DDI_ZWE_1995_SACMEQ-I_v01_M_WB
Development Economics Data Group
2014-05-14
NADA
Version 01 (May 2014)
Southern Africa Consortium for Monitoring Educational Quality 1995
SACMEQ-I Project
SACMEQ-I 1995
ZWE_1995_SACMEQ-I_v01_M
Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Copyright, Southern and Eastern Africa Consortium for Monitoring Educational Policy
NADA
United Nations Educational, Scientific and Cultural Organization
Italian Government
Netherlands Government
Ministries of Education
Director- Southern Africa Consortium for Monitoring Educational Quality
International Institute for Educational Planning
Socio-Economic/Monitoring Survey [hh/sems]
The origins of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) date back to 1991, the year when several Ministries of Education in Eastern and Southern Africa started working closely with UNESCO's International Institute for Educational Planning (IIEP) on the implementation of integrated educational policy research and training programmes.
In 1995 these Ministries of Education formalized their collaboration by establishing a network that is widely known as SACMEQ. Fifteen Ministries are now members of SACMEQ: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe.
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) undertook three large-scale, cross-national studies of the quality of education: SACMEQ I (1995-1999, reading) with seven ministries; SACMEQ II (2000-2004, reading and mathematics) with 14 ministries; and SACMEQ III (2006-2010, reading, mathematics, and HIV and AIDS knowledge) with 15 ministries.
- v2.1: Edited, anonymous dataset for public distribution.
basic skills education [6.1]
The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy
advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.
The SACMEQ I Project commenced in 1995 and was completed in 1999. The SACMEQ I main data collection was implemented in seven SACMEQ Ministries of Education (Kenya, Mauritius, Malawi, Namibia, Zambia, Zanzibar, and Zimbabwe). The study provided "agendas for government action" concerning: educational inputs to schools, benchmark standards for educational provision, equity in the allocation of educational resources, and the reading literacy performance of Grade 6 learners. The data collection for this project included information gathered from around 20,000 learners; 3,000 teachers; and 1,000 school principals.
This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included:
• What are the baseline data for selected inputs to primary schools?
• How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards?
• Have educational inputs to schools been allocated in an equitable fashion?
• What is the basic literacy level among pupils in upper primary school?
• Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?
In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.
Zimbabwe
National Coverage
The lowest level of geographic aggregation covered by the data is province, and in some cases, metropolitan area.
- Pupils
- Schools
- Teachers
The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.
Sample survey data [ssd]
Data was collected on pupils’ home backgrounds and their school life; classrooms, teaching practices, teachers' working conditions, and teacher housing; enrolments, school buildings and facilities, and school management.
Ministry of Education - Zimbabwe
A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples. A more detailed explanation of the sampling process is available under the 'Sampling' section of the report provided as external resources.
All sample designs applied in SACMEQ'S initial project were selected so as to meet the standards set down by the International Association for the Evaluation of Education Achievement (Ross, 1991). These standards require sample estimates of important pupil population characteristics to be (a) adjusted by weighing procedures designed to remove the potential for bias that may arise from different probabilities of selection, and (b) have sampling errors for the main criterion variables that are of the same magnitude or smaller than a simple random sample of 400 pupils (thereby providing 95 percent confidence limits for sample estimates of population percentages of plus or minus 5 percentage points, and 95 percent confidence limits for sample estimates of population means of plus or minus one tenth of a pupil standard deviation unit).
The desired target population in Zimbabwe was all pupils at the Grade 6 level in 1995 at the tenth month of the school year who were attending registered government or nongovernment schools in the country. The numbers of pupils in the desired, excluded, and defined populations have been presented in Table 2.2 of the Survey Report, provided as external resources. All schools which had a Grade 6 enrolment of fewer than 20 pupils were excluded. Table 2.2 of the Survey Report indicates that Harare had the lowest number of excluded schools (5) and pupils (24). On the other hand, Matabeleland North had the highest number of excluded schools (77) and pupils (864).
The 304 excluded schools covered 6.7 percent of the desired target population of schools, but this represented only 3,327 pupils, which was just 1 .0 percent of the pupils in the desired target population. Sampling weights were applied to 'adjust' for missing data and also to ensure that the relative size of the defined target population across regions was accurately represented in the relative sizes of the weighted sample data across regions. From the defined population, a probability sample of schools (with probability proportional to the total enrolment in Grade 6 in each school) was drawn. Twenty schools were sampled from regions with more than 600 schools, while 15 schools were sampled from regions where the number of schools was below this figure. This resulted in a planned national sample of 150 schools and 3,000 pupils (see Table 2.3 of the Survey Report). The sample design was designed to provide an 'equivalent sample size' (Ross and Wilson, 1994) of 400 pupils, based on an estimated intra-class correlation (rho) for pupil reading test scores of around 0.30.
Within selected schools, simple random sample of 20 pupils from all Grade 6 pupils was drawn. The figure of 20 pupils was chosen because, from practical experience, it was known that increasing the number of pupils within scl~ools above this figure would increase the accuracy of sampling by a negligible amount, but would increase the cost of the data collection considerably. There were also concerns among the SACMEQ NRCs that conditions in many schools would not permit a valid administration of the reading test if more than 20 pupils per school were involved.
At the first stage of sampling, schools were selected with probability proportional to the number of pupils who were members of the defined target population. To achieve this selection a 'random start-constant interval' procedure was applied (Ross, 1987). In several strata there were some schools with numbers of pupils in the defined target population that exceeded the size of the 'constant interval', and therefore each of these schools was randomly broken into smaller 'pseudo schools' before the commencement of the sampling. At the second stage of sampling a simple random sample of 20 pupils was selected within each selected school. Sampling weights were used to adjust for the disproportionate allocation of the sample across regions and also to account for the loss of student data due to absenteeism on the day of the data collection.
Face-to-face [f2f]
The data collection for SACMEQ's Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils' home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.
The SACMEQ Data Collection Instruments include the following documents:
- SACMEQ Questionnaires - which are administered to pupils, teachers, and school heads.
- SACMEQ Tests - which are administered to pupils and teachers (covering reading mathematics, and HIV-AIDS knowledge).
- Other SACMEQ Data Collection Instruments - such as take-home pupil questionnaires, school context proformas, and within-school project management documents.
The fieldwork was guided by two detailed manuals which had been developed by the SACMEQ National Research Co-ordinators (NRCs). The NRC Manual listed precisely what had to be done at every step in the conduct of the study, and the Data Collectors Manual detailed every step that had to be taken from the minute the data collection instruments were received to the minute they were returned to the Ministry. The manual for the data collectors was used by the NRCs to conduct training sessions for the data collectors. These training sessions usually lasted one whole day.
The success of the project hinged on the extent to which the data collection exercise would be a success. It was, therefore, necessary that all the people who were in a position to facilitate efficient and effective data collection should be given advance notification of this activity. Letters were, therefore, forwarded to all regional directors and heads of the sampled schools explaining the project and urging them to co-operate so as to make the project a success. The training of the education officers (Planning), who acted as the Regional Research Co-ordinators (RRCs) took place on 23 August 1995 at Head Office. The RRCs then proceeded to train district education officers (DEOs) who were the data collectors. Table 2.6 in the Survey Report shows the training schedule for data collectors.
The training of data collectors was a great success in all the regions. However, during the training, the following problems were noted:
(a) Some pages for the Pupil Booklet were either missing or blurred. The RRCs had to replace these by photocopying.
(b) Question 14, option 14.2, presented some problems as completing secondary school in Zimbabwe before independence could mean completing Junior Certificate, ‘0’ Level or ‘A’ Level.
(c) A similar problem to that above was encountered in Question 4 of the Teacher Questionnaire, which requested the number of years of academic education each teacher had completed. In Zimbabwe’s case, what is important is not the number of years spent per level of education, but the level of academic education finally completed successfully, whether through formal or non-formal education. Some DEOs proposed that similar studies in the future should include questions on mobile community libraries which are used by some schools.
The data collection exercise itself took place during the first and second weeks of October 1995. The following problems were noted during the data collection:
(a) Four regions reported that the testing sessions for pupils appeared too long as pupils showed signs of fatigue before nearing the end of the activity.
(b) In a few remote schools some Grade 6 teachers, school heads and Grade 6 pupils were found to be absent on the day of testing. The Midlands region reported that schools where school heads were absent also had the highest number of absent pupils. This is an interesting relationship which warrants further investigation.
(c) In Manicaland, one school was inaccessible to the data collector due to rough terrain and the Grade 6 pupils and their teacher had to travel to another school in a more accessible location to participate in the test exercise.
(d) In one school, a school head who was also the Grade 6 teacher had to complete both the School Head Questionnaire and the Teacher Questionnaire.
