classroom {WWGbook}

classroom data in Chapter 4

Description

The Study of Instructional Improvement (SII; Hill, Rowan, and Ball, 2004) was carried out by researchers at the University of Michigan to study the math achievement scores of first- and third-grade students in randomly selected classrooms from a national U.S. sample of elementary schools.

Usage

data(classroom)

Format

A data frame with 1190 observations on the following 12 variables.

sex

: Indicator variable (0 = boys, 1 = girls)

minority

: Indicator variable (0 = non-minority students, 1 = minority students)

mathkind

: Student math score in the spring of their kindergarten year

mathgain

: Student gain in math achievement score from the spring of kindergarten to the spring of first grade (the dependent variable)

ses

: Student socioeconomic status

yearstea

: First grade teacher years of teaching experience

mathknow

: First grade teacher mathematics content knowledge: based on a scale based composed of 30 items (higher values indicate higher content knowledge)

housepov

: Percentage of households in the neighborhood of the school below the poverty level

mathprep

: First grade teacher mathematics preparation: number of mathematics content and methods courses

classid

: Classroom ID number

schoolid

: School ID number

childid

: Student ID number

References

Hill, H.C., Rowan, B., and Ball, D.L. (In Press). Effect of Teacher's Mathematical Knowledge for Teaching on Student Achievement, American Educational Research Journal, Learning Mathematics for Teaching (LMT) Project.

West, B., Welch, K. & Galecki, A, Linear Mixed Models: A Practical Guide Using Statistical Software, Chapman Hall / CRC Press, first edition, 2006.

Examples

attach(classroom)

#### Boxplots for Figure 4.2
classroom.first8 <- classroom[classroom$schoolid <= 8,]
par(mfrow=c(4,2))
for (i in 1:8) 
{boxplot(classroom.first8$mathgain[classroom.first8$schoolid==i] ~ 
classroom.first8$classid[classroom.first8$schoolid==i], ylab="Mathgain", xlab="classid" )}