ERIC ED370734: A New Age for Research in Rural Education?

5 Pages·1993·0.19 MB·English

by  ERIC

DOCUMENT RESUME
ED 370 734
RC 019 625
Howley, Craig; Stern, Joyce
AUTHOR
A New Age for Research in Rural Education?
TITLE
Appalachia Educational Lab., Charleston, W. Va.
INSTITUTION
PUB DATE
93
NOTE
5p.
Descriptive (141)
PUB TYPE Journal Articles (080)
Reports
Rural Education Newsletter for a Special Interest
JOURNAL CIT
Group of the American Educational Research
Association; suppl 2 Spr 1993
MF01/PC01 Plus Postage.
EDRS PRICE
*Classification; *Databases; *Educational Research;
DESCRIPTORS
Elementary Secondary Education; *Rural Areas; *Rural
Education; School Statistics; Technical Assistance
*National Center for Education Statistics; Research
IDENTIFIERS
Training
ABSTRACT
The National Center for Education Statistics (NCES)
new classification system for location of public schools and the NCES
databases will provide new opportunities for rural education
researchers. NCES developed a coding system called "Johnson codes"
based on zip codes and Census definitions both of rural and nonrural
places and of metropolitan and nonmetropolitan counties. The system
locates all public schools on a continuum of seven "types of locale"
from the most extreme rural location to the most concentrated urban
location. In an effort to improve use of and access to its databases,
NCES is gathering new data, producing new products, providing
technical assistance, and conducting training activities. NCES
produces public-use files and restricted-use files. In the past,
mainframe computer tapes constituted the principal format for the
NCES databases. Now, NCES has begun to make data available in CD-ROM
format. The National Data Resource Center, operated by NCES, is a
source of free technical assistance for the educational research
community. NCES envisions a substantial effort to train those
interested in accessing and using its data and new products through
training seminars and possibly a national conference. This article
describes the following NCES statistical databases in terms of type,
scope, format, kinds of data, and contacts for information:
(1)
(2) School District Databook;
(3) National
Common Core of Data;
Educational Longitudinal Survey of 1988; and (4) Schools and Staffing
Survey (SASS) and SASS Teacher Followup Survey. (KS)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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"PERMISSION TO REPRODUCE THIS
U.S. DEPARTMENT OF EOUCATION
Office ot Educational Research and Improvement
MATERIAL HAS BEEN GRANTED BY
fft slaric
EDLiATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Supplement No. 2Statistical Databases
This document has been reproduced as
received from the person or organization
originating it
r Minor changes have been made to improve
reproduction duality
TO THE EDUCATIONAL RESOURCES
Points ot view or opinions stated in this docu-
rnent do rtot necessa«ly represent othcral
INFORMATION CENTER (ERIC)...
Education?
OERI position or policy
Research in Rural
A New Age for
by Craig Howley and Joyce Stern
ade, as NCES transforms itself into
National Center for Education Sta-
Investment in educational re-
a first-class statistical agency.
tistics (NCES) developed a very re-
search, we all know, is quite mea-
The government has invested
fined coding system to classify the
This observation is true in
ger.
millions of dollars in designing
location of all public schools in
general, but the academic world
and conducting new surveys and
the nation. The "Johnson codes"
and most sources of funding
creating national databases to pro-
and use
are based on zip codes
have long ignored rural education
vide information about a host of
Census definitions both of rural
research. Two years ago, however,
Like many
educational issues.
and nonrural places and metro-
the U. S. Office of Education's Of-
other constituents (e.g., early
politan and nonmetropolitan
fice of Educational Research and
childhood and minority education
counties to locate all schools on a
Improvement (OERI) dissemi-
researchers), those concerned with
continuum of seven "types of lo-
nateci a federally endorsed bro-
rural education stand to benefit
cale"from the most extreme ru-
chure titled "An Agenda for Re-
substantially from the information
ral location to the most concen-
search and Development in Rural
collected by NCES. But first they
trated urban location. For the first
Education" to a wide audience.
have to know it exists. Hence, as
time ever, the number of students
The agenda was the product of
its investment in producing rich
in rural areas and small towns
several years' work by interested
databases matures, NCES is
(and in all other types of locale)
parties from a number of federal
launching major efforts to improve
could be determined nationwide
agencies, professional associa-
use of and access to its databases.
