The Beginning School Study, 1982-2002 (doi:10.7910/DVN/NYYXIO)

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Part 2: Study Description
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The Beginning School Study, 1982-2002

doi:10.7910/DVN/NYYXIO

Harvard Dataverse

2010-04-28

3

Alexander, Karl L.; Entwisle, Doris R., 2003, "The Beginning School Study, 1982-2002", https://doi.org/10.7910/DVN/NYYXIO, Harvard Dataverse, V3, UNF:3:hlT7u4CbArgxawKtYr87fg== [fileUNF]

The Beginning School Study, 1982-2002

doi:10.7910/DVN/NYYXIO

01293

Alexander, Karl L.

Entwisle, Doris R.

Harvard Dataverse

Murray Research Archive

2003

https://doi.org/10.7910/DVN/NYYXIO

Social Sciences

mra, 501-1000, female, male, 6-12, 13-17, 18-22, 23-25, White, African American, poverty, working, middle, 2, yes, Special aspects of education, Mental health, Family

The Beginning School Study (BSS) is a longitudinal study of children's academic and social development beginning in first grade and continuing through high school and beyond. This 20-year study, begun in 1982, contains data from a panel of children in Baltimore City Public Schools (BCPS), and also includes data from their parents, teachers, and schools. The investigators' purpose was to observe how a group of typical urban school children negotiated the beginning school transition and, by monitoring the same participants over time, to explore links to later trajectories of personal and academic development. Retention and dropout, how patterns in the early grades play out over the longer term, and how seasonal learning patterns(school year vs summer), family structure and work outside school might affect progress in elementary and middle school were several foci of the study. An overriding goal of the researchers was to identify sources of resilience in the participants' lives that enabled many of them to overcome the effects of poverty and other conditions to finish school or training programs, to find their way to steady work with good prospects, to enter into satisfying and stable relationships, to avoid substance abuse, to stay out of trouble with the law, and to attain a sense of personal satisfaction or fulfillment with how their lives have unfolded. <br /><br /> A two-stage stratified, random sample consisted of 838 public school students beginning first grade in Baltimore, MD city public schools. First, a sample of twenty schools, stratified by racial mix and socioeconomic status was selected. Second, within each school, students were randomly sampled from every first-grade classroom. The result was a panel of 226 African American females, 193 White females, 235 African American males and 184 White males. All children attended schools with the same basic curriculum, taught by teachers on the same salary scale. Their records were kept in the same manner, and they had similar standardized tests and other evaluations at the same points in time. <br /><br /> The data were collected by face-to-face interviews with students and by self-administered questionnaires with parents. Teachers responded to questionnaires, and school records were examined for data on marks, test scores and the like. In later years, most of the parent questionnaires were answered by mail or by phone.<br /><br /> A broad spectrum of outcomes has been measured: school achievement (based on standardized test scores and grades given by teachers), students' own expectations, self-esteem, locus of control, and other non-cognitive characteristics. As participants left middle childhood, moved through early and later adolescence, and entered young adulthood, measures of dating behavior, vocational planning, substance use and many other adolescence topics were added to the collection. A Young Adult Survey, administered between 1998 and early 2002, gathered detailed work and education histories as well as data on personal relationships, marital status, and parenthood. Contextual data from families and schools were collected. School and neighborhood data include racial mix, classroom-grouping practices, socioeconomic level, and other related areas. Most years, teachers provided information on grading standards, feelings about their jobs and schools, their expectations for the performance of individual children in their classes, ratings of children's personal traits (for example, aggressiveness), grouping practices, and so on. Parents of the participants informed the researchers about family structure and family changes, their occupations, education, and the like as well as expectations for their child's schooling and school performance, their feelings about the school, and their understanding of its evaluation procedures. <br /><br /> The Murray Archive holds machine-readable data from Waves 1 to 8 for all study participants, as well as the qualitative data transcripts.

1982-2002

1982-2002

United States

individuals

longitudinal

quota sample

Questionnaires, Institutional Records, Psychological Tests

Henry A. Murray Research Archive, Institute for Quantitative Social Sciences, Harvard University

Available

Submission of the following <a href= "http://www.murray.harvard.edu/application" target="_blank">Application For The Use Of Data</a> is required to access the data from this study.

I will use these data solely for the purposes stated in my application to use data, detailed in a written research proposal. I will honor all agreements and conditions made between the Contributor of the Data and the study participants, and between the Contributor of the Data and the Henry A. Murray Research Archive, Harvard University, as specified in the Memorandum of Agreement.

