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Project STAR and Beyond: Database User's Guide

1. language level 2 high 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 Number of semesters math 1 high school Format F5 0 Range 0 to 14 System missing N 8087 HSMATH2 Number of semesters math 2 high school Format F5 0 Range 0 to 8 System missing N 7679 HSMATH3 Number of semesters math 3 high school Format F5 0 Range 0 to 10 System missing N 7679 HSMATH4 Number of semesters math 4 high school Format F5 0 Range 0 to 6 System missing N 7679 HSMATH5 Number of semesters math 5 high school Format F5 0 Range 0 to 4 System missing N 7679 STUDENT DATA 3 77 HSMATHTO Total number of semesters math high school Format F5 0 Range 0 to 14 System missing N 8090 HSCIENTO Total 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 Sys
2. 8848 Math number objectives mastered BSF grade 6 Format F5 0 Range 0 to 9 System missing N 8859 Grade 7 School Variables Grade 7 School ID Format F6 0 Range 112032 to 264950 System missing N 6659 Grade 7 Student Variables Total reading scale score CTBS grade 7 Format F5 0 Range 588 to 892 System missing N 6695 Total math scale score CTBS grade 7 Format F5 0 Range 602 to 920 System missing N 6713 Total language scale score CTBS grade 7 Format F5 0 Range 605 to 895 System missing N 6715 G7TBATTS G7SCIENC G7SOCIAL G7READCO G7SPELLS G7VOCABS G7MATHCO G7MATH A G7LANGEX STUDENT DATA 3 53 Total battery scale score CTBS grade 7 Format F5 0 Range 612 to 902 System missing N 6751 Science scale score CTBS grade 7 Format F5 0 Range 627 to 912 System missing N 6724 Social science scale score CTBS grade 7 Format F5 0 Range 625 to 898 System missing N 6726 Reading comprehension scale score CTBS grade 7 Format F5 0 Range 581 to 875 System missing N 6692 Spelling scale score CTBS grade 7 Format F5 0 Range 571 to 898 System missing N 6686 Vocabulary scale score CTBS grade 7 Format F5 0 Range 595 to 908 System missing N 6691 Math computation scale score CTBS grade 7 Format F5 0 Range 561 to 940 System missing N 6695 Math concepts and applications scale score CTBS grade 7 Format F5 0 Range
3. Evidence from Project STAR The Economic Journal 11 1 28 5 4 REFERENCES Krueger A B amp Whitmore D M 2001b Would smaller classes help close the Black White achievement gap Working paper No 451 Princeton Nu Princeton University Retrieved March 16 2004 from http www irs princeton edu pubs pafs 451 paf Effects of Teacher Aides Boyd Zaharias J amp Pate Bain H 1998 Teacher aides and student learning Lessons from Project STAR Arlington VA Educational Research Service Finn J D Gerber S B amp Achilles C M 2000 Teacher aides An alternative to small classes In M C Wang amp 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 4 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 8 Egelson P 1995 Using research results on class size to improve pupil achievement outcomes Research in the Schools 2 23 30 Bohrnstedt G W amp 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 amp Zahorik J 2000 1999 2000
4. 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 French 1 high school Format F5 0 Range 0 to 5 System missing N 7679 3 74 STUDENT DATA HSFRNCH2 HSFRNCH3 HSFRNCH4 HSGRMN1 HSGRMN2 HSGRMN3 HSGRMN4 HSLATIN1 HSLATIN2 Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system of semesters F5 0 O to 6 missing N of semesters F5 0 0 ES 2 missing N of semesters F5 0 0 BOSA missing N of semesters F5 0 O to 4 missing N of semesters F5 0 OLEO 3 missing N of semesters F5 0 O to 2 missing N of semesters F5 0 0 to 1 missing N of semesters F5 0 O to 4 missing N of semesters F5 0 QO 23 missing N French 7679 French
5. Total battery scale score CTBS grade 8 Format F5 0 Range 599 to 902 System missing N 6042 Science scale score CTBS grade 8 Format F5 0 Range 627 to 912 System missing N 5389 Social science scale score CTBS grade 8 Format F5 0 Range 625 to 898 System missing N 5392 Reading comprehension scale SCORE CTBS grade 8 Format F5 0 Range 581 to 875 System missing N 5981 Spelling scale score CTBS grade 8 Format F5 0 Range 571 to 898 System missing N 5980 Vocabulary scale score CTBS grade 8 Format F5 0 Range 595 to 908 System missing N 5991 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 expression scale score CTBS grade 8 Format F5 0 Range 605 to 905 System missing N 5990 G8LANGME Language mechanics scale score CTBS grade 8 Format F5 0 Range 605 to 884 System missing N 5984 G8STUDYS Study 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 G
6. 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 cl 8 6 3 Disagree 1799 L559 49 3 4 Strongly disagree 1448 T29 Dl 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 3an 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 sl 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 Shel 9 9 4 Strongly disagree 143 1 2 Eq Total of valid cases 3622 SZ 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 L36 43 7 3 Disagree 258 AREA 7 1 4 Strongly disagree 68 0 6 Leg Total of valid cases 3621 Bile 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 Del
7. System missing N 18 SCHOOL DATA 4 13 Graduation Requirements MINROMNT Were minimum graduation requirements the same as state core requirements Format F1 0 Valid Value Label N Percent Percent 0 No 3 Lrg 2 0 1 Yes 147 91 53 98 0 Total of valid cases 150 93 2 100 0 System missing 11 6 8 MINMATH Minimum math credits for graduation Format F2 0 Valid Value Label N Percent Percent 3 141 87 6 954 3 4 4 Des 2A 6 3 19 2 0 Total of valid cases 148 9149 100 0 System missing 3 3 1 MINSCIEN Minimum science credits for graduation Format F2 0 Valid Value Label N Percent Percent 3 143 88 8 96 6 4 2 ieee 1 4 6 3 1 9 2 iO Total of valid cases 148 9 9 100 0 System missing 13 8 1 MINFORLG Minimum foreign language credits for graduation Format F2 0 Valid Value Label N Percent Percent 0 1 0 6 Que 2 142 88 2 95 9 3 1 0 6 0 7 4 4 QD Dal Total of valid cases 148 91 9 100 0 System missing 13 Bisa 4 14 SCHOOL DATA MINSOCST Minimum 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 clears 2 0 Total of valid cases 148 911 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 56 6 1 1 370 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 c
8. 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 15 does more than just the assigned work 1 2 3 I 16 is withdrawn uncommunicative 1 2 3 E 17 approaches new assignments with sincere effort 1 2 3 V 18 is critical of peers who do well in school 1 2 3 I 19 asks questions to get more information 1 2 3 N 20 talks with classmates too much 1 2 3 E 21 doesn t take independent initiative must be helped to get started and kept going on work 1 2 3 E 22 prefers to do easy problems rather than hard ones 1 2 3 V 23 criticizes the importance of the subject matter 1 2 3 E 24 tries to finish assignments even when they are difficult 1 2 3 25 raises his her hand to answer a question or volunteer information 1 2 3 26 goes to dictionary encyclopedia or other reference on his her own to seek information 1 2 3 E 27 gets discouraged and stops trying when encounters an obstacle in schoolwork is easily frustrated 1 2 3 I 28 engages teacher in conversation about subject matter before or after school or outside of class 1 2 3 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 31 Does t
9. 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 Solid geometry offered Format F1 0 Valid Value Label N Percent Percent 0 No 139 86 3 86 3 1 Yes 22 13 7 LI Total of valid cases 161 100 0 100 0 System missing 0 0 0 LINALGBR Linear algebra offered Format F1 0 Valid Value Label N Percent Percent 0 No 136 84 5 84 5 1 Yes 25 AS 15 5 Total of valid cases 161 LOs 100 0 System missing 0 0 0 FRENCH French 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 CO 33 50 3 12 ies 10 4 4 34 22 29 6 5 8 5 0 7 0 Total of valid cases TL5 71 4 100 0 System missing 46 28 6 SCHOOL DATA 4 17 SPANISH Spanish 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 16 100 0 100 0 System missing 0 0 0 SPNHILVL Highest level of Spanish Format F1 0 Valid Value Label N Percent Percent 2 79 49 1 30 3 20 12 4 13 4 4 41 25 5 Dh 5 9 5 6 6 0 Total of valid cases 149 923 5 100 0 System missing 12 Tego LATIN Latin offered Format F1 0 Valid Value Label N Percent Percent 0 No 98 60 9 60 9 1 Yes 63 391 Sl Total of valid cases 161 100 0 100 0 System missing 0 0 0 LTNHILVL Highest level of Latin Format F1 0 Valid Value
10. 195 1 7 8 8 5 Always 80 0 7 350 Total of valid cases 2214 ES AA 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 Iha 2 338 229 5 3 3 Sometimes 652 5 6 29 4 4 584 5 0 26 4 5 Always 432 rel OS 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 BD 44 7 2 514 4 4 23 2 3 Sometimes 491 4 2 22 2 4 167 1 4 LD 5 Always 54 0 25 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 Dis 1 300 4 350 SO 15 8 5 Always 212 1 8 9 6 Total of valid cases 2216 Ee de 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 Dio ES 4 115 1 0 5 2 5 Always 36 0 3 100 Total of valid cases 2216 T941 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 53 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 G4P
11. 30 146 T3 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 G4TMATHS G4TLANGS G4TBATTS G4SCIENC G4SOCIAL G4READCO G4SPELLS G4VOCABS G4MATHCO STUDENT DATA 3 39 Total math scale score CTBS grade 4 Format F5 0 Range 492 to 840 System missing N 7270 Total language scale score CTBS grade 4 Format F5 0 Range 558 to 841 System missing N 7359 Total battery scale score CTBS grade 4 Format F5 0 Range 526 to 829 System missing N 7288 Science scale score CTBS grade 4 Format F5 0 Range 564 to 859 System missing N 7277 Social science scale score CTBS grade 4 Format F5 0 Range 560 to 866 System missing N 7276 Reading comprehension scale score CT