(and in every state and county)
tions, and academic institutions.
Strategies include gathering new
using a consistent definition.
No funds were appropriated to
data, producing new products,
This year, NCES undertook the
support implementation of the
providing technical assistance,
considerable task of merging these
agenda, but the development and
and conducting training activities.
locale statistics (supplied in the
dissemination of the agenda did
NCES database known as the Com-
constitute evidence of increased
mon Core'of Data, or CCD) with in-
concern for rural education re-
Data Availability
formation from the 1990 Census.
search.
/n planning for this work, NCES
In addition to general lack of
NCES uses its databases not
invited the OERI rural coordinator
interest and meager funding, how-
only to publish statistical reports
(Stern) and the rural coordinators
ever, rural researchers have also
(e.g., the Digest of Education Statis-
of the Regional Educational Labo-
bemoaned the lack of a consistent
tics and approximately 100 annual
ratories to help address the defini-
definition of "rural" on which to
reports on specific topics), but has,
tional issue. The specific outcome
base consistent research efforts.
for many years, marketed its data
of that collaboration will be de-
Many data sources defined the
tapes to researchers who want to
scribed in a later issue of this news-
term imprecisely (or failed com-
The
conduct original analyses.
letter. Here, however, it is suffi-
pletely to specify community
database for the longitudinal High
cient to note that by incorporating
type). On the other hand, sundry
School and Beyond, for example, has
such outcomes into their planning,
federal and state programs have
been used in important studies of
0)
NCES began to pay more focused
employed a wide range of overlap-
rural education in recent years by
attention to the concerns of rural
ping or contradictory definitions.
Walter McIntire, David Monk,
Such in-
education researchers.
The issue of definition, how-
Emil Haller, the Population Refer-
volvement with constituents has
ever, began to be addressed at the
ence Bureau, the Aspen Institute,
been taking place for the last dec-
federal level in 1989, when the
2
AVAILABLE
PEST COPY
also help researchers who visit
onlyAlan Moorhead (202/
and many other individuals and
NCES conduct analyses on-site.
219-1920)
organizations.
Assistance with all NCES data-
NCES produces two types of
The merge of data from the CCD
basesincluding each of those
files for its databases: public-use
with Census data, called the School
discussed in the newsletter issue
To
files and restricted-use files.
District Databook, will also appear
available from NDRC staff.
is
access the restricted-use files, re-
in CD-ROM format and will be
Contact Jerry Malitz (202/219-
searchers complete an NCES li-
available by late spring, 1993.
202/219-1751) for
1364; FAX:
cense and pledge to protect the
The (JERI Bulletin keeps readers
more information.
apprised of developments at
confidentiality of the data (which
include variables that could be
The NCES publication,
NCES.
misused to compromise subjects'
Programs and Plans of the National
Training
Center for Education Statistics, sys-
privacy).
tematically describes NCES sur-
NCES envisions a suIsstantial
veys, databases, and services in
effort to train those interested in
some detail. This publication ap-
New Products
accessing and using its data and
pears annually. The NCES Educa-
tion Information Branch (1-800/
In September,
new products.
In the past, mainframe com-
424-1616) can provide a copy; the
OERI sponsored a hands-on train-
puter tapes constituted the princi-
1991 edition is also available on
ing seminar for representatives
pal format for the NCES databases.
ERIC microfiche at most academic
from ehe Regional Educational
Now, NCES has begun to make
libraries (ERIC Document Repro-
Laboratories and the National
data available in CD-ROM (Com-
duction Service No. ED 339 739).
R&D Centers, but NCES is also
pact-Disc, Read-Only-Memory)
making plans for a long-term ef-
formats. The discs contain elec-
fort to train researchers with par-
tronic codebooks and software
Technical Assistance
ticular interests. The good news is
that permit researchers to extract
that the first such sessions will fo-
variables of interest in their work.
