DOI: 10.3886/icpsr34868
title: Measures of Effective Teaching: 3b - Base Data: Item-Level Supplemental Test Files, 2009-2011
title: Archival Version

description: The MET project is based on two premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. Student achievement was measured in two ways -- through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. The supplemental assessments used were: Stanford 9 (SAT 9) Open-Ended Reading Assessment in grades 4 through 8; Balanced Assessment in Mathematics (BAM) in grades 4 through 8; ACT QualityCore series for Algebra I, English 9, and Biology (ACT); Close to 3,000 teacher volunteers from across the following 6, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4-8, Algebra I, grade 9 English, and high school biology. The Item-Level Supplemental Test Files release consists of data files for the three supplemental assessments (SAT 9, BAM, and ACT).
description: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Created variable labels and/or value labels.; Checked for undocumented or out-of-range codes..
description: Presence of Common Scales: Item-level supplemental student assessments include: Balanced Assessment in Mathematics (BAM) in grades 4 through 8; ACT QualityCore series for Algebra I, English 9, and Biology (ACT); Stanford 9 (SAT 9) Open-Ended Reading Assessment in grades 4 through 8;
description: Response Rates: 2,746 teachers began the year 1 of the MET project, 1,868 completed year 2 of the MET project.
description: Datasets: 
 
 DS0: Study-Level Files 
 DS1: ACT QualityCore series for Algebra I, English 9, and Biology (ACT) - Year 1 
 DS2: ACT QualityCore series for Algebra I, English 9, and Biology (ACT) - Year 2 
 DS3: Balanced Assessment in Mathematics (BAM) - Year 1 
 DS4: Balanced Assessment in Mathematics (BAM) - Year 2 
 DS5: Stanford 9 Open-Ended Reading Assessment (SAT 9) - Year 1 
 DS6: Stanford 9 Open-Ended Reading Assessment (SAT 9) - Year 2
description: Measures of Effective Teaching (MET) Project Series
description: coded video observation, cognitive assessment test 
Participating academic institutions include Dartmouth College, Harvard University, Stanford University, University of Chicago, University of Michigan, University of Virginia, and University of Washington. Participating non-profit organizations include Educational Testing Service, RAND Corporation, and the New Teacher Center. Participating education consultants include Cambridge Education, Teachscape, and Westat. The National Board for Professional Teaching Standards and Teach For America supported the project and have encouraged their members to participate. The American Federation of Teachers and the National Education Association were involved in discussions about the MET project and supported the research.
Teachscape conducted the classroom video recordings, Educational Testing Service (ETS) managed the lesson-scoring process.
description: Teachers and students within the six participating school districts. Smallest Geographic Unit: School Districts