| big_word_club {bayesrules} | R Documentation |
Big Word Club (BWC)
Description
Data on the effectiveness of a digital learning program designed by the Abdul Latif Jameel Poverty Action Lab (J-PAL) to address disparities in vocabulary levels among children from households with different income levels.
Usage
big_word_club
Format
A data frame with 818 student-level observations and 31 variables:
- participant_id
unique student id
- treat
control group (0) or treatment group (1)
- age_months
age in months
- female
whether student identifies as female
- kindergarten
grade level, pre-school (0) or kindergarten (1)
- teacher_id
unique teacher id
- school_id
unique school id
- private_school
whether school is private
- title1
whether school has Title 1 status
- free_reduced_lunch
percent of school that receive free / reduced lunch
- state
school location
- esl_observed
whether student has ESL status
- special_ed_observed
whether student has special education status
- new_student
whether student enrolled after program began
- distracted_a1
student's distraction level during assessment 1 (0 = not distracted; 1 = mildly distracted; 2 = moderately distracted; 3 = extremely distracted)
- distracted_a2
same as distracted_a1 but during assessment 2
- distracted_ppvt
same as distracted_a1 but during standardized assessment
- score_a1
student score on BWC assessment 1
- invalid_a1
whether student's score on assessment 1 was invalid
- score_a2
student score on BWC assessment 2
- invalid_a2
whether student's score on assessment 2 was invalid
- score_ppvt
student score on standardized assessment
- score_ppvt_age
score_ppvt adjusted for age
- invalid_ppvt
whether student's score on standardized assessment was invalid
- t_logins_april
number of teacher logins onto BWC system in April
- t_logins_total
number of teacher logins onto BWC system during entire study
- t_weeks_used
number of weeks of the BWC program that the classroom has completed
- t_words_learned
teacher response to the number of words students had learned through BWC (0 = almost none; 1 = 1 to 5; 2 = 6 to 10)
- t_financial_struggle
teacher response to the number of their students that have families that experience financial struggle
- t_misbehavior
teacher response to frequency that student misbehavior interferes with teaching (0 = never; 1 = rarely; 2 = occasionally; 3 = frequently)
- t_years_experience
teacher's number of years of teaching experience
- score_pct_change
percent change in scores before and after the program
Source
These data correspond to the following study: Ariel Kalil, Susan Mayer, Philip Oreopoulos (2020). Closing the word gap with Big Word Club: Evaluating the Impact of a Tech-Based Early Childhood Vocabulary Program. Data was obtained through the was obtained through the Inter-university Consortium for Political and Social Research (ICPSR) https://www.openicpsr.org/openicpsr/project/117330/version/V1/view/.