND GRADES

Course taking information is included in the data file for 3,922 cases whose

transcripts provided 3 or 4 years of data between grade 9 and grade 12, or else 2

years of data in grades 11 and 12.22 Variable HSYRSCOR indicates the number

of years of data available for the particular student. Approximately 13% of the

22 Students with two years of data in other grades (e.g., 9 and 10) were coded ‘missing’ on the course-

taking indicators.

DATA FILES AND VARIABLES

2.

7

students provided 2 years of data. Approximately 14% provided 3 years of data,

of which over 90% provided data for grades 9, 10, and 11.

In the data file, the number of courses taken varies systematically depending on

the number of years of data available. Secondary analysts should consider

whether to include all students in an analysis and use HSYRSCOR as a control

variable, or to exclude students with 2 years (and possibly 3 years) of data.

The highest level course taken in a discipline is not related directly to the

number of years of data, since all cases have grade-11 data, and most have

grade-12 data as well. Higher level courses are likely to be taken in these

grades.

Students sometimes repeat courses they fail. The counts and grade averages

on the data file include both occasions. Other students, doing well, may take

more than one math course, for example, in a given semester. Both factors may

result in the total number of semesters of course work exceeding 8, the typical

number of semesters in a high school program.

Foreign Language Courses: The numbers of semesters of French, German, Latin,

and Spanish taken at each of 4 levels are included on the data file.

Course levels were determined by the course names (e.g., French 1, French 2,

French 3, French 4). Advanced language courses were coded as level 5 for

three students who had taken many previous classes.

In addition, the total number of semesters of (any) foreign languages taken in

high school is included on the data file (variable HSFLANGT), as well as the

highest level of any foreign language taken (variable HSLVLFLA).

Science Courses: The total number of semesters of science taken is included on the

data file (variable HSCIENTO).

Mathematics Courses: Mathematics courses were classified into 5 levels, using an

updated version of the taxonomy developed by Rock and Pollack (1995).23

• Level 1: Basic mathematics, pre-algebra courses, and introduction to

computers;

• Level 2: Algebra 1 and other courses involving beginning algebra;

• Level 3: Algebra 2, introductory geometry, and courses involving algebra

2 topics;

• Level 4: Algebra 3, advanced geometry, and other advanced courses

exclusive of calculus;

• Level 5: Calculus and analytic geometry.

23 A list of all course titles in each category is available from the authors.

DATA FILES AND VARIABLES

2.8

AP courses, with the exception of calculus, were classified as one level higher

than the level indicated by the course title.

The number of semesters of mathematics taken at each level is included on the

data file, as well as the total number of semesters of mathematics taken (variable

HSMATHTO). The highest level of mathematics reached is also included on the

file (variable HSLVLMTH).24

Grades: Grades were recorded by schools in several forms, most commonly 0—100 or

letter grades. Letter grades were converted to a numeric scale as follows:

A+ 97 B+ 87 C+ 77 D+ 67 F 59

A 95 B 85 C 75 D 65

A- 92 B- 82 C- 72 D- 62 P (passing) 80

Grade averages for science, mathematics, and languages were computed if any

course grades were available for the student. The “overall GPA” for all high

school courses was computed if the student provided data on 8 or more

courses (one semester each).

COLLEGE ENTRANCE EXAMS

Many more students took ACT exams than SATs. Variable HSACTON is

recommended for secondary analysis. Its value is equal to the original ACT total

score for students who took the ACT, and an SAT à ACT converted score for

those who took the SATs (see Krueger & Whitmore, 2001a).25

Flag variable FLAGSATA indicates correctly the number of cases on the data file

with ACT or SAT scores (3880). Variables HSSAT, HSACT, and HSTEST,

adjacent to the exam scores in the data file, indicate which test(s) the student

took. These were created by Krueger and Whitmore when looking for STAR

students in the examination files. They include some students who were found

in the SAT files, but who, for one reason or another, did not have accompanying

test scores. These variables may be used to identify students who took the SAT,

the ACT, both, or neither.

24 We discovered that the highest level of mathematics reached by students with 3 years of data was out

of the range of highest levels reached by students with 2 or 4 years of data. This suggests that cases

with 3 years of data should be excluded when analyzing this variable.

25 We have not looked in depth at the distribution of converted scores – a step that should be taken prior

to data analysis.

DATA FILES AND VARIABLES

2.

9

HIGH SCHOOL GRADUATION

Graduation information for 4992 cases was coded in two variables. Variable

HSGRDADD has five values:

• Dropped out (14.7%) – The student’s transcript was marked to indicate

that s/he had dropped out, and/or the records of the State Education

Department indicated drop out;

• Graduated (74.3%) – The student’s transcript was marked to indicate that

s/he had graduated, and/or State Education Department records indicate

that s/he graduated;

• GED (3.4%) – The student’s transcript and/or State records indicated that

s/he had received a GED diploma in lieu of a regular high school diploma;

• Probably dropped out (4.3%) – A judgment made by the research team

based on multiple criteria. High school records indicated a history of low

or failing grades, which ended prior to the last semester of the senior

year; no formal indication that the student transferred to another school

and no record that the student received a high school diploma in

Tennessee.26 Most students in this classification had poor attendance

records and/or multiple disciplinary problems, coupled with one or more

in-grade retentions.

• Probably graduated (3.2%) – A judgment made by the research team.

High school transcript indicated four years of passing grades, but was not

marked formally to indicate that the student graduated. Most students in

this classification had no record of attendance or disciplinary problems

and had met the school’s and State’s requirement for graduation.

Variable HSGRDCOL is a recoded version of HSGRDADD in which five

categories have been collapsed into two:

• Graduated (77.6%) – Graduated or probably graduated;

• Did not graduate (22.4%) – Dropped out or probably dropped out, or

received an alternative (GED) diploma.

26 The research team was very conservative in making this judgment, to avoid classifying students as

probable dropouts who gave any indication of high school completion.

STUDENT DATA

3.

1

CHAPTER 3

STUDENT DATA FILE

Types of Variables in Student File page 3.2

Sequence of Variables in Student File page 3.5

Codebook page 3.6

3.2 STUDENT DATA

TYPES OF VARIABLES IN STUDENT FILE

1. FLAG VARIABLES

2. DEMOGRAPHICS (STUDENT, CLASS, TEACHER, SCHOOL)

3. CLASS SIZE; CLASS TYPE COMPOSITE VARIABLES

4. ATTENDANCE, SPECIAL EDUCATION, RETENTION

5. ACHIEVEMENT TEST SCORES

6. ENGAGEMENT VARIABLES

7. HIGH SCHOOL COURSE TAKING AND GRADES

8. COLLEGE ENTRANCE EXAMS

9. HIGH SCHOOL GRADUATION

Beginning Page

1. FLAG VARIABLES

Grade K-3 participant flags...................... 3.7

Achievement data flags........................... 3.8

Participation study flags....................... 3.10

Identification study flag....................... 3.10

High school flags............................... 3.10

2. DEMOGRAPHICS

Student Demographic Variables

General.................................... 3.6

Kindergarten.............................. 3.16

Grade 1................................... 3.21

Grade 2................................... 3.28

Grade 3................................... 3.33

School Demographic Variables

Kindergarten.............................. 3.13

Grade 1................................... 3.18

Grade 2................................... 3.24

Grade 3................................... 3.29

Grade 4................................... 3.36

Grade 8................................... 3.54

Teacher Demographic Variables

Kindergarten.............................. 3.13

Grade 1................................... 3.18

Grade 2................................... 3.24

Grade 3................................... 3.30

Grade 4................................... 3.37

Class Demographic Variables

Grade 4................................... 3.37

STUDENT DATA

3.

3

Beginning Page

3. CLASS SIZE; CLASS TYPE COMPOSITE VARIABLES

Class Type Variables

Kindergarten.............................. 3.11

Grade 1................................... 3.11

Grade 2................................... 3.11

Grade 3................................... 3.12

Class Type Composite Variables.................. 3.12

Class Size Variables

Kindergarten.............................. 3.16

Grade 1................................... 3.21

Grade 2................................... 3.27

Grade 3................................... 3.33

Grade 4................................... 3.37

4. ATTENDANCE, SPECIAL EDUCATION, RETENTION

Attendance Variables

Kindergarten.............................. 3.17

Grade 1................................... 3.22

Grade 3................................... 3.34

Special Education/Instruction Variables

Kindergarten.............................. 3.17

Grade 1................................... 3.22

Retention

Kindergarten.............................. 3.16

Grade 1................................... 3.22

Grade 2................................... 3.28

Grade 3................................... 3.33

5. ACHIEVEMENT TEST SCORES

Kindergarten.................................... 3.17

Grade 1......................................... 3.22

Grade 2......................................... 3.28

Grade 3......................................... 3.34

Grade 4......................................... 3.38

Grade 5......................................... 3.49

Grade 6......................................... 3.51

Grade 7......................................... 3.52

Grade 8......................................... 3.54

3.4 STUDENT DATA

Beginning Page

6. ENGAGEMENT VARIABLES

Motivation Assessment Scores

Kindergarten.............................. 3.18

Grade 1................................... 3.23

Grade 2................................... 3.29

Grade 3................................... 3.36

Self-concept Assessment Scores

Kindergarten.............................. 3.18

Grade 1................................... 3.24

Grade 2................................... 3.29

Grade 3................................... 3.36

Student Participation Questionnaire

Grade 4................................... 3.40

Grade 8................................... 3.63

Identification with School Questionnaire

Grade 8................................... 3.56

7. HIGH SCHOOL COURSE TAKING AND GRADES

Foreign Language................................ 3.73

Mathematics..................................... 3.76

Science......................................... 3.77

GPAs............................................ 3.77

8. COLLEGE ENTRANCE EXAMS

ACT............................................. 3.79

SAT............................................. 3.78

9. HIGH SCHOOL GRADUATION................................ 3.80

STUDENT DATA

3.

5

SEQUENCE OF VARIABLES IN STUDENT FILE

Student Demographic Variables............................. 3.6

Flag Variables............................................ 3.7

Class Type Variables..................................... 3.11

Kindergarten Variables................................... 3.13

Grade 1 Variables........................................ 3.18

Grade 2 Variables........................................ 3.24

Grade 3 Variables........................................ 3.29

Grade 4 Variables........................................ 3.36

Grade 5 Variables........................................ 3.49

Grade 6 Variables........................................ 3.51

Grade 7 Variables........................................ 3.52

Grade 8 Variables........................................ 3.54

High School Variables.................................... 3.73

3.6 STUDENT DATA

*Variable also in comparison student data file

CODEBOOK

Student Demographic Variables

STDNTID Student ID*

Format: F5.0

Range: 10000 to 21600

GENDER Student gender*

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 6124 52.8 52.9

2 Female 5457 47.0 47.1

Total of valid cases 11581 99.8 100.0

System missing 20 0.2

RACE Student race/ethnicity*

Format: F1.0

Valid

Value Label N Percent Percent

1 White 7200 62.1 62.8

2 Black 4180 36.0 36.5

3 Asian 32 0.3 0.3

4 Hispanic 21 0.2 0.2

5 Native American 14 0.1 0.1

6 Other 20 0.2 0.2

Total of valid cases 11467 98.8 100.0

System missing 134 1.2

BIRTHMON Student month of birth*

Format: F2.0

Range: 1 to 12

System missing: N = 68

BIRTHDAY Student day of birth*

Format: F2.0

Range: 1 to 31

System missing: N = 68

STUDENT DATA

*Variable also in comparison student data file

3.

7

BIRTHYEA Student year of birth*

Format: F4.0

Valid

Value Label N Percent Percent

1977 58 0.5 0.5

1978 645 5.6 5.6

1979 3917 33.8 34.0

1980 6889 59.4 59.7

1981 24 0.2 0.2

Total of valid cases 11533 99.4 100.0

System missing 68 0.6

Flag Variables

FLAGSGK In STAR in kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5276 45.5 45.5

1 Yes 6325 54.5 54.5

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGSG1 In STAR in grade 1

Format: F1.0

Valid

Value Label N Percent Percent

0 No 4772 41.1 41.1

1 Yes 6829 58.9 58.9

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGSG2 In STAR in grade 2

Format: F1.0

Valid

Value Label N Percent Percent

0 No 4761 41.0 41.0

1 Yes 6840 59.0 59.0

Total of valid cases 11601 100.0

System missing 0 0.0

3.8 STUDENT DATA

FLAGSG3 In STAR in grade 3

Format: F1.0

Valid

Value Label N Percent Percent

0 No 4799 41.4 41.4

1 Yes 6802 58.6 58.6

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGGK Achievement data available kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5694 49.1 49.1

1 Yes 5907 50.9 50.9

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG1 Achievement data available grade 1

Format: F1.0

Valid

Value Label N Percent Percent

0 No 4917 42.4 42.4

1 Yes 6684 57.6 57.6

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG2 Achievement data available grade 2

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5042 43.5 43.5

1 Yes 6559 56.5 56.5

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG3 Achievement data available grade 3

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5137 44.3 44.3

1 Yes 6464 55.7 55.7

Total of valid cases 11601 100.0

System missing 0 0.0

STUDENT DATA

3.

9

FLAGG4 Achievement data available grade 4

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5262 45.4 45.4

1 Yes 6339 54.6 54.6

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG5 Achievement data available grade 5

Format: F1.0

Valid

Value Label N Percent Percent

0 No 9008 77.6 77.6

1 Yes 2593 22.4 22.4

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG6 Achievement data available grade 6

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5160 44.5 44.5

1 Yes 6441 55.5 55.5

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG7 Achievement data available grade 7

Format: F1.0

Valid

Value Label N Percent Percent

0 No 6659 57.4 57.4

1 Yes 4942 42.6 42.6

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGG8 Achievement data available grade 8

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5240 45.2 45.2

1 Yes 6361 54.8 54.8

Total of valid cases 11601 100.0

System missing 0 0.0

3.10 STUDENT DATA

FLAGPRT4 In participation study grade 4

Format: F1.0

Valid

Value Label N Percent Percent

0 No 9384 80.9 80.9

1 Yes 2217 19.1 19.1

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGIDN8 In identification study grade 8

Format: F1.0

Valid

Value Label N Percent Percent

0 No 7953 68.6 68.6

1 Yes 3648 31.4 31.4

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGPRT8 In participation study grade 8

Format: F1.0

Valid

Value Label N Percent Percent

0 No 8623 74.3 74.3

1 Yes 2978 25.7 25.7

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGSATA Valid SAT/ACT score available

Format: F1.0

Valid

Value Label N Percent Percent

0 No 7721 66.6 66.6

1 Yes 3880 33.4 33.4

Total of valid cases 11601 100.0

System missing 0 0.0

FLAGHSCO At least two years of high school course data

available

Format: F1.0

Valid

Value Label N Percent Percent

0 No 7679 66.2 66.2

1 Yes 3922 33.8 33.8

Total of valid cases 11601 100.0

System missing 0 0.0

STUDENT DATA

3.