(e) Regional research co-ordinators and the DEOs, who were the data collectors, strongly recommended that, for future studies of this nature and size, the random sampling and completion of pupils’ personal particulars should be done on the first day and the second day should be devoted to the test. This option had been given in the manual for data collectors - but was not used.
(f) Success in the data collection exercise was largely attributed to the fact that all participants treated it as part of their normal duties. The majority of the data collectors used their personal vehicles to travel to the schools, as they had applied in advance for travelling and subsistence allowances. The few who did not have personal vehicles used government vehicles from the regional pool.
- Sampling weights were applied to ‘adjust’ for missing data and also to ensure that the relative size of the defined target population across regions was accurately represented in the relative sizes of the weighted sample data across regions.
- At the second stage of sampling, a simple random sample of 20 pupils was selected within each selected school. Sampling weights were used to adjust for the disproportionate allocation of the sample across districts and also to account for the small loss of student data due to absenteeism on the day of the data collection.
The data entry exercise started at the beginning of January 1996. A separate room equipped with two personal computers and a laptop computer was set aside for this exercise. A data entry committee was set up, consisting of an overall supervisor, a technical officer and data entry clerks. The data entry committee started with the Pupil Booklet followed by the School Head and Teacher Questionnaires. By 30 January 1996 data entry was complete. The last instruments to be entered were the School Form and Student Name form, which in the rush to meet the SACMEQ deadlines had been forgotten until a timely reminder came for the IIEP. These forms were dealt with very quickly (four days) spread over the first two weeks of February. The total duration for the data entry exercise was, therefore, six weeks. The Data Entry Manager (DEM) computer software developed at the IIEP (Schleicher,1995) was used to manage the data entry. This software was adapted specifically for the entry of SACMEQ data. No problems were encountered in the installation and use of this software.
The data validation and cleaning procedures were undertaken by the technical team. The Audit Trail and Unique ID Check techniques were employed. The former technique was used to:
(a) check whether data for all the sampled schools had been entered, and
(b) check the accuracy of district codes.
The Unique ID Check procedure was used to ensure that only one record with the same pupil, teacher and school identification existed. The checks proceeded as follows:
(a) The variables ID SCHOOL and ID PUPIL were used to trace duplicate records in the pupil data file.
(b) The combination of ID SCHOOL and ID TEACH variables were employed to trace duplicate records in the teacher data file.
(c) The ID SCHOOL variable was solely used to trace duplicate records in the school’s data file.
All the cleaned data files were then forwarded to the IIEP for further processing.
The response rates for the sample have been recorded in Table 2.3 of the Survey Report. Masvingo region achieved the lowest response rate of 84 percent, while Harare region achieved the highest response rate of 95 percent. Nationally, the percentage response rate for schools was 100 percent, while that of pupils was 90 percent. The non-responding pupils were those who were absent on the day of testing.
In the survey report provided as external resources, standard errors were provided for all important variables. The calculation of these errors acknowledged that the sample was not a simple random sample - but rather a complex two-stage cluster sample that included weighting adjustments to compensate for variations in selection probabilities. The errors were calculated by using the PC-CARP software (Fuller et al., 1986). This software employs the Taylor’s Series Approximation in order to calculate sampling errors and design effects.
From Table 2.3 of the Survey Report it may be seen that there were major data losses due to non response at the national level and in particular regions. At the national level, data were obtained from only around three quarters of the pupils selected into the sample. At the regional level, data loss due to non response was particularly high in Luapula, where around one third of the pupils did not respond.
The source of this non response was not completely clear from the field records submitted by the data collectors. In Luapula four of the 15 schools selected into the sample either refused to participate or were not visited by the data collectors. Further data loss occurred in Luapula because 10 percent of the pupils in the remaining 11 schools were absent on the day of testing. Major loss of data also occurred in other regions: Lusaka (30 percent loss), Western (30 percent loss), and Eastern (27 percent loss). These major levels of data loss were far larger than had been set down as part of the quality control standards for SACMEQ’s initial project. In the other four countries involved in the project, the response rate at the pupil level reached 90 percent or more.
It was beyond the scope of the survey report to conduct detailed analysis of the degree of bias that may have occurred in the Zambian data due to these high levels of non response. Therefore, the results presented in the ‘report must be treated with caution until further analytical work has been undertaken by the Planning Division of the Zambian Ministry of Education.
Before being granted access to the dataset, all users have to formally agree:
1. To make no copies of any files or portions of files to which s/he is granted access except those authorized by the data depositor.
2. Not to use any technique in an attempt to learn the identity of any person, establishment, or sampling unit not identified on public use data files.
3. To hold in strictest confidence the identification of any establishment or individual that may be inadvertently revealed in any documents or discussion, or analysis. Such inadvertent identification revealed in her/his analysis will be immediately brought to the attention of the data depositor.
Director- Southern Africa Consortium for Monitoring Educational Quality (SACMEQ)
Southern and Eastern Africa Consortium for Monitoring Educational Quality. SACMEQ Project 1995-1998 [dataset]. Version 4. Harare: SACMEQ [producer], 2004. Paris: International Institute for Educational Planning, UNESCO [distributor], 2004.
TERMS AND CONDITIONS FOR USE OF THE SACMEQ DATA ARCHIVE
1.0 Introduction
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Co-ordinating Centre (SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>) has produced a data archive containing all information collected for SACMEQ's first three educational policy research projects (SACMEQ I, SACMEQ II, and SACMEQ III). This archive is now available online on the SACMEQ website so as to give bona fide researchers and students online access to SACMEQ data and documents.
The SACMEQ data sets have been developed at great cost and with the application of stringent quality controls. It is being made available to eligible users because it has a great potential to contribute to educational policy development beyond what has already been achieved in this respect through the reports written by the National Research Co-ordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s) and Deputy National Research Coordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s). It is expected that many researchers and students will wish to use the Data Archive for research, publications, and/or training purposes.
The Terms and Conditions serve two purposes. Firstly, they provide interested applicants with guidelines on how to access this valuable information resource. Secondly, they are intended to safeguard against the danger of users being unaware of the complexities of the data collection process and consequently arriving at misinterpretations that could lead to incorrect conclusions.
2.0 How can the user gain such access?
In order to obtain SACMEQ Data Archive for any of the SACMEQ school systems, the applicant should follow these steps:
2.1 Read and Agree to these "Terms and Conditions for the Use of the SACMEQ Data Archive."
2.2 Complete an online application form.
3.0 What rules govern the use of the SACMEQ data archive?
3.1 The Data Archive is the outcome of expensive and time-consuming activities of the staff of the represented Ministries of Education spread over many years. For this reason, the SACMEQ Ministries of Education described in the Data Archive should:
3.1.1 be notified by the SACMEQ SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> of any request for data;
3.1.2 have an opportunity to review reports based on the data archive so as to correct any gross errors before they are published; and
3.1.3 satisfy themselves that the data have been used in such a manner that they contribute positively to the development of relevant education policies in relevant SACMEQ member countries.
3.2 It is the National Research Coordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s) and Deputy National Research
Coordinators (DNRCs) who have spearheaded the collection and compilation of SACMEQ data. In acknowledgment of their efforts, the applicant(s) will be required to invite the relevant country's National Research Coordinator to participate in the study associated with the use of the data. Where an individual other than the NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> or DNRC is co-opted, the relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> and DNRC shall be given the first right of refusal.
3.3 This provision does not apply in situations where the SACMEQ Data Archive is used purely for purposes of individual academic research by a student, and where the results are not intended for publication.
3.4 All relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s and DNRCs will be informed by the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> about the recipients of the Data Archive.
3.5 SACMEQ provides the SACMEQ Data Archive to applicants on the basis of the intended use stated in the application. The applicant, therefore, should not use the data for any purpose other than the one stated in the application. Should the applicant(s) wish to use the data for a purpose other than that stated in the agreement, then he/she/they must first secure the written approval of SACMEQ before he/she/they proceed to do so.
3.6 SACMEQ data are provided for the sole and exclusive use of the applicant specified in the agreement. The successful applicant should, therefore, not share the SACMEQ Data Archive with, or pass it on to, any other unauthorized person(s).
3.7 The authorized user shall take responsibility for the safe custody of the SACMEQ Data Archive and also take reasonable steps to ensure that no unauthorized persons gain access to it.
3.8 The authorized user shall give due credit to SACMEQ for providing the Data Archive by providing written acknowledgement of this in any publication emanating from their use.
3.9 As the Data Archive remains the property of the SACMEQ, no other person(s), including the successful applicants or the member Ministry, shall re-distribute or offer for sale the SACMEQ Data Archive.
3.10 All reports based on the SACMEQ Data Archive have to secure the written approval of the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> prior to the publication in order to confirm compliance to our terms and conditions, and also to ensure that there is no misunderstanding or misinterpretation of the data.
