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Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992
Ramey, Craig T., 2004
Ramey, Craig T., James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, and Joseph J. Sparling. CAROLINA ABECEDARIAN PROJECT AND THE CAROLINA APPROACH TO RESPONSIVE EDUCATION (CARE), 1972-1992 [Computer file]. ICPSR version. Chapel Hill, NC: University of North Carolina [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004.

Data Sets

National Evaluation of Welfare-to-Work Strategies
United States. Department of Health and Human Services, 2002
U.S. Department of Health and Human Services. NATIONAL EVALUATION OF WELFARE-TO-WORK STRATEGIES [Data files and documentation on CD-ROM]. New York, NY: Manpower Demonstration Research Corporation [Producer]. Hyattsville, MD: National Center for Health Statistics, Research Data Center [Distributor]. (no longer accessible as of 2/9/2012)

A controlled random assignment longitudinal study of the effectiveness of welfare-to-work programs collecting data on child care and child well-being.

Data Sets

National Longitudinal Survey of Youth, 1997
Ohio State University. Center for Human Resource Research, 2004
Ohio State University. Center for Human Resource Research. National Longitudinal Survey of Youth, 1997 [Computer file]. ICPSR03959-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2007-06-04. doi:10.3886/ICPSR03959

A national longitudinal study of the life experiences of the generation of Americans born between 1980 and 1984 including data on fertility and child care.

Data Sets

Panel Study of Income Dynamics, Child Development Supplement, 1997
Hofferth, Sandra L., 2000
In Panel Study of Income Dynamics, Child Development Supplement, 1997. Ann Arbor, MI: University of Michigan Institute for Social Research.

A supplement to a longitudinal survey started in 1968 with information on topics such as school progress, academic achievement and cognitive ability, social well-being, emotional well-being, and health.

Data Sets

Panel Study of Income Dynamics, Child Development Supplement, 2002
Hofferth, Sandra L., 2006
Panel Study of Income Dynamics, Child Development Supplement, 2002. Ann Arbor, MI: University of Michigan Institute for Social Research.

A supplement to a longitudinal survey started in 1968 with information on topics such as school progress, academic achievement and cognitive ability, social well-being, emotional well-being, and health.

Data Sets

Study of Instructional Improvement (SII)
Loewenberg Ball, Deborah, Spring 2010
Loewenberg Ball, Deborah, David K. Cohen, and Brian Rowan. Study of Instructional Improvement (SII) [Computer file]. ICPSR26282-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2010-05-20. doi:10.3886/ICPSR26282

To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America?s Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics.

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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