Admin Records Data Request

APPENDIX C
ADMINISTRATIVE RECORDS DATA REQUESTS

1100 1st Street, NE, 12th Floor
Washington, DC 20002-4221
Telephone (202) 484-9220
Fax (202) 863-1763
www.mathematica-mpr.com

MEMORANDUM

TO:

[District Name]

FROM:

[Data Collection Liaison]

SUBJECT:

Administrative Data Collection for the Evaluation of
Departmentalized Instruction in Elementary Schools, Round 1
(Districts with Existing Teacher Effectiveness Scores)

DATE:

XX/XX/XXXX

Thank you for participating in the Evaluation of Departmentalized Instruction in
Elementary Schools, a study that Mathematica Policy Research and its partners are conducting
for the U.S. Department of Education. The goal of this evaluation is to examine the impact of
departmentalized instruction in elementary schools on student and teacher outcomes.
This memo outlines our request to [district name] for Round 1 of administrative data
collection for teachers. The data requested in this round consist of the scores that teachers in your
district earned on the [name of teacher effectiveness measure] in the 2016–2017 school year.
We will work with your district to determine the appropriate timing of data delivery. In
addition, we realize that some data elements listed in this memo might not be collected by your
district. If a data element is not available in your district’s data systems, please let us know, and
we will work with you to determine if another, similar data element may be used instead.
A. DATA REQUESTED
Sample of teachers for whom data are requested. We would like data on all teachers in
your district who have scores on the [name of teacher effectiveness measure] from the 2016–
2017 school year. Our understanding is that teachers with these effectiveness scores taught math
or reading in grades 4 through 8 during the 2016–2017 school year.
Data elements requested. Table 1 lists the teacher effectiveness data we are requesting for
teachers in the sample.

An Affirmative Action/Equal Opportunity Employer

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
2
Table 1. Teacher Effectiveness Data
Data Element

Description

Notesa

School year
School ID

School year to which the record pertains (2016-2017)
Number, such as NCES ID, that uniquely identifies the
school where the educator was assigned as of the
spring of the school year to which the record pertains
School name
Name of school corresponding to School ID
Employee ID
Number that uniquely identifies the teacher across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such
as a Social Security number.
First and last name
First and last name of teacher
Score(s) for teacher
Teacher’s score on the [name of teacher effectiveness
effectiveness in math
measure]. Please provide all available scores (numeric
and/or reading
scores, performance categories, etc.). Please provide
separate scores for math and reading.
Subject
Subject (math or reading) on which the score is based
Grade(s) taught
Grade(s) taught
Years of service as
Number of years as a teacher in the school district, as
teacher in the district
of the spring of the school year requested (spring
2017). Please count only years the teacher led or coled instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
Years of experience as Number of years as a teacher in any school or district,
teacher (ever)
as of the spring of the school year requested (spring
2017). Please count only years the teacher led or coled instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
aThe notes column will be completed by study staff using information provided during calls to discuss the
data request.

B. JUSTIFICATION FOR REQUESTED DATA
We greatly appreciate your assistance with this data request. We want to assure you that the
evaluation team and the U.S. Department of Education carefully considered this request to
ensure it includes only the data necessary to conduct a high-quality evaluation.
We will use data on teachers’ baseline effectiveness scores from the 2016–2017 school year
for two key purposes. First, for teachers who taught 4th or 5th grade in the study schools right
before the start of the study, we will examine whether their decisions to continue teaching in
those schools during the study period are related to their baseline effectiveness. Second, for
teachers who will teach 4th or 5th grade in the study schools in 2018–2019 (the first year of the
study), we will examine whether the baseline effectiveness scores of teachers who get assigned
to teach math or reading differ depending on whether their school has departmentalized
instruction. Because schools have not yet finalized who those teachers will be—and may hire
teachers who previously taught in other schools or grades in your district—we would like to have

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
3
data on all teachers in your district with effectiveness scores from 2016–2017. We will also use
data on teachers’ years of service and experience to examine how effectiveness differs according
to these characteristics.
C. DATA CONFIDENTIALITY
Mathematica and its subcontractors follow the confidentiality and data protection
requirements of The Education Sciences Reform Act of 2002, Title I, Part E, Section 183. We
will use the data provided in response to this request for research purposes only. The reports
prepared for the study will summarize findings across the sample and will not associate
responses with a specific district, school, or individual. We will not provide information that
identifies respondents to anyone outside the study team, except as required by law.
D. FILE FORMAT
You may provide the data in a single file or multiple files, whichever the district prefers. We
can work with almost any file format, including Excel, comma delimited or fixed-width text
files, SAS, SPSS, Stata, and Access. Please also provide documentation of the data, including
definitions of variables/fields, any codes used, and contact information for someone who can
answer questions about the data.
Thank you very much for your assistance with this data request! We greatly appreciate
your assistance. Please do not hesitate to contact me with any questions or concerns at
[liaison phone number and email].
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this voluntary information collection is estimated to average 16 hours per district, including the time to
review instructions, gather the data needed, and complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
Education, Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of this
form, write directly to: U.S. Department of Education, Institute of Education Sciences 550 12th Street, SW, Washington,
DC 20024.