<a href="mailto:mra@help.hmdc.harvard.edu">Manager of Operations</a>, the Henry A. Murray Research Archive, Institute for Quantitative Social Sciences, 1737 Cambridge St, Cambridge, MA 02138, USA.

I will include a bibliographic citation acknowledging the use of these data in any publication or presentation in which these data are used. Such citations will appear in footnotes or in the reference section of any such manuscript. I understand the guideline in "How to Cite This Dataset" described in the Summary of this study.

Murray Research Archive will list my publication and manuscripts on the Archive website when I submit a bibliographic citation or title of the manuscript, and indicate the Henry A. Murray Research Archive data used. Doing this will also help Henry A. Murray Research Archive to provide funding agencies with essential information about use of archival resources, to fulfill requirements of some memoranda of agreement, and to promote the broader exchange of information about research activities.

<b>The contributor will allow the sample to be followed up by researchers associated with the Archive subject to the following conditions: a follow-up study may only be performed with the collaboration of the contributor</b><br /><br /> <b> The Qualitative Interview Transcriptions embargo expires on January of 2012</b>

<div style="padding-left: 30px;"> <ul style="list-style-type: decimal;" ><li> The Murray Archive (the Distributor) has granted me a revocable license to use this dataset solely for the purposes of conducting research, and the Distributor may terminate this license at any time and for any reason. </li> <li> I will use the dataset solely for statistical analysis and reporting of aggregated information, and not for investigation of specific individuals or organizations, except when identification is authorized in writing by the Distributor. </li> <li>I will produce no links among the Distributor’s datasets or among the Distributor’s data and other datasets that could identify individuals or organizations. </li> <li>I represent that neither I, nor anyone I know, has any prior knowledge of the possible identities of any study participants in any dataset that I am being licensed to use. </li> <li> I will not knowingly divulge any information that could be used to identify individual participants in the study, nor will I attempt to identify or contact any study participant, and I agree to use any precautions necessary to prevent such identification. </li> <li> I will make no use of the identity of any person or establishment discovered inadvertently. If I suspect that I might recognize or know a study participant, I will immediately inform the Distributor, and I will not use or retain a copy of data regarding that study participant. If these measures to resolve an identity disclosure are not sufficient, the Distributor may terminate my use of the dataset. </li> <li> I will not reproduce the dataset except as is necessary for my scholarly purposes. I will destroy the dataset upon the completion of my scholarly work with it. </li> <li> I will not share data from the dataset (in any form or by any means) with any third party, including other members of my research team, as I understand that all users of data must obtain the data directly from the Distributor. </li> <li> I will make appropriate acknowledgement of the contributor of the dataset as well as the Distributor in any manuscript or presentation (published or unpublished) using the citation standard documented here: <a href="http://thedata.org/citation"> http://thedata.org/citation</a> </li> <li> THE DISTRIBUTOR MAKES NO WARRANTIES, EXPRESS OR IMPLIED, BY OPERATION OF LAW OR OTHERWISE, REGARDING OR RELATING TO THE DATASET. </li> </ul> </div>

Submission of the following <a href= "http://www.murray.harvard.edu/application" target="_blank">Application For The Use Of Data</a> is required to access the data from this study.<p><b>The contributor will allow the sample to be followed up by researchers associated with the Archive subject to the following conditions: a follow-up study may only be performed with the collaboration of the contributor</b><br /><br /> <b> The Qualitative Interview Transcriptions embargo expires on January of 2012</b></p>

• Number of cases: 838

• No. of variables per record: 6

• Type of File: text/tab-separated-values

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ID, Cohort, Race, Sex, etc. Data

• Number of cases: 838

• No. of variables per record: 101

• Type of File: text/tab-separated-values

UNF:3:EOMaRbxC9hUtGcCjdP48lQ==

California Achievement Test Data

• Number of cases: 265

• No. of variables per record: 259

• Type of File: text/tab-separated-values

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Year 7, Lost Parent Data

• Number of cases: 311

• No. of variables per record: 236

• Type of File: text/tab-separated-values

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Lost Parents, Year 8

• Number of cases: 838

• No. of variables per record: 208

• Type of File: text/tab-separated-values

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Year 7, Lost Youth Data

• Number of cases: 838

• No. of variables per record: 320

• Type of File: text/tab-separated-values

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Lost Student, Year 8

• Number of cases: 838

• No. of variables per record: 215

• Type of File: text/tab-separated-values

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Year 6, Elementary School Marks Data