11

FLAGHSGR Data on high school graduation status available

Format: F1.0

Valid

Value Label N Percent Percent

0 No 6609 57.0 57.0

1 Yes 4992 43.0 43.0

Total of valid cases 11601 100.0

System missing 0 0.0

Class Type Variables

GKCLASST Class type kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Small class 1900 16.4 30.0

2 Regular class 2194 18.9 34.7

3 Regular + aide 2231 19.2 35.3

class

Total of valid cases 6325 54.5 100.0

System missing 5276 45.5

G1CLASST Class type grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Small class 1925 16.6 28.2

2 Regular class 2584 22.3 37.8

3 Regular + aide 2320 20.0 34.0

class

Total of valid cases 6829 58.9 100.0

System missing 4772 41.1

G2CLASST Class type grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Small class 2016 17.4 29.5

2 Regular class 2329 20.1 34.0

3 Regular + aide 2495 21.5 36.5

class

Total of valid cases 6840 59.0 100.0

System missing 4761 41.0

3.12 STUDENT DATA

G3CLASST Class type grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Small class 2174 18.7 32.0

2 Regular class 2085 18.0 30.7

3 Regular + aide 2543 21.9 37.4

class

Total of valid cases 6802 58.6 100.0

System missing 4799 41.4

CMPSTYPE Class type composite

Format: F1.0

Valid

Value Label N Percent Percent

1 Small 3202 27.6 29.1

2 Regular 3045 26.2 27.7

3 Aide 4741 40.9 43.1

Total of valid cases 10988 94.7 100.0

System missing 613 5.3

CMPSDURA Duration composite

Format: F1.0

Valid

Value Label N Percent Percent

1 5562 47.9 50.6

2 2061 17.8 18.8

3 1699 14.6 15.5

4 1666 14.4 15.2

Total of valid cases 10988 94.7 100.0

System missing 613 5.3

YEARSSTA Number of years in STAR

Format: F5.0

Valid

Value Label N Percent Percent

1 4318 37.2 37.2

2 2454 21.2 21.2

3 1746 15.1 15.1

4 3083 26.6 26.6

Total of valid cases 11601 100.0 100.0

System missing 0 0.0

STUDENT DATA

3.

13

YEARSSMA Number of years in small classes

Format: F5.0

Valid

Value Label N Percent Percent

0 7920 68.3 68.3

1 1585 13.7 13.7

2 715 6.2 6.2

3 524 4.5 4.5

4 857 7.4 7.4

Total of valid cases 11601 100.0 100.0

System missing 0 0.0

Kindergarten School Variables

GKSCHID Kindergarten School ID

Format: F6.0

Range: 112038 to 264945

System missing: N = 5276

GKSURBAN School urbanicity kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 1428 12.3 22.6

2 Suburban 1412 12.2 22.3

3 Rural 2917 25.1 46.1

4 Urban 568 4.9 9.0

Total of valid cases 6325 54.5 100.0

System missing 5276 45.5

Kindergarten Teacher Variables

GKTCHID Kindergarten teacher ID

Format: F8.0

Range: 11203801 to 26494505

System missing: N = 5276

GKTGEN Teacher gender kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 0 0.0 0.0

2 Female 6325 54.5 100.0

Total of valid cases 6325 54.5 100.0

System missing 5276 45.5

3.14 STUDENT DATA

GKTRACE Teacher race/ethnicity kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 White 5246 45.2 83.5

2 Black 1036 8.9 16.5

3 Asian 0 0.0 0.0

4 Hispanic 0 0.0 0.0

5 Native American 0 0.0 0.0

6 Other 0 0.0 0.0

Total of valid cases 6282 54.2 100.0

System missing 5319 45.8

GKTHIGHD Teacher highest degree kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Associates 0 0.0 0.0

2 Bachelors 4119 35.5 65.3

3 Masters 1981 17.1 31.4

4 Masters + 161 1.4 2.6

5 Specialist 43 0.4 0.7

6 Doctoral 0 0.0 0.0

Total of valid cases 6304 54.3 100.0

System missing 5297 45.7

GKTCAREE Teacher career ladder level kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Chose not to be on 0 0.0 0.0

career ladder

2 Apprentice 514 4.4 9.0

3 Probation 334 2.9 5.8

4 Ladder level 1 4671 40.3 81.5

5 Ladder level 2 119 1.0 2.1

6 Ladder level 3 54 0.5 0.9

7 Pending 37 0.3 0.6

Total of valid cases 5729 49.4 100.0

System missing 5872 50.6

STUDENT DATA

3.

15

GKTYEARS Years of total teaching experience kindergarten

Format: F2.0

Valid

Value Label N Percent Percent

0 302 2.6 4.8

1 312 2.7 4.9

2 268 2.3 4.3

3 374 3.2 5.9

4 209 1.8 3.3

5 399 3.4 6.3

6 445 3.8 7.1

7 187 1.6 3.0

8 512 4.4 8.1

9 236 2.0 3.7

10 351 3.0 5.6

11 414 3.6 6.6

12 523 4.5 8.3

13 495 4.3 7.9

14 229 2.0 3.6

15 224 1.9 3.6

16 143 1.2 2.3

17 154 1.3 2.4

18 58 0.5 0.9

19 55 0.5 0.9

20 144 1.2 2.3

21 103 0.9 1.6

22 64 0.6 1.0

24 68 0.6 1.1

27 35 0.3 0.6

Total of valid cases 6304 54.3 100.0

System missing 5297 45.7

3.16 STUDENT DATA

GKCLASSS Class size kindergarten

Format: F5.0

Valid

Value Label N Percent Percent

12 96 0.8 1.5

13 247 2.1 3.9

14 308 2.7 4.9

15 360 3.1 5.7

16 512 4.4 8.1

17 493 4.2 7.8

18 54 0.5 0.9

19 247 2.1 3.9

20 240 2.1 3.8

21 546 4.7 8.6

22 880 7.6 13.9

23 851 7.3 13.5

24 792 6.8 12.5

25 300 2.6 4.7

26 182 1.6 2.9

27 189 1.6 3.0

28 28 0.2 0.4

Total of valid cases 6325 54.5 100.0

System missing 5276 45.5

Kindergarten Student Variables

GKFREELU Free/reduced lunch status kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Free lunch 3052 26.3 48.4

2 Non-free lunch 3248 28.0 51.6

Total of valid cases 6300 54.3 100.0

System missing 5301 45.7

GKREPEAT Repeating kindergarten in 1985-1986 school year

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 6044 52.1 96.0

2 No 253 2.2 4.0

Total of valid cases 6297 54.3 100.0

System missing 5304 45.7

STUDENT DATA

3.

17

GKSPECED Special education status kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 202 1.7 3.2

2 No 6122 52.8 96.8

Total of valid cases 6324 54.5 100.0

System missing 5277 45.5

GKSPECIN Pulled out for special instruction kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 290 2.5 4.6

2 No 6034 52.0 95.4

Total of valid cases 6324 54.5 100.0

System missing 5277 45.5

GKPRESEN Days present at school kindergarten

Format: F5.0

Range: 6 to 180

System missing: N = 5350

GKABSENT Days absent from school kindergarten

Format: F5.0

Range: 0 to 99

System missing: N = 5350

GKTREADS Total reading scaled score SAT kindergarten

Format: F5.0

Range: 315 to 627

System missing: N = 5812

GKTMATHS Total math scaled score SAT kindergarten

Format: F5.0

Range: 288 to 626

System missing: N = 5730

GKTLISTS Total listening scale score SAT kindergarten

Format: F5.0

Range: 397 to 671

System missing: N = 5764

GKWORDSK Word study skills scale score SAT kindergarten

Format: F5.0

Range: 315 to 593

System missing: N = 5750

3.18 STUDENT DATA

*Variable also in comparison student data file

GKMOTIVR Motivation raw score SCAMIN kindergarten

Format: F5.0

Range: 0 to 36

System missing: N = 6563

GKSELFCO Self-concept raw score SCAMIN kindergarten

Format: F5.0

Range: 0 to 72

System missing: N = 6563

Grade 1 School Variables

G1SCHID Grade 1 School ID*

Format: F6.0

Range: 112038 to 264945

System missing: N = 4772

G1SURBAN School urbanicity grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 1380 11.9 20.2

2 Suburban 1586 13.7 23.2

3 Rural 3237 27.9 47.4

4 Urban 626 5.4 9.2

Total of valid cases 6829 58.9 100.0

System missing 4772 41.1

Grade 1 Teacher Variables

G1TCHID Grade 1 teacher ID*

Format: F8.0

Range: 11203804 to 26494510

System missing: N = 4772

G1TGEN Teacher gender grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 29 0.2 0.4

2 Female 6781 58.5 99.6

Total of valid cases 6810 58.7 100.0

System missing 4791 41.3

STUDENT DATA

3.

19

G1TRACE Teacher race/ethnicity grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 White 5623 48.5 82.6

2 Black 1187 10.2 17.4

3 Asian 0 0.0 0.0

4 Hispanic 0 0.0 0.0

5 Native American 0 0.0 0.0

6 Other 0 0.0 0.0

Total of valid cases 6810 58.7 100.0

System missing 4791 41.3

G1THIGHD Teacher highest degree grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Associates 0 0.0 0.0

2 Bachelors 4456 38.4 65.4

3 Masters 2294 19.8 33.7

4 Masters + 0 0.0 0.0

5 Specialist 38 0.3 0.6

6 Doctoral 22 0.2 0.3

Total of valid cases 6810 58.7 100.0

System missing 4791 41.3

G1TCAREE Teacher career ladder level grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Chose not to be on 506 4.4 7.5

career ladder

2 Apprentice 718 6.2 10.6

3 Probation 666 5.7 9.8

4 Ladder level 1 4492 38.7 66.2

5 Ladder level 2 114 1.0 1.7

6 Ladder level 3 291 2.5 4.3

7 Pending 0 0.0 0.0

Total of valid cases 6787 58.5 100.0

System missing 4814 41.5

3.20 STUDENT DATA

G1TYEARS Years of total teaching experience grade 1

Format: F2.0

Valid

Value Label N Percent Percent

0 287 2.5 4.2

1 362 3.1 5.3

2 443 3.8 6.5

3 307 2.6 4.5

4 329 2.8 4.8

5 286 2.5 4.2

6 282 2.4 4.1

7 331 2.9 4.9

8 334 2.9 4.9

9 309 2.7 4.5

10 168 1.4 2.5

11 371 3.2 5.4

12 324 2.8 4.8

13 330 2.8 4.8

14 164 1.4 2.4

15 205 1.8 3.0

16 229 2.0 3.4

17 166 1.4 2.4

18 228 2.0 3.3

19 154 1.3 2.3

20 211 1.8 3.1

21 119 1.0 1.7

22 39 0.3 0.6

23 138 1.2 2.0

24 44 0.4 0.6

25 63 0.5 0.9

26 33 0.3 0.5

27 125 1.1 1.8

28 24 0.2 0.4

29 44 0.4 0.6

30 13 0.1 0.2

31 67 0.6 1.0

32 74 0.6 1.1

33 44 0.4 0.6

35 25 0.2 0.4

36 34 0.3 0.5

37 22 0.2 0.3

38 15 0.1 0.2

39 42 0.4 0.6

42 25 0.2 0.4

Total of valid cases 6810 58.7 100.0

System missing 4791 41.3

STUDENT DATA

*Variable also in comparison student data file

3.

21

Grade 1 Class Variables

G1CLASSS Class size grade 1*

Format: F5.0

Valid

Value Label N Percent Percent

12 24 0.2 0.4

13 182 1.6 2.7

14 252 2.2 3.7

15 465 4.0 6.8

16 272 2.3 4.0

17 578 5.0 8.5

18 144 1.2 2.1

19 190 1.6 2.8

20 340 2.9 5.0

21 756 6.5 11.1

22 924 8.0 13.5

23 897 7.7 13.1

24 648 5.6 9.5

25 400 3.4 5.9

26 364 3.1 5.3

27 162 1.4 2.4

28 84 0.7 1.2

29 87 0.7 1.3

30 60 0.5 0.9

Total of valid cases 6829 58.9 100.0

System missing 4772 41.1

Grade 1 Student Variables

G1FREELU Free/reduced lunch status grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Free lunch 3429 29.6 51.6

2 Non-free lunch 3221 27.8 48.4

Total of valid cases 6650 57.3 100.0

System missing 4951 42.7

3.22 STUDENT DATA

* Variable also in comparison student data file

G1PROMOT Recommended for promotion from grade 1 to grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes, recommended 5945 51.2 89.4

2 No, not recommended 708 6.1 10.6

Total of valid cases 6653 57.3 100.0

System missing 4948 42.7

G1SPECED Special education status grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 84 0.7 1.2

2 No 6742 58.1 98.8

Total of valid cases 6826 58.8 100.0

System missing 4775 41.2

G1SPECIN Pulled out for special instruction grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 1164 10.0 17.1

2 No 5662 48.8 82.9

Total of valid cases 6826 58.8 100.0

System missing 4775 41.2

G1PRESEN Days present at school grade 1

Format: F5.0

Range: 1 to 180

System missing: N = 4942

G1ABSENT Days absent from school grade 1

Format: F5.0

Range: 0 to 84

System missing: N = 4939

G1TREADS Total reading scale scores SAT Grade 1*

Format: F5.0

Range: 404 to 651

System missing: N = 5206

G1TMATHS Total math scale score SAT grade 1*

Format: F5.0

Range: 404 to 676

System missing: N = 5003

STUDENT DATA

*Variable also in comparison student data file

3.

23

G1TLISTS Total listening scale score SAT grade 1*

Format: F5.0

Range: 477 to 708

System missing: N = 5045

G1WORDSK Word study skills scale score SAT grade 1*

Format: F5.0

Range: 317 to 601

System missing: N = 5629

G1READBS Reading raw score BSF grade 1*

Format: F5.0

Range: 2 to 32

System missing: N = 5065

G1MATHBS Math raw score BSF grade 1*

Format: F5.0

Range: 3 to 44

System missing: N = 5088

G1READ_B Reading number objectives mastered BSF grade 1*

Format: F5.0

Range: 0 to 8

System missing: N = 5888

G1MATH_B Math number objectives mastered BSF grade 1*

Format: F5.0

Range: 0 to 11

System missing: N = 5916

G1READ_C Reading percent objectives mastered BSF grade 1*

Format: F5.0

Range: 0 to 100

System missing: N = 5888

G1MATH_C Math percent objectives mastered BSF grade 1*

Format: F5.0

Range: 0 to 100

System missing: N = 5916

G1MOTIVR Motivation raw score SCAMIN

grade 1

Format: F5.0

Range: 27 to 60

System missing: N = 5749

3.24 STUDENT DATA

* Variable also in comparison student data file

G1SELFCO Self-concept raw score SCAMIN grade 1

Format: 5.0

Range: 14 to 60

System missing: N = 5749

Grade 2 School Variables

G2SCHID Grade 2 School ID*

Format: F6.0

Range: 112038 to 264945

System missing: N = 4761

G2SURBAN School urbanicity grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 1481 12.8 21.6

2 Suburban 1710 14.7 25.0

3 Rural 3167 27.3 46.3

4 Urban 482 4.2 7.0

Total of valid cases 6840 59.0 100.0

System missing 4761 41.0

Grade 2 Teacher Variables

G2TCHID Grade 2 teacher ID*

Format: F8.0

Range: 112030807 to 26494516

System missing: N = 4761

G2TGEN Teacher gender grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 71 0.6 1.0

2 Female 6709 57.8 99.0

Total of valid cases 6780 58.4 100.0

System missing 4821 41.6

STUDENT DATA

3.