1100 1st Street, NE, 12th Floor
Washington, DC 20002-4221
Telephone (202) 484-9220
Fax (202) 863-1763
www.mathematica-mpr.com

MEMORANDUM

TO:

[District Name]

FROM:

[Data Collection Liaison]

SUBJECT:

Administrative Data Collection for the Evaluation of
Departmentalized Instruction in Elementary Schools, Round 1
(Districts Without Existing Teacher Effectiveness Scores)

DATE:

XX/XX/XXXX

Thank you for participating in the Evaluation of Departmentalized Instruction in
Elementary Schools, a study that Mathematica Policy Research and its partners are conducting
for the U.S. Department of Education. The goal of this evaluation is to examine the impact of
departmentalized instruction in elementary schools on student and teacher outcomes.
This memo outlines our request to [district name] for Round 1 of administrative data
collection for teachers and students. We will be collecting data to measure teachers’
effectiveness at contributing to student achievement growth in the 2016–2017 school year. We
will request three types of data: (1) teachers’ experience, (2) students’ background and
assignments to teachers, and (3) students’ test scores.
We will work with your district to determine the appropriate timing of data delivery. In
addition, we realize that some data elements listed in this memo might not be collected by your
district. If a data element is not available in your district’s data systems, please let us know, and
we will work with you to determine if another, similar data element may be used instead.
A. TEACHER EXPERIENCE DATA REQUESTED
Sample of teachers for whom data are requested. We would like data on all teachers who
taught either math or reading in grades 4 through 8 during the 2016–2017 school year. To save
you the trouble of extracting this sample of teachers, we would welcome receiving data on all
teachers in your district during the 2016–2017 school year, from which we could extract the
sample ourselves.
Data elements requested. Table 1 lists the experience data we are requesting for teachers in
the sample.

An Affirmative Action/Equal Opportunity Employer

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
2
Table 1. Teacher Experience Data
Data Element
Description
Notesa
School year
School year to which the record pertains (2016–2017)
Employee ID
Number that uniquely identifies each teacher. We prefer
that the ID number not be personally identifiable
information such as a Social Security number.
First and last
First and last name of teacher
name
Years of service
Number of years as a teacher in the school district, as of
as teacher in the
the spring of the school year requested (spring 2017).
district
Please count only years the teacher led or co-led
instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
Years of
Number of years as a teacher in any school or district, as
experience as
of the spring of the school year requested (spring 2017).
teacher (ever)
Please count only years the teacher led or co-led
instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
aThe notes column will be completed by study staff using information provided during calls to discuss the
data request.

B. STUDENT ASSIGNMENT AND BACKGROUND DATA REQUESTED
Sample of students for whom data are requested. We would like data on all students in
your district enrolled in grades 4 through 8 during the 2016–2017 school year. To save you the
trouble of extracting this sample of students, we would welcome receiving data on all students in
your district during the 2016–2017 school year, from which we could extract the sample
ourselves.
Data elements requested. Table 2 lists the data on students’ assignments to teachers that we
are requesting for students in the sample.
Table 2. Student Assignment Data
Data Element
School year
Student ID

Subject
Employee ID

Teacher Name
Classroom ID

Description
School year to which the record pertains (2016–2017)
Number that uniquely identifies each student across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such as
a Social Security number.
Math or Reading
Number that uniquely identifies the teacher to whom the
student was assigned for the specified subject. We prefer
that the ID number not be personally identifiable
information such as a Social Security number.
First and last name of teacher
Classroom or section identifier

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
3
Data Element

Description

Notesa

School ID

Number, such as NCES ID, that uniquely identifies the
school in which the student’s assignment occurred
School name
Name of school corresponding to School ID
aThe notes column will be completed by study staff using information provided during calls to discuss the
data request.

Table 3 lists the background data we are requesting for students in the sample.
Table 3. Student Background Data
Data Element
School year
Student ID

Gender
Year of birth
Race
Ethnicity
Grade level
Free and reducedprice lunch (FRPL)
status
English learner
status

Description

Notesa

School year to which the record pertains (2016–2017)
Number that uniquely identifies each student across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such as a
Social Security number.
Gender of student
Year of birth of student
Race of student
Hispanic or Latino indicator for student
Grade level of student at the beginning of the school year
Student’s eligibility for free or reduced-price lunch as of the
beginning of the school year

English learner status of student, with English language
proficiency level if available, as of the beginning of the
school year
Special education
Special education status of student, such as having an
status
Individualized Education Program, as of the beginning of
the school year
aThe notes column will be completed by study staff using information provided during the initial call to
discuss the data request.