12. 404 275 13 6 5 Always 159 1 4 oes Total of valid cases 2978 LR 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 DZ 20 4 a Sometimes 534 4 6 TY 4 229 2 0 deed 5 Always 76 Oz 2 6 Total of valid cases 2978 251 100 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 T Never 168 1 4 5 6 2 345 SiG 11 6 3 Sometimes 796 6 9 26 7 4 933 8 0 Sa 5 Always 736 6 3 24 7 Total of valid cases 2978 20 84 100 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 23 8 9 4 74 0 6 2 5 5 Always 23 0 2 0 8 Total of valid cases 2978 DOE 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 Les 2 418 3 6 14 0 3 Sometimes 1034 8 9 34 7 4 787 6 8 26 4 5 Always 522 4 5 AS Total of valid cases 2978 AS 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 LEYS 67 5 2 478 4 1 16 1 3 Sometimes
13. 638 to 900 System missing N 6700 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 grade 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 if Inner city 1266 1049 19 4 2 Suburban 1779 15 3 27 3 3 Rural 2925 20 2 44 9 4 Urban 544 4 7 8 4 Total of valid cases 6514 56 2 100 0 System missing 5087 43 8 G8TREADS Grade 8 Student Variables Total reading scale score CTBS grade 8 Format F5 0 Range 588 to 892 System missing N 5377 G8TMATHS G8TLANGS G8TBATTS G8SCIENC G8SOCIAL G8READCO G8SPELLS G8VOCABS G8MATHCO STUDENT DATA 3 55 Total math scale score CTBS grade 8 Format F5 0 Range 572 to 920 System missing N 5388 Total language scale score CTBS grade 8 Format F5 0 Range 605 to 895 System missing N 5404
14. 7679 French 7679 German 7679 German 7679 German 7679 German 7679 high high high high high high high school school school school school school school Latin 1 high school 7679 Latin 2 high school 7679 HSLATIN3 HSLATIN4 HSSPANI1 HSSPANI2 HSSPANI3 HSSPANI 4 HSSPANI5 HSFLANG1 HSFLANG2 Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number Format Range system Number school Format Range system Number school Format Range system of semesters F5 0 O to 2 missing N of semesters F5 0 O to 2 missing N of semesters F5 0 O to 6 missing N of semesters ESO O to 4 missing N of semesters F5 0 O to 2 missing N of semesters F5 0 0 to 2 missing N of semesters F5 0 O to 1 missing N of semesters E50 O to 4 missing N of semesters F5 0 O to 4 missing N Latin 3 7679 Latin 4 7679 Spanish 7679 Spanish 7679 Spanish 7679 Spanish 7679 Spanish 7679 foreign 7679 foreign 7679 STUDENT DATA 3 75 high school high school school 1 high school 2 high school 3 high school 4 high school 5 high language level 1 high
15. 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 e School and class identifiers for students 21 schools in the same grades as the STAR cohort e Class enrollment 2 2 DATAFILES AND VARIABLES e 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 e School demographic variables each year attendance grade range e 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 e School demographic variables enrollment grade range e School graduation rate e Credits required for graduation in mathematics science foreign language social studies computers English e 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
16. 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 Led 8 7 4 65 0 6 Zid 5 Always 17 Owl 0 8 Total of valid cases 2213 Ge 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 da 523 2 218 1 9 9 9 3 Sometimes 413 3 6 ols eee 4 625 5 4 28 2 5 Always 840 Pez 38 0 Total of valid cases 2213 T9 1 100 0 System missing 9388 80 9 STUDENT DATA 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 Gaa 27 6 4 570 4 9 25 8 5 Always 763 6 6 34 5 Total of valid cases 2213 1941 100 0 System missing 9388 80 9 G4PTSEEK Grade 4 Participation Format F1 0 Seeks reference material Valid Value Label N Percent Percent 1 Never 345 3 0 15 6 2 385 a 17 4 3 Sometimes 739 6 4 33 4 4 432 Set 195 5 Always 312 LA 14 1 Total of valid cases 2213 LL 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 23 3 3 Sometimes 519 4 5 23 25 4 222 alee 10 0 5 Always 85 Ore 3 8 Total of valid cases 2213 T941 100 0 System missing 9389 80 9 3 47 3 48 STUDENT DATA G4PTDISS Grade 4 Participation Disc
17. MESES SA A AA PA O A AN pr tom for Pr Pe 3 e Ao E e e EPA AR A AM RE E Errata E E a C2 APPENDICES Coding of Duration Composite Variables continued Duration r regular s small
18. 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 Tied 82 7 2 No 13 16 3 Ey Rem Total of valid cases TO 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 G30THRAC 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 Schoo
19. Percent 0 No contacts 2235 193 79 0 1 1 2 contacts 457 3 59 16 1 2 3 or more contacts 138 1 2 4 9 Total of valid cases 2830 24 4 100 0 System missing 8771 19 6 G8PMATIN Grade 8 Participation Mathematics Pays attention in class Format F1 0 Valid Value Label N Percent Percent yl Never 33 0 3 Te 2 192 bsy 6 4 3 Sometimes 805 6 9 27 0 4 1078 9 3 36 2 5 Always 870 S 2972 Total of valid cases 2978 2524 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 Tad 29 8 2 889 7 7 29 9 3 Sometimes 814 7 0 LES 4 333 2 9 11 2 5 Always 54 wo 1 8 Total of valid cases 2978 LO 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 Peg 3 Sometimes 696 6 0 23 4 4 1078 ES 36 2 5 Always 933 8 0 SLS Total of valid cases 2978 Z2oe7 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 ile rea a Sometimes 336 Di dik 3 4 106 0 9 3 6 5 Always 31 0 3 1 0 Total of valid cases 2978 ZO 100 0 System missing 8623 74 3 3 70 STUDENT DATA G8PMPERS Grade 8 Participation Mathematics Is persistent Format F1 0 Valid Val
20. Rural 3167 2438 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 Ses 99 0 Total of valid cases 6780 58 4 100 0 System missing 4821 41 6 Variable also in comparison student data file STUDENT DATA 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 10 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 T99 6 25 Visz career ladder 2 Apprentice 482 4 2 eZ 3 Probation 411 do 6 1 4 Ladder level 1 4703 40 5 70 0 5 Ladder level 2 123 doce 1 8 6 Ladder level 3 247 2 1 Bd 7 Pending 0 0 0 0 0 Total of valid cases 6721 S
21. 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 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 re
22. The form includes 13 questions from the fourth grade form plus one question more germane to older students ls 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 Approximately 1 000 of these cases were the same students in both grades 1 Most grade 8 students were rated by two teachers both ratings are contained in the data file 12 See Tables 4 and 5 1 12 BACKGROUND AND DATA COLLECTION 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 Il 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 amp Frone 2004 subs
23. X X X X Math number objectives mastered BSF X X X Xx Xx Total reading scale score CTBS Xx X X X Xx Total math scale score CTBS Xx Xx Xx Xx Xx Total language scale score CTBS Xx Xx X X X Total battery scale score CTBS X X X Xx Science scale score CTBS X X Xx Xx Xx Social science scale score CTBS Xx Xx Xx Xx Xx Reading comprehension scale score CTBS Xx Xx Xx Xx Spelling scale score CTBS Xx Xx Xx X Vocabulary scale score CTBS X Xx 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 Xx Xx Xx Language mechanics scale score CTBS Xx Xx Xx Xx Study skills scale score CTBS Xx X X X BSF Basic Skills First CTBS Comprehensive Tests of Basic Skills 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 1 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 1
24. 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 4 Cox D 1991 Measuring participation among elementary grade students Educational and Psychological Measurement 51 393 402 Finn J D Pannozzo G M amp 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 amp BoydZaharias 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 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 amp Frone M R 2004 Academic performance a
25. ewe Ae ee haa Ole wed ahd 33 310 Self concept Assessment Scores Kindergarten reger aera eS ee anda ra a 3 18 ELIO MiS SS Ee Series 3 24 Grade clara be le ote Sob EREE EEE Da ee re ed Denied oo eek 3 29 GRACES A ae Se ek ee ae ee i 3 36 Student Participation Questionnaire Grad esis sb ns a iene dead gaa se aaa Qed 3 40 Grade Bird sb wee AS heal sc Med Soh ere ee 33 63 Identification with School Questionnaire Grade Bios oases A yee ties tee a DO 7 HIGH SCHOOL COURSE TAKING AND GRADES Foreign LanqlaldCws isosis sos aos a a a 3 73 Mat heMatiES diia A do teedue bide o sees 3 76 SCALE TG Srey ois aseptic NN tees arte Serer Sac ta em Saari Sale GRAS a ote ted Da See seeded Dee Soe ote ed Da bee chee ted Dee eee 3 77 PGT ah so aise A A A Sadan A eee Gs So alo ele aioe Sees eee 3 519 AL res a Dole o eh SS MO As a o ado od ot so 3 78 9 HIGH SCHOOL GRADUATION 0000 ay te Sat oe ie oe attire AS eo ate eee 3 80 Student Demographic Variables Flag Variables STUDENT DATA SEQUENCE OF VARIABLES IN STUDENT FILE Class Type Variables eo c menpe wie aee 6 Sw 06 e Wee a Kindergarten VariableS o o oo ooo ooo ooo o Grade Grade Grade Grade Grade Grade Grade Grade 1 JO OU ah WD 8 Variables Variables Variables Variables Variables Variables Variables Variables High School Variables eee Ske ee Seas 3 5 3 6 STUDENT DATA CODEBOOK Student Demographic Variables STDNTID Student I
26. 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 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 198