25

G2TRACE Teacher race/ethnicity grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 White 5398 46.5 79.6

2 Black 1382 11.9 20.4

3 Asian 0 0.0 0.0

4 Hispanic 0 0.0 0.0

5 Native American 0 0.0 0.0

6 Other 0 0.0 0.0

Total of valid cases 6780 58.4 100.0

System missing 4821 41.6

G2THIGHD Teacher highest degree grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Associates 0 0.0 0.0

2 Bachelors 4250 36.6 62.7

3 Masters 2427 20.9 35.8

4 Masters + 0 0.0 0.0

5 Specialist 67 0.6 1.0

6 Doctoral 36 0.3 0.5

Total of valid cases 6780 58.4 100.0

System missing 4821 41.6

G2TCAREE Teacher career ladder level grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Chose not to be on 755 6.5 11.2

career ladder

2 Apprentice 482 4.2 7.2

3 Probation 411 3.5 6.1

4 Ladder level 1 4703 40.5 70.0

5 Ladder level 2 123 1.1 1.8

6 Ladder level 3 247 2.1 3.7

7 Pending 0 0.0 0.0

Total of valid cases 6721 57.9 100.0

System missing 4880 42.1

3.26 STUDENT DATA

G2TYEARS Years of total teaching experience grade 2

Format: F2.0

Valid

Value Label N Percent Percent

0 156 1.3 2.3

1 333 2.9 4.9

2 340 2.9 5.0

3 113 1.0 1.7

4 340 2.9 5.0

5 175 1.5 2.6

6 188 1.6 2.8

7 161 1.4 2.4

8 343 3.0 5.1

9 343 3.0 5.1

10 309 2.7 4.6

11 242 2.1 3.6

12 449 3.9 6.7

13 329 2.8 4.9

14 311 2.7 4.6

15 405 3.5 6.0

16 140 1.2 2.1

17 161 1.4 2.4

18 288 2.5 4.3

19 279 2.4 4.1

20 142 1.2 2.1

21 77 0.7 1.1

22 148 1.3 2.2

23 144 1.2 2.1

24 26 0.2 0.4

25 95 0.8 1.4

26 60 0.5 0.9

27 41 0.4 0.6

28 105 0.9 1.6

29 42 0.4 0.6

30 85 0.7 1.3

31 123 1.1 1.8

32 65 0.6 1.0

33 86 0.7 1.3

34 24 0.2 0.4

35 34 0.3 0.5

39 16 0.1 0.2

40 21 0.2 0.3

Total of valid cases 6739 58.1 100.0

System missing 4862 41.9

STUDENT DATA

*Variable also in comparison student data file

3.

27

G2TTRAIN Attend STAR teacher training grade 2

Format: F2.0

Valid

Value Label N Percent Percent

1 Yes, attended STAR 1108 9.6 16.2

training

2 No, did not attend 5732 49.4 83.8

STAR training

Total of valid cases 6840 59.0 100.0

System missing 4761 41.0

Grade 2 Class Variables

G2CLASSS Class size grade 2*

Format: F5.0

Valid

Value Label N Percent Percent

12 36 0.3 0.5

13 208 1.8 3.0

14 378 3.3 5.5

15 480 4.1 7.0

16 480 4.1 7.0

17 323 2.8 4.7

18 108 0.9 1.6

19 133 1.1 1.9

20 60 0.5 0.9

21 378 3.3 5.5

22 968 8.3 14.2

23 943 8.1 13.8

24 1128 9.7 16.5

25 600 5.2 8.8

26 338 2.9 4.9

27 135 1.2 2.0

28 28 0.2 0.4

29 116 1.0 1.7

Total of valid cases 6840 59.0 100.0

System missing 4761 41.0

3.28 STUDENT DATA

*Variable also in comparison student data file

Grade 2 Student Variables

G2FREELU Free/reduced lunch status grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Free lunch 3336 28.8 51.4

2 Non-free lunch 3160 27.2 48.6

Total of valid cases 6496 56.0 100.0

System missing 5105 44.0

G2PROMOT Recommended for promotion from grade 2 to grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes, recommended 6022 51.9 95.3

2 No, not recommended 299 2.6 4.7

Total of valid cases 6321 54.5 100.0

System missing 5280 45.5

G2TREADS Total reading scale scores SAT Grade 2*

Format: F5.0

Range: 468 to 732

System missing: N = 5524

G2TMATHS Total math scale score SAT grade 2*

Format: F5.0

Range: 441 to 721

System missing: N = 5536

G2TLISTS Total listening scale score SAT grade 2*

Format: F5.0

Range: 510 to 740

System missing: N = 5558

G2WORDSK Word study skills scale score SAT grade 2*

Format: F5.0

Range: 420 to 672

System missing: N = 5254

G2READBS Reading raw score BSF grade 2*

Format: F5.0

Range: 7 to 48

System missing: N = 5232

STUDENT DATA

*Variable also in comparison student data file

3.

29

G2MATHBS Math raw score BSF grade 2*

Format: F5.0

Range: 11 to 60

System missing: N = 5138

G2READ_B Reading number objectives mastered BSF grade 2*

Format: F5.0

Range: 0 to 12

System missing: N = 5148

G2MATH_B Math number objectives mastered BSF grade 2*

Format: F5.0

Range: 0 to 15

System missing: N = 5130

G2READ_C Reading percent objectives mastered BSF grade 2*

Format: F5.0

Range: 18 to 100

System missing: N = 5130

G2MATH_C Math percent objectives mastered BSF grade 2

Format: F5.0

Range: 0 to 100

System missing: N = 5130

G2MOTIVR Motivation raw score SCAMIN grade 2

Format: F5.0

Range: 16 to 60

System missing: N = 5483

G2SELFCO Self-concept raw score SCAMIN grade 2

Format: F5.0

Range: 15 to 60

System missing: N = 5483

Grade 3 School Variables

G3SCHID Grade 3 School ID*

Format: F6.0

Range: 112038 to 264945

System missing: N = 4799

3.30 STUDENT DATA

*Variable also in comparison student data file

G3SURBAN School urbanicity grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 1335 11.5 19.6

2 Suburban 1720 14.8 25.3

3 Rural 3240 27.9 47.6

4 Urban 507 4.4 7.5

Total of valid cases 6802 58.6 100.0

System missing 4799 41.4

Grade 3 Teacher Variables

G3TCHID Grade 3 teacher ID*

Format: F8.0

Range: 11203810 to 26494522

System missing: N = 4800

G3TGEN Teacher gender grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 228 2.0 3.4

2 Female 6523 56.2 96.6

Total of valid cases 6751 58.2 100.0

System missing 4850 41.8

G3TRACE Teacher race/ethnicity grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 White 5328 45.9 78.9

2 Black 1409 12.1 20.9

3 Asian 14 0.1 0.2

4 Hispanic 0 0.0 0.0

5 Native American 0 0.0 0.0

6 Other 0 0.0 0.0

Total of valid cases 6751 58.2 100.0

System missing 4850 41.8

STUDENT DATA

3.

31

G3THIGHD Teacher highest degree grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Associates 0 0.0 0.0

2 Bachelors 3762 32.4 55.8

3 Masters 2885 24.9 42.8

4 Masters + 0 0.0 0.0

5 Specialist 89 0.8 1.3

6 Doctoral 0 0.0 0.0

Total of valid cases 6736 58.1 100.0

System missing 4865 41.9

G3TCAREE Teacher career ladder level grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Chose not to be on 497 4.3 7.4

career ladder

2 Apprentice 316 2.7 4.7

3 Probation 550 4.7 8.1

4 Ladder level 1 4437 38.2 65.7

5 Ladder level 2 484 4.2 7.2

6 Ladder level 3 467 4.0 6.9

7 Pending 0 0.0 0.0

Total of valid cases 6751 58.2 100.0

System missing 4850 41.8

G3TYEARS Years of total teaching experience grade 3

Format: F2.0

Valid

Value Label N Percent Percent

0 215 1.9 3.2

1 154 1.3 2.3

2 216 1.9 3.2

3 234 2.0 3.5

4 210 1.8 3.1

5 292 2.5 4.3

6 155 1.3 2.3

7 285 2.5 4.2

8 304 2.6 4.5

9 308 2.7 4.6

10 188 1.6 2.8

11 229 2.0 3.4

12 246 2.1 3.6

13 284 2.4 4.2

14 357 3.1 5.3

3.32 STUDENT DATA

15 390 3.4 5.8

16 234 2.0 3.5

17 266 2.3 3.9

18 263 2.3 3.9

19 369 3.2 5.5

20 130 1.1 1.9

21 155 1.3 2.3

22 215 1.9 3.2

23 118 1.0 1.7

24 117 1.0 1.7

25 95 0.8 1.4

26 156 1.3 2.3

27 15 0.1 0.2

28 70 0.6 1.0

29 70 0.6 1.0

30 100 0.9 1.5

31 94 0.8 1.4

32 25 0.2 0.4

33 52 0.4 0.8

34 15 0.1 0.2

36 77 0.7 1.1

37 23 0.2 0.3

38 25 0.2 0.4

Total of valid cases 6751 58.2 100.0

System missing 4850 41.8

G3TTRAIN Attend STAR teacher training grade 3

Format: F2.0

Valid

Value Label N Percent Percent

1 Yes, attended STAR 1161 10.0 17.1

training

2 No, did not attend 5641 48.6 82.9

STAR training

Total of valid cases 6802 58.6 100.0

System missing 4799 41.4

STUDENT DATA

*Variable also in comparison student data file

3.

33

Grade 3 Class Variables

G3CLASSS Class size grade 3*

Format: F5.0

Valid

Value Label N Percent Percent

11 22 0.2 0.3

12 24 0.2 0.4

13 195 1.7 2.9

14 238 2.1 3.5

15 465 4.0 6.8

16 512 4.4 7.5

17 459 4.0 6.7

18 198 1.7 2.9

19 171 1.5 2.5

20 240 2.1 3.5

21 483 4.2 7.1

22 638 5.5 9.4

23 552 4.8 8.1

24 696 6.0 10.2

25 775 6.7 11.4

26 442 3.8 6.5

27 351 3.0 5.2

28 224 1.9 3.3

29 116 1.0 1.7

Total of valid cases 6801 58.6 100.0

System missing 4800 41.4

Grade 3 Student Variables

G3FREELU Free/reduced lunch status grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Free lunch 3293 28.4 50.5

2 Non-free lunch 3227 27.8 49.5

Total of valid cases 6520 56.2 100.0

System missing 5081 43.8

G3PROMOT Recommended for promotion from grade 3 to grade 4

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes, recommended 6142 52.9 95.9

2 No, not recommended 260 2.2 4.1

Total of valid cases 6402 55.2 100.0

System missing 5199 44.8

3.34 STUDENT DATA

*Variable also in comparison student data file

G3PRESEN Days present at school grade 3

Format: F5.0

Range: 1 to 180

System missing: N = 5021

G3ABSENT Days absent from school grade 3

Format: F5.0

Range: 0 to 77

System missing: N = 5014

G3TREADS Total reading scale scores SAT Grade 3*

Format: F5.0

Range: 499 to 775

System missing: N = 5601

G3TMATHS Total math scale score SAT grade 3*

Format: F5.0

Range: 487 to 774

System missing: N = 5524

G3TLANGS Total language scale score SAT grade 3*

Format: F5.0

Range: 512 to 785

System missing: N = 5511

G3TLISTS Total listening scale score SAT grade 3*

Format: F5.0

Range: 524 to 779

System missing: N = 5527

G3SCIENC Science scale score SAT grade 3

Format: F5.0

Range: 464 to 757

System missing: N = 5280

G3SOCIAL Social science scale score SAT grade 3*

Format: F5.0

Range: 486 to 744

System missing: N = 5275

G3SPELLS Spelling scale score SAT grade 3*

Format: F5.0

Range: 463 to 746

System missing: N = 5264

STUDENT DATA

*Variable also in comparison student data file

3.

35

G3VOCABS Vocabulary scale score SAT grade 3*

Format: F5.0

Range: 487 to 754

System missing: N = 5279

G3MATHCO Math computation scale score SAT grade 3*

Format: F5.0

Range: 451 to 739

System missing: N = 5254

G3MATHNU Concept of numbers scale score SAT grade 3*

Format: F5.0

Range: 452 to 739

System missing: N = 5255

G3MATHAP Math applications scale score SAT grade 3*

Format: F5.0

Range: 427 to 726

System missing: N = 5254

G3WORDSK Word study skills scale score SAT grade 3*

Format: F5.0

Range: 477 to 740

System missing: N = 5252

G3READBS Reading raw score BSF grade 3*

Format: F5.0

Range: 6 to 40

System missing: N = 5695

G3MATHBS Math raw score BSF grade 3*

Format: F5.0

Range: 8 to 60

System missing: N = 5599

G3READ_B Reading number objectives mastered BSF grade 3*

Format: F5.0

Range: 0 to 10

System missing: N = 5327

G3MATH_B Math number objectives mastered BSF grade 3*

Format: F5.0

Range: 0 to 15

System missing: N = 5361

3.36 STUDENT DATA

*Variable also in comparison student data file

G3READ_C Reading percent objectives mastered BSF grade 3*

Format: F5.0

Range: 0 to 100

System missing: N = 5695

G3MATH_C Math percent objectives mastered BSF grade 3*

Format: F5.0

Range: 0 to 100

System missing: N = 5599

G3MOTIVR Motivation raw score SCAMIN grade 3

Format: F5.0

Range: 17 to 60

System missing: N = 5472

G3SELFCO Self-concept raw score SCAMIN grade 3

Format: 5.0

Range: 12 to 60

System missing: N = 5472

Grade 4 School Variables

G4SCHID Grade 4 School ID

Format: F6.0

Range: 112038 to 264945

System missing: N = 6895

G4SURBAN School urbanicity grade 4

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 326 2.8 7.5

2 Suburban 1069 9.2 24.5

3 Rural 2596 22.4 59.6

4 Urban 363 3.1 8.3

Total of valid cases 4354 37.5 100.0

System missing 7247 62.5

STUDENT DATA

3.

37

Grade 4 Teacher Variables

G4TCHID Grade 4 teacher ID

Format: F8.0

Range: 11203813 to 26494528

System missing: N = 9384

G4TGEN Teacher gender grade 4

Format: F1.0

Valid

Value Label N Percent Percent

1 Male 125 1.1 5.6

2 Female 2092 18.0 94.4

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4TRACE Teacher race/ethnicity grade 4

Format: F1.0

Valid

Value Label N Percent Percent

1 White 1840 15.9 83.9

2 Black 353 3.0 16.1

3 Asian 0 0.0 0.0

4 Hispanic 0 0.0 0.0

5 Native American 0 0.0 0.0

6 Other 0 0.0 0.0

Total of valid cases 2193 18.9 100.0

System missing 9408 81.1

Grade 4 Class Variables

G4NCLASS Number students class roster grade 4

Format: F5.0

Value Label N Percent Percent

11 3 0.0 0.1

13 1 0.0 0.0

14 1 0.0 0.0

17 12 0.1 0.5

18 14 0.1 0.6

19 19 0.2 0.9

20 16 0.1 0.7

21 37 0.3 1.7

22 105 0.9 4.7

23 167 1.4 7.5

24 251 2.2 11.3

25 247 2.1 11.1

3.38 STUDENT DATA

26 343 3.0 15.5

27 341 2.9 15.4

28 287 2.5 12.9

29 167 1.4 7.5

30 146 1.3 6.6

31 50 0.4 2.3

32 10 0.1 0.5

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4NWHITE Number white students class roster grade 4

Format: F5.0

Range: 0 to 31

System missing: N = 9384

G4NBLACK Number black students class roster grade 4

Format: F5.0

Range: 0 to 30

System missing: N = 9384

G4NOTHER Number other race/ethnicity students class roster

grade 4

Format: F5.0

Range: 0 to 5

System missing: N = 9384

G4PERNWH Percent non-white students in classroom

Format: F5.0

Range: 0 to 100

System missing: N = 9384

G4NFREEL Number students on free-reduced lunch class roster

grade 4

Format: F5.0

Range: 0 to 28

System missing: N = 9523

Grade 4 Student Variables

G4TREADS Total reading scale score CTBS grade 4

Format: F5.0

Range: 499 to 775

System missing: N = 5596

STUDENT DATA

3.