C. STUDENT ASSESSMENT DATA REQUESTED
Sample of students for whom data are requested. We would like data on the following
students and years:


Spring 2017 assessment data on all students in your district who were enrolled in grades
4 through 8 during the 2016–2017 school year



Spring 2016 assessment data for the same students identified in the previous bullet (when
those students were mostly expected to be enrolled in grades 3 through 7)

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
4
To save you the trouble of extracting this sample of students, we would welcome receiving
assessment data on all students in your district during the 2015–2016 and 2016–2017 school
years, from which we could extract the sample ourselves.
Data elements requested. Table 4 lists the specific state assessment data requested.
Table 4. Student Assessment Data
Data Element
School year
Student ID

Math score on the state
assessment for the
school years requested,
as available
Math test grade level
Math test description
Math test language
indicator (if other than
English)
Math test date
Math test exemption or
invalidation code, as
applicable
Reading score on the
state assessment for the
school years requested,
as available
Reading test grade level
Reading test description
Reading test language
indicator (if other than
English)
Reading test date

Description

Notesa

School year to which the record pertains (2015–2016 or 2016–
2017)
Number that uniquely identifies each student across multiple
files, records, and years. We prefer that the ID number not be
personally identifiable information such as a Social Security
number.
Student’s score on the math section of the state assessment.
Please provide all available scores (for example, scale score,
normal curve equivalents, and number correct). If a student
retook a test, please provide the first score in that year, not the
highest score.
Grade level of math test taken
Name of math test. Please indicate if a modified or alternate
form of a state test was taken.
Indicator for whether the math test was taken in a language
other than English, such as Spanish
Date of math test taken by student. If no date is available, then
“spring,” “fall,” or similar qualifier can be provided.
Code or indicator if a student received an exemption from
taking a math test (such as a medical exemption) or the test
was found to be invalid
Student’s score on the reading section of the state
assessment. Please provide all available scores (for example,
scale score, normal curve equivalents, and number correct). If
a student retook a test, please provide the first score in that
year, not the highest score.
Grade level of reading test
Name of reading test. Please indicate if a modified or alternate
form of a state test was taken.
Indicator for whether the reading test was taken in a language
other than English, such as Spanish

Date of reading test taken by student. If no date is available,
then “spring,” “fall,” or similar qualifier can be provided.
Reading test exemption
Code or indicator if a student received an exemption from
or invalidation code, as
taking a reading test (such as a medical exemption) or the test
applicable
was found to be invalid
aThe notes column will be completed by study staff using information provided during the initial call to
discuss the data request.

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
5
D. JUSTIFICATION FOR REQUESTED DATA
We greatly appreciate your assistance with this data request. We want to assure you that the
evaluation team and the U.S. Department of Education carefully considered this request to
ensure it includes only the data necessary to conduct a high-quality evaluation.
We will use the requested data to estimate teachers’ effectiveness at contributing to student
achievement growth in math and reading in the 2016–2017 school year. We will then use these
estimates of teachers’ effectiveness for two key purposes. First, for teachers who taught 4th or
5th grade in the study schools right before the start of the study, we will examine whether their
decisions to continue teaching in those schools during the study period are related to their
baseline effectiveness. Second, for teachers who will teach 4th or 5th grade in the study schools
in 2018–2019 (the first year of the study), we will examine whether the baseline effectiveness of
teachers who get assigned to teach math or reading differs depending on whether their school has
departmentalized instruction. Because schools have not yet finalized who those teachers will
be—and may hire teachers who previously taught in other schools or grades in your district—we
would like to estimate the effectiveness of all 4th through 8th grade teachers in your district who
taught math or reading in 2016–2017.
When estimating teachers’ effectiveness, the student assignment data will enable us to link
students’ test scores from 2016–2017 to their teachers in that year. The student background data
from 2016–2017 and test scores from 2015–2016 will enable us to account for differences in
student characteristics and prior achievement when comparing student outcomes across teachers.
We will also use data on teachers’ years of service and experience to examine how effectiveness
differs according to these teacher characteristics.
E. DATA CONFIDENTIALITY
Mathematica and its subcontractors follow the confidentiality and data protection
requirements of The Education Sciences Reform Act of 2002, Title I, Part E, Section 183. We
will use the data provided in response to this request for research purposes only. The reports
prepared for the study will summarize findings across the sample and will not associate
responses with a specific district, school, or individual. We will not provide information that
identifies respondents to anyone outside the study team, except as required by law.
F. FILE FORMAT
You may provide the data in a single file or multiple files, whichever the district prefers. We
can work with almost any file format, including Excel, comma delimited or fixed-width text
files, SAS, SPSS, Stata, and Access. Please also provide documentation of the data, including
definitions of variables/fields, any codes used, and contact information for someone who can
answer questions about the data.

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
6
Thank you very much for your assistance with this data request! We greatly appreciate
your assistance. Please do not hesitate to contact me with any questions or concerns at
[liaison phone number and email].
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this voluntary information collection is estimated to average 24 hours per district, including the time to
review instructions, gather the data needed, and complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
Education, Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of this
form, write directly to: U.S. Department of Education, Institute of Education Sciences 550 12th Street, SW, Washington,
DC 20024.