• Number of cases: 838

• No. of variables per record: 236

• Type of File: text/tab-separated-values

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Year 6, Middle School Marks Data

• Number of cases: 838

• No. of variables per record: 227

• Type of File: text/tab-separated-values

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Year 1, Marks Data

• Number of cases: 838

• No. of variables per record: 286

• Type of File: text/tab-separated-values

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Year 10, Marks Data

• Number of cases: 838

• No. of variables per record: 298

• Type of File: text/tab-separated-values

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Year 11, Marks Data

• Number of cases: 838

• No. of variables per record: 304

• Type of File: text/tab-separated-values

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Year 12, Marks Data

• Number of cases: 838

• No. of variables per record: 29

• Type of File: text/tab-separated-values

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Year 13, Marks Data

• Number of cases: 838

• No. of variables per record: 225

• Type of File: text/tab-separated-values

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Year 2, Marks Data

• Number of cases: 838

• No. of variables per record: 226

• Type of File: text/tab-separated-values

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Year 3, Marks Data

• Number of cases: 838

• No. of variables per record: 225

• Type of File: text/tab-separated-values

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Year 4, Marks Data

• Number of cases: 838

• No. of variables per record: 228

• Type of File: text/tab-separated-values

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Year 5, Marks Data

• Number of cases: 838

• No. of variables per record: 236

• Type of File: text/tab-separated-values

UNF:3:4AZ8Ce2PTn1wocri1fOf7g==

Year 7, Marks Data

• Number of cases: 838

• No. of variables per record: 250

• Type of File: text/tab-separated-values

UNF:3:hVcO125kP23f5AU4zrg4Pg==

Year 8, Marks Data

• Number of cases: 825

• No. of variables per record: 61

• Type of File: text/tab-separated-values

UNF:3:nc8p/1KGmiznewcOw3oNkA==

Year 1, Parent Data

• Number of cases: 825

• No. of variables per record: 245

• Type of File: text/tab-separated-values

UNF:3:KR+PVQtcpvOo4zLjbWmDoQ==

Year 10, Parent Data

• Number of cases: 838

• No. of variables per record: 315

• Type of File: text/tab-separated-values

UNF:3:Ch/8ih8ELPOOA1lceTX9tQ==

Year 11, Parent Data

• Number of cases: 825

• No. of variables per record: 143

• Type of File: text/tab-separated-values

UNF:3:+YFxikBw3K7EJdHekfjl/w==

Year 3, Parent Data

• Number of cases: 825

• No. of variables per record: 56

• Type of File: text/tab-separated-values

UNF:3:Sw7mwU8Nft0dJHLukTYS4g==

Year 4, Parent 1985-1986 Data

• Number of cases: 825

• No. of variables per record: 147

• Type of File: text/tab-separated-values

UNF:3:SxvLpBk9gV4pbZfes6uQMA==

Year 6, Parent Data

• Number of cases: 825

• No. of variables per record: 148

• Type of File: text/tab-separated-values

UNF:3:pQ+75eC2aSiHl7DrI0oJMA==

Year 7, Parent Data

• Number of cases: 825

• No. of variables per record: 144

• Type of File: text/tab-separated-values

UNF:3:NY6HahL1vux9AWVoCDC4UQ==

Year 8, Parent Data

• Number of cases: 825

• No. of variables per record: 71

• Type of File: text/tab-separated-values

UNF:3:n1wUj3yEUdy/bX6yCml1KA==

Year 2, Parent data

• Number of cases: 838

• No. of variables per record: 167

• Type of File: text/tab-separated-values

UNF:3:fybtAJo8s6U3G3zyYgWDuw==

School Resource Referral Data

• Number of cases: 825

• No. of variables per record: 159

• Type of File: text/tab-separated-values

UNF:3:H2Fi/jTSjXT5Ww9iHdRJIg==

Year 1, Student Data

• Number of cases: 838

• No. of variables per record: 643

• Type of File: text/tab-separated-values

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Year 10, Student Data

• Number of cases: 838

• No. of variables per record: 677

• Type of File: text/tab-separated-values

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Year 11, Student Data