39

G4TMATHS Total math scale score CTBS grade 4

Format: F5.0

Range: 492 to 840

System missing: N = 7270

G4TLANGS Total language scale score CTBS

grade 4

Format: F5.0

Range: 558 to 841

System missing: N = 7359

G4TBATTS Total battery scale score CTBS grade 4

Format: F5.0

Range: 526 to 829

System missing: N = 7288

G4SCIENC Science scale score CTBS grade 4

Format: F5.0

Range: 564 to 859

System missing: N = 7277

G4SOCIAL Social science scale score CTBS grade 4

Format: F5.0

Range: 560 to 866

System missing: N = 7276

G4READCO Reading comprehension scale score CTBS grade 4

Format: F5.0

Range: 528 to 836

System missing: N = 7346

G4SPELLS Spelling scale score CTBS grade 4

Format: F5.0

Range: 496 to 826

System missing: N = 7266

G4VOCABS Vocabulary scale score CTBS

grade 4

Format: F5.0

Range: 526 to 830

System missing: N = 7347

G4MATHCO Math computation scale score CTBS grade 4

Format: F5.0

Range: 487 to 821

System missing: N = 7263

3.40 STUDENT DATA

G4MATH_A Math concepts and applications scale score CTBS

grade 4

Format: F5.0

Range: 496 to 858

System missing: N = 7268

G4LANGEX Language expression scale score CTBS grade 4

Format: F5.0

Range: 567 to 839

System missing: N = 7351

G4LANGME Language mechanics scale score CTBS

grade 4

Format: F5.0

Range: 549 to 843

System missing: N = 7351

G4STUDYS Study skills scale score CTBS grade 4

Format: F5.0

Range: 503 to 859

System missing: N = 7276

G4READBS Reading number objectives mastered BSF grade 4

Format: F5.0

Range: 0 to 7

System missing: N = 7339

G4MATHBS Math number objectives mastered BSF grade

Format: F5.0

Range: 0 to 8

System missing: N = 7261

Grade 4 Student Participation Questionnaire

G4PTATTN Grade 4 Participation: Pays attention in class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 40 0.3 1.8

2 181 1.6 8.2

3 Sometimes 537 4.6 24.3

4 854 7.4 38.6

5 Always 600 5.2 27.1

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

STUDENT DATA

3.

41

G4PTHWRK Grade 4 Participation: Completes homework on time

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 61 0.5 2.8

2 170 1.5 7.7

3 Sometimes 416 3.6 18.8

4 638 5.5 28.9

5 Always 926 8.0 41.9

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTOTH Grade 4 Participation: Works well with others

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 40 0.3 1.8

2 170 1.5 7.7

3 Sometimes 405 3.5 18.3

4 761 6.6 34.4

5 Always 841 7.2 37.9

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTMTRL Grade 4 Participation: Loses materials

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 675 5.8 30.1

2 511 4.4 23.2

3 Sometimes 628 5.4 28.5

4 309 2.7 14.0

5 Always 93 0.8 4.2

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

G4PTLATE Grade 4 Participation: Comes late to class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1629 14.0 73.5

2 259 2.2 11.7

3 Sometimes 204 1.8 9.2

4 90 0.8 4.1

5 Always 35 0.3 1.6

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

3.42 STUDENT DATA

G4PTRIES Grade 4 Participation: Tries to do work well

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 109 0.9 4.9

2 233 2.0 10.5

3 Sometimes 497 4.3 22.4

4 616 5.3 27.8

5 Always 762 6.6 34.4

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTRSTL Grade 4 Participation: Acts restless

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 878 7.6 39.6

2 522 4.5 23.5

3 Sometimes 487 4.2 22.0

4 225 1.9 10.1

5 Always 105 0.9 4.7

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTDISC Grade 4 Participation: Participates in discussions

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 116 1.0 5.2

2 260 2.2 11.7

3 Sometimes 650 5.6 29.3

4 569 4.9 25.7

5 Always 622 5.4 28.1

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTWORK Grade 4 Participation: Completes seat work

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 50 0.4 2.3

2 141 1.2 6.4

3 Sometimes 334 2.9 15.1

4 657 5.7 29.6

5 Always 1035 8.9 46.7

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

STUDENT DATA

3.

43

G4PTIMPT Grade 4 Participation: Thinks school is important

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 68 0.6 3.1

2 190 1.6 8.6

3 Sometimes 360 3.1 16.2

4 644 5.6 29.0

5 Always 955 8.2 43.1

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTREPR Grade 4 Participation: Needs reprimanding

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 707 6.1 31.9

2 553 4.8 24.9

3 Sometimes 640 5.5 28.9

4 235 2.0 10.6

5 Always 82 0.7 3.7

Total of valid cases 2217 19.1 100.0

System missing 9384 80.9

G4PTANOY Grade 4 Participation: Annoys others

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 978 8.4 44.1

2 489 4.2 22.1

3 Sometimes 475 4.1 21.4

4 195 1.7 8.8

5 Always 80 0.7 3.6

Total of valid cases 2214 19.1 100.0

System missing 9387 80.9

G4PTPERS Grade 4 Participation: Is persistent

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 210 1.8 9.5

2 338 2.9 15.3

3 Sometimes 652 5.6 29.4

4 584 5.0 26.4

5 Always 432 3.7 19.5

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

3.44 STUDENT DATA

G4PTKNOW Grade 4 Participation: Doesn't know what's going on

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 990 8.5 44.7

2 514 4.4 23.2

3 Sometimes 491 4.2 22.2

4 167 1.4 7.5

5 Always 54 0.5 2.4

Total of valid cases 2216 19.0 100.0

System missing 9385 80.9

G4PTEXTR Grade 4 Participation: Does extra work

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 543 4.7 24.5

2 444 3.8 20.0

3 Sometimes 667 5.7 30.1

4 350 3.0 15.8

5 Always 212 1.8 9.6

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

G4PTWTHD Grade 4 Participation: Is withdrawn

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1390 12.0 62.7

2 385 3.3 17.4

3 Sometimes 290 2.5 13.1

4 115 1.0 5.2

5 Always 36 0.3 1.6

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

G4PTEFRT Grade 4 Participation: Makes effort

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 92 0.8 4.2

2 207 1.8 9.3

3 Sometimes 526 4.5 23.7

4 669 5.8 30.2

5 Always 722 6.2 32.6

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

STUDENT DATA

3.

45

G4PTCRIT Grade 4 Participation: Is critical of achievers

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1667 14.4 75.2

2 306 2.6 13.8

3 Sometimes 183 1.6 8.3

4 48 0.4 2.2

5 Always 12 0.1 0.5

Total of valid cases 2216 19.1 100.0

System missing 9385 80.9

G4PTASKS Grade 4 Participation: Asks questions

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 147 1.3 6.6

2 206 1.8 9.3

3 Sometimes 855 7.4 38.6

4 600 5.2 27.1

5 Always 406 3.5 18.3

Total of valid cases 2214 19.1 100.0

System missing 9387 80.9

G4PTALKS Grade 4 Participation: Talks too much

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 402 3.5 18.2

2 568 4.9 25.7

3 Sometimes 724 6.2 32.7

4 299 2.6 13.5

5 Always 221 1.9 10.0

Total of valid cases 2214 19.1 100.0

System missing 9387 80.9

G4PTINTV Grade 4 Participation: Lacks initiative

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 811 7.0 36.6

2 506 4.4 22.9

3 Sometimes 507 4.4 22.9

4 252 2.2 11.4

5 Always 137 1.2 6.2

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

3.46 STUDENT DATA

G4PTEASY Grade 4 Participation: Prefers easy problems

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 382 3.3 17.3

2 481 4.1 21.7

3 Sometimes 754 6.5 34.1

4 388 3.3 17.5

5 Always 208 1.8 9.4

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

G4PTCRTS Grade 4 Participation: Criticizes subject matter

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1490 12.8 67.3

2 448 3.9 20.2

3 Sometimes 193 1.7 8.7

4 65 0.6 2.9

5 Always 17 0.1 0.8

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

G4PTFNSH Grade 4 Participation: Tries to finish difficult

work

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 117 1.0 5.3

2 218 1.9 9.9

3 Sometimes 413 3.6 18.7

4 625 5.4 28.2

5 Always 840 7.2 38.0

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

STUDENT DATA

3.

47

G4PTRAIS Grade 4 Participation: Raises hand to talk

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 90 0.8 4.1

2 180 1.6 8.1

3 Sometimes 610 5.3 27.6

4 570 4.9 25.8

5 Always 763 6.6 34.5

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

G4PTSEEK Grade 4 Participation: Seeks reference material

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 345 3.0 15.6

2 385 3.3 17.4

3 Sometimes 739 6.4 33.4

4 432 3.7 19.5

5 Always 312 2.7 14.1

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

G4PTDSRG Grade 4 Participation: Is easily discouraged

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 761 6.6 34.4

2 626 5.4 28.3

3 Sometimes 519 4.5 23.5

4 222 1.9 10.0

5 Always 85 0.7 3.8

Total of valid cases 2213 19.1 100.0

System missing 9389 80.9

3.48 STUDENT DATA

G4PTDISS Grade 4 Participation: Discusses subject matter

outside of class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 427 3.7 19.3

2 370 3.2 16.7

3 Sometimes 776 6.7 35.1

4 398 3.4 18.0

5 Always 242 2.1 10.9

Total of valid cases 2213 19.1 100.0

System missing 9388 80.9

G4PTEXTC Grade 4 Participation: Attends school events

Format F1.0

Valid

Value Label N Percent Percent

1 Never 105 0.9 4.8

2 215 1.9 9.8

3 Sometimes 937 8.1 42.7

4 528 4.6 24.1

5 Always 409 3.5 18.6

Total of valid cases 2194 18.9 100.0

System missing 9407 81.1

G4PTPERF Grade 4 Participation: Overall academic performance

Format: F1.0

Valid

Value Label N Percent Percent

1 Above average 851 7.3 38.7

2 Average 928 8.0 42.2

3 Below average 421 3.6 19.1

Total of valid cases 2200 19.0 100.0

System missing 9401 81.0

G4PTSPED Grade 4 Participation: Attends special education

Format: F1.0

Valid

Value Label N Percent Percent

1 No 1909 16.5 87.9

2 Yes 264 2.3 12.1

Total of valid cases 2173 18.7 100.0

System missing 9428 81.3

STUDENT DATA

3.

49

G4PTEFFR Grade 4 Participation subscore: Effort

Format: F5.0

Range: 15 to 65

System missing: N = 9389

G4PTINIT Grade 4 Participation subscore: Initiative

Format: F5.0

Range: 8 to 40

System missing: N = 9389

G4PTNONP Grade 4 Participation subscore: Nonparticipatory

behavior

Format: F5.0

Range: 4 to 20

System missing: N = 9389

G4PTVALU Grade 4 Participation subscore: Value

Format: F5.0

Range: 3 to 15

System missing: N = 9389

Grade 5 School Variables

G5SCHID Grade 5 School ID

Format: F6.0

Range: 112038 to 264945

System missing: N = 9008

Grade 5 Student Variables

G5TREADS Total reading scale score CTBS grade 5

Format: F5.0

Range: 545 to 851

System missing: N = 9010

G5TMATHS Total math scale score CTBS grade 5

Format: F5.0

Range: 532 to 857

System missing: N = 9012

G5TLANGS Total language scale score CTBS grade 5

Format: F5.0

Range: 576 to 859

System missing: N = 9010

3.50 STUDENT DATA

G5TBATTS Total battery scale score CTBS grade 5

Format: F5.0

Range: 551 to 837

System missing: N = 9014

G5SCIENC Science scale score CTBS grade 5

Format: F5.0

Range: 586 to 888

System missing: N = 9016

G5SOCIAL Social science scale score CTBS grade 5

Format: F5.0

Range: 587 to 871

System missing: N = 9017

G5READCO Reading comprehension scale score CTBS grade 5

Format: F5.0

Range: 553 to 860

System missing: N = 9010

G5SPELLS Spelling scale score CTBS grade 5

Format: F5.0

Range: 536 to 847

System missing: N = 9010

G5VOCABS Vocabulary scale score CTBS grade 5

Format: F5.0

Range: 537 to 841

System missing: N = 9009

G5MATHCO Math computation scale score CTBS grade 5

Format: F5.0

Range: 530 to 832

System missing: N = 9011

G5MATH_A Math concepts and applications scale score CTBS

grade 5

Format: F5.0

Range: 533 to 881

System missing: N = 9012

G5LANGEX Language expression scale score CTBS grade 5

Format: F5.0

Range: 578 to 860

System missing: N = 9010

STUDENT DATA

3.

51

G5LANGME Language mechanics scale score CTBS grade 5

Format: F5.0

Range: 574 to 858

System missing: N = 9009

G5STUDYS Study skills scale score CTBS grade 5

Format: F5.0

Range: 558 to 873

System missing: N = 9014

G5READBS Reading number objectives mastered BSF grade 5

Format: F5.0

Range: 0 to 7

System missing: N = 9012

G5MATHBS Math number objectives mastered BSF grade 5

Format: F5.0

Range: 0 to 9

System missing: N = 9029

Grade 6 School Variables

G6SCHID Grade 6 School ID

Format: F6.0

Range: 105012 to 265956

System missing: N = 5160

Grade 6 Student Variables

G6TREADS Total reading scale score CTBS

grade 6

Format: F5.0

Range: 571 to 878

System missing: N = 5173

G6TMATHS Total math scale score CTBS

grade 6

Format: F5.0

Range: 553 to 874

System missing: N = 5179

G6TLANGS Total language scale score CTBS grade 6

Format: F5.0

Range: 595 to 872

System missing: N = 5183

3.52 STUDENT DATA

G6SCIENC Science scale score CTBS

grade 6

Format: F5.0

Range: 595 to 899

System missing: N = 5181

G6SOCIAL Social science scale score CTBS grade 6

Format: F5.0

Range: 601 to 880

System missing: N = 5176

G6READBS Reading number objectives mastered BSF grade 6

Format: F5.0

Range: 0 to 7

System missing: N = 8848

G6MATHBS Math number objectives mastered BSF grade 6

Format: F5.0

Range: 0 to 9

System missing: N = 8859

Grade 7 School Variables

G7SCHID Grade 7 School ID

Format: F6.0

Range: 112032 to 264950

System missing: N = 6659

Grade 7 Student Variables

G7TREADS Total reading scale score CTBS

grade 7

Format: F5.0

Range: 588 to 892

System missing: N = 6695

G7TMATHS Total math scale score CTBS grade 7

Format: F5.0

Range: 602 to 920

System missing: N = 6713

G7TLANGS Total language scale score CTBS grade 7

Format: F5.0

Range: 605 to 895

System missing: N = 6715

STUDENT DATA

3.