MEMORANDUM

1100 First Street, NE, 12th Floor
Washington, DC 20002-4221
Phone: 202-484-9220
Fax: 202-863-1763
www.mathematica-mpr.com

TO:

[District Name]

FROM:

[Data Collection Liaison]

SUBJECT:

Administrative Data Collection for the Evaluation of
Departmentalized Instruction in Elementary Schools, Round 2

DATE:

XX/XX/XXXX

Thank you for participating in the Evaluation of Departmentalized Instruction in
Elementary Schools, a study that Mathematica Policy Research and its partners are conducting
for the U.S. Department of Education. The goal of this evaluation is to examine the impact of
departmentalized instruction in elementary schools on student and teacher outcomes.
This memo outlines our request to [district name] for Round 2 of administrative data
collection for teachers and students. We will request two types of data from the 2017–2018 and
2018–2019 school years: (1) teachers’ background and teaching assignments and (2) students’
background and outcomes.
We will work with your district to determine the appropriate timing of data delivery. In
addition, we realize that some data elements listed in this memo might not be collected by your
district. If a data element is not available in your district’s data systems, please let us know, and
we will work with you to determine if another, similar data element may be used instead.
A. LIST OF STUDY SCHOOLS IN YOUR DISTRICT
The following schools are participating in our study:
[Bulleted list of schools]
B. TEACHER BACKGROUND AND ASSIGNMENT DATA REQUESTED
Sample of teachers for whom data are requested. We would like data on all teachers who
ever taught 4th or 5th grade in a study school during the 2017–2018 or 2018–2019 school year.
For each of those teachers, we would like data from both years (2017–2018 and 2018–2019),
even if the teacher spent a portion of this period teaching a different grade or outside the study
schools. For example, if a teacher taught 4th grade in a study school in the 2017–2018 school
year but taught 2nd grade at a different school in the 2018–2019 school year, we would still like
data on that teacher from both years. If your data are structured as “snapshots” at specific points
in the school year, we prefer receiving a snapshot in the spring—close to the end of each school
year. To save you the trouble of extracting this sample of teachers and years, we would welcome
An Affirmative Action/Equal Opportunity Employer

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
2
receiving data on all teachers in your district during the 2017–2018 and 2018–2019 school years,
from which we could extract the sample ourselves.
For our purposes, “teachers” consist of all teachers, co-teachers, and special education
teachers who led instruction of academic subjects. We do not need data on front office staff or
support staff such as school psychologists, coaches, and teaching assistants/aides who provide
classroom support but do not lead instruction.
Data elements requested. Table 1 lists the background data we are requesting for teachers
in the sample.
Table 1. Teacher Background Data
Data Element
School year
Employee ID

First and last name
Staff category or job
type

Highest degree held
Certification and
licensure held
Score for each
certification and
licensure test
Years of service as
teacher in the district

Years of experience as
teacher (ever)

Year of birth
Gender
Race

Description
School year to which the record pertains (2017–2018 or
2018–2019)
Number that uniquely identifies each teacher across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such
as a Social Security number.
First and last name of teacher
A brief description or code that indicates the staff
member leads classroom instruction and is not an
administrator, support staff, or other staff who does not
lead instruction
Highest degree held by teacher
Name or type of each certification and licensure held by
teacher
Score for each certification and licensure test taken by
teacher, if available
Number of years as a teacher in the school district, as
of the spring of each school year requested (for
example, years of service as of the end of the 2017–
2018 school year). Please count only years the teacher
led or co-led instruction; please do not count years
spent as a teacher’s assistant, aide, or in non-teaching
post.
Number of years as a teacher in any school or district,
as of the spring of each school year requested (for
example, years of experience as of the end of the
2017–2018 school year). Please count only years the
teacher led or co-led instruction; please do not count
years spent as a teacher’s assistant, aide, or in nonteaching post.
Year of birth of teacher
Gender of teacher
Race of teacher

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
3
Data Element

Description

Notesa

Ethnicity
Hispanic or Latino indicator for teacher
The notes column will be completed by study staff using information provided during calls to discuss the
data request.
a

Table 2 lists the school, grade, and subject assignment data we are requesting for teachers in
the sample.
Table 2. Teacher Assigned School, Grade, and Subject Data
Data Element

Description

Notesa

School year

School year to which the record pertains (2017–2018
or 2018–2019)
Employee ID
Number that uniquely identifies the teacher across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such
as a Social Security number.
First and last name
First and last name of teacher
School ID
Number, such as NCES ID, that uniquely identifies the
school where the teacher was assigned as of the
spring of the school year to which the record pertains
School name
Name of school corresponding to School ID
Grade(s) taught
Grade(s) taught
Subject(s) taught
Subject(s) taught (if applicable)
aThe notes column will be completed by study staff using information provided during calls to discuss the
data request.