3.11 Once authorization has been granted to access the archive, you will see a link on the website which will take you to the Data Archive.
3.12 All relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s will be informed by the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> about the recipients of the SACMEQ Data Archive.
3.13 Full acknowledgement of the source of the data (including reference to the SACMEQ Data Archive) must be given whenever the data are used.
3.14 A copy of any published article or report based on the SACMEQ Data Archive must be provided free of charge to (a) the SACMEQ Co-ordinating Centre, and (b) the Ministry(ies) of Education from whose data the report has been generated.
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
d0107rumm_impute
Merged pupil level data file in STATA format prepared from the data collected during the initial educational policy research project of the Southern Africa Consortium for Monitoring Educational Quality for Zimbabwe.
2697
559
id/ country id
id/ country id
id/ country id
id/ country id
id/ country id
2697
263
263
263
alphabetic country id
alphabetic country id
alphabetic country id
alphabetic country id
alphabetic country id
2697
ZIM
id/strata id
id/strata id
id/strata id
id/strata id
id/strata id
2697
1
9
1
2
3
4
5
6
7
8
9
2697
ZIM:HAR
ZIM:MAN
ZIM:MID
ZIM:MSC
ZIM:MSE
ZIM:MSV
ZIM:MSW
ZIM:MTN
ZIM:MTS
id/ region id
id/ region id
id/ region id
id/ region id
id/ region id
2697
1
9
1
2
3
4
5
6
7
8
9
alphabetic region id
alphabetic region id
alphabetic region id
alphabetic region id
alphabetic region id
2697
ZIM:HARA
ZIM:MANI
ZIM:MASC
ZIM:MASE
ZIM:MASV
ZIM:MASW
ZIM:MATN
ZIM:MATS
ZIM:MIDL
id/ district id
id/ district id
id/ district id
id/ district id
id/ district id
2697
1
59
1
3
7
8
9
10
11
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14
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id/ school id
id/ school id
id/ school id
id/ school id
id/ school id
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1
20
1
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3
4
5
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9
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20
id/ school id
id/ school id
id/ school id
id/ school id
id/ school id
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1
150
1
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150
id/ school id
id/ school id
id/ school id
id/ school id
id/ school id
2697
18
7900
18
36
37
39
47
48
71
78
88
100
112
147
163
167
184
192
198
208
222
235
257
854
1114
1171
1188
1207
1242
1272
1280
1313
1327
1329
1372
1374
1402
1448
1512
1553
1555
1602
1650
1654
1655
1683
1700
1702
1902
1904
1953
1973
1996
2019
2034
2036
2043
2049
2072
2076
2109
2133
2224
2248
2275
2290
2301
2365
2377
2381
2424
2444
2486
2487
2542
2552
2673
2735
2767
2770
2840
2881
2895
2898
2905
2906
2976
2981
3023
3039
3076
3089
3107
3131
3181
3187
3222
3269
3311
3321
3422
3456
3465
3484
3519
3585
3779
3821
3901
3959
3983
4033
4161
4177
4198
4223
4381
4424
4467
4489
4604
4796
4902
4903
5029
5038
5049
5056
5094
6005
6042
6095
6126
6173
6183
6268
6306
6307
6308
6337
6366
6453
6491
6543
6576
6602
6677
6688
6746
6750
7460
7900
id/ class id
id/ class id
id/ class id
id/ class id
id/ class id
2697
1801
790001
1801
1802
3601
3602
3603
3606
3701
3702
3703
3704
3705
3706
3901
3902
3904
3905
3906
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4701
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4801
4802
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7101
7102
7103
7104
7801
7802
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7804
7805
8801
8802
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10001
10002
10003
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10005
11201
11202
11203
11204
14701
14702
14703
14704
14705
16301
16302
16303
16701
16702
16703
16704
16705
16706
18401
18402
18403
18404
19201
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19204
19801
19802
19803
20801
20802
20803
20804
22201
22202
22203
23501
23502
23503
23504
23505
23507
23508
23509
25701
25702
25703
85401
111401
117101
118801
118802
118803
120701
120702
124201
127201
127202
128001
128002
131301
131302
132701
132702
132901
137201
137202
137203
137204
137205
137401
137402
137403
140201
140202
140203
140204
144801
144802
151201
151202
155301
155302
155501
155502
160201
160202
165001
165002
165003
165401
165402
165501
165502
168301
168302
170001
170002
170201
170202
190201
190202
190401
190402
190403
190404
195301
197301
197302
199601
201901
201902
203401
203402
203601
204301
204302
204901
204902
207201
207202
207601
207602
210901
213301
213302
222401
224801
224802
224803
227501
229001
229002
229003
230101
230102
230103
236501
237701
238101
238103
242401
244401
244402
244403
248601
248701
248702
254201
254202
255201
255202
255203
255204
255205
255206
267301
267302
273501
273502
276701
276702
277001
277002
284001
284002
284003
284004
288101
288102
289501
289502
289801
289802
289803
290501
290502
290503
290504
290505
290601
290602
290603
297601
297602
298101
298102
302301
302302
302303
303901
303902
303903
307601
307602
308901
308902
310701
310702
313101
313102
318101
318701
318702
322201
322202
322203
326901
326902
331101
331102
332101
342201
342202
345601
346501
346502
348401
348402
351901
351902
358501
358502
377901
377902
382101
390101
390102
390103
395901
395902
395903
398301
398302
403301
403302
416101
416102
417701
417702
419801
419802
419803
422301
438101
438102
442401
442402
442403
446701
446702
446703
448901
448902
460401
460402
460403
479601
490201
490203
490206
490301
490302
502901
503801
504901
504902
504903
505601
505602
509401
600501
604201
609501
609502
612601
617301
617302
618301
626801
630601
630602
630603
630604
630605
630701
630702
630703
630704
630705
630801
630802
630803
630804
633701
633702
636601
645301
645302
645303
645304
645305
645306
649101
649102
649103
649104
649105
649106
654301
654302
657601
657602
657603
657604
657605
657606
660201
660202
660203
660204
660205
660206
667701
668801
668805
674601
675001
675002
675003
675004
746001
746002
790001
id/ teacher id
id/ teacher id
id/ teacher id
id/ teacher id
id/ teacher id
2697
18001
7900001
18001
18002
36001
36002
36003
37001
37002
37003
37004
37005
37006
39001
39002
39004
39005
39006
39007
47001
47002
47004
48001
48002
48003
48004
71001
71002
71003
71004
78001
78002
78003
78004
78005
88001
88002
88003
88005
88006
100002
100003
100004
100005
112001
112002
112003
112004
147001
147002
147003
147004
147005
163001
163002
163003
167002
167003
167004
167005
184001
184002
184003
184004
192002
192003
192004
198001
198002
198003
208001
208002
208003
208004
222001
222002
222003
235001
235002
235003
235004
235005
235007
257001
257002
257003
854001
1114001
1171001
1188001
1188002
1188003
1207001
1207002
1242001
1272001
1272002
1280001
1280002
1313001
1313002
1327001
1327002
1329001
1372001
1372002
1372003
1372004
1372005
1374001
1374002
1374003
1402001
1402002
1402003
1448001
1448002
1512001
1512002
1553001
1553002
1555001
1555002
1602001
1602002
1650001
1650002
1650003
1654001
1654002
1655002
1683001
1683002
1700001
1702001
1702002
1902001
1904001
1904002
1904003
1904004
1953001
1973001
1973002
1996001
2019002
2034001
2034002
2036001
2043001
2043002
2049001
2049002
2072001
2072002
2076001
2076002
2109001
2133001
2133002
2224001
2248001
2248002
2248003
2275001
2290001
2290002
2290003
2301001
2301002
2301003
2365001
2377001
2381001
2424001
2444001
2444002
2444003
2486001
2487001
2487002
2542001
2542002
2552001
2552002
2552003
2552004
2552005
2552006
2673001
2673002
2735001
2735002
2767001
2767002
2770001
2770002
2840002
2840003
2840004
2881001
2881002
2895001
2895002
2898001
2898002
2898003
2905001
2905002
2905003
2905004
2905005
2906001
2906002
2906003
2976001
2976002
2981001
3023001
3023002
3023003
3039002
3039003
3076001
3076002
3089001
3089002
3107001
3107002
3131001
3131002
3181001
3187001
3187002
3222001
3222002
3222003
3269001
3269002
3311001
3311002
3321001
3422001
3456001
3465001
3465002
3484001
3484002
3519001
3519002
3585001
3585002
3779001
3779002
3821001
3901001
3901002
3901003
3959001
3959002
3959003
3983001
3983002
4033001
4033002
4161001
4177001
4177002
4198001
4198002
4198003
4223001
4381001
4381002
4424001