53

G7TBATTS Total battery scale score CTBS grade 7

Format: F5.0

Range: 612 to 902

System missing: N = 6751

G7SCIENC Science scale score CTBS grade 7

Format: F5.0

Range: 627 to 912

System missing: N = 6724

G7SOCIAL Social science scale score C

TBS grade 7

Format: F5.0

Range: 625 to 898

System missing: N = 6726

G7READCO Reading comprehension scale score CTBS grade 7

Format: F5.0

Range: 581 to 875

System missing: N = 6692

G7SPEL

LS Spelling scale score CTBS grade 7

Format: F5.0

Range: 571 to 898

System missing: N = 6686

G7VOCABS Vocabulary scale score CTBS grade 7

Format: F5.0

Range: 595 to 908

System missing: N = 6691

G7MATHCO Math

computation scale score CTBS grade 7

Format: F5.0

Range: 561 to 940

System missing: N = 6695

G7MATH_A Math concepts and applications scale score CTBS

grade 7

Format: F5.0

Range: 638 to 900

System missing: N = 6700

G7LANGEX Language expression scale score CTBS grade 7

Format: F5.0

Range: 605 to 905

System missing: N = 6699

3.54 STUDENT DATA

G7LANGME Language mechanics scale score CTBS g

rade 7

Format: F5.0

Range: 605 to 884

System missing: N = 6690

G7STUDYS Study skills scale score CTBS grade 7

Format: F5.0

Range: 627 to 899

System missing: N = 6722

G7READBS Reading number objectives mastered BSF grade 7

Format: F5.0

Range: 0 to 7

System missing: N = 6709

G7MATHBS Math number objectives mastered BSF grade 7

Format: F5.0

Range: 0 to 10

System missing: N = 6728

Grade 8 School Variables

G8SCHID Grade 8 School ID

Format: F6.0

Range: 104010 to 265956

System missing: N = 5087

G8SURBAN School urbanicity grade 8

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 1266 10.9 19.4

2 Suburban 1779 15.3 27.3

3 Rural 2925 25.2 44.9

4 Urban 544 4.7 8.4

Total of valid cases 6514 56.2 100.0

System missing 5087 43.8

Grade 8 Student Variables

G8TREADS Total reading scale score CTBS grade 8

Format: F5.0

Range: 588 to 892

System missing: N = 5377

STUDENT DATA

3.

55

G8TMATHS Total math scale score CTBS grade 8

Format: F5.0

Range: 572 to 920

System missing: N = 5388

G8TLANGS Total language scale score CTBS grade 8

Format: F5.0

Range: 605 to 895

System missing: N = 5404

G8TBATTS Total battery scale score CTBS grade 8

Format: F5.0

Range: 599 to 902

System missing: N = 6042

G8SCIENC Science scale score CTBS grade 8

Format: F5.0

Range: 627 to 912

System missing: N = 5389

G8SOCIAL S

ocial science scale score CTBS grade 8

Format: F5.0

Range: 625 to 898

System missing: N = 5392

G8READCO R

eading comprehension scale SCORE CTBS grade 8

Format: F5.0

Range: 581 to 875

System missing: N = 5981

G8SPELLS S

pelling scale score CTBS grade 8

Format: F5.0

Range: 571 to 898

System missing: N = 5980

G8VOCABS V

ocabulary scale score CTBS grade 8

Format: F5.0

Range: 595 to 908

System missing: N = 5991

G8MATHCO Math computation scale score CTBS grade 8

Format: F5.0

Range: 561 to 940

System missing: N = 5986

3.56 STUDENT DATA

G8MATH_A Math concepts and applications scale score CTBS

grade 8

Format: F5.0

Range: 583 to 900

System missing: N = 5981

G8LANGEX Language expre

ssion scale score CTBS grade 8

Format: F5.0

Range: 605 to 905

System missing: N = 5990

G8LANGME L

anguage mechanics scale score CTBS grade 8

Format: F5.0

Range: 605 to 884

System missing: N = 5984

G8STUDYS S

tudy skills scale score CTBS grade 8

Format: F5.0

Range: 627 to 899

System missing: N = 6001

G8READBS Reading number objectives mastered BSF grade 8

Format: F5.0

Range: 0 to 7

System missing: N = 6333

G8MATHBS Math number objectives mastered BSF grade 8

Format: F5.0

Range: 0 to 10

System missing: N = 6344

Grade 8 Identification with School Questionnaire

G8IDPROU Grade 8 Identification: I feel proud being part of

school

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 998 8.6 27.4

2 Agree 2350 20.3 64.4

3 Disagree 243 2.1 6.7

4 Strongly disagree 57 .5 1.6

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

STUDENT DATA

3.

57

G8IDRSPT Grade 8 Identification: I am treated with respect

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 755 6.5 20.7

2 Agree 2184 18.8 59.9

3 Disagree 605 5.2 16.6

4 Strongly disagree 104 0.9 2.9

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDGDJB Grade 8 Identification: I can get a good job even if

grades bad

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 138 1.2 3.8

2 Agree 704 6.1 19.3

3 Disagree 1900 16.4 52.1

4 Strongly disagree 906 7.8 24.8

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDATTN Grade 8 Identification: I only get attention when I

cause trouble

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 87 0.7 2.4

2 Agree 233 2.0 6.4

3 Disagree 1793 15.5 49.2

4 Strongly disagree 1535 13.2 42.1

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDACTV Grade 8 Identification: I participate in a lot of

activities at school

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1330 11.5 36.5

2 Agree 1567 13.5 43.0

3 Disagree 620 5.3 17.0

4 Strongly disagree 131 1.1 3.6

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

3.58 STUDENT DATA

G8IDIMPT Grade 8 Identification: School is important in my

life

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1362 11.7 37.3

2 Agree 1759 15.2 48.2

3 Disagree 391 3.4 10.7

4 Strongly disagree 136 1.2 3.7

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDPOPU Grade 8 Identification: I am less popular when I get

better grades

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 95 0.8 2.6

2 Agree 261 2.2 7.2

3 Disagree 1978 17.1 54.3

4 Strongly disagree 1306 11.3 35.9

Total of valid cases 3640 31.4 100.0

System missing 7961 68.6

G8IDUSLS Grade 8 Identification: What we learn in class is

useless

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 122 1.1 3.3

2 Agree 513 4.4 14.1

3 Disagree 1723 14.9 47.2

4 Strongly disagree 1290 11.1 35.4

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDFRNL Grade 8 Identification: My friends like school a lot

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 199 1.7 5.5

2 Agree 1462 12.6 40.1

3 Disagree 1526 13.2 41.9

4 Strongly disagree 459 4.0 12.6

Total of valid cases 3646 31.4 100.0

System missing 7955 68.6

STUDENT DATA

3.

59

G8IDCARE Grade 8 Identification: My teachers don’t care about

me

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 86 0.7 2.4

2 Agree 315 2.7 8.6

3 Disagree 1799 15.5 49.3

4 Strongly disagree 1448 12.5 39.7

Total of valid cases 3648 31.4 100.0

System missing 7953 68.6

G8IDPLAC Grade 8 Identification: I like being any place other

than school

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 426 3.7 11.8

2 Agree 1259 10.9 34.8

3 Disagree 1616 13.9 44.6

4 Strongly disagree 321 2.8 8.9

Total of valid cases 3622 31.2 100.0

System missing 7979 68.8

G8IDPROB Grade 8 Identification: I can talk to teachers about

problems

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1145 9.9 31.6

2 Agree 1975 17.0 54.5

3 Disagree 359 3.1 9.9

4 Strongly disagree 143 1.2 3.9

Total of valid cases 3622 31.2 100.0

System missing 7979 68.8

G8IDUSEF Grade 8 Identification: What we learn in school will

be useful on job

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1712 14.8 47.3

2 Agree 1583 13.6 43.7

3 Disagree 258 2.2 7.1

4 Strongly disagree 68 0.6 1.9

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

3.60 STUDENT DATA

G8IDFRNC Grade 8 Identification: My friends don’t care about

bad grades

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 309 2.7 8.5

2 Agree 1147 9.9 31.7

3 Disagree 1610 13.9 44.5

4 Strongly disagree 550 4.7 15.2

Total of valid cases 3616 31.2 100.0

System missing 7985 68.8

G8IDTRYG Grade 8 Identification: Trying hard makes others

dislike me

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 42 0.4 1.2

2 Agree 164 1.4 4.5

3 Disagree 1962 16.9 54.3

4 Strongly disagree 1447 12.5 40.0

Total of valid cases 3615 31.2

100.0

System missing 7986 68.8

G8IDFAVR Grade 8 Identification: School is favorite place to

be

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 214 1.8 5.9

2 Agree 1273 11.0 35.2

3 Disagree 1590 13.7 43.9

4 Strongly disagree 544 4.7 15.0

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

G8IDINTR Grade 8 Identification: People are interested in

what I say

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 235 2.0 6.5

2 Agree 2215 19.1 61.2

3 Disagree 982 8.5 27.1

4 Strongly disagree 189 1.6 5.2

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

STUDENT DATA

3.

61

G8IDWAST Grade 8 Identification: School is waste of time

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 92 0.8 2.5

2 Agree 311 2.7 8.6

3 Disagree 1864 16.1 51.5

4 Strongly disagree 1354 11.7 37.4

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

G8IDDROP Grade 8 Identification: Dropping out is a huge

mistake

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 2808 24.2 77.5

2 Agree 570 4.9 15.7

3 Disagree 72 0.6 2.0

4 Strongly disagree 171 1.5 4.7

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

G8IDFRNU Grade 8 Identification: My friends upset when I do

schoolwork

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 74 0.6 2.0

2 Agree 289 2.5 8.0

3 Disagree 2075 17.9 57.4

4 Strongly disagree 1176 10.1 32.5

Total of valid cases 3614 31.2 100.0

System missing 7987 68.8

G8IDMIMP Grade 8 Identification: School is more important

than people think

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1807 15.6 49.9

2 Agree 1619 14.0 44.7

3 Disagree 156 1.3 4.3

4 Strongly disagree 39 0.3 1.1

Total of valid cases 3621 31.2 100.0

System missing 7980 68.8

3.62 STUDENT DATA

G8IDFRNW Grade 8 Identification: My friends think school is

waste of time

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 317 2.7 8.8

2 Agree 1004 8.7 27.8

3 Disagree 1747 15.1 48.3

4 Strongly disagree 549 4.7 15.2

Total of valid cases 3617 31.2 100.0

System missing 7984 68.8

G8IDFRNS Grade 8 Identification: Most of my friends go to

school

Format: F1.0

Valid

Value Label N Percent Percent

1 Strongly agree 1881 16.2 52.0

2 Agree 1367 11.8 37.8

3 Disagree 255 2.2 7.1

4 Strongly disagree 113 1.0 3.1

Total of valid cases 3616 31.2 100.0

System missing 7985 68.8

G8IDBLNG Grade 8 Identification subscore: Belonging

Format: F5.0

Range: 8 to 39

System missing: N = 7953

G8IDVALU Grade 8 Identification subscore: Valuing

Format: F5.0

Range: 5 to 31

System missing: N = 7953

G8IDTOTL Grade 8 Identification total score

Format: F5.0

Range: 13 to 67

System missing: N = 7953

STUDENT DATA

3.

63

Grade 8 Student Participation Questionnaire

G8PEABSN Grade 8 Participation, English: Absenteeism

Format: F1.0

Valid

Value Label N Percent Percent

1 1-2 absences 660 5.7 27.4

2 3-6 absences 969 8.4 40.3

3 7 or more absences 776 6.7 32.3

Total of valid cases 2405 20.7 100.0

System missing 9196 79.3

G8PEPRNT Grade 8 Participation, English: Spoken to parents

Format: F1.0

Valid

Value Label N Percent Percent

0 No contacts 2030 17.5 77.1

1 1-2 contacts 465 4.0 17.7

2 3 or more contacts 138 1.2 5.2

Total of valid cases 2633 22.7 100.0

System missing 8968 77.3

G8PEATTN Grade 8 Participation, English: Pays attention in

class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 37 0.3 1.2

2 176 1.5 5.9

3 Sometimes 757 6.5 25.4

4 1272 11.0 42.7

5 Always 736 6.3 24.7

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEMTRL Grade 8 Participation, English: Loses materials

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 860 7.4 28.9

2 875 7.5 29.4

3 Sometimes 818 7.1 27.5

4 349 3.0 11.7

5 Always 76 0.7 2.6

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

3.64 STUDENT DATA

G8PEASGN Grade 8 Participation, English: Completes

assignments

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 40 0.3 1.3

2 197 1.7 6.6

3 Sometimes 601 5.2 20.2

4 1130 9.7 37.9

5 Always 1010 8.7 33.9

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PELATE Grade 8 Participation, English: Comes late to class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1974 17.0 66.3

2 497 4.3 16.7

3 Sometimes 369 3.2 12.4

4 111 1.0 3.7

5 Always 27 0.2 0.9

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEPERS Grade 8 Participation, English: Is persistent

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 227 2.0 7.6

2 401 3.5 13.5

3 Sometimes 960 8.3 32.2

4 943 8.1 31.7

5 Always 447 3.9 15.0

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

STUDENT DATA

3.

65

G8PECRTS Grade 8 Participation, English: Criticizes subject

matter

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1705 14.7 57.3

2 628 5.4 21.1

3 Sometimes 445 3.8 14.9

4 174 1.5 5.8

5 Always 26 0.2 0.9

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEMORE Grade 8 Participation, English: Does more than

assigned work

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1130 9.7 37.9

2 675 5.8 22.7

3 Sometimes 610 5.3 20.5

4 404 3.5 13.6

5 Always 159 1.4 5.3

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEANOY Grade 8 Participation, English: Annoys others

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1530 13.2 51.4

2 609 5.2 20.4

3 Sometimes 534 4.6 17.9

4 229 2.0 7.7

5 Always 76 0.7 2.6

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

3.66 STUDENT DATA

G8PEVALU Grade 8 Participation, English: Thinks course is

valuable

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 168 1.4 5.6

2 345 3.0 11.6

3 Sometimes 796 6.9 26.7

4 933 8.0 31.3

5 Always 736 6.3 24.7

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PECRIT Grade 8 Participation, English: Is critical of

achievers

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2104 18.1 70.7

2 512 4.4 17.2

3 Sometimes 265 2.3 8.9

4 74 0.6 2.5

5 Always 23 0.2 0.8

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEDISC Grade 8 Participation, English: Participates in

discussions

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 217 1.9 7.3

2 418 3.6 14.0

3 Sometimes 1034 8.9 34.7

4 787 6.8 26.4

5 Always 522 4.5 17.5

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

STUDENT DATA

3.

67

G8PEREPR Grade 8 Participation, English: Needs reprimanding

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2011 17.3 67.5

2 478 4.1 16.1

3 Sometimes 323 2.8 10.8

4 134 1.2 4.5

5 Always 32 0.3 1.1

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEABUS Grade 8 Participation, English: Abusive to teacher

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2622 22.6 88.0

2 202 1.7 6.8

3 Sometimes 101 0.9 3.4

4 45 0.4 1.5

5 Always 8 0.1 0.3

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEDISS Grade 8 Participation, English: Discusses subject

matter outside of class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1036 8.9 34.8

2 633 5.5 21.3

3 Sometimes 861 7.4 28.9

4 332 2.9 11.1

5 Always 116 1.0 3.9

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PEEFFR Grade 8 Participation, English subscore: Effort

Format: F5.0

Range: 5 to 25

System missing: N = 8623

G8PEINIT Grade 8 Participation, English subscore: Initiative

Format: F5.0

Range: 3 to 15

System missing: N = 8623

3.68 STUDENT DATA

G8PENONP Grade 8 Participation, English subscore:

Nonparticipatory behavior

Format: F5.0

Range: 3 to 15

System missing: N = 8623

G8PMABSN Grade 8 Participation, Mathematics: Absenteeism

Format: F1.0

Valid

Value Label N Percent Percent

1 1-2 absences 639 5.5 24.4

2 3-6 absences 1007 8.7 38.4

3 7 or more absences 974 8.4 37.2

Total of valid cases 2620 22.6 100.0

System missing 8981 77.4

G8PMPRNT Grade 8 Participation, Mathematics: Spoken to

parents

Format: F1.0

Valid

Value Label N Percent Percent

0 No contacts 2235 19.3 79.0

1 1-2 contacts 457 3.9 16.1

2 3 or more contacts 138 1.2 4.9

Total of valid cases 2830 24.4 100.0

System missing 8771 75.6

G8PMATTN Grade 8 Participation, Mathematics: Pays attention

in class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 33 0.3 1.1

2 192 1.7 6.4

3 Sometimes 805 6.9 27.0

4 1078 9.3 36.2

5 Always 870 7.5 29.2

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

STUDENT DATA

3.