C. STUDENT BACKGROUND AND OUTCOMES DATA REQUESTED
Sample of students for whom data are requested. We would like data on all students
enrolled in grades 2 through 4 in a study school in spring 2018. For each of those students, we
would like data from both the 2017–2018 and 2018–2019 school years, even if a portion of this
period was spent outside the study schools. For example, if a student was enrolled as a 4th grader
at a study school in spring 2018, we would like data on that student’s 4th grade year in 2017–
2018 and 5th grade year in 2018–2019, even if the student moved to a different school in your
district for 5th grade. To save you the trouble of extracting this sample of students and years, we
would welcome receiving data on all students in your district during the 2017–2018 and 2018–
2019 school years, from which we could extract the sample ourselves.
Data elements requested. Table 3 lists the background, behavioral, and attendance data we
are requesting for students in the sample.
Table 3. Student Background, Behavioral, and Attendance Data

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
4
Data Element
School year
Student ID

School ID: beginning
of the school year
School name:
beginning of the
school year
School ID: end of the
school year
School name: end of
the school year
Gender
Year of birth
Race
Ethnicity
Grade level
Free- and reducedprice lunch (FRPL)
status
English learner
status
Special education
status
In-school
suspensions (days)
In-school
suspensions (times)
Out-of-school
suspensions (days)
Out-of-school
suspensions (times)
Expulsions
Attendance

Days enrolled

Description
School year to which the record pertains (2017–2018 or
2018–2019)
Number that uniquely identifies each student across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such as
a Social Security number.
Number, such as NCES ID, that uniquely identifies the
school in which the student was enrolled at the beginning
of the school year
Name of school corresponding to School ID for beginning
of school year
Number, such as NCES ID, that uniquely identifies the
school in which the student was enrolled at the end of the
school year
Name of school corresponding to School ID for end of
school year
Gender of student
Year of birth of student
Race of student
Hispanic or Latino indicator for student
Grade level of student at the beginning of the school year
Student’s eligibility for free- or reduced-price lunch as of
the beginning of the school year
English learner status of student, with English language
proficiency level if available, as of the beginning of the
school year
Special education status of student, such as having an
Individualized Education Program, as of the beginning of
the school year
Total number of days during the school year that the
student was suspended (in-school)
Total number of times during the school year that the
student was suspended (in-school)
Total number of days during the school year that the
student was suspended (out-of-school)
Total number of times during the school year that the
student was suspended (out-of-school)
Indicator if the student was expelled at any point during
the school year from any school in the district
Total number of days the student attended school in the
district during the school year requested. This should be
a total for all schools attended in the district during the
year.
Total number of school days the student was enrolled in
the district during the school year requested

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
5
a The

notes column will be completed by study staff using information provided during the initial call to
discuss the data request.

Table 4 provides the specific state assessment data requested for students in the sample.
Table 4. Student Assessment Data
Data Element
School year
Student ID

Description
School year to which the record pertains (2017–2018 or
2018–2019)
Number that uniquely identifies each student across multiple
files, records, and years. We prefer that the ID number not be
personally identifiable information such as a Social Security
number.

A. Math assessments
Math score on the
state assessment for
the school years
requested, as
available
Math test grade level
Math test description
Math test language
indicator (if other than
English)
Math test date
Math test exemption or
invalidation code, as
applicable
School identifier as of
time of testing (math)
School name as of
time of testing (math)

Student’s score on the math section of the state assessment.
Please provide all available scores (for example, scale score,
normal curve equivalents, and number correct). If a student
retook a test, please provide the first score in that year, not
the highest score.
Grade level of math test
Name of math test. Please indicate if a modified or alternate
form of a math test was taken.
Indicator for whether the math test was taken in a language
other than English, such as Spanish
Date of math test taken by student. If no date is available,
then “spring,” “fall,” or similar qualifier can be provided.
Code or indicator if a student received an exemption from
taking a math test (such as a medical exemption) or the test
was found to be invalid
Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
math
Name of the school in which the student was enrolled at the
time of testing in math

B. Reading assessments
Reading score on the
state assessment for
the school years
requested, as
available
Reading test grade
level
Reading test
description
Reading test language
indicator (if other than
English)

Student’s score on the reading section of the state
assessment. Please provide all available scores (for
example, scale score, normal curve equivalents, and number
correct). If a student retook a test, please provide the first
score in that year, not the highest score.
Grade level of reading test
Name of reading test. Please indicate if a modified or
alternate form of a reading test was taken.
Indicator for whether the reading test was taken in a
language other than English, such as Spanish

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
6
Data Element
Reading test date
Reading test
exemption or
invalidation code, as
applicable
School identifier as of
time of testing
(reading)
School name as of
time of testing
(reading)

Description

Notesa

Date of reading test taken by student. If no date is available,
then “spring,” “fall,” or similar qualifier can be provided.
Code or indicator if a student received an exemption from
taking a reading test (such as a medical exemption) or the
test was found to be invalid
Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
reading
Name of the school in which the student was enrolled at the
time of testing in reading

aThe

notes column will be completed by Mathematica staff using information provided during the initial
call to discuss the data request.