• Number of cases: 838

• No. of variables per record: 698

• Type of File: text/tab-separated-values

UNF:3:EG7ZxXiNqO7AuvlnRf6e/Q==

Year 12, Student Data

• Number of cases: 838

• No. of variables per record: 698

• Type of File: text/tab-separated-values

UNF:3:JM8/vQIbwCMKFAOls3PJRg==

Year 13, Student Data

• Number of cases: 825

• No. of variables per record: 178

• Type of File: text/tab-separated-values

UNF:3:vetlYBbFc1F1Ke+dWOdKDA==

Year 2, Student Data

• Number of cases: 825

• No. of variables per record: 258

• Type of File: text/tab-separated-values

UNF:3:dd+LdwrUCSsObqXxt5gJVw==

Year 4, Student Data

• Number of cases: 838

• No. of variables per record: 3

• Type of File: text/tab-separated-values

UNF:3:xR4XyU/5cv2iVmHaOcHZyg==

Year 5, Student Data

• Number of cases: 838

• No. of variables per record: 330

• Type of File: text/tab-separated-values

UNF:3:j8piGjj+7IzNyFXgTPzUtQ==

Year 6, Student Data

• Number of cases: 838

• No. of variables per record: 348

• Type of File: text/tab-separated-values

UNF:3:sPeJrWlP1ss+aO3mg0D32g==

Year 7, Student Data

• Number of cases: 838

• No. of variables per record: 403

• Type of File: text/tab-separated-values

UNF:3:5cpVbHLdl+YHynm5SXWeuw==

Year 8, Student Data

• Number of cases: 56

• No. of variables per record: 83

• Type of File: text/tab-separated-values

UNF:3:SXMadAEcY+YXARWRW7fpRQ==

Year 1, Teacher Data

• Number of cases: 103

• No. of variables per record: 132

• Type of File: text/tab-separated-values

UNF:3:9nCWHGL+6hWXW5ZZPCOZbg==

Year 2, Teacher Data

• Number of cases: 141

• No. of variables per record: 104

• Type of File: text/tab-separated-values

UNF:3:ot0Ys9PoNmZRPG34KY2pSQ==

Year 4, Teacher Data

• Number of cases: 426

• No. of variables per record: 113

• Type of File: text/tab-separated-values

UNF:3:kiPP5prFI3ad6Oi5VlEXVA==

Year 6, Teacher Data

• Number of cases: 165

• No. of variables per record: 167

• Type of File: text/tab-separated-values

UNF:3:6qVoNu0sfGe8GH4n5crMdQ==

Year 7, Teacher Data

• Number of cases: 279

• No. of variables per record: 175

• Type of File: text/tab-separated-values

UNF:3:e0MKBf82d81BtCARnas9Mw==

Year 8, Teacher Data

• Number of cases: 838

• No. of variables per record: 250

• Type of File: text/tab-separated-values

UNF:3:gKvSlf49UJyiEiIK5DaGcA==

Year 9, Marks Data

• Number of cases: 838

• No. of variables per record: 237

• Type of File: text/tab-separated-values

UNF:3:sGOXFDBks8yKaI/ufH8E1A==

Year 9, Parent Data

• Number of cases: 838

• No. of variables per record: 641

• Type of File: text/tab-separated-values

UNF:3:benqpSeKpifWTsH+uveQuw==

Year 9, Student Data

• Number of cases: 838

• No. of variables per record: 1922

• Type of File: text/tab-separated-values

UNF:3:o5ksWX8ztvremZxMBWqrPw==

Data file

• Number of cases: 838

• No. of variables per record: 24

• Type of File: text/tab-separated-values

UNF:3:yWLOgqfMS0StjBtzZx1fAw==

Data file used to link the Mature and Young Adult surveys and to provide variables used in routing procedures

• Number of cases: 838

• No. of variables per record: 1366

• Type of File: text/tab-separated-values

UNF:3:MB5mBmYCyXcbLO6w1wO3IA==

Data file for this study

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01293Alexander-Entwisle-BSS-CaseArchive-Data.por

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ID, Cohort, Race, Sex, etc. in SPSS Portable Format

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01293Alexander-Entwisle-BSS-CAT-Data.por

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California Achievement Test Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-CodebookAddendum.pdf

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Clarifications of discrepancies in the data files

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01293Alexander-Entwisle-BSS-CodebookAllWaves.zip

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Codebook for all waves of data collection

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01293Alexander-Entwisle-BSS-LostParent8-Data.por

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Lost Parents, Year 8 in SPSS Portable Format