4424002
4424003
4467001
4467002
4467003
4489002
4604001
4604002
4604003
4796001
4902001
4903001
5029001
5038001
5049002
5049003
5056001
5056002
5094001
6005001
6042001
6095001
6095002
6126001
6173001
6173002
6183001
6268001
6306001
6306002
6306003
6306004
6307001
6307002
6307003
6307004
6307005
6308001
6308002
6308003
6308004
6337001
6366001
6453001
6453002
6453003
6453004
6453006
6491001
6491002
6491003
6491004
6491005
6543001
6543002
6576001
6576002
6576003
6576004
6576005
6576006
6602001
6602002
6602003
6602004
6602005
6602006
6677001
6688001
6746001
6750001
6750002
6750003
6750004
7460001
7460002
7900001
id/ pupil id
id/ pupil id
id/ pupil id
id/ pupil id
id/ pupil id
2697
1801
790020
participation indicator reading test
participation indicator reading test
participation indicator reading test
participation indicator reading test
participation indicator reading test
2697
1
1
no items answered
1
pupil participated
participation indicator pup background
participation indicator pup background
participation indicator pup background
participation indicator pup background
participation indicator pup background
2697
1
1
no questions answered
1
pupil participated
participation indic teacher background
participation indic teacher background
participation indic teacher background
participation indic teacher background
participation indic teacher background
2697
1
no questions answered
1
teacher participated
participation indic school background
participation indic school background
participation indic school background
participation indic school background
participation indic school background
2697
1
no questions answered
1
school head participated
wgt/ pupil weight (sumwgt=#pupil/country
wgt/ pupil weight (sumwgt=#pupil/country
wgt/ pupil weight (sumwgt=#pupil/country
wgt/ pupil weight (sumwgt=#pupil/country
wgt/ pupil weight (sumwgt=#pupil/country
2697
0.578
3.091
wgt/ pupil weight (sumwgt=400/country)
wgt/ pupil weight (sumwgt=400/country)
wgt/ pupil weight (sumwgt=400/country)
wgt/ pupil weight (sumwgt=400/country)
wgt/ pupil weight (sumwgt=400/country)
2697
0.0857
0.458
p/ grade 6 class
p/ grade 6 class
p/ grade 6 class
p/ grade 6 class
p/ grade 6 class
2697
1
9
1
6a
2
6b
3
6c
4
6d
5
6e
6
6f
7
6g
8
6h
9
6i
10
6j
p/ date of birth (day)
p/ date of birth (day)
p/ date of birth (day)
p/ date of birth (day)
p/ date of birth (day)
2697
1
31
p/ date of birth (month)
p/ date of birth (month)
p/ date of birth (month)
p/ date of birth (month)
p/ date of birth (month)
2697
1
12
1
2
3
4
5
6
7
8
9
10
11
12
p/ date of birth (year)
p/ date of birth (year)
p/ date of birth (year)
p/ date of birth (year)
p/ date of birth (year)
2697
71
88
71
73
74
75
76
77
78
79
80
81
82
83
84
85
88
p/ pupil's sex
p/ pupil's sex
p/ pupil's sex
p/ pupil's sex
p/ pupil's sex
2697
1
2
1
boy
2
girl
p/ speaking english
p/ speaking english
p/ speaking english
p/ speaking english
p/ speaking english
2697
1
4
1
never
2
sometimes
3
often
4
all of the time
p/ place to stay during school week
p/ place to stay during school week
p/ place to stay during school week
p/ place to stay during school week
p/ place to stay during school week
2697
1
4
1
with parents
2
with relatives
3
in a hostel
4
myself
p/ number of books at home
p/ number of books at home
p/ number of books at home
p/ number of books at home
p/ number of books at home
2697
1
6
1
2
3
4
5
6
p/ reading at home
p/ reading at home
p/ reading at home
p/ reading at home
p/ reading at home
2697
1
2
1
never
2
sometimes
p/ possession (newspaper)
p/ possession (newspaper)
p/ possession (newspaper)
p/ possession (newspaper)
p/ possession (newspaper)
2697
1
2
1
no
2
yes
p/ possession (magazine)
p/ possession (magazine)
p/ possession (magazine)
p/ possession (magazine)
p/ possession (magazine)
2697
1
2
1
no
2
yes
p/ possession (radio)
p/ possession (radio)
p/ possession (radio)
p/ possession (radio)
p/ possession (radio)
2697
1
2
1
no
2
yes
p/ possession (tv)
p/ possession (tv)
p/ possession (tv)
p/ possession (tv)
p/ possession (tv)
2697
1
2
1
no
2
yes
p/ possession (vcr)
p/ possession (vcr)
p/ possession (vcr)
p/ possession (vcr)
p/ possession (vcr)
2697
1
2
1
no
2
yes
p/ possession (cassette player)
p/ possession (cassette player)
p/ possession (cassette player)
p/ possession (cassette player)
p/ possession (cassette player)
2697
1
2
1
no
2
yes
p/ possession (telephone)
p/ possession (telephone)
p/ possession (telephone)
p/ possession (telephone)
p/ possession (telephone)
2697
1
2
1
no
2
yes
p/ possession (refrigerator)
p/ possession (refrigerator)
p/ possession (refrigerator)
p/ possession (refrigerator)
p/ possession (refrigerator)
2697
1
2
1
no
2
yes
p/ possession (car)
p/ possession (car)
p/ possession (car)
p/ possession (car)
p/ possession (car)
2697
1
2
1
no
2
yes
p/ possession (motorcycle)
p/ possession (motorcycle)
p/ possession (motorcycle)
p/ possession (motorcycle)
p/ possession (motorcycle)
2697
1
2
1
no
2
yes
p/ possession (bicycle)
p/ possession (bicycle)
p/ possession (bicycle)
p/ possession (bicycle)
p/ possession (bicycle)
2697
1
2
1
no
2
yes
p/ possession (piped water)
p/ possession (piped water)
p/ possession (piped water)
p/ possession (piped water)
p/ possession (piped water)
2697
1
2
1
no
2
yes
p/ possession (electricity)
p/ possession (electricity)
p/ possession (electricity)
p/ possession (electricity)
p/ possession (electricity)
2697
1
2
1
no
2
yes
p/ possession (table to write on)
p/ possession (table to write on)
p/ possession (table to write on)
p/ possession (table to write on)
p/ possession (table to write on)
2697
1
2
1
no
2
yes
p/ mother or f.guad. education
p/ mother or f.guad. education
p/ mother or f.guad. education
p/ mother or f.guad. education
p/ mother or f.guad. education
2697
1
8
1
no school
2
some primary
3
all primary
4
some secondary
5
all secondary
6
after secondary
7
do not know
8
do not have
p/ father or m.guad. education
p/ father or m.guad. education
p/ father or m.guad. education
p/ father or m.guad. education
p/ father or m.guad. education
2697
1
8
1
no school
2
some primary
3
all primary
4
some secondary
5
all secondary
6
after secondary
7
do not know
8
do not have
p/ given homework
p/ given homework
p/ given homework
p/ given homework
p/ given homework
2697
1
4
1
no homework
2
once or twice each month
3
once or twice each week
4
most days
p/ someone makes sure you did homework
p/ someone makes sure you did homework
p/ someone makes sure you did homework
p/ someone makes sure you did homework
p/ someone makes sure you did homework
2697
1
4
1
no homework
2
never
3
sometimes
4
most of the time
p/ someone helps with homework
p/ someone helps with homework
p/ someone helps with homework
p/ someone helps with homework
p/ someone helps with homework
2697
1
4
1
no homework
2
never
3
sometimes
4
most of the time
p/ someone asks you to read to him/her
p/ someone asks you to read to him/her
p/ someone asks you to read to him/her
p/ someone asks you to read to him/her
p/ someone asks you to read to him/her
2697
1
3
1
never
2
sometimes
3
most of the time
p/ someone questions on what you read
p/ someone questions on what you read
p/ someone questions on what you read
p/ someone questions on what you read
p/ someone questions on what you read
2697
1
3
1
never
2
sometimes
3
most of the time
p/ someone looks at school work
p/ someone looks at school work
p/ someone looks at school work
p/ someone looks at school work
p/ someone looks at school work
2697
1
3
1
never
2
sometimes
3
most of the time
p/ parents send for extra lessons
p/ parents send for extra lessons
p/ parents send for extra lessons
p/ parents send for extra lessons
p/ parents send for extra lessons
2697
1
2
1
no
2
yes
p/ breakfast
p/ breakfast
p/ breakfast
p/ breakfast
p/ breakfast
2697
1
4
1
not at all
2
1 or 2 days per week
3
3 or 4 days per week
4
everyday
p/ lunch
p/ lunch
p/ lunch
p/ lunch
p/ lunch
2697
1
4
1
not at all
2
1 or 2 days per week
3
3 or 4 days per week
4
everyday
p/ supper
p/ supper
p/ supper
p/ supper
p/ supper
2697
1
4
1
not at all
2
1 or 2 days per week
3
3 or 4 days per week
4
everyday
p/ days absent in previous month
p/ days absent in previous month
p/ days absent in previous month
p/ days absent in previous month
p/ days absent in previous month
2697
31
p/ readers
