Impact Study of Feedback for Teachers Based on Classroom Videos

APPENDIX C
ADMINISTRATIVE RECORDS DATA REQUEST

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OMB Number: [XXXXXX]
Expiration Date: [XXXXX]

P.O. Box 2393
Princeton, NJ 08543-2393
Phone: 609-799-3535
Fax: 609-799-0005
www.mathematica-mpr.com

MEMORANDUM

TO:

[District Name]

FROM:

[Mathematica Data Collection Liaison]

SUBJECT:

Administrative Data Collection for the Impact Study of
Feedback for Teachers Based on Classroom Videos

DATE:

XX/XX/XXXX

Thank you for participating in the Impact Study of Feedback for Teachers Based on
Classroom Videos that Mathematica Policy Research and its partners are conducting for the U.S.
Department of Education. The goal of this study is to examine the effects of individualized
feedback and coaching on the classroom practices of novice and early career teachers and their
students’ achievement.
This memo outlines our request for data on teachers participating in the study (referred to as
study teachers) and fourth and fifth grade students in these teachers’ schools (referred to as study
schools). We will estimate impacts on the achievement of the students taught by study teachers at
the end of each intervention year (2017-2018 and 2018-2019), as well as one year after the
intervention is complete for the teachers participating in the 2017-2018 school year. We will
request class rosters (lists of students taught by study teachers) at the start of each study school
year. In fall 2017, we will request class lists for teachers participating during the 2017-2018 school
year. In fall 2018, we will request class lists for teachers participating during the 2018-2019 school
year, as well as the current class lists of teachers who participated the prior year. We will collect
Teacher Performance Assessment (edTPA) scores, where available, for study teachers in fall 2017
and fall 2018. We will request student demographic, attendance, and assessment data from the two
prior school years in fall 2018 and fall 2019 for all fourth and fifth grade students in the study
schools in the prior year. Based on experience with other districts, we estimate it will take the
district about 8 hours to provide requested information for each round of data collection. Table 1
provides a description of the types and years of administrative data requested during each round
of data collection.

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this information collection is estimated to average 8 hours for teachers’ student rosters and teacher
assessment information and 8 hours for student achievement and demographic data for each round of data collection and includes
the time to review instructions, search existing data sources, gather the data needed, and complete and review the information
collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please
write to: U.S. Department of Education, Washington, DC 20202. If you have comments or concerns regarding the content or the
status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of Education Sciences,
550 12th Street, SW, Washington, DC 20202.

An Affirmative Action/Equal Opportunity Employer

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
2
Table 1. Administrative data collection timeline
School Year of Data Requested
Data Requested

Fall 2017

Fall 2018

Fall 2019

Class rosters (students
taught by study teachers)

Data for 2017–2018

Data for 2018–2019

n.a.

Teacher edTPA scores

Data for 2017–2018

Data for 2018–2019

n.a.

Student demographic and
attendance data (all fourth
and fifth grade students in
study schools)

n.a.

Data for 2016–2017
and 2017–2018

Data for 2017–2018
and 2018–2019

Student assessment data
(all fourth and fifth grade
students in study schools)

n.a.

Data for 2016–2017
and 2017–2018

Data for 2017–2018
and 2018–2019

n.a. = not applicable. We are not requesting this type of data during this round of data collection.

We will work with your district to determine the appropriate timing of data delivery. In
addition, we realize that some data elements listed in this memo might not be collected by your
district. If a data element is not available in your district’s data systems, please let us know, and
we will work with you to determine if another, similar data element may be used instead. When
you provide data, please include a data dictionary or codebook that explains what the variables
and values mean.
We expect the study to include approximately 20 teachers from your district during the 2017–
2018 school year and 50 teachers during the 2018–2019school year. Prior to collecting rosters, we
will provide a list of teachers for whom we need a list of the students taught (the list will include
teachers’ full names and employee identifiers). To help ensure study participants’ confidentiality,
we will provide this list via the National Center for Education Statistics (NCES) secure file transfer
site.
A. Class roster data for study teachers

Table 2 lists the class roster data we are requesting for study teachers. These data will be used
to identify the students taught by study teachers so we can examine if the coaching program
affected students’ achievement. Please include the students taught by the study teachers at the start
of the requested school year (2017–2018 or 2018–2019).