69

G8PMMTRL Grade 8 Participation, Mathematics: Loses materials

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 888 7.7 29.8

2 889 7.7 29.9

3 Sometimes 814 7.0 27.3

4 333 2.9 11.2

5 Always 54 .5 1.8

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMASGN Grade 8 Participation, Mathematics: Completes

assignments

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 36 0.3 1.2

2 235 2.0 7.9

3 Sometimes 696 6.0 23.4

4 1078 9.3 36.2

5 Always 933 8.0 31.3

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMLATE Grade 8 Participation, Mathematics: Comes late to

class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1995 17.2 67.0

2 510 4.4 17.1

3 Sometimes 336 2.9 11.3

4 106 0.9 3.6

5 Always 31 0.3 1.0

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

3.70 STUDENT DATA

G8PMPERS Grade 8 Participation, Mathematics: Is persistent

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 305 2.6 10.2

2 503 4.3 16.9

3 Sometimes 925 8.0 31.1

4 748 6.4 25.1

5 Always 497 4.3 16.7

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMCRTS Grade 8 Participation, Mathematics: Criticizes

subject matter

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1761 15.2 59.1

2 669 5.8 22.5

3 Sometimes 360 3.1 12.1

4 154 1.3 5.2

5 Always 34 0.3 1.1

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMMORE Grade 8 Participation, Mathematics: Does more than

assigned work

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1078 9.3 36.2

2 622 5.4 20.9

3 Sometimes 694 6.0 23.3

4 376 3.2 12.6

5 Always 208 1.8 7.0

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

STUDENT DATA

3.

71

G8PMANOY Grade 8 Participation, Mathematics: Annoys others

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 1628 14.0 54.7

2 632 5.4 21.2

3 Sometimes 465 4.0 15.6

4 183 1.6 6.1

5 Always 71 0.6 2.4

Total of valid cases 2979 25.7 100.0

System missing 8623 74.3

G8PMVALU Grade 8 Participation, Mathematics: Thinks course is

valuable

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 133 1.1 4.5

2 316 2.7 10.6

3 Sometimes 849 7.3 28.5

4 910 7.8 30.6

5 Always 770 6.6 25.9

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMCRIT Grade 8 Participation, Mathematics: Is critical of

achievers

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2200 19.0 73.9

2 458 3.9 15.4

3 Sometimes 231 2.0 7.8

4 75 0.6 2.5

5 Always 14 0.1 0.5

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

3.72 STUDENT DATA

G8PMDISC Grade 8 Participation, Mathematics: Participates in

discussions

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 241 2.1 8.1

2 420 3.6 14.1

3 Sometimes 1012 8.7 34.0

4 745 6.4 25.0

5 Always 560 4.8 18.8

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMREPR Grade 8 Participation, Mathematics: Needs

reprimanding

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2154 18.6 72.3

2 442 3.8 14.8

3 Sometimes 266 2.3 8.9

4 87 0.7 2.9

5 Always 29 0.2 1.0

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMABUS Grade 8 Participation, Mathematics: Abusive to

teacher

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 2689 23.2 90.3

2 178 1.5 6.0

3 Sometimes 74 0.6 2.5

4 27 0.2 0.9

5 Always 10 0.1 0.3

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

STUDENT DATA

3.

73

G8PMDISS Grade 8 Participation, Mathematics: Discusses

subject matter outside of class

Format: F1.0

Valid

Value Label N Percent Percent

1 Never 978 8.4 32.8

2 652 5.6 21.9

3 Sometimes 829 7.1 27.8

4 416 3.6 14.0

5 Always 103 0.9 3.5

Total of valid cases 2978 25.7 100.0

System missing 8623 74.3

G8PMEFFR Grade 8 Participation, Mathematics subscore: Effort

Format: F5.0

Range: 5 to 25

System missing: N = 8623

G8PMINIT Grade 8 Participation, Mathematics subscore:

Initiative

Format: F5.0

Range: 3 to 15

System missing: N = 8623

G8PMNONP Grade 8 Participation, Mathematics subscore:

Nonparticipatory behavior

Format: F5.0

Range: 3 to 15

System missing: N = 8623

High School Variables

HSID High School ID

Format: F6.0

Range: 106017 to 267958

System missing: N = 6280

High School Student Variables

HSFRNCH1 Number of semesters F

rench 1 high school

Format: F5.0

Range: 0 to 5

System missing: N = 7679

3.74 STUDENT DATA

HSFRNCH2 Number of semesters F

rench 2 high school

Format: F5.0

Range: 0 to 6

System missing: N = 7679

HSFRNCH3 Number of semesters F

rench 3 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSFRNCH4 Number of semesters F

rench 4 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSGRMN1 Number of semesters German 1 high school

Format: F5.0

Range: 0 to 4

System missing: N = 7679

HSGRMN2 Number of semesters G

erman 2 high school

Format: F5.0

Range: 0 to 3

System missing: N = 7679

HSGRMN3 Number of semesters Ger

man 3 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSGRMN4 Number of semesters G

erman 4 high school

Format: F5.0

Range: 0 to 1

System missing: N = 7679

HSLATIN1 Number of semesters L

atin 1 high school

Format: F5.0

Range: 0 to 4

System missing: N = 7679

HSLATIN2 Number of semesters L

atin 2 high school

Format: F5.0

Range: 0 to 3

System missing: N = 7679

STUDENT DATA

3.

75

HSLATIN3 Number of semesters Latin 3 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSLATIN4 Number of semesters L

atin 4 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSSPANI1 Number of semesters S

panish 1 high school

Format: F5.0

Range: 0 to 6

System missing: N = 7679

HSSPANI2 Number of semesters Spanish 2 high schoo

l

Format: F5.0

Range: 0 to 4

System missing: N = 7679

HSSPANI3 Number of semesters S

panish 3 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSSPANI4 Number of semesters S

panish 4 high school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSSPANI5 Number of semesters S

panish 5 high school

Format: F5.0

Range: 0 to 1

System missing: N = 7679

HSFLANG1 Number of semesters foreign language level 1 high

school

Format: F5.0

Range: 0 to 4

System missing: N = 7679

HSFLANG2 Number of semesters foreign language level 2 high

school

Format: F5.0

Range: 0 to 4

System missing: N = 7679

3.76 STUDENT DATA

HSFLANG3 Number of semesters foreign language level 3 high

school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSFLANG4 Number of semesters foreign language level 4 high

school

Format: F5.0

Range: 0 to 2

System missing: N = 7679

HSFLANGT Total number of semesters foreign language high

school

Format: F5.0

Range: 0 to 10

System missing: N = 7679

HSMATH1 N

umber of semesters math 1 high school

Format: F5.0

Range: 0 to 14

System missing: N = 8087

HSMATH2 N

umber of semesters math 2 high school

Format: F5.0

Range: 0 to 8

System missing: N = 7679

HSMATH3 N

umber of semesters math 3 high school

Format: F5.0

Range: 0 to 10

System missing: N = 7679

HSMATH4 Number of semesters math 4 high sc

hool

Format: F5.0

Range: 0 to 6

System missing: N = 7679

HSMATH5 N

umber of semesters math 5 high school

Format: F5.0

Range: 0 to 4

System missing: N = 7679

STUDENT DATA

3.

77

HSMATHTO T

otal number of semesters math high school

Format: F5.0

Range: 0 to 14

System missing: N = 8090

HSCIENTO T

otal number of semesters science high school

Format: F5.0

Range: 0 to 13

System missing: N = 8090

HSGPAFLA GPA

foreign language high school

Format: F5.2

Range: 24.00 to 100.00

System missing: N = 8881

HSGPAMAT GPA

math high school

Format: F5.2

Range: 34.00 to 100.00

System missing: N = 7830

HSGPASCI GPA

science high school

Format: F5.2

Range: 40.00 to 100.00

System missing: N = 8245

HSGPAOVE GPA overall high schoo

l

Format: F5.2

Range: 58.52 to 99.78

System missing: N = 7947

HSLVLFLA H

ighest foreign language level high school

Format: F1.0

Valid

Value Label N Percent Percent

0 589 5.1 20.5

1 360 3.1 12.5

2 1789 15.4 62.3

3 114 1.0 4.0

4 17 0.1 0.6

5 3 0.0 0.1

Total of valid cases 2872 24.8 100.0

System missing 8729 75.2

3.78 STUDENT DATA

HSLVLMTH H

ighest math level high school

Format: F1.0

Valid

Value Label N Percent Percent

1 235 2.0 6.0

2 785 6.8 20.1

3 2005 17.3 51.4

4 647 5.6 16.6

5 230 2.0 5.9

Total of valid cases 3902 33.6 100.0

System missing 7699 66.4

HSYRSCOR Number of years of high school course taking data

Format: F1.0

Valid

Value Label N Percent Percent

2 512 4.4 13.1

3 538 4.6 13.7

4 2872 24.8 73.2

Total of valid cases 3922 33.8 100.0

System missing 7679 66.2

HSCTSRC Source of high school course taking data

Format: F1.0

Valid

Value Label N Percent Percent

1 Transcript 3511 30.3 8

9.5

2 Abbreviated form 411 3.5 10.5

Total of valid cases 3922 33.8 100.0

System missing 7679 66.2

HSSAT Took SAT test high school

Format: F1.0

Valid

Value Label N Percent Percent

0 No 11071 95.4 95.4

1 Yes 528 4.6 4.6

Total of valid cases 11599 100.0 100.0

System missing 2 0.0

STUDENT DATA

3.

79

HSACT Took ACT

test high school

Format: F1.0

Valid

Value Label N Percent Percent

0 No 7844 67.6 67.6

1 Yes 3755 32.4 32.4

Total of valid cases 11599 100.0 100.0

System missing 2 0.0

HSTEST Took either SAT or ACT test high school

Format: F1.0

Valid

Value Label N Percent Percent

0 No 7706 66.4 66.4

1 Yes 3893 33.6 33.6

Total of valid cases 11599 100.0 100.0

System missing 2 0.0

HSSATMAT SAT

math score high school

Format: F5.2

Range: 200 to 800

System missing: N = 11112

HSSATVER SAT verbal score high scho

ol

Format: F5.0

Range: 200 to 800

System missing: N = 11112

HSSATTOT SAT total verbal and

math score high school

Format: F5.0

Range: 400 to 1560

System missing: N = 11112

HSACTCOM ACT

composite score high school

Format: F5.0

Range: 9 to 34

System missing: N = 7847

HSACTTOT ACT total of English, reading, mathematics, science

scores high school

Format: F5.0

Range: 35 to 136

System missing: N = 7847

3.80 STUDENT DATA

HSACTENG ACT E

nglish score high school

Format: F5.0

Range: 5 to 36

System missing: N = 7846

HSACTMAT ACT math score high school

Format: F5.0

Range: 8 to 36

System missing: N = 7846

HSACTREA ACT

reading score high school

Format: F5.0

Range: 3 to 36

System missing: N = 7847

HSACTSCI ACT

science score high school

Format: F5.0

Range: 7 to 36

System missing: N = 7847

HSSATCON ACT --> SAT (test score reported in SAT sum metric)

high school

Format: F5.0

Range: 400 to 1560

System missing: N = 7722

HSACTCON SAT --> ACT (test score reported in ACT composite

metric) high school

Format: F5.0

Range: 9 to 34

System missing: N = 7722

HSGRDADD High school graduation status (with additional

codes)

Format: F1.0

Valid

Value Label N Percent Percent

0 Dropped out 733 6.3 14.7

1 Graduated 3711 32.0 74.3

2 GED 170 1.5 3.4

3 Probably dropped out 217 1.9 4.3

4 Probably graduated 161 1.4 3.2

Total of valid cases 4992 43.0 100.0

System missing 6609 57.0

STUDENT DATA

3.

81

HSGRDCOL High school graduation status (collapsed additional

codes)