p/ readers
p/ readers
p/ readers
p/ readers
2697
1
5
1
no textbooks
2
only teacher has
3
share with two or more pupils
4
share with one pupil
5
by myself
p/ allowed to take library books
p/ allowed to take library books
p/ allowed to take library books
p/ allowed to take library books
p/ allowed to take library books
2697
1
3
1
no library
2
cannot borrow
3
can borrow
p/ materials (exercise books)
p/ materials (exercise books)
p/ materials (exercise books)
p/ materials (exercise books)
p/ materials (exercise books)
2697
45
p/ materials (note books)
p/ materials (note books)
p/ materials (note books)
p/ materials (note books)
p/ materials (note books)
2697
43
p/ materials (pencils)
p/ materials (pencils)
p/ materials (pencils)
p/ materials (pencils)
p/ materials (pencils)
2697
39
p/ materials (rulers)
p/ materials (rulers)
p/ materials (rulers)
p/ materials (rulers)
p/ materials (rulers)
2697
20
p/ materials (pencil erasers)
p/ materials (pencil erasers)
p/ materials (pencil erasers)
p/ materials (pencil erasers)
p/ materials (pencil erasers)
2697
13
p/ materials (ball point pens)
p/ materials (ball point pens)
p/ materials (ball point pens)
p/ materials (ball point pens)
p/ materials (ball point pens)
2697
45
p/ repeated grade
p/ repeated grade
p/ repeated grade
p/ repeated grade
p/ repeated grade
2697
1
4
1
never
2
once
3
twice
4
three plus
p/ where to sit
p/ where to sit
p/ where to sit
p/ where to sit
p/ where to sit
2697
1
3
1
floor
2
bench with others
3
separate chair
p/ where to write
p/ where to write
p/ where to write
p/ where to write
p/ where to write
2697
1
3
1
nowhere
2
where i sit
3
desk/table
p/ pupil's height
p/ pupil's height
p/ pupil's height
p/ pupil's height
p/ pupil's height
2696
1
110
178
p/ tembo 1 (item 1)
p/ tembo 1 (item 1)
p/ tembo 1 (item 1)
p/ tembo 1 (item 1)
p/ tembo 1 (item 1)
2686
11
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tembo 2 (item 2)
p/ tembo 2 (item 2)
p/ tembo 2 (item 2)
p/ tembo 2 (item 2)
p/ tembo 2 (item 2)
2689
8
1
5
1
a
2
b
3
c
4
d
5
Sysmiss
p/ tembo 3 (item 3)
p/ tembo 3 (item 3)
p/ tembo 3 (item 3)
p/ tembo 3 (item 3)
p/ tembo 3 (item 3)
2680
17
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tembo 4 (item 4)
p/ tembo 4 (item 4)
p/ tembo 4 (item 4)
p/ tembo 4 (item 4)
p/ tembo 4 (item 4)
2676
21
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tembo 5 (item 5)
p/ tembo 5 (item 5)
p/ tembo 5 (item 5)
p/ tembo 5 (item 5)
p/ tembo 5 (item 5)
2684
13
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ bird 1 (item 6)
p/ bird 1 (item 6)
p/ bird 1 (item 6)
p/ bird 1 (item 6)
p/ bird 1 (item 6)
2683
14
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ bird 2 (item 7)
p/ bird 2 (item 7)
p/ bird 2 (item 7)
p/ bird 2 (item 7)
p/ bird 2 (item 7)
2686
11
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ bird 3 (item 8)
p/ bird 3 (item 8)
p/ bird 3 (item 8)
p/ bird 3 (item 8)
p/ bird 3 (item 8)
2687
10
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ bird 4 (item 9)
p/ bird 4 (item 9)
p/ bird 4 (item 9)
p/ bird 4 (item 9)
p/ bird 4 (item 9)
2686
11
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ bird 5 (item 10)
p/ bird 5 (item 10)
p/ bird 5 (item 10)
p/ bird 5 (item 10)
p/ bird 5 (item 10)
2670
27
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ island 1 (item 11)
p/ island 1 (item 11)
p/ island 1 (item 11)
p/ island 1 (item 11)
p/ island 1 (item 11)
2680
17
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ island 2 (item 12)
p/ island 2 (item 12)
p/ island 2 (item 12)
p/ island 2 (item 12)
p/ island 2 (item 12)
2683
14
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ island 3 (item 13)
p/ island 3 (item 13)
p/ island 3 (item 13)
p/ island 3 (item 13)
p/ island 3 (item 13)
2676
21
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ island 4 (item 14)
p/ island 4 (item 14)
p/ island 4 (item 14)
p/ island 4 (item 14)
p/ island 4 (item 14)
2679
18
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ joseph 1 (item 15)
p/ joseph 1 (item 15)
p/ joseph 1 (item 15)
p/ joseph 1 (item 15)
p/ joseph 1 (item 15)
2682
15
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ joseph 2 (item 16)
p/ joseph 2 (item 16)
p/ joseph 2 (item 16)
p/ joseph 2 (item 16)
p/ joseph 2 (item 16)
2680
17
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ joseph 3 (item 17)
p/ joseph 3 (item 17)
p/ joseph 3 (item 17)
p/ joseph 3 (item 17)
p/ joseph 3 (item 17)
2672
25
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ joseph 4 (item 18)
p/ joseph 4 (item 18)
p/ joseph 4 (item 18)
p/ joseph 4 (item 18)
p/ joseph 4 (item 18)
2680
17
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ joseph 5 (item 19)
p/ joseph 5 (item 19)
p/ joseph 5 (item 19)
p/ joseph 5 (item 19)
p/ joseph 5 (item 19)
2676
21
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ orange 1 (item 20)
p/ orange 1 (item 20)
p/ orange 1 (item 20)
p/ orange 1 (item 20)
p/ orange 1 (item 20)
2679
18
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ orange 2 (item 21)
p/ orange 2 (item 21)
p/ orange 2 (item 21)
p/ orange 2 (item 21)
p/ orange 2 (item 21)
2682
15
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ orange 3 (item 22)
p/ orange 3 (item 22)
p/ orange 3 (item 22)
p/ orange 3 (item 22)
p/ orange 3 (item 22)
2673
24
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ orange 4 (item 23)
p/ orange 4 (item 23)
p/ orange 4 (item 23)
p/ orange 4 (item 23)
p/ orange 4 (item 23)
2676
21
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maria 1 (item 24)
p/ maria 1 (item 24)
p/ maria 1 (item 24)
p/ maria 1 (item 24)
p/ maria 1 (item 24)
2688
9
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maria 2 (item 25)
p/ maria 2 (item 25)
p/ maria 2 (item 25)
p/ maria 2 (item 25)
p/ maria 2 (item 25)
2682
15
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maria 3 (item 26)
p/ maria 3 (item 26)
p/ maria 3 (item 26)
p/ maria 3 (item 26)
p/ maria 3 (item 26)
2679
18
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ quick 1 (item 27)
p/ quick 1 (item 27)
p/ quick 1 (item 27)
p/ quick 1 (item 27)
p/ quick 1 (item 27)
2684
13
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ quick 2 (item 28)
p/ quick 2 (item 28)
p/ quick 2 (item 28)
p/ quick 2 (item 28)
p/ quick 2 (item 28)
2675
22
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ quick 3 (item 29)
p/ quick 3 (item 29)
p/ quick 3 (item 29)
p/ quick 3 (item 29)
p/ quick 3 (item 29)
2672
25
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ empty 1 (item 30)
p/ empty 1 (item 30)
p/ empty 1 (item 30)
p/ empty 1 (item 30)
p/ empty 1 (item 30)
2686
11
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ empty 2 (item 31)
p/ empty 2 (item 31)
p/ empty 2 (item 31)
p/ empty 2 (item 31)
p/ empty 2 (item 31)
2677
20
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ empty 3 (item 32)
p/ empty 3 (item 32)
p/ empty 3 (item 32)
p/ empty 3 (item 32)
p/ empty 3 (item 32)
2664
33
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ empty 4 (item 33)
p/ empty 4 (item 33)
p/ empty 4 (item 33)
p/ empty 4 (item 33)
p/ empty 4 (item 33)
2663
34
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ carrots 1 (item 34)
p/ carrots 1 (item 34)
p/ carrots 1 (item 34)
p/ carrots 1 (item 34)
p/ carrots 1 (item 34)
2680
17
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ carrots 2 (item 35)
p/ carrots 2 (item 35)
p/ carrots 2 (item 35)
p/ carrots 2 (item 35)
p/ carrots 2 (item 35)
2672
25
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ carrots 3 (item 36)
p/ carrots 3 (item 36)
p/ carrots 3 (item 36)
p/ carrots 3 (item 36)
p/ carrots 3 (item 36)
2666
31
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ carrots 4 (item 37)
p/ carrots 4 (item 37)
p/ carrots 4 (item 37)
p/ carrots 4 (item 37)
p/ carrots 4 (item 37)
2667
30
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ carrots 5 (item 38)
p/ carrots 5 (item 38)
p/ carrots 5 (item 38)
p/ carrots 5 (item 38)
p/ carrots 5 (item 38)
2665
32
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ temprature 1 (item 39)
p/ temprature 1 (item 39)
p/ temprature 1 (item 39)
p/ temprature 1 (item 39)
p/ temprature 1 (item 39)
2669
28
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ temprature 2 (item 40)
p/ temprature 2 (item 40)
p/ temprature 2 (item 40)