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
3
Table 2. Class roster data for study teachers
Data element

Description

School year

School year to which the record pertains (2017–2018 or
2018–2019)

Teacher employee ID

Number that uniquely identifies each teacher across multiple
files, records, and years. This number should match the
employee ID included in the list provided through the file
transfer site, unless a correction or update is needed for a
teacher.

Teacher first and last
name

First and last name of each teacher. This name should match
the name included in the list provided through the file transfer
site, unless a correction or update is needed for a teacher.

Student ID

Number that uniquely identifies each student taught by the
teacher at the start of the school year. This student ID should
be the same across multiple files, records, and years. We
prefer that the ID number not be personally identifiable
information such as a Social Security number.

School ID

Number, such as NCES ID, that uniquely identifies the
school in which the teacher taught the student.

School name

Name of school corresponding to School ID

Class or Section ID of
course taught to student

Number(s), if available, that uniquely identifies the class
taught by the study teacher in which the student was enrolled

Grade level(s) of course
taught to student

Grade level(s) of course taught by the study teacher in which
the student was enrolled.

Name of subject(s) or
course(s) taught to student

Name of the subject(s) or course taught by the study teacher
in which the student was enrolled

Notesa

aThe

notes column will be completed by study staff using information provided during the initial call to discuss the
data request.

B. Teacher performance assessment data (edTPA scores)

Table 3 lists the teacher performance assessment data we are requesting for study teachers
from the edTPA assessment (where available). The teacher performance assessment data will be
used to measure teachers’ baseline teaching performance prior to starting their first teaching job.
We will request these data only for teachers in the study in the 2017–2018 and 2018–2019 school
years.

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
4
Table 3. Teacher performance assessment data
Data element

Description

School year

School year to which the record pertains (2017–2018 or
2018–2019)

Teacher employee ID

Number that uniquely identifies each teacher across multiple
files, records, and years. This number should match the
employee ID included in the list provided through the file
transfer site, unless a correction or update is needed for a
teacher.

Teacher first and last
name

First and last name of each teacher. This name should match
the name included in the list provided through the file transfer
site, unless a correction or update is needed for a teacher.

Teacher edTPA score

Score from the Teacher Performance Assessment (edTPA),
if available.

Notesa

C. Student data

We will use the student demographic data (described in Table 4) to describe the characteristics
of students in the study sample and compare them with other students in the same grades and
schools. We will use attendance data (Table 4) and assessment data (Table 5) to examine how the
intervention affects students’ attendance and achievement in reading and math.
Table 4. Student demographic and attendance data
Data element

Description

School year

School year to which the record pertains (2016–2017, 2017–2018,
or 2018–2019)

Student ID

Number that uniquely identifies each student across multiple files,
records, and years. These students should be included in the
class roster data described in Table 2. We prefer that the ID
number not be personally identifiable information such as a Social
Security number.

Gender

Gender of student

Year of birth

Year of birth of student

Race

Race of student

Ethnicity

Hispanic or Latino indicator for student

Grade level

Grade level of student at the beginning of the school year

Free or reduced-price
lunch (FRPL) status

Student’s eligibility for free or reduced-price lunch as of the
beginning of the school year.

English language
learner status

English language learner status or limited-English-proficient status
of student, with level if available, as of the beginning of the school
year

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
5
Data element

Description

Special education
status

Special education status of student, such as having an Individual
Education Plan, as of the beginning of the school year

Days present

Total number of days the student attended school in the district
during the school year requested. This should be a total for all
schools attended in the district during the year.

Days enrolled

Total number of school days the student was enrolled in the
district during the school year requested. This should be a total for
all schools attended in the district during the year.

Days in school year

Total number of school days for the schools in the district attended
by the student during the school year requested.