27. 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 LS 4 1 Total of valid cases 6402 55 2 100 0 System missing 5199 44 8 Variable also in comparison student data file 3 33 3 34 STUDENT DATA G3PRESEN G3ABSENT G3TREADS G3TMATHS G3TLANGS G3TLISTS G3SCIENC G3SOCIAL G3SPELLS Days present at school grade 3 Format F5 0 Range 1 to 180 System missing N 5021 Days absent from school grade 3 Format F5 0 Range 0 to 77 System missing N 5014 Total reading scale scores SAT Grade 3 Format F5 0 Range 499 to 775 System missing N 5601 Total math scale score SAT grade 3 Format F5 0 Range 487 to 774 System missing N 5524 Total language scale score SAT grade 3 Format F5 0 Range 512 to 785 System missing N 5511 Total listening scale score SAT grade 3 Format F5 0 Range 524 to 779 System missing N 5527 Science scale score SAT grade 3 Format F5 0 Range 464 to 757 System missing N 5280 Social science scale score SAT grade 3 Format F5 0 Range 486 to 744 System missing N 5275 Spelling scale score SAT grade 3 Format F5 0 Range 463 to 746 System missing N 5264 Variable also in comparison student data file G3VOCABS G3MATHCO G3MATHNU G3MATHAP G3WORDSK G3READBS G3MATHBS G3READ_B G3MATH_B STUDENT DATA 3 35 Vocabulary scale
28. 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 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 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 Approximately 73 of the transcripts provided 4 years of course inform
29. in grade 1 Format F1 0 Valid Value Label N Percent Percent 0 No 4 Sus 0 B0 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 School 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 793 98 8 100 0 System missing 1 Ie 3 GKFRLNCH GKBUSED GKNATVAM GKASIAN GKBLACK GKHSPANC GKWHITE GKOTHRAC GIENRMNT SCHOOL DATA 4 5 Percent students receiving free reduced price lunch kindergarten Format F3 0 Range 1 to 99 System missing N 1 Percent students bused kindergarten Format F3 0 Range 0 to 100 System missing N 1 Percent students Native American kindergarten Format F4 0 Range 1 to 1 System missing N 79 Percent students Asian kindergarten Format F4 0 Range 0 to 2 System missing N 70 Percent students Black kindergarten Format F4 0 Range 1 to 100 System missing N 16 Percent students Hispanic kinde
30. 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 Stude
31. score SAT grade 3 Format F5 0 Range 487 to 754 System missing N 5279 Math computation scale score SAT grade 3 Format F5 0 Range 451 to 739 System missing N 5254 Concept of numbers scale score SAT grade 3 Format F5 0 Range 452 to 739 System missing N 5255 Math applications scale score SAT grade 3 Format F5 0 Range 427 to 726 System missing N 5254 Word study skills scale score SAT grade 3 Format F5 0 Range 477 to 740 System missing N 5252 Reading raw score BSF grade 3 Format F5 0 Range 6 to 40 System missing N 5695 Math raw score Format F5 0 Range 8 to 60 System missing Reading number Format F5 0 Range 0 to 10 System missing BSF grade 3 N 5599 objectives mastered BSF grade 3 N 5327 Math number objectives mastered BSF grade 3 F5 0 O to 15 Format Range System missing N 5361 Variable also in comparison student data file 3 36 STUDENT DATA 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 Sc
32. 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 il 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 Format Range system Percent students receiving free reduced price lunch grade 2 F3 0 O to 97 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
33. 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 whether course taking information is available and whether graduation dropout codes are available Summer Training Flag A separat
34. 3 7 Pending 0 0 0 0 0 Total of valid cases 6787 53 05 100 0 System missing 4814 41 5 3 20 STUDENT DATA GITYEARS Years of total teaching experience grade 1 Format F2 0 Valid Value Label N Percent Percent 0 287 Liv 0 4 2 1 362 Sul 523 2 443 38 6 5 3 307 2 26 4 5 4 329 2 8 4 8 5 286 245 4 2 6 282 2 4 4 1 7 331 2 09 4 9 8 334 2 9 4 9 9 309 Ll 4 5 10 168 1 4 2D 11 371 3 32 5 4 12 324 2 58 4 8 13 330 2x8 4 8 14 164 1 4 2 4 LS 205 L438 3 0 16 229 220 3 4 17 166 1 4 2 4 18 228 2 0 3 23 19 154 163 253 20 211 1 8 Bwl 21 119 1 0 1 7 22 39 0 3 0 6 23 138 1 2 2 50 24 44 0 4 0 6 25 63 Dia 0 9 26 33 Oia Ohne 27 125 Tail 1 8 28 24 0 2 0 4 29 44 0 4 0 6 30 Ka Ot 1 0 2 31 67 0 6 1 0 32 74 0 6 Lat 33 44 0 4 0 6 35 25 Oi2 0 4 36 34 ORNs DS 37 22 Qua 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 GICLASSS Class size grade 1 Grade 1 Class Variables Format F5 0 STUDENT DATA Valid Value Label N Percent Percent 12 24 0 2 0 4 13 182 1 6 Ce 14 252 2 2 307 15 465 4 0 6 8 16 272 2 3 4 0 17 578 5 0 82 5 18 144 1 2 2 19 190 1 6 2 8 20 340 2 9 5 0 21 756 6 5 Pe 22 924 8 0 L345 23 897 Led 13 1 24 648 5 6 95 25 400 3 4 5 59 26 364 Zyl 53 27 162 1 4 2 4 28 84 ret eZ 29 87 0 7 Les 30 60 O25 0 9 Total of valid cases 6829 58 9 100 0 System missing 4772 41 1 Grade 1 Student Variable
35. 323 2 8 10 8 4 134 1 2 4 5 5 Always 32 0 3 HL Total of valid cases 2978 25 61 100 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 Tet 6 8 3 Sometimes 101 0 9 3 4 4 45 0 4 eS 5 Always 8 0 1 0 3 Total of valid cases 2978 LN 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 AS Lilia 3 Sometimes 861 7 4 28 9 4 332 29 Lla 5 Always 116 LsO 3 49 Total of valid cases 2978 2007 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 il 1 2 absences 639 SAS 24 4 2 3 6 absences 1007 8 7 38 4 3 7 or more absences 974 8 4 IELA 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
36. 34 16 5 25 600 5 2 8 8 26 338 29 4 9 27 135 1 2 2 0 28 28 0 2 0 4 29 116 1 0 LT Total of valid cases 6840 59 70 100 0 System missing 4761 41 0 Variable also in comparison student data file 3 28 STUDENT DATA Grade 2 Student Variables G2FREELU Free reduced lunch status grade 2 Format F1 0 Valid Value Label N Percent Percent iL 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 529 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 Variable also in comparison student data file G2MATHBS G2READ B G2MATH_B G2READ_C G2MATH_C G2MOTIVR G2SELFCO G3SCHID STUDENT DATA 3 29 Math raw score BSF grade 2 Format F5 0
37. 6 2 522 4 5 23 a0 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 1A 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 1921 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 4 223 2 141 1 2 6 4 3 Sometimes 334 A 15 1 4 657 Did 29 6 5 Always 1035 8 9 46 7 Total of valid cases 2217 19 01 100 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 corel 2 190 1 6 8 6 3 Sometimes 360 sil 16 2 4 644 9 6 29 0 5 Always 95 5 8 2 43 1 Total of valid cases 2217 Sl 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 fol ee 2 553 4 8 24 9 3 Sometimes 640 Seo 28 9 4 235 2 0 10 6 5 Always 82 O cpa Total of valid cases 2217 191 100 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
38. 6 0 7 2 6 Total of valid cases 2978 25954 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 T Never 40 0 3 Ie 3 2 197 be 6 6 3 Sometimes 601 Bea 20 2 4 1130 Ore Si 5 Always 1010 8 7 33 29 Total of valid cases 2978 LD 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 32 12 4 4 111 1 0 Sed 5 Always 27 0 2 0 9 Total of valid cases 2978 2007 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 227 230 7 6 2 401 Se Toss 3 Sometimes 960 8 3 BAZ 4 943 8 1 S17 5 Always 447 3 69 15 0 Total of valid cases 2978 TAN 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 SPES 2 628 5 4 21 1 3 Sometimes 445 38 14 9 4 174 1325 5 78 5 Always 26 0 2 0 9 Total of valid cases 2978 25 04 100 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 Cares 2 675 528 221 3 Sometimes 610 Dia 20 5 4
39. 6 234 2 0 3 5 17 266 2 3 S49 18 263 223 369 19 369 Benz ES 20 130 de T9 21 155 1 3 2 3 22 215 A Bi 2 23 118 1 0 Ezi 24 117 1 0 al 25 95 0 8 4 26 156 1 3 2 3 27 15 0 1 Ore Z 28 70 0 6 1 0 29 70 0 6 1 0 30 100 0 9 his 31 94 0 8 1 4 32 25 0 2 0 4 33 52 0 4 0 8 34 15 0 1 O12 36 dst 0 7 1 1 37 23 On 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 Led 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 Grade 3 Class Variables G3CLASSS Class size grade 3 Format F5 0 STUDENT DATA Valid Value Label N Percent Percent 5 22 0 2 03 12 24 0 2 0 4 1 3 195 sl 2 9 14 238 Perel 3 5 ls 465 4 0 6 8 16 512 4 4 dao 17 459 4 0 6 7 18 198 Ties 2 9 19 171 1 5 285 20 240 2 1 SNS 21 483 4 2 dis TL 22 638 DD 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 39L 3 y0 eee 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 82 100 0 System missing 5081 43 8 G3PROMOT Recommended for promotion from
40. 616 312 100 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 ST 27 4 2 3 6 absences 969 8 4 40 3 2 7 or more absences 776 6 7 LES Total of valid cases 2405 20 7 100 0 System missing 9196 TO 3 G8PEPRNT Grade 8 Participation English Spoken to parents Format F1 0 Valid Value Label N Percent Percent 0 No contacts 2030 TEES 77 1 if 1 2 contacts 465 4 0 17 7 2 3 or more contacts 138 1 2 Faz Total of valid cases 2633 22 7 100 0 System missing 8968 LEa 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 l5 549 3 Sometimes TIA 6 5 25 4 4 1272 114 0 42 7 5 Always 736 6 3 24 7 Total of valid cases 2978 Las 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 Led 29 4 3 Sometimes 818 Tail DNES 4 349 32 0 We 87 5 Always 7
41. 7 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 Soo 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 DO 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 yea