Format: F1.0

Valid

Value Label N Percent Percent

0 No 1120 9.7 22.4

1 Yes 3872 33.4 77.6

Total of valid cases 4992 43.0 100.0

System missing 6609 57.0

SCHOOL DATA 4.1

CHAPTER 4

SCHOOL DATA FILES

Types of Variables in K-3 School File page 4.2

Types of Variables in High School File page 4.2

K-3 School Codebook page 4.3

High School Codebook page 4.11

4.2 SCHOOL DATA

TYPES OF VARIABLES IN K-3 SCHOOL FILE

Beginning Page

FLAG VARIABLES

Grade K-3 participating school flags................. 4.3

SCHOOL DEMOGRAPHIC VARIABLES

Urbanicity........................................... 4.3

Grade range.......................................... 4.3

School enrollment.................................... 4.4

Average daily attendance............................. 4.6

Average daily membership............................. 4.6

Chapter 1 status..................................... 4.4

Percent of students receiving free/reduced

price lunch.........................................4.5

Percent of students bused............................ 4.5

Percent of students by race/ethnicity................ 4.5

TYPES OF VARIABLES IN HIGH SCHOOL FILE

Beginning Page

SCHOOL DEMOGRAPHIC VARIABLES

Urbanicity.......................................... 4.11

Enrollment.......................................... 4.11

Grade levels........................................ 4.11

Percent of minority students........................ 4.12

Percent of students receiving free/reduced

price lunch....................................... 4.12

Percent of student who did not graduate with cohort. 4.12

GRADUATION REQUIREMENTS

Mathematics......................................... 4.13

Science............................................. 4.13

Foreign language.................................... 4.13

Social studies...................................... 4.14

Computer science.................................... 4.14

English............................................. 4.14

COURSE OFFERINGS

Mathematics......................................... 4.14

Foreign language.................................... 4.16

SCHOOL DATA 4.3

K-3 SCHOOL CODEBOOK

School Demographic Variables

SCHID School ID

Format: F6.0

Range: 112038 to 264945

SCHLURBN School urbanicity

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 16 20.0 20.0

2 Suburban 18 22.5 22.5

3 Rural 39 48.8 48.8

4 Urban 7 8.8 8.8

Total of valid cases 80 100.0 100.0

System missing 0 0.0

GRDRANGE School grade range

Format: F2.0

Valid

Value Label N Percent Percent

3 K-3 4 5.0 5.2

4 K-4 5 6.3 6.5

5 K-5 15 18.8 19.5

6 K-6 39 48.8 50.6

7 K-7 1 1.3 1.3

8 K-8 12 15.0 15.6

9 K-9 1 1.3 1.3

Total of valid cases 77 96.3 100.0

System missing 3 3.8

Flag Variables

FLAGGK School in STAR in kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

0 No 1 1.3 1.3

1 Yes 79 98.9 98.8

Total of valid cases 80 100.0

System missing 0 0.0

4.4 SCHOOL DATA

FLAGG1 School in STAR in grade 1

Format: F1.0

Valid

Value Label N Percent Percent

0 No 4 5.0 5.0

1 Yes 76 95.0 95.0

Total of valid cases 80 100.0

System missing 0 0.0

FLAGG2 School in STAR in grade 2

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5 6.3 6.3

1 Yes 75 93.8 93.8

Total of valid cases 80 100.0

System missing 0 0.0

FLAGG3 School in STAR in grade 3

Format: F1.0

Valid

Value Label N Percent Percent

0 No 5 6.3 6.3

1 Yes 75 93.8 93.8

Total of valid cases 80 100.0

System missing 0 0.0

Kindergarten School Variables

GKENRMNT S

chool enrollment kindergarten

Format: F4.0

Range: 106 to 1400

System missing: N = 1

GKCHAPT1 Chapter 1

school kindergarten

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 64 80.0 81.0

2 No 15 18.8 19.0

Total of valid cases 79 98.8 100.0

System missing 1 1.3

SCHOOL DATA 4.5

GKFRLNCH Percent students receiving free/reduced price lunch

kindergarten

Format: F3.0

Range: 1 to 99

System missing: N = 1

GKBUSED P

ercent students bused kindergarten

Format: F3.0

Range: 0 to 100

System missing: N = 1

GKNATVAM Percent students Native A

merican kindergarten

Format: F4.0

Range: 1 to 1

System missing: N = 79

GKASIAN Percent students A

sian kindergarten

Format: F4.0

Range: 0 to 2

System missing: N = 70

GKBLACK Percent students B

lack kindergarten

Format: F4.0

Range: 1 to 100

System missing: N = 16

GKHSPANC Percent students H

ispanic kindergarten

Format: F4.0

Range: 0 to 10

System missing: N = 77

GKWHITE Percent students W

hite kindergarten

Format: F4.0

Range: 1 to 100

System missing: N = 12

GKOTHRAC P

ercent students other race/ethnicity kindergarten

Format: F4.0

Range: 0 to 0

System missing: N = 1

Grade 1 School Variables

G1ENRMNT School enrollment grade 1

Format: F4.0

Range: 154 to 1131

System missing: N = 4

4.6 SCHOOL DATA

G1AVGDAT Average daily attendance grade 1

Format: F4.0

Range: 134 to 968

System missing: N = 4

G1AVGDMB Average daily membership grade 1

Format: F4.0

Range: 140 to 999

System missing: N = 4

G1CHAPT1 Chapter 1 school grade 1

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 63 78.8 82.9

2 No 13 16.3 17.1

Total of valid cases 76 95.0 100.0

System missing 4 5.0

G1FRLNCH Percent students receiving free/reduced price lunch

grade 1

Format: F3.0

Range: 2 to 99

System missing: N = 4

G1BUSED Percent students bused grade 1

Format: F3.0

Range: 0 to 99

System missing: N = 4

G1NATVAM Percent students Native American grade 1

Format: F4.0

Range: 0 to 0

System missing: N = 4

G1ASIAN Percent students Asian grade 1

Format: F4.0

Range: 0 to 3

System missing: N = 4

G1BLACK Percent students Black grade 1

Format: F4.0

Range: 0 to 99

System missing: N = 4

SCHOOL DATA 4.7

G1HSPANC Percent students Hispanic grade 1

Format: F4.0

Range: 0 to 1

System missing: N = 4

G1WHITE Percent students White grade 1

Format: F4.0

Range: 0 to 99

System missing: N = 4

G1OTHRAC Percent students other race/ethnicity grade 1

Format: F4.0

Range: 0 to 1

System missing: N = 4

Grade 2 School Variables

G2ENRMNT School enrollment grade 2

Format: F4.0

Range: 293 to 1793

System missing: N = 5

G2AVGDAT Average daily attendance grade 2

Format: F4.0

Range: 95 to 999

System missing: N = 6

G2AVGDMB Average daily membership grade 2

Format: F4.0

Range: 293 to 999

System missing: N = 5

G2CHAPT1 Chapter 1 school grade 2

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 66 82.5 88.0

2 No 9 11.3 12.0

Total of valid cases 75 93.8 100.0

System missing 5 6.3

G2FRLNCH Percent students receiving free/reduced price lunch

grade 2

Format: F3.0

Range: 0 to 97

System missing: N = 5

4.8 SCHOOL DATA

G2BUSED Percent students bused grade 2

Format: F3.0

Range: 0 to 99

System missing: N = 5

G2NATVAM Percent students Native American grade 2

Format: F4.0

Range: 0 to 1

System missing: N = 5

G2ASIAN Percent students Asian grade 2

Format: F4.0

Range: 0 to 2

System missing: N = 5

G2BLACK Percent students Black grade 2

Format: F4.0

Range: 0 to 99

System missing: N = 5

G2HSPANC Percent students Hispanic grade 2

Format: F4.0

Range: 0 to 6

System missing: N = 5

G2WHITE Percent students White grade 2

Format: F4.0

Range: 0 to 99

System missing: N = 5

G2OTHRAC Percent students other race/ethnicity grade 2

Format: F4.0

Range: 0 to 3

System missing: N = 5

Grade 3 School Variables

G3ENRMNT School enrollment grade 3

Format: F4.0

Range: 323 to 1009

System missing: N = 5

SCHOOL DATA 4.9

G3AVGDAT Average daily attendance grade 3

Format: F4.0

Range: 290 to 953

System missing: N = 6

G3AVGDMB Average daily membership grade 3

Format: F4.0

Range: 300 to 978

System missing: N = 5

G3CHAPT1 Chapter 1 school grade 3

Format: F1.0

Valid

Value Label N Percent Percent

1 Yes 62 77.5 82.7

2 No 13 16.3 17.3

Total of valid cases 75 93.8 100.0

System missing 5 6.3

G3FRLNCH Percent students receiving free/reduced price lunch

grade 3

Format: F3.0

Range: 1 to 98

System missing: N = 5

G3BUSED Percent students bused grade 3

Format: F3.0

Range: 0 to 99

System missing: N = 5

G3NATVAM Percent students Native American grade 3

Format: F4.0

Range: 0 to 2

System missing: N = 5

G3ASIAN Percent students Asian grade 3

Format: F4.0

Range: 0 to 3

System missing: N = 5

G3BLACK Percent students Black grade 3

Format: F4.0

Range: 0 to 99

System missing: N = 5

4.10 SCHOOL DATA

G3HSPANC Percent students Hispanic grade 3

Format: F4.0

Range: 0 to 5

System missing: N = 5

G3WHITE Percent students White grade 3

Format: F4.0

Range: 0 to 99

System missing: N = 5

G3OTHRAC Percent students other race/ethnicity grade 3

Format: F4.0

Range: 0 to 1

System missing: N = 5

SCHOOL DATA 4.11

HIGH SCHOOL CODEBOOK

School Demographic Variables

HSID High School ID

Format: F6.0

Range: 106017 to 267958

SCHLURBN School urbanicity

Format: F1.0

Valid

Value Label N Percent Percent

1 Inner city 54 33.5 33.5

2 Urban 16 9.9 9.9

3 Suburban 35 21.7 21.7

4 Rural 56 34.8 34.8

Total of valid cases 161 100.0 100.0

System missing 0 0.0

ENRLMENT Student enrollment

Format: F4.0

Range: 100 to 2425

System missing: N = 0

SENIORS Estimated number of students in senior year

Format: F4.0

Range: 21 to 606

System missing: N = 3

LOWGRADE L

owest academic grade level of school

Format: F2.0

Valid

Value Label N Percent Percent

1 4 2.5 2.5

5 2 1.2 1.3

6 5 3.1 3.2

7 21 13.0 13.3

9 121 75.2 76.6

10 5 3.1 3.2

Total of valid cases 158 98.1 100.0

System missing 3 1.9

4.12 SCHOOL DATA

HGHGRADE H

ighest academic grade level of school

Format: F2.0

Valid

Value Label N Percent Percent

12 158 98.1 100.0

Total of valid cases 158 98.1 100.0

System missing 3 1.9

NUMGRADE Number of grades in school

Format: F2.0

Valid

Value Label N Percent Percent

3 5 3.1 3.2

4 121 75.2 76.6

6 21 13.0 13.3

7 5 3.1 3.2

8 2 1.2 1.3

12 4 2.5 2.5

Total of valid cases 158 98.1 100.0

System missing 3 1.9

MNRTYPCT Percent of students minority

Format: F4.0

Range: 0.00 to 100.00

System missing: N = 0

FRLCHPCT Percent of students receiving free/reduced lunch

Format: F4.0

Range: 0.00 to 100.00

System missing: N = 1

NOGRDPCT Percent of 9th grade students in 94-95 who did not

graduate

Format: F4.0

Range: 1 to 57

System missing: N = 18

SCHOOL DATA 4.13

Graduation Requirements

MINRQMNT Were minimum graduation requirements the same as

state core requirements?

Format: F1.0

Valid

Value Label N Percent Percent

0 No 3 1.9 2.0

1 Yes 147 91.3 98.0

Total of valid cases 150 93.2 100.0

System missing 11 6.8

MINMATH M

inimum math credits for graduation

Format: F2.0

Valid

Value Label N Percent Percent

3 141 87.6 95.3

4 4 2.5 2.7

6 3 1.9 2.0

Total of valid cases 148 91.9 100.0

System missing 13 8.1

MINSCIEN M

inimum science credits for graduation

Format: F2.0

Valid

Value Label N Percent Percent

3 143 88.8 96.6

4 2 1.2 1.4

6 3 1.9 2.0

Total of valid cases 148 91.9 100.0

System missing 13 8.1

MINFORLG M

inimum foreign language credits for graduation

Format: F2.0

Valid

Value Label N Percent Percent

0 1 0.6 0.7

2 142 88.2 95.9

3 1 0.6 0.7

4 4 2.5 2.7

Total of valid cases 148 91.9 100.0

System missing 13 8.1

4.14 SCHOOL DATA

MINSOCST M

inimum social studies credits for graduation

Format: F2.0

Valid

Value Label N Percent Percent

3 138 85.7 93.2

4 7 4.3 4.7

6 3 1.9 2.0

Total of valid cases 148 91.9 100.0

System missing 13 8.1

MINCOMP Minimum computers credits for graduation

Format: F2.1

Valid

Value Label N Percent Percent

0.0 95 59.0 64.2

0.5 9 5.6 6.1

1.0 42 26.1 28.4

2.0 2 1.2 1.4

Total of valid cases 148 91.9 100.0

System missing 13 8.1

MINENGLS Minimum English credits for graduation

Format: F2.0

Valid

Value Label N Percent Percent

4 143 88.8 97.3

5 1 0.6 0.7

8 3 1.9 2.0

Total of valid cases 147 91.3 100.0

System missing 14 8.7

Course Offerings

ALGEBRA3 Algebra III

offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 142 88.2 88.2

1 Yes 19 11.8 11.8

Total of valid cases 161 100.0 100.0

System missing 0 0.0

SCHOOL DATA 4.15

MATH4 Math IV

offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 113 70.2 70.2

1 Yes 48 29.8 29.8

Total of valid cases 161 100.0 100.0

System missing 0 0.0

PRECALCU Precalculus offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 21 13.0 13.0

1 Yes 140 87.0 87.0

Total of valid cases 161 100.0 100.0

System missing 0 0.0

CALCULUS C

alculus offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 40 24.8 24.8

1 Yes 121 75.2 75.2

Total of valid cases 161 100.0 100.0

System missing 0 0.0

PROBABIL Probability offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 120 74.5 74.5

1 Yes 41 25.5 25.5

Total of valid cases 161 100.0 100.0

System missing 0 0.0

TRIGONOM Trigonometry offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 97 60.2 60.2

1 Yes 64 39.8 39.8

Total of valid cases 161 100.0 100.0

System missing 0 0.0

4.16 SCHOOL DATA

ANALYTIC A

nalytical offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 141 87.6 87.6

1 Yes 20 12.4 12.4

Total of valid cases 161 100.0 100.0

System missing 0 0.0

SOLIDGEO S

olid geometry offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 139 86.3 86.3

1 Yes 22 13.7 13.7

Total of valid cases 161 100.0 100.0

System missing 0 0.0

LINALGBR L

inear algebra offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 136 84.5 84.5

1 Yes 25 15.5 15.5

Total of valid cases 161 100.0 100.0

System missing 0 0.0

FRENCH F

rench offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 45 28.0 28.0

1 Yes 116 72.0 72.0

Total of valid cases 161 100.0 100.0

System missing 0 0.0

FREHILVL Highest level of French

Format: F1.0

Valid

Value Label N Percent Percent

2 61 37.9 53.0

3 12 7.5 10.4

4 34 21.1 29.6

5 8 5.0 7.0

Total of valid cases 115 71.4 100.0

System missing 46 28.6

SCHOOL DATA 4.17

SPANISH S

panish offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 11 6.8 6.8

1 Yes 150 93.2 93.2

Total of valid cases 161 100.0 100.0

System missing 0 0.0

SPNHILVL Highest level of S

panish

Format: F1.0

Valid

Value Label N Percent Percent

2 79 49.1 53.0

3 20 12.4 13.4

4 41 25.5 27.5

5 9 5.6 6.0

Total of valid cases 149 92.5 100.0

System missing 12 7.5

LATIN L

atin offered

Format: F1.0

Valid

Value Label N Percent Percent

0 No 98 60.9 60.9

1 Yes 63 39.1 39.1

Total of valid cases 161 100.0 100.0

System missing 0 0.0

LTNHILVL Highest level of L

atin

Format: F1.0

Valid

Value Label N Percent Percent

2 24 14.9 38.7

3 9 5.6 14.5

4 24 14.9 38.7

5 5 3.1 8.1

Total of valid cases 62 38.5 100.0

System missing 99 61.5

4.18 SCHOOL DATA

LNGHILVL H

ighest level foreign language

Format: F1.0

Valid

Value Label N Percent Percent

2 77 47.8 51.0

3 21 13.0 13.9

4 44 27.3 29.1

5 9 5.6 6.0

Total of valid cases 151 93.8 100.0

System missing 10 6.2

REFERENCES 5.1

SELECTED REFERENCES

Articles and Books about Class Size for All Audiences

Books:

Achilles, C. M. (1999). Let’s put kids first finally: Getting class size right.

Thousand Oaks, CA: Corwin Press.

Egelson, P., Harman, P., Hood, A., & Achilles, C. M. (2002). How class size makes

a difference. Greensboro, NC: South East Regional Vision for Education

(SERVE).

Finn, J. D. & Wang, M. C. (Eds.). (2002). Taking small classes one step further.

Philadelphia, PA: Temple University Center for Research in Human

Development and Education. Greenwich, CT: Information Age Publishing.

Wang, M. C. & Finn, J. D. (Eds.). (2000). How small classes help teachers do

their best. Philadelphia, PA: Temple University Center for Research in

Human Development and Education.

Articles:

Biddle, B. J., & Berliner, D. C. (2002). Small class size and its effects. Educational

Leadership, 59(5), 12-23.

Finn, J. D. (2002). Small classes in American schools: Research, practice and

politics. Phi Delta Kappan, 83, 551-560.

Mosteller, F. (1995). The Tennessee study of class size in the early school

grades. The Future of Children, 5, 113-127.

Policy Brief:

American Educational Research Association. (2003, Fall). Class Size: Counting

Students Can Count. Research Points, 1(2). Retrieved March 16, 2004

from: http://www.aera.net/pubs/rp/RPFall03ClassSize-PDF2.pdf

Theory and Research about the Mechanisms:

Finn, J. D., Pannozzo, G. M. & Achilles, C. M. (2003). The “whys” of class size:

Student behavior in small classes. Review of Educational Research, 73,

321-368.

5.2 REFERENCES

Design of Project STAR

Boyd-Zaharias, J., Achilles, C. M., Nye, B. A., Bain, H. P., & Fulton, B. D. (1995).

Quality schools build on a quality start. In E. W. Chance (Ed.), Creating

the quality school (pp. 116-123). Madison, WI: Magna (Atwood)

Publications.

Boyd-Zaharias, J., Achilles, C. M. & Cain, V. A. (1995). The effect of Random

class assignment on elementary students’ reading and mathematics

achievement. Research in the Schools, 2(2), 7-14.

CTBS/McGraw Hill (1989). CTBS: Comprehensive Tests of Basic Skills.

Monterey, CA: Author.

Milchus, N., Farrah, G., & Reitz, W. (1968). The self-concept and motivation

inventory: What face do we wear? Dearborn Heights, MI: Person-O-

Metrics.

Psychological Corporation, Harcourt Brace Jovanovich (1983). Stanford

Achievement Test (7th ed.). Sandiego, CA: Author.