D. JUSTIFICATION FOR REQUESTED DATA
We greatly appreciate your assistance with this data request. We want to assure you that the
evaluation team and the U.S. Department of Education carefully considered this request to
ensure it includes only the data necessary to conduct a high-quality evaluation.
We will use the requested data for several purposes. First, we will use data on students’
background characteristics to describe the students in the study and compare the characteristics
of students in schools that implement departmentalized instruction in 4th and 5th grades
(treatment schools) and those that do not (control schools). Second, we will use data on students’
test scores, attendance, and disciplinary incidents to measure the effects of departmentalized
instruction on these student outcomes. Third, we will use data on teachers’ school, grade, and
subject assignments to measure the impact of departmentalized instruction on teacher retention.
Fourth, we will use data on teachers’ background characteristics to examine whether
departmentalized instruction led to changes in the types of teachers who chose to work in schools
and grades with this staffing structure.
The student and teacher samples described in this memo are needed to allow us to carry out
the analyses described above. The student sample is based on students enrolled in grades 2
through 4 in a study school in spring 2018—the semester right before the beginning of the
study—because within this sample, students in treatment and control schools are expected to
have similar characteristics. Students enrolled in grades 3 and 4 in spring 2018 are expected to be
in the study grades (grades 4 and 5) in the first study year (2018–2019). Students enrolled in
grade 2 in spring 2018 will reach a study grade (grade 4) by the second study year (2019–2020).
Even if some of these students move out of the study schools, we would still need data on these
students from both of the years covered by this request (2017–2018 and 2018–2019) to examine
how students’ outcomes depend on their level of exposure to departmentalized instruction.
Likewise, for teachers, the requested data will enable the study to follow teachers even if they

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
7
leave the study schools and assess whether departmentalization has led to more or fewer transfers
to other schools in the district.
E. DATA CONFIDENTIALITY
Mathematica and its subcontractors follow the confidentiality and data protection
requirements of The Education Sciences Reform Act of 2002, Title I, Part E, Section 183. We
will use the data provided in response to this request for research purposes only. The reports
prepared for the study will summarize findings across the sample and will not associate
responses with a specific district, school, or individual. We will not provide information that
identifies respondents to anyone outside the study team, except as required by law.
F. FILE FORMAT
You may provide the data in a single file or multiple files, whichever the district prefers. We
can work with almost any file format, including Excel, comma delimited or fixed-width text
files, SAS, SPSS, Stata, and Access. Please also provide documentation of the data, including
definitions of variables/fields, any codes used, and contact information for someone who can
answer questions about the data.
Thank you very much for your assistance with this data request! We greatly appreciate
your assistance. Please do not hesitate to contact me with any questions or concerns at
[liaison phone number and email].
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this voluntary information collection is estimated to average 20 hours per district, including the time to
review instructions, gather the data needed, and complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
Education, Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of this
form, write directly to: U.S. Department of Education, Institute of Education Sciences 550 12th Street, SW, Washington,
DC 20024.

MEMORANDUM

1100 First Street, NE, 12th Floor
Washington, DC 20002-4221
Phone: 202-484-9220
Fax: 202-863-1763
www.mathematica-mpr.com

TO:

[District Name]

FROM:

[Data Collection Liaison]

SUBJECT:

Administrative Data Collection for the Evaluation of
Departmentalized Instruction in Elementary Schools, Round 3

DATE:

XX/XX/XXXX

Thank you for participating in the Evaluation of Departmentalized Instruction in
Elementary Schools, a study that Mathematica Policy Research and its partners are conducting
for the U.S. Department of Education. The goal of this evaluation is to examine the impact of
departmentalized instruction in elementary schools on student and teacher outcomes.
This memo outlines our request to [district name] for Round 3 of administrative data
collection for teachers and students. We will request two types of data from the 2019–2020
school year: (1) teachers’ background and teaching assignments and (2) students’ background
and outcomes.
We will work with your district to determine the appropriate timing of data delivery. In
addition, we realize that some data elements listed in this memo might not be collected by your
district. If a data element is not available in your district’s data systems, please let us know, and
we will work with you to determine if another, similar data element may be used instead.
A. LIST OF STUDY SCHOOLS IN YOUR DISTRICT
The following schools are participating in our study:
[Bulleted list of schools]
B. TEACHER BACKGROUND AND ASSIGNMENT DATA REQUESTED
Sample of teachers for whom data are requested. We would like data on all teachers who
ever taught 4th or 5th grade in a study school during the 2017–2018, 2018–2019, or 2019–2020
school years. For each of those teachers, we would like data from the 2019–2020 school year,
even if the teacher was teaching a different grade or teaching outside the study schools in that
year. For example, if a teacher taught 4th grade in a study school in the 2018–2019 school year
but taught 2nd grade at a different school in the 2019–2020 school year, we would still like data
on that teacher from the 2019–2020 school year. If your data are structured as “snapshots” at
specific points in the school year, we prefer receiving a snapshot in the spring—close to the end
of each school year. To save you the trouble of extracting this sample of teachers and years, we
An Affirmative Action/Equal Opportunity Employer

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
2
would welcome receiving data on all teachers in your district during the 2019–2020 school year,
from which we could extract the sample ourselves.
For our purposes, “teachers” consist of all teachers, co-teachers, and special education
teachers who led instruction of academic subjects. We do not need data on front office staff or
support staff such as school psychologists, coaches, and teaching assistants/aides who provide
classroom support but do not lead instruction.
Data elements requested. Table 1 lists the background data we are requesting for teachers
in the sample.
Table 1. Teacher Background Data
Data Element
School year
Employee ID