The National Data Resource
cus on rural researchers.
Jointly
The CD-ROM format is not only
Center (NDRC), operated by
sponsored by OERI and the Labo-
much easier to use than mainframe
NCES, is a new and, as yet, too
ratories, planning is underway to
tapes. but they are also much
seldom appreciated source of free
hold two training seminars late
cheaperabout $25 for each disc,
technical assistance for the educa-
this summer, one at the Ap-
as compared to $175 for each tape.
tional research community. The
palachia Educational Laboratory
Some databases are already
NDRC will provide information
in Charleston, West Virginia, and
available in CD-ROM format.
about or data from its resources at
one at the Northwest Regional
NCES contacts for each of these
no charge to clients. With copies
Educational Laboratory, in Port-
are:
of the survey questionnaires and
land, Oregon.
Coi mon Core of Data
users' manuals in hand, a re-
Outreach for these limited-at-
(CCD)Jerry Malitz (202 / 219-
searcher without the resources to
tendance sessions will come from
1364)
run the tapes or CD-ROMs can, for
all 10 Regional Laboratories. A
High School and Beyond
instance, ask the NDRC staff to
national conference on the tm-
(HS&B)Dennis Carroll (202/
help design summary data tables
hanced capability for rural re-
219-1774)
or determine sets of variables to be
search that NCES data allow is also
1987-88 Schools and Staffing
extracted for a research project.
under consideration. Information
Survey (SASS)Alan
NDRC staff will run simple statis-
about all these plans will come
Moorhead (202/219-1920)
tical analyses or extract (e.g., on
from the Laboratories, this news-
1990 National Assessment of
floppy disks) variables of interest
letter, the National Rural Educa-
Educational Progress (NAEP)
to the researcher. NDRC staff will
tion Association, and OERI.
available for restricted use
3
Statistical Databases
status; educational attainment;
counselors, librarians, adminis-
Common Core of Data
employment status of parents;
trators), enrollment by grade,
(CCD)
and much more
high school completers, state
fiscal data (fiscal years 1987-
Type: universe census (annual)
For more information: CallTed
1990 only).
Drews, NCES, 202/219-1731
Scope: All public schools, school
For more information: Call
districts, and state education
Notes: This product will provide
John Sietsema, NCES, 202/219-
agencies
the most detailed look at public
1335 (general information);
school districts yet possible.
Jerry Malitz, NCES, 202/219-
Format: (1) CD-ROM (with
Again, the unit of analysis in
1364 (CD-ROM version); or
searching, output, and table
all cases is the district, with in-
Thaddeus Chmura, NCES,
generation software included)
dividual or household census
202/219-1619 (Mainframe
data aggregated to that level.
tapes)
(2) Mainframe tapes
The nine CD-ROM volumes
will be comparatively inexpen-
IllustTative kinds of data:
sive. The menu-driven soft-
Schoolsname of school, ad-
ware will produce custom
School District Databook
dress, phone number, highest
tables for printing or export to
grade, lowest grade, operating
wordprocessing programs.
Type: universe census (first im-
status (e.g., operating, closed
The on-disk software will also
plementation, forthcoming
since last report, opened since
allow users to select and export
spring 1993)
last report), type (e.g., regular,
subsets of variables of interest
vocational, special education,
to them, for subsequent
Scope: All public school districts
alternative), enrollment (by
statistical analysis or manipula-
(data aggregated to district
grade, by major ethnic group,
tion in their favorite database
level)
total), type of locale (by the
management or statistical
seven "Johnson codes"), free or
analysis programs. Finally, the
Format: CD-ROM (CD includes
reduced lunch count, teacher
product will be compatible
menu-driven software for
FTE.
with (geographic) mapping
tabular display and output and
software (separately available
for export of data)
Districtsname of district,
from private vendors).
address, phone number,
Illustrative kinds of data:
agency type (e.g., regular, local
Data from CCDname,
component of supervisory
address, enrollment (by grade
union, state-operated, feder-
National Educational
and ethnicity), type of locale,
ally-operated), metro status,
Longitudinal Survey of
fiscal data (e.g., local taxes,
enrollment, high school
1988 (NELS:88)
federal and state fevenue,
completers, total number of
capital outlay)
teachers, fiscal data (for 1989-
Type: longitudinal t ample
1990 only, from Census finance
survey
Data from 1990 decennial cen-
file relevant to elementary and
sushousehold type (e.g.,
secondary education).