42. 8 5 2 Agree 1147 99 al 3 Disagree 1610 ISS 44 5 4 Strongly disagree 550 4 7 15 2 Total of valid cases 3616 S12 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 TZ 2 Agree 164 1 4 4 5 3 Disagree 1962 TO 9 54 3 4 Strongly disagree 1447 1275 40 0 Total of valid cases 3615 3152 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 59 2 Agree 1273 11 0 352 3 Disagree 1590 13 7 43 9 4 Strongly disagree 544 4 7 137 0 Total of valid cases 3621 Liz 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 62 59 2 Agree 2215 191 613 2 3 Disagree 982 B55 27 otk 4 Strongly disagree 189 1 6 5 2 Total of valid cases 3621 31 2 100 0 System missing 7980 68 8 G8IDWAST Grade 8 Identification Format F1 0 STUDENT DATA School is waste of time Valid Value Label N Percent Percent 1 Strongly agree 92 0 8 DIO 2 Agree 311 2 7 8 6 3 Disagree 1864 16 1 SS 4 Strongly disagree 1354 IA 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 Labe
43. 9 and BSF criterion referenced tests for 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 Financial support was provided by the Tennessee State Department of Education the Smith Richardson Foundation the Spencer Foundation and the William T Grant Foundation 1 10 BACKGROUND AND DATA COLLECTION 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 Table 3 lists the specific subtests by grade Some schools in Tennessee did not participate fully in the first year of TCAP Asa 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 Grade Score 4 5 6 7 8 Reading number objectives mastered BSF X
44. 989 1990 school year fourth grade teachers rated students behavior on the Student Participation Questionnaire SPQ Finn Folger amp 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 8 Nye 1989 The form has subsequently been used by these researchers and others in a variety of classroom studies Finn Pannozzo 8 Voelkl 1995 Molnar Smith amp 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
45. A 1 n ae 2 n pee a n poa 12 13 15 16 17 18 20 21 22 24 25 26 28 29 30 6 1 9 9 4 2 2 1 A range for S B out of range C range for both R and RA classes SOURCE Achilles 1999 1 8 BACKGROUND AND DATA COLLECTION 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 Grade Score K 1 2 oO Total reading scale score SAT Total math scale score SAT Total listening scale score SAT Total language scale score SAT Science scale score SAT Social science scale score SAT Spelling scale score SAT Vocabulary scale score SAT Math computa
46. ABLES Grade K 3 participant Flags sane eee tees gece dues 341 Achievement data Flagari dda aides tie dd BO Participation study Ela Sitioco ae ada 3 10 Tdent1t1 Eaton Study Eladio ee Oe Sis 10 Higm schoot Elags s s stas o Bb os es os e sd 3 10 2 DEMOGRAPHICS Student Demographic Variables General Mies e At A as aie ei 3 6 KINISBIALCENA as a Ree e ds Sie Lo Grade Vitis A See A A A ae od S21 Grade LS A a eae Se 3 28 Grade DI A a wh Sw ES S593 School Demographic Variables Kinde rgaret env ssw ek a ee DEAE E 313 GHATS Ves ass sents as nesimi Wag Sow dea wipes ee or ew gw 3 18 GATS As sass os 5 or e tock woes nye oes hae Weeds Se sie 3 24 o a de wie eres Sw sw hie Aw Ale ew ee ae wl wie 329 Gra Ss A mite eee eh sae a el Ns Bes Whe A TA ee es ay St Sh ae 3636 Grade Li wy shies Ses aw A seth a ey aw Se wah ws od See 3 54 Teacher Demographic Variables Kaincdergartents wc ecb we od ie eee So eee oes eo eee i SS Grade Musa a ai 30 LS Grade Lis a e a 3 24 Grade Di A A A 3 3 0 Grader ii A Aw A A Dal Class Demographic Variables Grader A e oa Sed sys eds Soke eed eas sod Bopp seid sti eee PENE 34311 STUDENT DATA 3 3 Beginning Page 3 CLASS SIZE CLASS TYPE COMPOSITE VARIABLES Class Type Variables Kinde rqarweenn lt 2 tensa Soy eee oe Swe laa 3 En ade liar a eee ees 3 DEAT E OA Sarp a ae E a aa aaa id Ep E aaa deed Chere EEEE there keel bok P RE 35 12 Class Type Composite Variab
47. BS grade 4 Format F5 0 Range 528 to 836 System missing N 7346 Spelling scale score CTBS grade 4 Format F5 0 Range 496 to 826 System missing N 7266 Vocabulary scale score CTBS grade 4 Format F5 0 Range 526 to 830 System missing N 7347 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 G4PTATIN Grade 4 Participation Pays attention in class Format F1 0 Valid Value Label N Percent Percent 1 Never 40 0 73 1 8 2 181 1 6 8 2 3 Sometimes 537 4 6 24 3 4 854 7 4 38 6 D Always 600 S Zeal Total of valid cases 2217 LL 100 0 System missing 9384 80 9 STUDENT DATA 3 41 G4PTHWRK Grade 4 Participation Completes homework on t
48. D 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 02 0 2 5 Native American 14 Oi 0 1 6 Other 20 0 2 0 2 Total of valid cases 11467 98 8 100 0 System missing 134 laz 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 Variable also in comparison student data file BIRTHYEA Student year of birth STUDENT DATA 3 7 Format F4 0 Valid Value Label N Percent Percent 1977 58 Qiao 0 5 1978 645 5 6 5 6 1979 3917 33 28 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 Al A 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 Percen
49. E BoD BW W ara Beginning Page SCHOOL DEMOGRAPHIC VARIABLES Urbanicity EnrFOlliment is Grade levels Percent GE Minority Students sess a a ds a BES 4 Percent of students receiving free reduced price lunch Percent of student who did not graduate with cohort 4 GRADUATION REQUIREMENTS Mathematics SCVENCE eh didn ed Foreign language Social studies Computer science BMG Las Nie eek eas COURSE OFFERINGS Mathematics Foreign language Pe PW UY WwW N A 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 18 225 22 5 3 Rural 39 48 8 48 8 4 Urban 7 8 8 8 8 Total of valid cases 80 1000 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 Tys 1323 8 K 8 12 15 0 15 6 9 K 9 ak 13 1 63 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 il 13 ARES dl 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
50. 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 e Level 1 Basic mathematics pre algebra courses and introduction to computers e Level 2 Algebra 1 and other courses involving beginning algebra Level 3 Algebra 2 introductory geometry and courses involving algebra 2 topics e Level 4 Algebra 3 advanced geometry and other advanced courses exclusive of calculus e Level 5 Calculus and analytic geometry 2 A list of all course titles in each category is available from the authors 2 8 DATA FILES AND VARIABLES 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
51. G1MATHBS GIREAD_B G1MATH_B G1READ_C G1MATH_C G1IMOTIVR STUDENT DATA 3 23 Total listening scale score SAT grade 1 Format F5 0 Range 477 to 708 System missing N 5045 Word study skills scale score SAT grade 1 Format F5 0 Range 317 to 601 System missing N 5629 Reading raw score BSF grade 1 Format F5 0 Range 2 to 32 System missing N 5065 Math raw score BSF grade 1 Format F5 0 Range 3 to 44 System missing N 5088 Reading number objectives mastered BSF grade 1 Format F5 0 Range 0 to 8 System missing N 5888 Math number objectives mastered BSF grade 1 Format F5 0 Range 0 to 11 System missing N 5916 Reading percent objectives mastered BSF grade 1 Format F5 0 Range 0 to 100 System missing N 5888 Math percent objectives mastered BSF grade 1 Format F5 0 Range 0 to 100 System missing N 5916 Motivation raw score SCAMIN grade 1 Format F5 0 Range 27 to 60 System missing N 5749 Variable also in comparison student data file 3 24 STUDENT DATA GISELFCO 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 2550 3
52. 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 e Achievement test scores for the students when they were in grades 4 8 obtained from the Tennessee State Department of Education e Teachers ratings of student behavior in grades 4 and 8 e Students self reports of school engagement and peer effects in grade 8 e Course taking in mathematics science and foreign language in high school obtained from student transcripts e SAT ACT participation and scores obtained from ACT Inc and from Educational Testing Service e 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 Students who completed high school on time graduated in June 1998 1 2 BACKGROUND AND DATA COLLECTION school engagement Flags in the data file indicate participation non participation at each stage of data collection Other data files include 1 Stude
53. Label N Percent Percent 2 24 14 9 3851 3 9 5 6 14 5 4 24 14 9 38 7 5 5 33 8 1 Total of valid cases 62 385 100 0 System missing 99 61 5 4 18 SCHOOL DATA LNGHILVL Highest level foreign language Format F1 0 Valid Value Label N Percent Percent 2 77 47 8 51 0 3 21 13 0 1 39 4 44 293 29 1 D 9 gs6 6 0 Total of valid cases 151 93438 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 amp Achilles C M 2002 How class size makes a difference Greensboro NC South East Regional Vision for Education SERVE Finn J D amp 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 amp 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 amp 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 cl
54. 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 Chapter 1 Chapter 2 Chapter 3 Contents Project STAR Background and Data Collection Overview of the Data Files Contact Us Planning and Execution of Project STAR Selection of Schools Study Design and Implementation End of year Measures Additional Stages of Data Collection Academic Achievement in Grades 4 8 Classroom Participation Identification With School College Entrance Examinations High School Transcripts Final Sample Sizes The Data Files and their Contents Four STAR and Beyond Data Files Information about Selected Variables Identification Numbers Flag Variables Demographics Class Size Class Type Composite Variables Attendance Special Education Retention Achievement Test Scores Engagement Variables High School Courses and Grades College Entr