Notesa

aThe

notes column will be completed by study staff using information provided during the initial call to discuss the data
request.
Table 5. Student assessment data
Data element

Description

School year

School year to which the record pertains (2016–2017, 2017–
2018, or 2018–2019)

Student ID

Number that uniquely identifies each student across multiple
files, records, and years. These students should be listed in
the class roster data described in Table 2. We prefer that the
ID number not be personally identifiable information such as a
Social Security number.

A. Math assessments
Math score on the state
assessment for the
school years requested,
as available

Student’s score on the math section of the state assessment.
The scale score is preferred, but normal curve equivalents,
percentile ranks, and number correct are acceptable (in
descending order of preference). If a student retook the test,
please provide the test score from the first time the student
took the test in that year; not the highest score.

Math test grade level for
each state test

Grade level of math test taken by the student for each state
test

Math test description for
each state test

Name of math test and test form information (such as
“Stanford 9 Form S”) for each state test. Please indicate if a
modified or alternate form of a state test was taken.

Math test language
indicator (if other than
English) for each state
test

For each state test, an indicator of whether the test was taken
in a language other than English, such as Spanish

Math test date for each
state test

Date of each math test taken by student. If no date is
available, then “spring,” “fall,” or similar qualifier can be
provided.

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
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Data element

Description

Math test exemption or
invalidation code, as
applicable, for each
state test

Code or indicator if a student received an exemption from
taking a math test (such as a medical exemption) or the test
was found to be invalid

School identifier as of
time of testing (math)

Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
math

School name as of time
of testing (math)

Name of the school in which the student was enrolled at the
time of testing in math

Employee ID of math
teacher at time of
testing

Number that uniquely identifies the student’s math teacher at
time of testing across multiple files, records, and years.

First and last name of
math teacher at time of
testing

First and last name of student’s math teacher at time of
testing.

B. Reading assessments
Reading score on the
state assessment for the
school years requested,
as available

Student’s score on the reading section of the state
assessment. The scale score is preferred, but normal curve
equivalents, percentile ranks, and number correct are
acceptable (in descending order of preference). If a student
retook the test, please provide the test score from the first
time the student took the test in that year; not the highest
score.

Reading test grade level
for each state test

Grade level of reading test taken by the student for each state
test

Reading test description
for each state test

Name of reading test and test form information (such as
“Stanford 9 Form S”) for each state test. Please indicate if a
modified or alternate form of a state test was taken.

Reading test language
indicator (if other than
English) for each state
test

For each state test, an indicator of whether the test was taken
in a language other than English, such as Spanish

Reading test date for
each state test

Date of each reading test taken by student. If no date is
available, then “spring,” “fall,” or similar qualifier can be
provided.

Reading test exemption
or invalidation code, as
applicable, for each
state test

Code or indicator if a student received an exemption from
taking a reading test (such as a medical exemption) or the
test was found to be invalid

School identifier as of
time of testing (reading)

Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
reading

School name as of time
of testing (reading)

Name of the school in which the student was enrolled at the
time of testing in reading

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
7
Data element

Description

Employee ID of reading
teacher at time of
testing

Number that uniquely identifies the student’s reading teacher
at time of testing across multiple files, records, and years.

First and last name of
reading teacher at time
of testing

First and last name of student’s reading teacher at time of
testing.

Notesa

aThe

notes column will be completed by Mathematica staff using information provided during the initial call to discuss
the data request.

D. Data confidentiality

Mathematica and its study partners follow the confidentiality and data protection requirements
of The Education Sciences Reform Act of 2002, Title I, Part E, Section 183. We will use the data
provided in response to this request for research purposes only. The reports prepared for the study
will summarize findings across the sample and will not associate responses with a specific district,
school, or individual. We will not provide information that identifies respondents to anyone outside
the study team, except as required by law.
E. File format

You may provide the data in a single file or multiple files, whichever the district prefers. We
can work with almost any file format, including Excel, comma delimited or fixed-width text files,
SAS, SPSS, Stata, and Access. Please also provide documentation of the data, including definitions
of variables/fields, any codes used, and contact information for someone who can answer questions
about the data.
Thank you very much for your assistance with this data request! We greatly appreciate
your assistance. Please do not hesitate to contact me with any questions or concerns at
[liaison phone number and email].