First and last name
Staff category or job
type

Highest degree held
Certification and
licensure held
Score for each
certification and
licensure test
Years of service as
teacher in the district

Description

Notesa

School year to which the record pertains (2019–2020)
Number that uniquely identifies each teacher across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such
as a Social Security number.
First and last name of teacher
A brief description or code that indicates the staff
member leads classroom instruction and is not an
administrator, support staff, or other staff who does not
lead instruction
Highest degree held by teacher
Name or type of each certification and licensure held by
teacher
Score for each certification and licensure test taken by
teacher, if available

Number of years as a teacher in the school district, as
of the spring of each school year requested (spring
2020). Please count only years the teacher led or coled instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
Years of experience as
Number of years as a teacher in any school or district,
teacher (ever)
as of the spring of each school year requested (spring
2020). Please count only years the teacher led or coled instruction; please do not count years spent as a
teacher’s assistant, aide, or in non-teaching post.
Year of birthb
Year of birth of teacher
Gender
Gender of teacher
Raceb
Race of teacher
Ethnicityb
Hispanic or Latino indicator for teacher
a The notes column will be completed by study staff using information provided during calls to discuss the
data request.
b You do not need to provide these data elements on teachers who were also included in the previous
data request, since these characteristics do not change over time. However, we recognize that it may be

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
3
easiest for you to provide the same data elements on all teachers, so it is fine for us to receive data that
duplicates data from the previous request.

Table 2 lists the school, grade, and subject assignment data we are requesting for teachers in
the sample.
Table 2. Teacher Assigned School, Grade, and Subject Data
Data Element

Description

Notesa

School year
Employee ID

School year to which the record pertains (2019–2020)
Number that uniquely identifies the teacher across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such
as a Social Security number.
First and last name
First and last name of teacher
School ID
Number, such as NCES ID, that uniquely identifies the
school where the teacher was assigned as of the
spring of the school year to which the record pertains
School name
Name of school corresponding to School ID
Grade(s) taught
Grade(s) taught
Subject(s) taught
Subject(s) taught (if applicable)
aThe notes column will be completed by study staff using information provided during calls to discuss the
data request.

C. STUDENT BACKGROUND AND OUTCOMES DATA REQUESTED
Sample of students for whom data are requested. We would like data on all students
enrolled in grades 2 through 4 in a study school in spring 2018. For each of those students, we
would like data from the 2019–2020 school year, even if the student spent that year outside the
study schools. For example, if a student was enrolled as a 4th grader at a study school in spring
2018, we would like data on that student in 2019–2020 (when he or she is expected to be in 6th
grade), even if the student attended 6th grade in a school outside the study. To save you the
trouble of extracting this sample of students and years, we would welcome receiving data on all
students in your district during the 2019–2020 school year, from which we could extract the
sample ourselves.
Data elements requested. Table 3 lists the background, behavioral, and attendance data we
are requesting for students in the sample.
Table 3. Student Background, Behavioral, and Attendance Data
Data Element
School year
Student ID

Description
School year to which the record pertains (2019–2020)
Number that uniquely identifies each student across
multiple files, records, and years. We prefer that the ID
number not be personally identifiable information such as
a Social Security number.

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
4
Data Element

Description

School ID: beginning
of the school year

Number, such as NCES ID, that uniquely identifies the
school in which the student was enrolled at the beginning
of the school year
Name of school corresponding to School ID for beginning
of school year

School name:
beginning of the
school year
School ID: end of the
school year
School name: end of
the school year
Gender
Grade level
Free and reducedprice lunch (FRPL)
status
English learner
status

Notesa

Number, such as NCES ID, that uniquely identifies the
school in which the student was enrolled at the end of the
school year
Name of school corresponding to School ID for end of
school year
Gender of student
Grade level of student at the beginning of the school year
Student’s eligibility for free or reduced-price lunch as of
the beginning of the school year

English learner status of student, with English language
proficiency level if available, as of the beginning of the
school year
Special education
Special education status of student, such as having an
status
Individualized Education Program, as of the beginning of
the school year
Total number of days during the school year that the
In-school
suspensions (days)
student was suspended (in-school)
Total number of times during the school year that the
In-school
suspensions (times)
student was suspended (in-school)
Total number of days during the school year that the
Out-of-school
suspensions (days)
student was suspended (out-of-school)
Total number of times during the school year that the
Out-of-school
suspensions (times)
student was suspended (out-of-school)
Expulsions
Indicator if the student was expelled at any point during
the school year from any school in the district
Attendance
Total number of days the student attended school in the
district during the school year requested. This should be
a total for all schools attended in the district during the
year.
Days enrolled
Total number of school days the student was enrolled in
the district during the school year requested
aThe notes column will be completed by study staff using information provided during the initial call to
discuss the data request.

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
5
Table 4 provides the specific state assessment data requested for students in the sample.
Table 4. Student Assessment Data
Data Element
School year
Student ID

Description
School year to which the record pertains (2019–2020)
Number that uniquely identifies each student across multiple
files, records, and years. We prefer that the ID number not be
personally identifiable information such as a Social Security
number.

