La microempresa y su contexto en El Salvador

It is helpful to have descriptions of each data source in one place. The structure of the dataset is the framework for the kinds of analyses you can conduct. You should have addressed many of the questions below in planning the study and acquiring data. For each data source you use, you should include the following kinds of information:

• Source of the file. Did your team collect the data? If not, what organization provided the data? What data sharing arrangements do you have?

Any report using the data needs to identify the source of the data. If another party collected the data, you should include the original name of the file. Using the proper name for the secondary dataset makes future requests easier.

• Frequency and timing of data collection. How were the data collected? When were the data collected? Were data collected at the beginning of the year? At the end of the year? How often were data collected? Annually? At the end of each semester? Only once? When does the organization collecting the data release it for others to use?

If certain data are collected more than once a year, you need to know whether the final record is the most complete or whether the files should be combined to complete data. For example, if attendance is reported at the end of the fall and spring terms, the spring “days absent” measure might include fall and spring days absent, or it might only include spring days absent. In that case, you need to combine data from both files to get the total.

The timing of the data collection is crucial because studying the influence of your program or service requires having outcomes that occurred after students received the service. If, for example, you are examining the influence of a positive behavior program on student disciplinary infractions, you need to have infractions data that were collected subsequent to the positive behavior program.

If you are using data collected by another party, you need to allow time for them to prepare the data for release. For example, in preparing end-of-course exam scores for an SLDS, the state needs to process the test results, create its own reports, and even share reports with the state board of education or other state organizations before releasing the data to other groups. Such a process could take several months, and you need to build that time into your schedule.

• Who is included in the file? Is it all students within a district or school? Is it students within a certain grade or classroom? Is it only students who received program services? Is it students within a given demographic group, such as those

eligible for free or reduced-price lunch? Is it a sample of students, such as those who responded to a questionnaire? The students included

in the file affect whether you can have a comparison group. • What is included in

the file?What variables are in the file? How are they defined?

The organization providing data may provide a

codebook, or you may have to develop one yourself. If you collect data, you need to develop your own. Documentation should include a list of variable names, definitions, and values (see Table 8).

Table 8. Data collection codebook sample entries

Variable Values

ETHNIC Student’s race/ethnicity I = American Indian A = Asian B = Black H = Hispanic M = Multiracial W = White

P = Native Hawaiian or Other Pacific Islander

ALG1ACH Algebra I end-of-course achievement level 1 = Insufficient mastery

2 = Inconsistent mastery 3 = Consistent mastery 4 = Superior performance

PLANS Plans after high school A = Seek employment B = Enlist in military service C = Enroll in a trade school

D = Enroll in a community, technical, or private 2-year college E = Enroll in a 4-year college F = Undecided

G = Other

TUTORING Frequency of math tutoring this semester 1 = Never

2 = 1–2 times 3 = 3–5 times 4 = 6–10 times 5 = More than 10 times

Table 9. Sample data tracking table

Program name/

date Purpose Input files Output files Notes

FixEoC2013 4/28/2014 To combine records from all of the end- of-course exam files Algebra I 2013 English I 2013 Biology 2013 Civics 2013

AllEoC2013 1 record per student who had taken any end-of- course exam

Limit to ninth graders

CrtGrade9 6/14/2014 To compile student records for ninth grade Membership AllEoC2013 ServicesGrade9

Grade9studentdata 1 record per student linking service data to end-of- course data Keep all students in membership whether or not they participated in services, took exams, or were suspended FixEoC2014 4/18/2015 To combine records from all end-of- course exam files Algebra I 2014 English I 2014 Biology 2014 Civics 2014

AllEoC2014 1 record per student who had taken any end-of- course exam Limit to 10th graders CrtGrade10 6/1/2015 To compile student records for 10th grade Grade9 StudentData AllEoCGrade10 ServicesGrade10

Grade10studentdata 1 record per student linking service data to end-of- course data Keep all students in Grade9studentdata whether or not they participated in services in 10th grade