Ritter, G. W., & Boruch, R. F. (1999). The political and institutional origins of a

randomized controlled trial on elementary school class size: Tennessee's

Project STAR. Educational Evaluation and Policy Analysis, 21, 111-126.

Rock, D. A., & Pollack, J. M. (1995). Mathematics course taking and gains in

mathematics achievement. (NCES 95-714). Washington, DC: National

Center for Education Statistics.

Tennessee Department of Education. (1987). STAR criterion referenced test.

Manual for test administration. Grade 1. Nashville, TN: Author.

Word, E., Johnston, J., Bain, H., Fulton, B., Zaharias, J., Lintz, N., Achilles, C.

M., Folger, J., & Breda, C. (1990). Final report. Student/teacher

achievement ratio (STAR): Tennessee’s K-3 class size study. Nashville,

TN: Tennessee State Department of Education. [Available at www.heros-

inc.org]

Statistical Analyses of Project STAR Achievement Data (K—3)

Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A

statewide experiment. American Educational Research Journal, 27, 557-

577.

REFERENCES 5.3

Goldstein, H., & Blatchford, P. (1998). Class size and educational achievement:

A review of methodology with particular reference to study design. British

Educational Research Journal, 24, 255-268.

Hedges, L.V., Nye, B., & Konstantopoulos, S. (2000). The effects of small

classes on academic achievement: The results of the Tennessee class

size experiment. American Educational Research Journal, 37, 123-151.

Krueger, A. B. (1999). Experimental estimates of education production functions.

Quarterly Journal of Economics, 114, 497-532.

Other Outcomes:

Dee, T. S., & Keys, B. J. (2004). Does merit pay reward good teachers?

Evidence from a randomized experiment. Journal of Policy Analysis and

Management, 23, 471-488.

Statistical Analyses of Continuing Effects (Grade 4+)

Finn, J. D., Fox, J. D., McClellan, M., Achilles, C. M., & Boyd-Zaharias, J. (2006).

Small class in the early grades and course taking in high school.

International Journal of Education Policy and Leadership, 1(1), 1-13.

Retrieved [DATE] from http://www.ijepl.org/

Finn, J. D., Fulton, B. D., Zaharias, J., & Nye, B. (1989). Carryover effects of

small classes. Peabody Journal of Education, 67(1), 75-84.

Finn, J. D., Gerber, S. B., & Achilles, C. M., Boyd-Zaharias, J. (2001). The

enduring effects of small classes. Teachers College Record, 103, 145-

183.

Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early

grades, academic achievement, and graduating from high school. Journal

of Educational Psychology, 97, 214-223.

Hedges, L. V., Nye, B., & Konstantopoulos, S. (1999). The long-term effects of

small classes: A five-year follow-up of the Tennessee class size

experiment. Educational Evaluation and Policy Analysis, 21, 127-142.

Krueger, A. B., & Whitmore, D. M. (2001a). The effect of attending a small class

in the early grades on college-test taking and middle school tests results:

Evidence from Project STAR. The Economic Journal, 11, 1-28.

5.4 REFERENCES

Krueger, A. B., & Whitmore, D. M. (2001b). Would smaller classes help close the

Black-White achievement gap? Working paper No. 451. Princeton, NJ:

Princeton University. Retrieved March 16, 2004 from:

http://www.irs.princeton.edu/pubs/pdfs/451.pdf.

Effects of Teacher Aides

Boyd-Zaharias, J., & Pate-Bain, H. (1998). Teacher aides and student learning:

Lessons from Project STAR. Arlington, VA: Educational Research Service.

Finn, J. D., Gerber, S. B., & Achilles, C. M. (2000). Teacher aides: An alternative

to small classes? In M. C. Wang & J. D. Finn (Eds.) How small classes

help teachers do their best. (pp. 131-173). Philadelphia, PA: Temple

University Center for Research in Human Development and Education.

Gerber, S. B., Finn, J. D., Achilles, C. M., & Boyd-Zaharias, J. (2001). Teacher

aides and students’ academic achievement. Educational Evaluation and

Policy Analysis, 23, 123-143.

Other Large-scale Class Size Initiatives

Achilles, C. M., Harman, P., & Egelson, P. (1995). Using research results on

class size to improve pupil achievement outcomes. Research in the

Schools, 2, 23-30.

Bohrnstedt, G. W. & Stecher, B. M. (Eds.). (2002). Capstone report: What we have

learned about class size reduction in California. Palo Alto, CA: CSR

Research Consortium. American Institutes for Research.

Molnar, A., Smith, P. & Zahorik, J. (2000). 1999-2000 evaluation results of the

Student Achievement Guarantee in Education (SAGE) program.

Milwaukee, WI: University of Wisconsin, School of Education.

Participation in School/Identification With School

Studies Using STAR Data:

Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among

elementary grade students. Educational and Psychological Measurement,

51, 393-402.

Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-

withdrawn behavior and achievement among fourth graders. The

Elementary School Journal , 95, 421 434.

REFERENCES 5.5

Pannozzo, G. M., Finn, J. D., & Boyd-Zaharias, J. (April 2004). Behavioral and

affective engagement in school and dropping out. Presented at the

annual meeting of the American Educational Research Association, San

Diego.

Radziwon, C. D. (2003). The effects of peers’ beliefs on 8

th-grade students’

identification with school. Journal of Research in Childhood Education,

17, 236-249.

Voelkl, K. E. (1996). Measuring students’ identification with school. Educational

and Psychological Measurement, 56, 760-770.

Voelkl, K. E. (1997). Identification with school. American Journal of Education,

105, 294-317.

Background and Related Studies:

Finn, J. D. (1993). School engagement and students at risk. Washington, DC:

U.S. Department of Education, National Center for Education Statistics.

(NCES 93 470).

Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating:

Moderating role of school identification and self-efficacy. The Journal of

Educational Research, 97, 115-122.

Goodenow, C. (1993). Classroom belonging among early adolescent students:

Relationships to motivation and achievement. Journal of Early

Adolescence, 13, 21-43.

Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S., & Abbott, R. D. (2001).

Long-term effects of the Seattle Social Development Intervention on

school bonding trajectories. Applied Developmental Science, 5, 225-236.

Resnick, M., et al. (1997). Protecting adolescents from harm: Findings from the

national longitudinal study on adolescent health. Journal of the American

Medical Association, 278, 823-832.

Rumberger, R. W. & Larson, K. A. (1998). Student mobility and the increased risk

of high school dropout. American Journal of Education, 107, 1-35.

Voelkl, K E., & Frone, M. R. (2000). Predictors of substance use at school

among high school students. Journal of Educational Psychology, 92, 583-

592.

APPENDICES A1

APPENDICES

Appendix A Fourth-Grade Student Participation Questionnaire A1

Eighth-Grade Student Participation Questionnaire A5

Appendix B Identification With School Questionnaire B1

Appendix C Coding of Duration Composite Variables C1

A2 APPENDICES

APPENDIX A

FOURTH GRADE

STUDENT PARTICIPATION QUESTIONNAIRE

Jeremy D. Finn

Graduate School of Education

State University of New York at Buffalo

Buffalo, NY 14260

The codes in parentheses indicate the subscale to which the item belongs:

Subscale Reliability

E = Effort .94

I = Initiative .89

N = Nonparticipatory Behavior .89

V = Value .68

The sign (+, -) indicates the direction of scoring. Items marked “-“ should be reverse-scored

before summing the items in the subscale.

(Items 29-31 are not part of these subscales).

APPENDICES A3

FOURTH GRADE

STUDENT PARTICIPATION QUESTIONNAIRE

Student’s Name:

Below are items that describe children’s behavior in school. Please consider the behavior of the

student named above over the last 2-3 months. Circle the number that indicates how often the

child exhibits the behavior. Please answer every item.

Some-

This Student -- Never times Always

(E+) 1. pays attention in class. 1 2 3 4 5

(E+) 2. completes homework on time. 1 2 3 4 5

(E+) 3. works well with other children. 1 2 3 4 5

(E-) 4. loses, forgets, or misplaces materials. 1 2 3 4 5

(E-) 5. comes late to class. 1 2 3 4 5

(I+) 6. attempts to do his/her work thoroughly

and well, rather than just trying to get by. 1 2 3 4 5

(N+) 7. acts restless, is often unable to sit still. 1 2 3 4 5

(I+) 8. participates actively in discussions. 1 2 3 4 5

(E+) 9. completes assigned seat work. 1 2 3 4 5

(V+) 10. thinks that school is important. 1 2 3 4 5

(N+) 11. needs to be reprimanded. 1 2 3 4 5

(N+) 12. annoys or interferes with peers’ work. 1 2 3 4 5

(E+) 13. is persistent when confronted with

difficult problems. 1 2 3 4 5

(E-) 14. doesn’t seem to know what is going on

in class. 1 2 3 4 5

[CONTINUED]

A4 APPENDICES

Some-

This Student -- Never times Always

(I+) 15. does more than just the assigned work. 1 2 3 4 5

(I-) 16. is withdrawn, uncommunicative. 1 2 3 4 5

(E+) 17. approaches new assignments with

sincere effort. 1 2 3 4 5

(V-) 18. is critical of peers who do well in

school. 1 2 3 4 5

(I+) 19. asks questions to get more information. 1 2 3 4 5

(N+) 20. talks with classmates too much. 1 2 3 4 5

(E-) 21. doesn’t take independent initiative,

must be helped to get started and kept

going on work. 1 2 3 4 5

(E-) 22. prefers to do easy problems rather

than hard ones. 1 2 3 4 5

(V-) 23. criticizes the importance of the subject

matter. 1 2 3 4 5

(E+) 24. tries to finish assignments even when

they are difficult. 1 2 3 4 5

(I+) 25. raises his/her hand to answer a question

or volunteer information. 1 2 3 4 5

(I+) 26. goes to dictionary, encyclopedia, or

other reference on his/her own to

seek information. 1 2 3 4 5

(E-) 27. gets discouraged and stops trying when

encounters an obstacle in schoolwork,

is easily frustrated. 1 2 3 4 5

(I+) 28. engages teacher in conversation about

subject matter before or after school, or

outside of class. 1 2 3 4 5

[CONTINUED]

APPENDICES A5

29. attends other school activities such as

athletic contests, carnivals, and fund-

raising events. 1 2 3 4 5

Above Below

Average Average Average

30. The student’s overall academic performance is 1 2 3

No Yes

31. Does this student attend special education

classes outside of your classroom? 1 2

Thank you for your time. Please enclose the teacher/class information sheet and all the

questionnaires - - those completed and not complete - - in the envelope provided and return it to

your principal.

A6 APPENDICES

Eighth-Grade Student Participation Questionnaire

School ID:

Student ID:

Sex: Race: Birthday:

This questionnaire describes the student’s behavior in my ENGLISH MATHEMATICS class

(Please circle the appropriate response)

Since the beginning of the school year, approximately how many times has this student been absent from this class

(for any reason)? NONE 1-2 TIMES 3-6 TIMES MORE THAN 6 TIMES

(Please circle the appropriate response)

Since the beginning of the school year, how many times have you spoken with this student’s parent(s) about

behavior problems? NONE 1-2 TIMES 3-6 TIMES MORE THAN 2 TIMES

(Please circle the appropriate response)

Below are items that describe students’ behavior in your class. Please consider the behavior of the student named

above over the last 2-3 months. Circle the number that indicates how often the student exhibits the behavior in your

class. Please answer every item.

This Student –

Never Sometimes Always

1. pays attention in class. 1 2 3 4 5

2. loses, forgets, or misplaces materials. 1 2 3 4 5

3. completes assignments and seatwork. 1 2 3 4 5

4. comes late to class. 1 2 3 4 5

5. is persistent when confronted with difficult problems. 1 2 3 4 5

6. criticizes the importance of the subject matter. 1 2 3 4 5

7. does more than just the assigned work. 1 2 3 4 5

8. annoys or interferes with peers’ work. 1 2 3 4 5

9. seems to think that this course if valuable. 1 2 3 4 5

10. is critical of peers who do well in school. 1 2 3 4 5

11. participates actively in class discussions. 1 2 3 4 5

12. needs to be reprimanded/sent to the office. 1 2 3 4 5

13. is verbally or physically abusive to the teacher. 1 2 3 4 5

14. engages teacher in conversation about subject matter before or after school, or outside of class.

1 2 3 4 5

Thank you for your time. Please enclose the teacher/class information sheet and all the

questionnaires - - those completed and uncompleted - - in the envelope provided and return it to

your principal.

APPENDICES B1

APPENDIX B

IDENTIFICATION WITH SCHOOL QUESTIONNAIRE

(Scale development information can be found in: Voelkl, K.E. (1996). Measuring students=

identification with school. Educational and Psychological Measurement, 56, 760-770.)

(1) I feel proud of being part of my school.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(2) I am treated with as much respect as other students in my class.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(3) I can get a good job even if my grades are bad.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(4) The only time I get attention in school is when I cause trouble.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(5) I like to participate in a lot of school activities (for example, sports, clubs, plays).

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(6) School is one of the most important things in my life.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(7) Many of the things we learn in class are useless.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(8) Most of my teachers don’t really care about me.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(9) Most of the time I would like to be any place other than in school.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

B2 APPENDICES

(10) There are teachers or other adults in my school that I can talk to if I have a problem.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(11) Most of what I learn in school will be useful when I get a job.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(12) School is one of my favorite places to be.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(13) People at school are interested in what I have to say.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(14) School is often a waste of time.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(15) Dropping out of school would be a huge mistake for me.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

(16) School is more important than most people think.

______ Strongly Agree ______ Agree ______ Disagree ______ Strongly Disagree

APPENDICES C1

Coding of Duration Composite Variables

Grade Duration

K G1 G2 G3 CMPSTYPE CMPSDURA Explanation

m r m s missing missing not eligible; small after G1

m r r s missing missing not eligible; small after G1

m r s m missing missing not eligible; small after G1

m r s r missing missing not eligible; small after G1

m r s s missing missing not eligible; small after G1

m s m s missing missing moves in and out of S

r m m s missing missing not eligible; small after G1

r m s m missing missing not eligible; small after G1

r m s s missing missing not eligible; small after G1

r r m s missing missing not eligible; small after G1

r r r s missing missing not eligible; small after G1

r r s s missing missing not eligible; small after G1

r r s r missing missing not eligible; small after G1

r r s m missing missing not eligible; small after G1

r s m s missing missing moves in and out of S

s m m s missing missing moves in and out of S

s m r s missing missing moves in and out of S

s m s m missing missing moves in and out of S

s m s s missing missing moves in and out of S

s r r s missing missing moves in and out of S

s r s s missing missing moves in and out of S

s r s m missing missing moves in and out of S

s s r s missing missing moves in and out of S

s s m s missing missing moves in and out of S

m r m m r 1

r m m m r 1

m r r m r 2

r m r m r 2

r r m m r 2

r m m r r 2

m r m r r 2

m r r r r 3

r m r r r 3

r r r m r 3

r r m r r 3

r r r r r 4

Appendix C

C2 APPENDICES

Coding of Duration Composite Variables (continued)

Grade Duration

K G1 G2 G3 CMPSTYPE CMPSDURA Explanation

m s m m s 1

m s r m s 1

m s r r s 1

r s m m s 1

r s r r s 1

r s r m s 1

s m m m s 1

s m r r s 1

s m r m s 1

s r m m s 1

s r r r s 1

s r r m s 1

s m m r s 1

m s m r s 1

m s s m s 2

m s s r s 2

r s s r s 2

r s s m s 2

s s m r s 2

s s m m s 2

s s r r s 2

s s r m s 2

m s s s s 3

r s s s s 3

s s s r s 3

s s s m s 3

s s s s s 4

m = missing

r = regular

s = small

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