55. Range 11 to 60 System missing N 5138 Reading number objectives mastered BSF grade 2 Format F5 0 Range 0 to 12 System missing N 5148 Math number objectives mastered BSF grade 2 Format F5 0 Range 0 to 15 System missing N 5130 Reading percent objectives mastered BSF grade 2 Format F5 0 Range 18 to 100 System missing N 5130 Math percent objectives mastered BSF grade 2 Format F5 0 Range 0 to 100 System missing N 5130 Motivation raw score SCAMIN grade 2 Format F5 0 Range 16 to 60 System missing N 5483 Self concept raw score SCAMIN grade 2 Format F5 0 Range 15 to 60 System missing N 5483 Grade 3 School Variables Grade 3 School ID Format F6 0 Range 112038 to 264945 System missing N 4799 Variable also in comparison student data file 3 30 STUDENT DATA G3SURBAN School urbanicity grade 3 Format F1 0 Valid Value Label N Percent Percent 1 Inner city 1335 a A 5 19 6 2 Suburban 1720 14 8 25 03 3 Rural 3240 27 9 47 6 4 Urban 507 4 4 LED 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 22 96 6 Total of valid cases 6751 584 2 100 0 System missing 4850 41 8 G3TRACE Teacher race ethnicity
56. TCRIT Grade 4 Participation Format F1 0 STUDENT DATA Is critical of achievers Valid Value Label N Percent Percent 1 Never 1667 14 4 VO a2 2 306 2 6 LOS 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 19I 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 ES 6 6 2 206 1 8 DS 3 Sometimes 855 7 4 38 6 4 600 ED TAN 5 Always 406 34 5 18 3 Total of valid cases 2214 TnL 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 35 18 2 2 568 4 9 Za 3 Sometimes 724 6 2 325 51 4 299 2 6 Tass 5 Always 221 Ted 10 0 Total of valid cases 2214 ISS eee 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 22 11 4 5 Always 137 1 2 6 2 Total of valid cases 2213 go eel 100 0 System missing 9388 80 9 3 45 3 46 STUDENT DATA G4PTEASY Grade 4 Participation Prefers easy problems Format F1 0 Valid Value Label N Percent Percent 1 Never 382 343 Ie 2 481 4 1 21 7 3 Sometimes 754 6 25 34 1 4 388 SENS RS 5 Always 208 1 8 9 4 Total of valid cases 2213 197I 100 0 System missing 9388 80 9 G4PTCRTS Grade 4 Participation Criticizes subject matter
57. 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 Il 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 f
58. 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 school 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 English 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 gt SAT test score reported in SAT sum metric high school Format F5 0 Range 400 to 1560 System missing N 7722 HSACTCON SAT gt ACT test score reported in ACT composite metric high school Form
59. Value Label N Percent Percent 1 Never 2200 19 0 IO 2 458 39 15 4 a Sometimes 231 2 0 7 8 4 T9 0 6 25 5 Always 14 Ost Ove Total of valid cases 2978 Za 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 T Never 241 2 1 8 1 2 420 3 6 14 1 3 Sometimes 1012 8 4 34 0 4 745 6 4 Lor O 5 Always 560 4 8 18 8 Total of valid cases 2978 Zong 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 VASES 2 442 3 8 14 8 3 Sometimes 266 23 8 9 4 87 0 7 2 9 5 Always 29 0 2 1 0 Total of valid cases 2978 25 57 100 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 Dae 90 3 2 178 IS 6 0 3 Sometimes 74 0 6 ZOO 4 27 0 2 0 9 5 Always 10 Obs 013 Total of valid cases 2978 Zoe 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 il Never 978 8 4 32 8 2 652 5 6 ZO 3 Sometimes 829 te oil 238 4 416 3 6 14 0 5 Always 103 0 9 Dio Total of valid cases 2978 257 100 0 System missing 8623 74 3 G8PMEFFR Grade 8 Participation Mathematics subscore Effort
60. ance Exams High School Graduation Student Data File Types of Variables in Student File Sequence of Variables in Student File Codebook CONTENTS continued Chapter 4 School Data Files Types of Variables in K 3 School File Types of Variables in High School File K 3 Codebook High School Codebook Selected References Appendices Appendix A Fourth Grade Student Participation Questionnaire Eighth Grade Student Participation Questionnaire Appendix B Identification With School Questionnaire Appendix C Coding of Duration Composite Variables Page 4 1 4 2 4 2 4 3 4 11 5 1 Al A5 B1 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 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
61. any foreign languages taken at each level and the total number of semesters of language taken e 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 e Grade average for all foreign language courses taken all mathematics courses taken and all science courses taken e The overall high school grade average variable HSGPAOVE High school graduation 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 amp 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 grad
62. ass 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 amp 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 amp 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 amp 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 amp 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 7 ed Sandiego CA Author Ritter G W amp Boruch R F 1999 The political and institutional origins of a randomized cont
63. at 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 Lao 3 4 3 Probably dropped out 217 9 4 3 4 Probably graduated 161 1 4 SoZ Total of valid cases 4992 43 0 100 0 System missing 6609 570 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 Ths 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 FLAG VARIABLES Grade K 3 partic Beginning Page ipating School Ela Saad SCHOOL DEMOGRAPHIC VARIABLES UrbanilCcit Yes ex Grade range School enrollmen Average daily at TON CAIN Cus ida td a it ETS Average daily membership vtec cd ass lec en ww teeta woes See KES ES 8 Chapter 1 status Percent of students receiving free reduced price lunch Percent Of SEUCENTS bUSEC edocs el Se bee fl he Oe Se es Percent of students iby race ethnicity we eed Sete eed s TYPES OF VARIABLES IN HIGH SCHOOL FIL
64. athematics 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 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 e 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 e 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 e 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 e 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 Most students in this classification had poor attendance records and or multiple di
65. ation 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 Sih 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 Almost two years of work were dedicated to the task to provide the best data possible 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 16 1 14 BACKGROUND AND DATA COLLECTION 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 e The number of semesters of French German Latin and Spanish taken at each of 4 levels and the highest level reached in any language e The total number of semesters of
66. available for the particular student Approximately 13 of the 2 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
67. cation production functions Quarterly Journal of Economics 114 497 532 Other Outcomes Dee T S amp 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 amp 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 amp Nye B 1989 Carryover effects of small classes Peabody Journal of Education 67 1 75 84 Finn J D Gerber S B amp 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 amp 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 amp 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 amp Whitmore D M 2001a The effect of attending a small class in the early grades on college test taking and middle school tests results
68. 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 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 Achi
69. 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 1 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
70. e 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 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 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 n
71. e variable included with second grade data indicates whether the teachers participated in the STAR summer training program variable G2TTRAIN 22 All students are coded to indicate whether or not they had taken a college entrance examination by 1998 2 4 DATA FILES AND VARIABLES 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 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 e The total number of years the student participated in Project STAR YEARSSTA range 1 4 years e The total number of years the student attended small classes YEARSSMA range 0 4 years with O indicating the student was never in a small class i e attended regular and or regular with aide classes throughout e A pair of variables CMPSTYPE and CMPSDURA indicated the
72. eligible small after G1_ m r s r missing missing not eligible small afterG1_ pom r s s missing missing not eligible small after G1 m s m s missing missing movesinandoutofS or m mj s missing missing noteligible small after G1_ por m s m missing missing not eligible small after G1_ por m s s missing missing not eligible small afterG1_ por r m s missing missing not eligible small afterG1_ por r r s missing missing not eligible small afterG1_ por r s s missing missing noteligible small after G1_ por r s r missing missing not eligible small after G1 por r s m missing missing not eligible small after G1_ r s m s missing missing movesinandoutofS s m m s missing missing movesinandoutofS s m r s missing missing movesinandoutofS s m s m missing missing movesinandoutofS s m s s missing missing movesinandoutofS s r r s missing missing movesinandoutofS s r s s missing missing movesinandoutofS s r s m missing missing movesinandoutofS ls s r s missing missing movesinandoutofS s s m s missing missing movesinandoutofS O A A E PA 20 A A AS A 0 sine A es A A A E A A ae A O Era gt A A OA A AA A E E AE E EN A ite Sains PE erties ie 2 3 ____ AO AAN A E E PS