p/ temprature 2 (item 40)
p/ temprature 2 (item 40)
2678
19
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ temprature 3 (item 41)
p/ temprature 3 (item 41)
p/ temprature 3 (item 41)
p/ temprature 3 (item 41)
p/ temprature 3 (item 41)
2663
34
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ temprature 4 (item 42)
p/ temprature 4 (item 42)
p/ temprature 4 (item 42)
p/ temprature 4 (item 42)
p/ temprature 4 (item 42)
2670
27
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ temprature 5 (item 43)
p/ temprature 5 (item 43)
p/ temprature 5 (item 43)
p/ temprature 5 (item 43)
p/ temprature 5 (item 43)
2629
68
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 1 (item 44)
p/ maize 1 (item 44)
p/ maize 1 (item 44)
p/ maize 1 (item 44)
p/ maize 1 (item 44)
2673
24
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 2 (item 45)
p/ maize 2 (item 45)
p/ maize 2 (item 45)
p/ maize 2 (item 45)
p/ maize 2 (item 45)
2667
30
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 3 (item 46)
p/ maize 3 (item 46)
p/ maize 3 (item 46)
p/ maize 3 (item 46)
p/ maize 3 (item 46)
2657
40
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 4 (item 47)
p/ maize 4 (item 47)
p/ maize 4 (item 47)
p/ maize 4 (item 47)
p/ maize 4 (item 47)
2649
48
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 5 (item 48)
p/ maize 5 (item 48)
p/ maize 5 (item 48)
p/ maize 5 (item 48)
p/ maize 5 (item 48)
2640
57
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ maize 6 (item 49)
p/ maize 6 (item 49)
p/ maize 6 (item 49)
p/ maize 6 (item 49)
p/ maize 6 (item 49)
2636
61
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 1 (item 50)
p/ grandpa 1 (item 50)
p/ grandpa 1 (item 50)
p/ grandpa 1 (item 50)
p/ grandpa 1 (item 50)
2669
28
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 2 (item 51)
p/ grandpa 2 (item 51)
p/ grandpa 2 (item 51)
p/ grandpa 2 (item 51)
p/ grandpa 2 (item 51)
2668
29
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 3 (item 52)
p/ grandpa 3 (item 52)
p/ grandpa 3 (item 52)
p/ grandpa 3 (item 52)
p/ grandpa 3 (item 52)
2658
39
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 4 (item 53)
p/ grandpa 4 (item 53)
p/ grandpa 4 (item 53)
p/ grandpa 4 (item 53)
p/ grandpa 4 (item 53)
2659
38
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 5 (item 54)
p/ grandpa 5 (item 54)
p/ grandpa 5 (item 54)
p/ grandpa 5 (item 54)
p/ grandpa 5 (item 54)
2652
45
4
1
a
2
b
3
c
4
d
Sysmiss
p/ grandpa 6 (item 55)
p/ grandpa 6 (item 55)
p/ grandpa 6 (item 55)
p/ grandpa 6 (item 55)
p/ grandpa 6 (item 55)
2640
57
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tree 1 (item 56)
p/ tree 1 (item 56)
p/ tree 1 (item 56)
p/ tree 1 (item 56)
p/ tree 1 (item 56)
2621
76
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tree 2 (item 57)
p/ tree 2 (item 57)
p/ tree 2 (item 57)
p/ tree 2 (item 57)
p/ tree 2 (item 57)
2618
79
1
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tree 3 (item 58)
p/ tree 3 (item 58)
p/ tree 3 (item 58)
p/ tree 3 (item 58)
p/ tree 3 (item 58)
2602
95
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tree 4 (item 59)
p/ tree 4 (item 59)
p/ tree 4 (item 59)
p/ tree 4 (item 59)
p/ tree 4 (item 59)
2624
73
4
1
a
2
b
3
c
4
d
Sysmiss
p/ tree 5 (item 60)
p/ tree 5 (item 60)
p/ tree 5 (item 60)
p/ tree 5 (item 60)
p/ tree 5 (item 60)
2627
70
1
4
1
a
2
b
3
c
4
d
Sysmiss
s/ sex of school head
s/ sex of school head
s/ sex of school head
s/ sex of school head
s/ sex of school head
2658
39
1
2
1
male
2
female
Sysmiss
s/ age level of school head
s/ age level of school head
s/ age level of school head
s/ age level of school head
s/ age level of school head
2697
2
7
1
under 24 years old
2
25-29
3
30-34
4
35-39
5
40-44
6
45-49
7
50+
s/ years of primary school
s/ years of primary school
s/ years of primary school
s/ years of primary school
s/ years of primary school
2677
20
7
8
7
8
Sysmiss
s/ years of secondary school
s/ years of secondary school
s/ years of secondary school
s/ years of secondary school
s/ years of secondary school
2677
20
6
2
3
4
5
6
Sysmiss
s/ years of post secondary (acad)
s/ years of post secondary (acad)
s/ years of post secondary (acad)
s/ years of post secondary (acad)
s/ years of post secondary (acad)
2677
20
10
1
2
3
4
5
6
10
Sysmiss
s/ qualif. of school head (professional)
s/ qualif. of school head (professional)
s/ qualif. of school head (professional)
s/ qualif. of school head (professional)
s/ qualif. of school head (professional)
2697
4
6
1
no teacher training
2
less than 1 year
3
1 year
4
2 years
5
3 years
6
3+ years
s/ years of teaching
s/ years of teaching
s/ years of teaching
s/ years of teaching
s/ years of teaching
2697
5
41
s/ number of period to teach
s/ number of period to teach
s/ number of period to teach
s/ number of period to teach
s/ number of period to teach
2697
61
s/ minutes of teaching per week
s/ minutes of teaching per week
s/ minutes of teaching per week
s/ minutes of teaching per week
s/ minutes of teaching per week
2697
3480
s/ years of being head of this school
s/ years of being head of this school
s/ years of being head of this school
s/ years of being head of this school
s/ years of being head of this school
2697
26
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
19
21
22
23
26
s/ years being school head (altogether)
s/ years being school head (altogether)
s/ years being school head (altogether)
s/ years being school head (altogether)
s/ years being school head (altogether)
2697
1
38
s/ living condition of school head
s/ living condition of school head
s/ living condition of school head
s/ living condition of school head
s/ living condition of school head
2697
1
4
1
generally poor
2
major repair
3
minor repair
4
generally good
s/ distance (clinic)
s/ distance (clinic)
s/ distance (clinic)
s/ distance (clinic)
s/ distance (clinic)
2697
39
s/ distance (asphalt road)
s/ distance (asphalt road)
s/ distance (asphalt road)
s/ distance (asphalt road)
s/ distance (asphalt road)
2697
125
s/ distance (public library)
s/ distance (public library)
s/ distance (public library)
s/ distance (public library)
s/ distance (public library)
2697
400
s/ distance (book shop)
s/ distance (book shop)
s/ distance (book shop)
s/ distance (book shop)
s/ distance (book shop)
2697
221
s/ distance (secondary school)
s/ distance (secondary school)
s/ distance (secondary school)
s/ distance (secondary school)
s/ distance (secondary school)
2697
70
s/ school location
s/ school location
s/ school location
s/ school location
s/ school location
2697
1
4
1
isolated
2
rural
3
small town
4
large town or city
s/ male teachers
s/ male teachers
s/ male teachers
s/ male teachers
s/ male teachers
2677
20
2
24
s/ female teachers
s/ female teachers
s/ female teachers
s/ female teachers
s/ female teachers
2677
20
1
56
s/ teachers completed primary
s/ teachers completed primary
s/ teachers completed primary
s/ teachers completed primary
s/ teachers completed primary
2677
20
44
s/ teachers completed secondary
s/ teachers completed secondary
s/ teachers completed secondary
s/ teachers completed secondary
s/ teachers completed secondary
2677
20
67
s/ teachers completed post sec
s/ teachers completed post sec
s/ teachers completed post sec
s/ teachers completed post sec
s/ teachers completed post sec
2677
20
35
s/ teachers no tt
s/ teachers no tt
s/ teachers no tt
s/ teachers no tt
s/ teachers no tt
2677
20
22
1
2
3
4
5
6
7
8
9
10
11
12
13
15
16
18
22
Sysmiss
s/ teachers less than 1 yr tt
s/ teachers less than 1 yr tt
s/ teachers less than 1 yr tt
s/ teachers less than 1 yr tt
s/ teachers less than 1 yr tt
2677
20
15
1
2
3
4
10
13
15
Sysmiss
s/ teachers 1-yr tt
s/ teachers 1-yr tt
s/ teachers 1-yr tt
s/ teachers 1-yr tt
s/ teachers 1-yr tt
2677
20
19
1
2
3
4
8
17
19
Sysmiss
s/ teachers 2-yr tt
s/ teachers 2-yr tt
s/ teachers 2-yr tt
s/ teachers 2-yr tt
s/ teachers 2-yr tt
2677
20
26
s/ teachers 3-yr tt
s/ teachers 3-yr tt
s/ teachers 3-yr tt
s/ teachers 3-yr tt
s/ teachers 3-yr tt
2677
20
43
s/ teachers more than 3-yr tt
s/ teachers more than 3-yr tt
s/ teachers more than 3-yr tt
s/ teachers more than 3-yr tt
s/ teachers more than 3-yr tt
2677
20
48
1
2
3
4
5
6
7
8
9
10
12
13
14
16
18
20
23
27
30
33
35
48
Sysmiss
s/ teachers living in private accomm.