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01293Alexander-Entwisle-BSS-LostParents7-Data.por

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Lost Parents, Year 7 in SPSS Portable Format

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01293Alexander-Entwisle-BSS-LostStudent8-Data.por

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Lost Students, Year 8 in SPSS Portable Format

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01293Alexander-Entwisle-BSS-LostYouth7-Data.por

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Lost Youth, Year 7 in SPSS Portable Format

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01293Alexander-Entwisle-BSS-LunchStatus-Data.zip

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Zip file of Meal plan data

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01293Alexander-Entwisle-BSS-Marks-Elementary6-Data.por

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Year 6, Elementary School Marks Data in SPSS Portable Format

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Year 6, Middle School Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks1-Data.por

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Year 1, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks10-Data.por

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Year 10, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks11-Data.por

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Year 11, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks12-Data.por

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Year 12, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks13-Data.por

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Year 13, Marks Data in SPSS Portable Format

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Year 2, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks4-Data.por

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Year 4, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks5-Data.por

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Year 5, Marks Data in SPSS Portable Format

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Year 7, Marks Data in SPSS Portable Format

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Year 8, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Marks9-Data.por

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Year 9, Marks Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-MeasuresForm.pdf

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Usage guidelines relating to measures created by study investigators

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01293Alexander-Entwisle-BSS-MemoOfAgreement.pdf

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Legal agreement between data depositor and Murray Archive

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01293Alexander-Entwisle-BSS-Parent1-Data.por

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Year 1, Parent Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Parent10-Data.por

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Year 10, Parent Data in SPSS Portable Format

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Year 11, Parent Data in SPSS Portable Format

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Year 3, Parent Data in SPSS Portable Format

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Year 4, Parent Data in SPSS Portable Format

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Year 6, Parenting Data in SPSS Portable Format

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Year 7, Parent Data in SPSS Portable Format

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Year 8, Parent Data in SPSS Portable Format

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Year 2, Parent data, original SPSS file format, zipped file

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School Resource Referral Data in SPSS Portable Format

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Year 1, Student Data in SPSS Portable Format

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Year 10, Student Data in SPSS Portable Format

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Year 11, Student Data in SPSS Portable Format

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Year 12, Student Data in SPSS Portable Format

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Year 13, Student Data in SPSS Portable Format

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Year 2, Student Data in SPSS Portable Format

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Year 4, Student Data in SPSS Portable Format

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Year 5, Student Data in SPSS Portable Format

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Year 6, Student Data in SPSS Portable Format

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Year 7, Student Data in SPSS Portable Format

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Year 8, Student Data in SPSS Portable Format

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Year 9, Student Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-StudyDescription.pdf

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Overview: abstract, research methodology, publications, and other info.

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Year 1, Teacher Data in SPSS Portable Format

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Year 2, Teacher Data in SPSS Portable Format

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Year 4, Teacher Data in SPSS Portable Format

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Year 6, Teacher Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Teacher7-Data.por

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Year 7, Teacher Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Teacher8-Data.por

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Year 8, Teacher Data in SPSS Portable Format

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01293Alexander-Entwisle-BSS-Teacher9-Data.por

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Year 9, Teacher Data in SPSS Portable Format

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0801_Chart_790.pdf

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Timeline for Bss Field Work – based on 790 cohort (replaces Table 3 in the documentation files)

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0801_Chart_838.doc

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Timeline for Bss Field Work – based on 838 cohort (replaces Table 3 in the documentation files)

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1293Alexander-Entwisle-BSS-Marks3-Data.por

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Year 3, Marks Data in SPSS Portable Format

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Dropout_Protocol.pdf

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Qualitative data collection protocol

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Mas_Codebook.zip

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Codebooks for each of 7 sections plus an addendum for each

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MatureAdultSurveyData.zip

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Data files in original SPSS format

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Mature_Adult.pdf

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One page summary documentation

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Pathways_Protocol.pdf

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Qualitative data collection protocol

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Qualitative_Documentation.doc

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Qualitative data documentation. The data associated with this documentation are not available for use until January 2012

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Qualitive_Delivery.zip

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Transcripts for the Qualitative data collection. These data are not available for use until January 2012.

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Summary_Documentation.pdf

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Lengthy description of this study

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Young_Adult.pdf

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Documentation for this study

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Young_Adult.zip

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Zip file containing the data in original spss system file format

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Young_Adult_Coding.pdf

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Codebook for this study

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