73. es 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 DO 2 Regular 3045 26 2 LR 3 Aide 4741 40 9 43 1 Total of valid cases 10988 94 7 100 0 System missing 613 Bigs 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 ASS 4 1666 14 4 15 2 Total of valid cases 10988 94 7 100 0 System missing 613 DO YEARSSTA Number of years in STAR Format F5 0 Valid Value Label N Percent Percent 1 4318 SAL AZ 2 2454 2162 21 2 3 1746 El ol 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 le Sing 7 dle ane 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 PIES 22 6 2 Suburban 1412 12 2 22 3 3 Rural 2917 Zas ll 46 1 4 Urban 568 4 9 050 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 mis
74. f 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 e 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 e Teacher characteristics for each grade K 3 school urbanicity e Achievement test scores for ensuing grades 4 8 e Classroom participation ratings grades 4 one teacher per student and 8 two teachers per student e School engagement and peer effects self reported in grade 8 e Courses taken and grade averages in mathematics science and foreign languages in high school 9 12 overall high school grade average e High school graduation status e Participation and scores in college entrance examinations e Flags indicating the presence or absence of data at each stage
75. g 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 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 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 1 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 Responsibility for direct contact wit
76. grade 3 Format F1 0 Valid Value Label N Percent Percent ii 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 Variable also in comparison student data file G3THIGHD Teacher highest Format F1 0 degree grade 3 STUDENT DATA 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 D Specialist 89 0 8 Alias 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 Ziel 4 7 3 Probation 550 4 7 Sul 4 Ladder level 1 4437 SO 65 7 5 Ladder level 2 484 4 2 sz 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 Format F2 0 Valid Value Label N Percent Percent 0 215 1 9 HZ 1 154 IES AS 2 216 AS 3 2 3 234 2 0 2 9 4 210 1 8 3 1 5 292 DES 4 3 6 155 28 va 7 285 ems 4 2 8 304 2 6 4 5 9 308 PAENT 4 6 10 188 1 6 2 8 isl 229 2 0 3 4 12 246 Dil 3 6 T3 284 2 4 4 2 14 357 Sal Did 3 31 3 32 STUDENT DATA 15 390 3 4 5 8 1
77. gree ____ Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree _ Strongly Disagree Strongly Disagree APPENDICES C1 Appendix C Coding of Duration Composite Variables Grad Duration K Gi G2 G3 CMPSTYPE CMPSDURA Explanation missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing moves in and out of S missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing not eligible small after G1 missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S missing missing moves in and out of S m r m s missing missing noteligible small afterG1_ pom J r r s missing missing noteligible small after G1_ om r s m missing missing not
78. gree 620 SO 17 0 4 Strongly disagree 131 Bel 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 Lisy SO 2 Agree 1759 OZ 48 2 3 Disagree 391 3 4 LORS 4 Strongly disagree 136 1 2 Sf 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 Pie PEZ 3 Disagree 1978 SP 9A 54 3 4 Strongly disagree 1306 v3 359 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 lead 3453 2 Agree 513 4 4 14 1 3 Disagree 1723 14 9 47 2 4 Strongly disagree 1290 a1 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 ME Strongly agree 199 Lesh 95 2 Agree 1462 12 6 40 1 3 Disagree 1526 La 41 9 4 Strongly disagree 459 4 0 12 6 Total of valid cases 3646 31 4 100 0 System missing 795 5 68 6 STUDENT DATA 3 59 G8IDCARE Grade 8 Identification My teachers don
79. h 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 pa
80. had 100 0 System missing 4880 42 1 3 25 3 26 STUDENT DATA G2TYEARS Years of total teaching experience grade 2 Format F2 0 Valid Value Label N Percent Percent 0 156 ES 23 1 333 2 9 4 9 2 340 Di 5 0 3 ES INO Tre 4 340 2 9 5 0 5 175 AS 2 6 6 188 1 6 2 8 7 161 1 4 2 4 8 343 3 0 5 1 9 343 3 0 Dal 10 309 Zon 4 6 11 242 Zar 3 6 12 449 3459 6 7 13 329 2 8 4 9 14 311 2 7 4 6 LS 405 Sino 6 0 16 140 Ie 2 1 17 161 4 2 4 18 288 2 5 4 3 19 279 Zed 4 1 20 142 1 2 2 1 21 77 0 7 1 1 22 148 153 25 2 23 144 1 2 DL 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 3 31 123 1 1 1 8 32 65 0 6 1 0 33 86 1P 1 3 34 24 0 2 0 4 35 34 0 3 O25 39 16 0 1 0 2 40 21 0 2 053 Total of valid cases 6739 58 1 100 0 System missing 4862 41 9 STUDENT DATA 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 5 93 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 O s 3 015 1 3 208 1 8 3 0 14 378 3233 DO 15 480 4 1 TSQ 16 480 4 1 7 0 17 323 2 8 4 7 18 108 0 9 1 6 19 33 Leg T9 20 60 0 05 0 9 21 378 369 Dro 22 968 8 3 14 2 23 943 8 1 13 8 24 1128 9
81. his 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
82. hool 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 if Inner city 326 2 8 TD 2 Suburban 1069 9 2 24 5 3 Rural 2596 22 4 59 6 4 Urban 363 3 1 Sia Total of valid cases 4354 DTS 100 0 System missing 7247 62 5 Variable also in comparison student data file STUDENT DATA 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 Te 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 1359 83 9 2 Black 353 3 0 16 1 3 Asian 0 O20 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 1849 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 0 041 13 1 0 0 0 0 14 1 0 0 0 0 17 12 Oi od 0 5 18 14 0 1 0 6 19 19 0 2 0 9 20 16 0 1 Oi AL Sl 0 3 Mes 7 22 105 0 9 4 7 23 167 1 4 Led 24 251 2 2 lt 3 25 247 Zen 1 3 37 3 38 STUDENT DATA 26 343 3 0 L545 2T 341 2 9 15 4 28 287 245 12 9 29 167 1 4 Lee
83. il Inner city 1380 11 49 20 2 2 Suburban 1586 Load 23 2 3 Rural 3237 219 47 4 4 Urban 626 5 4 Dz 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 T Male 29 Uisa 0 4 2 Female 6781 58 5 99 6 Total of valid cases 6810 58 7 100 0 System missing 4791 41 3 Variable also in comparison student data file 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 GITHIGHD 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 TAg SS 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 GITCAREE Teacher career ladder level grade 1 Format F1 0 Valid Value Label N Percent Percent 1 Chose not to be on 506 4 4 TO career ladder 2 Apprentice 718 6 2 10 6 5 Probation 666 SPH 9 8 4 Ladder level 1 4492 38 7 66 2 5 Ladder level 2 114 1 0 Lat 6 Ladder level 3 2391 Lino 4
84. ime 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 eRe 28 9 5 Always 926 8 0 41 9 Total of valid cases 2217 LL 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 Deh 3 Sometimes 405 Sho 18 3 4 761 6 6 34 4 5 Always 841 Pad owes Total of valid cases 2217 LT 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 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 HIS eel 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 TIV 2 259 2 2 ELAT 3 Sometimes 204 1 8 9 2 4 90 0 8 4 1 5 Always 39 O23 1 6 Total of valid cases 2217 TO 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 2 233 250 10 5 3 Sometimes 497 4 3 22 4 4 616 Dw 27 8 5 Always 762 6 6 34 4 Total of valid cases 2217 TOI 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
85. included on the file variable HSLVLMTH 4 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 8 SC 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 ACT converted score for those who took the SATs see Krueger amp Whitmore 2001a 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 2 We discovered that the highest level of m
86. ion scale score CTBS grade 5 Format F5 0 Range 578 to 860 System missing N 9010 G5LANGME G5STUDYS G5READBS G5MATHBS G6SCHID G6TREADS G6TMATHS G6TLANGS STUDENT DATA 3 51 Language mechanics scale score CTBS grade 5 Format F5 0 Range 574 to 858 System missing N 9009 Study skills scale score CTBS grade 5 Format F5 0 Range 558 to 873 System missing N 9014 Reading number objectives mastered BSF grade 5 Format F5 0 Range 0 to 7 System missing N 9012 Math number objectives mastered BSF grade 5 Format F5 0 Range 0 to 9 System missing N 9029 Grade 6 School Variables Grade 6 School ID Format F6 0 Range 105012 to 265956 System missing N 5160 Grade 6 Student Variables Total reading scale score CTBS grade 6 Format F5 0 Range 571 to 878 System missing N 5173 Total math scale score CTBS grade 6 Format F5 0 Range 553 to 874 System missing N 5179 Total language scale score CTBS grade 6 Format F5 0 Range 595 to 872 System missing N 5183 3 52 STUDENT DATA G6SCIENC G6SOCIAL G6READBS G6MATHBS G7SCHID G7TREADS G7TMATHS G7TLANGS Science scale score CTBS grade 6 Format F5 0 Range 595 to 899 System missing N 5181 Social science scale score CTBS grade 6 Format F5 0 Range 601 to 880 System missing N 5176 Reading number objectives mastered BSF grade 6 Format F5 0 Range 0 to 7 System missing N
87. l ID Format F6 0 Range 106017 to 267958 SCHLURBN School urbanicity Format F1 0 Valid Value Label N Percent Percent T Inner city 54 3335 33 5 2 Urban 16 9 9 9 9 3 Suburban 35 ZA 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 Lowest academic grade level of school Format F2 0 Valid Value Label N Percent Percent 1 4 NO 2 5 5 2 Le2 eS 6 5 Sel 3 2 7 21 13 0 133 9 121 75 2 76 6 10 3 31 BZ Total of valid cases 158 98 1 100 0 System missing 3 1 9 4 12 SCHOOL DATA HGHGRADE Highest 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 Saul 3 2 4 121 To2 76 6 6 21 13 0 Tawa 7 5 Sa Sad 8 2 DAZ 1223 12 4 2 5 ES 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