s/ teachers living in private accomm.
s/ teachers living in private accomm.
s/ teachers living in private accomm.
s/ teachers living in private accomm.
2677
20
77
s/ teachers in school/comm housing
s/ teachers in school/comm housing
s/ teachers in school/comm housing
s/ teachers in school/comm housing
s/ teachers in school/comm housing
2677
20
37
s/ teachers in local/res housing
s/ teachers in local/res housing
s/ teachers in local/res housing
s/ teachers in local/res housing
s/ teachers in local/res housing
2677
20
34
1
2
3
5
6
8
9
11
13
14
15
16
19
21
24
29
31
34
Sysmiss
s/ teachers in government housing
s/ teachers in government housing
s/ teachers in government housing
s/ teachers in government housing
s/ teachers in government housing
2677
20
11
s/ teachers housing by another agency
s/ teachers housing by another agency
s/ teachers housing by another agency
s/ teachers housing by another agency
s/ teachers housing by another agency
2677
20
15
1
3
4
6
15
Sysmiss
s/ teachers needing access to housing
s/ teachers needing access to housing
s/ teachers needing access to housing
s/ teachers needing access to housing
s/ teachers needing access to housing
2677
20
62
s/ enrolment (boys)
s/ enrolment (boys)
s/ enrolment (boys)
s/ enrolment (boys)
s/ enrolment (boys)
2677
20
1111
s/ enrolment (girls)
s/ enrolment (girls)
s/ enrolment (girls)
s/ enrolment (girls)
s/ enrolment (girls)
2677
20
65
1075
s/ enrolment grade 6 (boys)
s/ enrolment grade 6 (boys)
s/ enrolment grade 6 (boys)
s/ enrolment grade 6 (boys)
s/ enrolment grade 6 (boys)
2677
20
230
s/ enrolment grade 6 (girls)
s/ enrolment grade 6 (girls)
s/ enrolment grade 6 (girls)
s/ enrolment grade 6 (girls)
s/ enrolment grade 6 (girls)
2677
20
6
204
s/ 1st shift start
s/ 1st shift start
s/ 1st shift start
s/ 1st shift start
s/ 1st shift start
2621
76
645
1200
s/ 1st shift finish
s/ 1st shift finish
s/ 1st shift finish
s/ 1st shift finish
s/ 1st shift finish
2603
94
1115
1700
s/ 1st shift no. of pupils
s/ 1st shift no. of pupils
s/ 1st shift no. of pupils
s/ 1st shift no. of pupils
s/ 1st shift no. of pupils
2677
20
1344
s/ 1st shift no. of classes
s/ 1st shift no. of classes
s/ 1st shift no. of classes
s/ 1st shift no. of classes
s/ 1st shift no. of classes
2677
20
32
s/ 2nd shift start
s/ 2nd shift start
s/ 2nd shift start
s/ 2nd shift start
s/ 2nd shift start
2677
20
1407
715
800
845
900
910
940
945
950
1000
1015
1030
1045
1050
1100
1110
1115
1120
1130
1200
1230
1407
Sysmiss
s/ 2nd shift finish
s/ 2nd shift finish
s/ 2nd shift finish
s/ 2nd shift finish
s/ 2nd shift finish
2677
20
1830
1230
1400
1415
1430
1445
1500
1510
1530
1540
1545
1550
1600
1610
1615
1620
1630
1640
1700
1745
1830
Sysmiss
s/ 2nd shift no. of pupils
s/ 2nd shift no. of pupils
s/ 2nd shift no. of pupils
s/ 2nd shift no. of pupils
s/ 2nd shift no. of pupils
2677
20
1128
s/ 2nd shift no. of classes
s/ 2nd shift no. of classes
s/ 2nd shift no. of classes
s/ 2nd shift no. of classes
s/ 2nd shift no. of classes
2677
20
22
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
19
21
22
Sysmiss
s/ 3rd shift start
s/ 3rd shift start
s/ 3rd shift start
s/ 3rd shift start
s/ 3rd shift start
2658
39
Sysmiss
s/ 3rd shift finish
s/ 3rd shift finish
s/ 3rd shift finish
s/ 3rd shift finish
s/ 3rd shift finish
2658
39
Sysmiss
s/ 3rd shift no. of pupils
s/ 3rd shift no. of pupils
s/ 3rd shift no. of pupils
s/ 3rd shift no. of pupils
s/ 3rd shift no. of pupils
2677
20
956
956
Sysmiss
s/ 3rd shift no. of classes
s/ 3rd shift no. of classes
s/ 3rd shift no. of classes
s/ 3rd shift no. of classes
s/ 3rd shift no. of classes
2677
20
22
22
Sysmiss
s/ 4th shift start
s/ 4th shift start
s/ 4th shift start
s/ 4th shift start
s/ 4th shift start
2677
20
Sysmiss
s/ 4th shift finish
s/ 4th shift finish
s/ 4th shift finish
s/ 4th shift finish
s/ 4th shift finish
2677
20
Sysmiss
s/ 4th shift no. of pupils
s/ 4th shift no. of pupils
s/ 4th shift no. of pupils
s/ 4th shift no. of pupils
s/ 4th shift no. of pupils
2677
20
Sysmiss
s/ 4th shift no. of classes
s/ 4th shift no. of classes
s/ 4th shift no. of classes
s/ 4th shift no. of classes
s/ 4th shift no. of classes
2677
20
Sysmiss
s/ 5th shift start
s/ 5th shift start
s/ 5th shift start
s/ 5th shift start
s/ 5th shift start
2677
20
Sysmiss
s/ 5th shift finish
s/ 5th shift finish
s/ 5th shift finish
s/ 5th shift finish
s/ 5th shift finish
2677
20
Sysmiss
s/ 5th shift no. of pupils
s/ 5th shift no. of pupils
s/ 5th shift no. of pupils
s/ 5th shift no. of pupils
s/ 5th shift no. of pupils
2677
20
Sysmiss
s/ 5th shift no. of classes
s/ 5th shift no. of classes
s/ 5th shift no. of classes
s/ 5th shift no. of classes
s/ 5th shift no. of classes
2677
20
Sysmiss
s/ 6th shift start
s/ 6th shift start
s/ 6th shift start
s/ 6th shift start
s/ 6th shift start
2677
20
Sysmiss
s/ 6th shift finish
s/ 6th shift finish
s/ 6th shift finish
s/ 6th shift finish
s/ 6th shift finish
2677
20
Sysmiss
s/ 6th shift no. of pupils
s/ 6th shift no. of pupils
s/ 6th shift no. of pupils
s/ 6th shift no. of pupils
s/ 6th shift no. of pupils
2677
20
Sysmiss
s/ 6th shift no. of classes
s/ 6th shift no. of classes
s/ 6th shift no. of classes
s/ 6th shift no. of classes
s/ 6th shift no. of classes
2677
20
Sysmiss
s/ last year of full inspection
s/ last year of full inspection
s/ last year of full inspection
s/ last year of full inspection
s/ last year of full inspection
2677
20
1
7
1
never
2
before 1991
3
1991
4
1992
5
1993
6
1994
7
1995
Sysmiss
s/ activity (local community)
s/ activity (local community)
s/ activity (local community)
s/ activity (local community)
s/ activity (local community)
2677
20
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
s/ activity (records progress)
s/ activity (records progress)
s/ activity (records progress)
s/ activity (records progress)
s/ activity (records progress)
2677
20
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
s/ avtivity (administrative tasks)
s/ avtivity (administrative tasks)
s/ avtivity (administrative tasks)
s/ avtivity (administrative tasks)
s/ avtivity (administrative tasks)
2677
20
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
s/ activity (objectives)
s/ activity (objectives)
s/ activity (objectives)
s/ activity (objectives)
s/ activity (objectives)
2677
20
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
s/ activity (professional dev't)
s/ activity (professional dev't)
s/ activity (professional dev't)
s/ activity (professional dev't)
s/ activity (professional dev't)
2677
20
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
s/ most important activity
s/ most important activity
s/ most important activity
s/ most important activity
s/ most important activity
2677
20
1
5
1
contacts with local
2
using records of pupils' progress
3
administrative tasks
4
discussing educational objectives
5
professional development activities
Sysmiss
s/ programme (school magazine)
s/ programme (school magazine)
s/ programme (school magazine)
s/ programme (school magazine)
s/ programme (school magazine)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ programme (public speech)
s/ programme (public speech)
s/ programme (public speech)
s/ programme (public speech)
s/ programme (public speech)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ programme (visit any time)
s/ programme (visit any time)
s/ programme (visit any time)
s/ programme (visit any time)
s/ programme (visit any time)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ programme (debate contest)
s/ programme (debate contest)
s/ programme (debate contest)
s/ programme (debate contest)