A. Math assessments
Math score on the
state assessment for
the school years
requested, as
available
Math test grade level
Math test description
Math test language
indicator (if other than
English)
Math test date
Math test exemption or
invalidation code, as
applicable
School identifier as of
time of testing (math)
School name as of
time of testing (math)

Student’s score on the math section of the state assessment.
Please provide all available scores (for example, scale score,
normal curve equivalents, and number correct). If a student
retook a test, please provide the first score in that year, not
the highest score.
Grade level of math test
Name of math test. Please indicate if a modified or alternate
form of a math test was taken.
Indicator for whether the math test was taken in a language
other than English, such as Spanish
Date of math test taken by student. If no date is available,
then “spring,” “fall,” or similar qualifier can be provided.
Code or indicator if a student received an exemption from
taking a math test (such as a medical exemption) or the test
was found to be invalid
Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
math
Name of the school in which the student was enrolled at the
time of testing in math

B. Reading assessments
Reading score on the
state assessment for
the school years
requested, as
available
Reading test grade
level
Reading test
description
Reading test language
indicator (if other than
English)
Reading test date
Reading test
exemption or
invalidation code, as
applicable

Student’s score on the reading section of the state
assessment. Please provide all available scores (for
example, scale score, normal curve equivalents, and number
correct). If a student retook a test, please provide the first
score in that year, not the highest score.
Grade level of reading test
Name of reading test. Please indicate if a modified or
alternate form of a reading test was taken.
Indicator for whether the reading test was taken in a
language other than English, such as Spanish
Date of reading test taken by student. If no date is available,
then “spring,” “fall,” or similar qualifier can be provided.
Code or indicator if a student received an exemption from
taking a reading test (such as a medical exemption) or the
test was found to be invalid

Notesa

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
6
Data Element
School identifier as of
time of testing
(reading)
School name as of
time of testing
(reading)

Description

Notesa

Number, such as NCES ID, that uniquely identifies the school
in which the student was enrolled at the time of testing in
reading
Name of the school in which the student was enrolled at the
time of testing in reading

aThe

notes column will be completed by Mathematica staff using information provided during the initial
call to discuss the data request.

D. JUSTIFICATION FOR REQUESTED DATA
We greatly appreciate your assistance with this data request. We want to assure you that the
evaluation team and the U.S. Department of Education carefully considered this request to
ensure it includes only the data necessary to conduct a high-quality evaluation.
We will use the requested data for several purposes. First, we will use data on students’ test
scores, attendance, and disciplinary incidents to measure the effects of departmentalized
instruction on these student outcomes after two years of implementation. Second, we will use
data on teachers’ school, grade, and subject assignments to measure the impact of
departmentalized instruction on teacher retention across two years. Third, we will use data on
teachers’ background characteristics to examine whether departmentalized instruction led to
changes in the types of teachers who chose to work in schools and grades with this staffing
structure after two years of implementation.
The student and teacher samples described in this memo are needed to allow us to carry out
the analyses described above. The student sample is based on students enrolled in grades 2
through 4 in a study school in spring 2018—the semester right before the beginning of the
study—because within this sample, students in treatment and control schools are expected to
have similar characteristics. Students enrolled in grade 4 in spring 2018 were expected to be in a
study grade (grade 5) in the first study year (2018–2019); students enrolled in grade 3 in spring
2018 were expected to be in study grades (grades 4 and 5) in both study years (2018–2019 and
2019–2020); and students enrolled in grade 2 in spring 2018 were expected to be in a study grade
(grade 4) in the second study year (2019–2020). Even if some of these students move out of the
study schools, we would still need data on these students from 2019–2020 to examine how
students’ outcomes depend on their level of exposure to departmentalized instruction. Likewise,
for teachers, the requested data will enable the study to follow teachers even if they leave the
study schools and assess whether departmentalization has led to more or fewer transfers to other
schools in the district.
E. DATA CONFIDENTIALITY
Mathematica and its subcontractors follow the confidentiality and data protection
requirements of The Education Sciences Reform Act of 2002, Title I, Part E, Section 183. We

MEMO TO: [District Name]
FROM:
[Data Collection Liaison]
DATE:
XX/XX/XXXX
PAGE:
7
will use the data provided in response to this request for research purposes only. The reports
prepared for the study will summarize findings across the sample and will not associate
responses with a specific district, school, or individual. We will not provide information that
identifies respondents to anyone outside the study team, except as required by law.
F. FILE FORMAT
You may provide the data in a single file or multiple files, whichever the district prefers. We
can work with almost any file format, including Excel, comma delimited or fixed-width text
files, SAS, SPSS, Stata, and Access. Please also provide documentation of the data, including
definitions of variables/fields, any codes used, and contact information for someone who can
answer questions about the data.
Thank you very much for your assistance with this data request! We greatly appreciate
your assistance. Please do not hesitate to contact me with any questions or concerns at
[liaison phone number and email].
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this voluntary information collection is estimated to average 16 hours per district, including the time to
review instructions, gather the data needed, and complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
Education, Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of this
form, write directly to: U.S. Department of Education, Institute of Education Sciences 550 12th Street, SW, Washington,
DC 20024.