88. l N Percent Percent 1 Strongly agree 2808 24 2 NES 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 SL 2 100 0 System missing 7980 68 8 3 61 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 20 8 0 3 Disagree 2075 17 9 57 4 4 Strongly disagree 1176 Oj 32 69 Total of valid cases 3614 Sales 100 0 System missing 7987 68 8 G8IDMIMP Grade 8 Identification than people think Format F1 0 School is more important Valid Value Label N Percent Percent ME Strongly agree 1807 13 49 9 2 Agree 1619 14 0 44 7 3 Disagree 156 Lo 4 3 4 Strongly disagree 39 0 3 Tea dl Total of valid cases 3621 FLSA 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 Sas 2d 8 8 2 Agree 1004 Oil ZAS 3 Disagree 1747 ol 48 3 4 Strongly disagree 549 4 7 152 Total of valid cases 3617 2152 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 80 2 Agree 1367 11 48 37 8 3 Disagree 255 2 2 7 1 4 Strongly disagree 113 1 0 Stel Total of valid cases 3
89. l N Percent Percent 1 Yes 202 Tosa Bid 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 2405 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 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 GISURBAN School urbanicity grade 1 Format F1 0 Valid Value Label N Percent Percent
90. les 3 12 Class Size Variables KINdSEJALEENS AE A LO Erade Duitama a ee oe ed De ee TE 3 21 Grad lee eee Dye A a De ee S 3 27 Grade tobe ove bbe co se hbo ne ee BES ws ee a Bs 33 Grade Urea e e a dane boas as 32 37 4 ATTENDANCE SPECIAL EDUCATION RETENTION Attendance Variables Kindergartens Li ii ee Sic GLASS a S22 Grade gh nied a a e a eS ee a Oe ae a a whe ws S 3 34 Special Education Instruction Variables Kindergartens era ae eases woah tea a ods IAL Grade This id n a di 322 Retention KINGeETOGATwWEN e oh a6 44 6S 20 bo tee SOY Bote aa S16 Grade Dina ee hte eae a A eee a 3422 Grade 2 aad a a Se ea ee Re 3 28 Grade Ia AS eee oes A ee ee Ee et n ES ae 3 33 5 ACHIEVEMENT TEST SCORES Kindergartens Lora 3x17 Grade live oes Sane yee Gast e tele dee ed a base eds Ges 3 22 Grade La a A A a 3 28 ETAde ia beds seid oe ed Boh es ek ed cee E 3 34 GAAS broma a Se ed Bd Doe ie ad 3 38 Grade Dis nds ta oe B26 Be oe Be Se se Be eS Be ee Se IS 3 49 Grade 6 022 s dedehewedakebededade he dando dad dave 351 Grade Tyrreense Cee Se ei aie See Cae be ee ee eee eis 32 902 Grade Bis A A Boe OS es VALS BLS Oe BS 3 54 3 4 STUDENT DATA Beginning Page 6 ENGAGEMENT VARIABLES Motivation Assessment Scores KInGerGartenwus A eS oe waa hee 3 18 Ende hse 3 idee a os Sool ee eee ba eee ees eee eee es 3 23 Grade fais wen aie ies la ee eed a ote ee Sees laa ee 3 29 Grade Bad blebs ad tee
91. lles 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 amp 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 1 7 Table 1 Distribution of STAR Classes by Grade K 3 by Designation S Small R Regular and RA Regular and Aide K n R
92. n 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
93. nd 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 amp 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 amp Larson K A 1998 Student mobility and the increased risk of high school dropout American Journal of Education 107 1 35 Voelkl K E amp 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 Al 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 i
94. ndividual items or by creating different scalings see for example Finn Pannozzo amp Voelkl 1995 The data file also includes several items that were not part of any scale e Grade 4 student s attendance at after school events the teacher s rating of the student s academic performance participation in special education e 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 Variable HSYRSCOR indicates the number of years of data
95. nt 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 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 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 e Data files are available at www heros inc org data htm e For additional information contact STARDATA heros inc org e Phone for HEROS Inc 615 449 7904 Planning and Execution of Project STAR In May of 1985 the Tennessee Legislature passed House Bill HB 544 authorizing and fundin
96. nts 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 GiPROMOT G2PROMOT G3PROMOT n
97. o 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 The following are notes for secondary analysts e 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 e 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 2 6 DATA FILES AND VARIABLES e 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 e 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 ltem responses are also given on the data file so analyses can be conducted with i
98. ool 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 Strongly Agree Agree 1 There are teachers or other adults in my school that I can talk to if Ihave a problem __ Disagree Most of what I learn in school will be useful when I get a job Strongly Agree Agree Disagree 12 Strongly Agree Agree 13 School is one of my favorite places to be __ Disagree People at school are interested in what I have to say Strongly Agree Agree __ Disagree 14 Strongly Agree Agree 15 School is often a waste of time __ Disagree Dropping out of school would be a huge mistake for me Strongly Agree Agree __ Disagree 16 School is more important than most people think Strongly Agree Agree Disagree Strongly Disa
99. our 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 1 6 BACKGROUND AND DATA COLLECTION 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
100. rade 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 vocals 6 7 4 Strongly disagree 57 3 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 1905 INS Laval 2 Agree 2184 18 8 59 9 3 Disagree 605 Gez 16 6 4 Strongly disagree 104 0 9 Zid 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 TZ 3 8 2 Agree 704 Grek 19103 3 Disagree 1900 16 4 52 1 4 Strongly disagree 906 TEB 24 8 Total of valid cases 3648 31 4 100 0 System missing 1953 68 6 G8IDATIN Grade 8 Identification I only get attention when I cause trouble Format F1 0 Valid Value Label N Percent Percent 1 Strongly agree 87 Ota 2 4 2 Agree 233 2 0 6 4 3 Disagree 1793 SES 49 2 4 Strongly disagree 1535 TrA 42 1 Total of valid cases 3648 31 4 100 0 System missing T293 68 6 G8IDACTV Grade 8 Identification I participate in a lot of activities at school Format F1 0 Valid Value Label N Percent Percent ME Strongly agree 1330 Teo 3 625 2 Agree 1567 T345 43 0 3 Disa
101. redits for graduation Format F2 0 Valid Value Label N Percent Percent 4 143 88 8 Flaa 5 1 0 6 0 7 8 3 1S9 2 0 Total of valid cases 147 913 100 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 16 100 0 100 0 System missing 0 0 0 CALCULUS Calculus offered Format F1 0 Valid Value Label N Percent Percent 0 No 40 24 8 24 8 1 Yes 121 1932 75 2 Total of valid cases 16 100 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 14 59 1 Yes 41 25 5 259 Total of valid cases 16 100 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 8 398 Total of valid cases 161 100 0 100 0 System missing 0 0 0 4 16 SCHOOL DATA ANALYTIC Analytical offered Format F1 0 Valid Value Label N Percent Percent 0 No
102. rgarten Format F4 0 Range 0 to 10 System missing N 77 Percent students White kindergarten Format F4 0 Range 1 to 100 System missing N 12 Percent students other race ethnicity kindergarten Format F4 0 Range 0 to O System missing N 1 Grade 1 School Variables School enrollment grade 1 Format F4 0 Range 154 to 1131 System missing N 4 4 6 SCHOOL DATA GIAVGDAT Average daily attendance grade 1 Format F4 0 Range 134 to 968 System missing N 4 GIAVGDMB 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 T3 16 3 Lank Total of valid cases 76 95 0 100 0 System missing 4 50 GIFRLNCH 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 GINATVAM Percent students Native American grade 1 Format F4 0 Range 0 to O System missing N 4 GIASIAN 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 GIHSPANC Percent students Hispanic grade 1 Format F4 0 Range 0 to 1 System missing N 4 GIWHITE Percent students White grade 1 Format F4 0 Range 0
103. rolled trial on elementary school class size Tennessee s Project STAR Educational Evaluation and Policy Analysis 21 111 126 Rock D A amp 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 amp 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 amp 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 amp 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 amp 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 edu
104. rs 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 28 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 B40 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 3543 class Total of valid cases 6325 54 5 100 0 System missing 5276 45 5 GICLASST 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 2233 31 38 3 Regular aide 2320 20 0 34 0 class Total of valid cases 6829 5829 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 ZO 2 Regular class 2329 20 1 34 0 3 Regular aide 2495 21 5 3 69 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 3254 0 2 Regular class 2085 18 0 30 7 3 Regular aide 2543 21 9 37 4 class Total of valid cas
105. rticipate 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 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 1 4 BACKGROUND AND DATA COLLECTION 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