Scope: 1988 eighth grade public
married couple, single-parent);
and private school students,
presence and age of children in
State Education Agencies
their parents, their teachers,
home; language spoken in
name, address, phone number,
home; rural/urban residence;
and principals of their schools
staffing information (e.g., FT Es
workers in family; poverty
base-year (1988) data and first
for instructional staff, guidance
4
Illustrative kinds of data:
composites constructed by
followup student data avail-
NCES, for example, for cogni-
able now; second (1992)
SASS: sex, age, race, and ethnic-
tive and affective measures and
followup data to be released
ity of teachers and principals;
for socioeconomic status.
soon
FTE teacher counts (e.g., by
certification status, by vacan-
Sample Design: two-stage
cies and substitutes, by new or
probability sampling of
continuing status); teacher
Schools and Staffing
students within schools, with
additions or separations;
Survey (SASS) and SASS
oversampling of Hispanic- and
teacher and principal salaries
Teacher Followup Survey
Asian-American students
and benefits; school character-
(TFS)
istics (e.g., enrollment, student
Format: (1) four mainframe tapes
and teacher race and ethnicity,
Type: cross-sectional sample
(2) CD-ROM release forthcom-
rural/urban location, free and
survey (with one-year fol-
ing
reduced lunch count, enroll-
lowup of teachers)
ments by grade); staffing
Illustrative kinds of data: family
counts by type (e.g., counselor,
Scope: public and private ele-
and personal background
principal, classroom teacher);
mentary and secondary schools
items; values and interactions
teacher income; teachers'
teachers, principals, and
with parents; educational and
school-related opinions and
schools; public school districts;
occupational goals; perceptions
attitudes; principals' percep-
conducted every three years
about self and school; self-
tion of school climate
reported grades; four cognitive
Sample Design: public and
tests; parent reports (various
TFS: current status (same
private schools, teachers, and
items); school characteristics
school, different school, left
principals associated with the
(including rural/urban loca-
teaching altogether); changes
sample schools; school districts
tion, school climate, teaching
in assignment; new degrees by
associated with the sample
staff characteristicsas re-
field; reasons for taking
public rchools
ported by principal); percep-
employment in different
tions of student (e.g., behavior,
school; reasons for leaving
oversampling of bilingual and
performance, attitudes) and
teaching; plans to return to
ESL teachers, Asian and Pacific
teacher qualifications and
teaching; comparison of
backgroundas reported by
Islander teachers, Indian teach-
teaching to other professions;
ers, Bureau of Indian Affairs
students' teachers.
current earnings and income
(BIA) schools, schools serving
large numbers of American
For more information: Call
For more information: Call
Indian and Alaskan Native
Jeffrey Owings, NCES, 202/
Sharon Bobbitt, NCES, 202/
students
219-1777
219-1461
stratification by state for public
Notes: NELS:88 contains well
schools and by association for
over 1,200 variables for the
private schools
base year and first followup
Craig Howley is Co-director of
combined. The sheer number
the ERIC Clearinghouse on
followup subsample of teach-
and detail of variablesas in
Rural Education and Small
ers who continued teaching or
most NCES longitudinal and
Schools.
who left the profession (TFS)
cross-sectional surveys
Joyce Stern is Rural Coordinator
allows researchers to construct
of the US Department of
Format: (1) CD-ROM (does not
their own composite variables,
Education's Office of Educa-
include followup)
as the needs of their research
tional Research and Improve-
questions may suggest. But the
ment.
2) mainframe tapes
existing variables also include