106. s GIFREELU 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 2108 48 4 Total of valid cases 6650 Bias 100 0 System missing 4951 42 7 Variable also in comparison student data file 3 21 3 22 STUDENT DATA GIPROMOT Recommended for promotion from grade 1 to grade 2 Format F1 0 Valid Value Label N Percent Percent 1 Yes recommended 5945 Bal 89 4 2 No not recommended 708 6 1 10 6 Total of valid cases 6653 5723 100 0 System missing 4948 42 7 GISPECED Special education status grade 1 Format F1 0 Valid Value Label N Percent Percent 1 Yes 84 Qu 1 2 2 No 6742 58 1 98 8 Total of valid cases 6826 58 8 100 0 System missing 4775 41 2 GISPECIN 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 GIPRESEN Days present at school grade 1 Format F5 0 Range 1 to 180 System missing N 4942 GIABSENT Days absent from school grade 1 Format F5 0 Range 0 to 84 System missing N 4939 GITREADS Total reading scale scores SAT Grade 1 Format F5 0 Range 404 to 651 System missing N 5206 GITMATHS Total math scale score SAT grade 1 Format F5 0 Range 404 to 676 System missing N 5003 Variable also in comparison student data file G1TLISTS G1WORDSK G1READBS
107. s System missing 302 312 268 374 209 399 445 187 236 391 523 495 229 224 143 154 58 55 144 103 64 68 35 6304 52 97 2 A O1 AN AS AS 0 GN BEF WWE WD y JW 00 ny DN 01M1010UYN O YU OOdADS 00 ON W I OB ODOODOOFAOACEH HH 6 4 100 NOONNWWAIAWADATIWAWATHAWUO ds ds O Mt POOoOo0u0to 04 WDD OW OVO Jl 8 i UW MIO WO Na 3 15 3 16 STUDENT DATA GKCLASSS Class size kindergarten Format F5 0 Valid Value Label N Percent Percent 12 96 0 8 hs 3 247 Dik 3 9 14 308 Dowd 4 9 I5 360 eal al 16 512 4 4 8 1 17 493 4 2 TS 18 54 0 5 0 9 19 247 Zel 3 9 20 240 Qed 3 8 21 546 4 7 8 6 22 880 7 6 189 23 851 Tes 13 24 792 6 8 E25 25 300 2 6 4 7 26 182 1 6 239 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 al 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 Bee 96 0 2 No 2 53 Def 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 Labe
108. sciplinary problems coupled with one or more in grade retentions e 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 e Graduated 77 6 Graduated or probably graduated e Did not graduate 22 4 Dropped out or probably dropped out or received an alternative GED diploma 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 VARI
109. sing N 5276 GKTGEN Teacher gender kindergarten Format F1 0 Valid Value Label N Percent Percent T 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 9 2 Black 1036 8 9 HES 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 ISP 31 4 4 Masters 161 1 4 ZO 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 5 Probation 334 29 Sap 4 Ladder level 1 4671 40 3 81 5 5 Ladder level 2 119 1 0 Ze A 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 GKTYEARS Years of total teaching experience kindergarten lt E G 0 Percent STUDENT DATA Valid Percent 2100 J5060M4a0NR Oo 0 J0 004a0YNR O 19 20 21 22 24 27 Total of valid case
110. sult 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 s 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 1 4 Unlike STAR students students in the comparison schools were assigned to classes in the usual manner which is often non random
111. t 0 No 4761 41 0 41 0 1 Yes 6840 59 0 59 20 Total of valid cases 11601 100 0 System missing 0 0 0 Variable also in comparison student data file 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 SUIZO 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 SES 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 56x3 9079 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 DDue DDT 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 TIG 7
112. t F5 0 Range 3 to 15 System missing N 9389 Grade 5 School Variables Grade 5 School ID Format F6 0 Range 112038 to 264945 System missing N 9008 Grade 5 Student Variables Total reading scale score CTBS grade 5 Format F5 0 Range 545 to 851 System missing N 9010 Total math scale score CTBS grade 5 Format F5 0 Range 532 to 857 System missing N 9012 Total language scale score CTBS grade 5 Format F5 0 Range 576 to 859 System missing N 9010 3 50 STUDENT DATA G5TBATTS G5SCIENC G5SOCIAL G5READCO G5SPELLS G5VOCABS G5MATHCO G5MATH_A G5LANGEX Total battery scale score CTBS grade 5 Format F5 0 Range 551 to 837 System missing N 9014 Science scale score CTBS grade 5 Format F5 0 Range 586 to 888 System missing N 9016 Social science scale score CTBS grade 5 Format F5 0 Range 587 to 871 System missing N 9017 Reading comprehension scale score CTBS grade 5 Format F5 0 Range 553 to 860 System missing N 9010 Spelling scale score CTBS grade 5 Format F5 0 Range 536 to 847 System missing N 9010 Vocabulary scale score CTBS grade 5 Format F5 0 Range 537 to 841 System missing N 9009 Math computation scale score CTBS grade 5 Format F5 0 Range 530 to 832 System missing N 9011 Math concepts and applications scale score CTBS grade 5 Format F5 0 Range 533 to 881 System missing N 9012 Language express
113. tance use Voelkl amp Frone 2000 and dropping out Pannozzo Finn amp 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 amp 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 STAR students who
114. tem missing N 8245 HSGPAOVE GPA overall high school Format F5 2 Range 58 52 to 99 78 System missing N 7947 HSLVLFLA Highest foreign language level high school Format F1 0 Valid Value Label N Percent Percent 0 589 Seri 20 5 1 360 Sul 12 5 2 1789 15 4 62 3 3 114 1 0 4 0 4 17 QL 0 6 5 3 0 0 0 1 Total of valid cases 2872 24 8 100 0 System missing 8729 TDZ 3 78 STUDENT DATA HSLVLMTH Highest math level high school Format F1 0 Valid Value Label N Percent Percent 1 235 2 0 6 0 2 785 6 8 20 bcd 3 2005 LES 51 4 4 647 5 6 16 6 5 230 2150 549 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 3328 100 0 System missing 7679 66 2 HSCTSRC Source of high school course taking data Format F1 0 Valid Value Label N Percent Percent Sl Transcript 35 1 30 3 89 5 2 Abbreviated form 411 S50 Oto 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 L Yes 528 4 6 4 6 Total of valid cases 1599 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
115. tion scale score SAT Concept of numbers scale score SAT Math applications scale score SAT Word study skills scale score SAT X Reading raw score BSF Math raw score BSF Reading number objectives mastered BSF Math number objectives mastered BSF Reading percent objectives mastered BSF Math percent objectives mastered BSF Motivation raw score SCAMIN X Self concept raw score SCAMIN Xx gt lt gt lt gt gt lt gt lt gt X X X X X K K K K K K K K K K OK OK OK OK OK OK OK X X X K OK K OK OK OK OK X XK OK OK OK OK OK OK OK SAT Stanford Achievement Tests BSF Basic Skills First BACKGROUND AND DATACOLLECTION 1 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 mathematics 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 amp 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
116. ue Label N Percent Percent 1 Never 305 2 6 10 2 2 503 4 3 16 9 3 Sometimes 925 8 0 Sale 4 748 6 4 25 1 5 Always 497 4 3 LOST Total of valid cases 2978 2D 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 55 3 Sometimes 360 SL cl 4 154 a Dae 5 Always 34 0 3 Leech Total of valid cases 2978 25 21 100 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 a Sometimes 694 6 0 LIS 4 376 BZ 12 6 5 Always 208 L8 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 71 100 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 Ts 2839 4 910 Les 30 6 5 Always 770 6 6 25659 Total of valid cases 2978 2004 100 0 System missing 8623 74 3 G8PMCRIT Grade 8 Participation Mathematics Is critical of achievers Format F1 0 Valid
117. umber 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 Achievement test scores 5907 Motivation and self concept scores 5038 Participation study grades 4 and 8 Identification study grade 8 High school course taking High school graduation status High school SAT ACT scores Total number of schools 79 6559 6118 15 Grade 3 4 5 6 7 6464 6339 2593 6441 4942 6129 2217 15 76 56 525 181 Table 5 Number of students providing data in each pair of stages 6361 2978 3648 406 graduation SAT ACT score 3818 3682 1229 1705 2067 Grades 4 8 Grade 8 Grade 8 High school High school High school Achievement Participation Participation Identification course tests study study taking data status Grades K 3 Achievement tests 8240 2930 3587 3867 4911 Grades 4 8 Achievement tests 2975 3645 3615 4501 Grade 4 Participation study 1015 1218 1276 1426 Grade 8 Participation study 2975 1791 2062 Grade 8 Identification study 2172 2518 High school course taking 3831 High school graduation status 2449 2710 9 12 3922 4992 3880 161 NOIL93T109 VLVG ANV GNNOYSMOVa 9FL DATA FILES AND VARIABLES 2 1 CHAPTER 2 THE DATA FILES AND THEIR CONTENTS This chapter is comprised o
118. usses subject matter outside of class Format F1 0 Valid Value Label N Percent Percent 1 Never 427 Breet T93 2 370 3 2 16 7 3 Sometimes 776 6 7 35 1 4 398 3 4 18 0 5 Always 242 Qe 1079 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 34 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 TEB 38 7 2 Average 928 8 0 42 2 3 Below average 421 36 WIL 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 Loss 87 9 2 Yes 264 2 3 12 gi Total of valid cases 2173 18 1 100 0 System missing 9428 SUENO G4PTEFFR G4PTINIT G4PTNONP G4PTVALU G5SCHID G5TREADS G5TMATHS G5TLANGS STUDENT DATA 3 49 Grade 4 Participation subscore Effort Format F5 0 Range 15 to 65 System missing N 9389 Grade 4 Participation subscore Initiative Format F5 0 Range 8 to 40 System missing N 9389 Grade 4 Participation subscore Nonparticipatory behavior Format F5 0 Range 4 to 20 System missing N 9389 Grade 4 Participation subscore Value Forma
119. 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 sch

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