s/ programme (debate contest)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ problem (teacher absenteeism)
s/ problem (teacher absenteeism)
s/ problem (teacher absenteeism)
s/ problem (teacher absenteeism)
s/ problem (teacher absenteeism)
2677
20
1
3
1
no
2
yes
3
Sysmiss
s/ problem (teacher laziness)
s/ problem (teacher laziness)
s/ problem (teacher laziness)
s/ problem (teacher laziness)
s/ problem (teacher laziness)
2677
20
1
3
1
no
2
yes
3
Sysmiss
s/ problem (pupil absenteeism)
s/ problem (pupil absenteeism)
s/ problem (pupil absenteeism)
s/ problem (pupil absenteeism)
s/ problem (pupil absenteeism)
2677
20
1
3
1
no
2
yes
3
Sysmiss
s/ problem (sexual harrassment)
s/ problem (sexual harrassment)
s/ problem (sexual harrassment)
s/ problem (sexual harrassment)
s/ problem (sexual harrassment)
2677
20
1
3
1
no
2
yes
3
Sysmiss
s/ school days lost
s/ school days lost
s/ school days lost
s/ school days lost
s/ school days lost
2677
20
20
s/ # of permanent classrooms
s/ # of permanent classrooms
s/ # of permanent classrooms
s/ # of permanent classrooms
s/ # of permanent classrooms
2677
20
31
s/ # of temporary classrooms
s/ # of temporary classrooms
s/ # of temporary classrooms
s/ # of temporary classrooms
s/ # of temporary classrooms
2677
20
35
s/ # of open-air teaching areas
s/ # of open-air teaching areas
s/ # of open-air teaching areas
s/ # of open-air teaching areas
s/ # of open-air teaching areas
2677
20
23
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
20
22
23
Sysmiss
s/ area of permanent classrooms
s/ area of permanent classrooms
s/ area of permanent classrooms
s/ area of permanent classrooms
s/ area of permanent classrooms
2677
20
2320
s/ area of temporary classrooms
s/ area of temporary classrooms
s/ area of temporary classrooms
s/ area of temporary classrooms
s/ area of temporary classrooms
2677
20
2000
s/ condition of school building
s/ condition of school building
s/ condition of school building
s/ condition of school building
s/ condition of school building
2697
1
5
1
complete rebuilding
2
some major repair
3
most minor repair
4
some minor repair
5
good condition
s/ # of toilets (boys)
s/ # of toilets (boys)
s/ # of toilets (boys)
s/ # of toilets (boys)
s/ # of toilets (boys)
2677
20
24
s/ # of toilets (girls)
s/ # of toilets (girls)
s/ # of toilets (girls)
s/ # of toilets (girls)
s/ # of toilets (girls)
2677
20
26
s/ resource (school library)
s/ resource (school library)
s/ resource (school library)
s/ resource (school library)
s/ resource (school library)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (school hall)
s/ resource (school hall)
s/ resource (school hall)
s/ resource (school hall)
s/ resource (school hall)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (staff room)
s/ resource (staff room)
s/ resource (staff room)
s/ resource (staff room)
s/ resource (staff room)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (school head's office)
s/ resource (school head's office)
s/ resource (school head's office)
s/ resource (school head's office)
s/ resource (school head's office)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (secretary's office)
s/ resource (secretary's office)
s/ resource (secretary's office)
s/ resource (secretary's office)
s/ resource (secretary's office)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (store room)
s/ resource (store room)
s/ resource (store room)
s/ resource (store room)
s/ resource (store room)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (first aid kit)
s/ resource (first aid kit)
s/ resource (first aid kit)
s/ resource (first aid kit)
s/ resource (first aid kit)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (sports area)
s/ resource (sports area)
s/ resource (sports area)
s/ resource (sports area)
s/ resource (sports area)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (play ground)
s/ resource (play ground)
s/ resource (play ground)
s/ resource (play ground)
s/ resource (play ground)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (piped water)
s/ resource (piped water)
s/ resource (piped water)
s/ resource (piped water)
s/ resource (piped water)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (well or borehole)
s/ resource (well or borehole)
s/ resource (well or borehole)
s/ resource (well or borehole)
s/ resource (well or borehole)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (electricity)
s/ resource (electricity)
s/ resource (electricity)
s/ resource (electricity)
s/ resource (electricity)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (telephone)
s/ resource (telephone)
s/ resource (telephone)
s/ resource (telephone)
s/ resource (telephone)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (fax machine)
s/ resource (fax machine)
s/ resource (fax machine)
s/ resource (fax machine)
s/ resource (fax machine)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (school garden)
s/ resource (school garden)
s/ resource (school garden)
s/ resource (school garden)
s/ resource (school garden)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (typewriter)
s/ resource (typewriter)
s/ resource (typewriter)
s/ resource (typewriter)
s/ resource (typewriter)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (duplicator)
s/ resource (duplicator)
s/ resource (duplicator)
s/ resource (duplicator)
s/ resource (duplicator)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (radio)
s/ resource (radio)
s/ resource (radio)
s/ resource (radio)
s/ resource (radio)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (tape recorder)
s/ resource (tape recorder)
s/ resource (tape recorder)
s/ resource (tape recorder)
s/ resource (tape recorder)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (overhead proj)
s/ resource (overhead proj)
s/ resource (overhead proj)
s/ resource (overhead proj)
s/ resource (overhead proj)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (tv)
s/ resource (tv)
s/ resource (tv)
s/ resource (tv)
s/ resource (tv)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (film projector)
s/ resource (film projector)
s/ resource (film projector)
s/ resource (film projector)
s/ resource (film projector)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (vcr)
s/ resource (vcr)
s/ resource (vcr)
s/ resource (vcr)
s/ resource (vcr)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (photocopier)
s/ resource (photocopier)
s/ resource (photocopier)
s/ resource (photocopier)
s/ resource (photocopier)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (computers)
s/ resource (computers)
s/ resource (computers)
s/ resource (computers)
s/ resource (computers)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ resource (cafeteria)
s/ resource (cafeteria)
s/ resource (cafeteria)
s/ resource (cafeteria)
s/ resource (cafeteria)
2677
20
1
2
1
no
2
yes
Sysmiss
s/ # of books in school library
s/ # of books in school library
s/ # of books in school library
s/ # of books in school library
s/ # of books in school library
2677
20
9000
s/ # of books added last year
s/ # of books added last year
s/ # of books added last year
s/ # of books added last year
s/ # of books added last year
2677
20
691
s/ borrowing from school library
s/ borrowing from school library
s/ borrowing from school library
s/ borrowing from school library
s/ borrowing from school library
2677
20
1
3
1
no library
2
cannot borrow
3
can borrow
Sysmiss
t/ teaches class 6a
t/ teaches class 6a
t/ teaches class 6a
t/ teaches class 6a
t/ teaches class 6a
1484
1213
2
2
1
no
2
yes
Sysmiss
t/ 6a # of pupils
t/ 6a # of pupils
t/ 6a # of pupils
t/ 6a # of pupils
t/ 6a # of pupils
1429
1268
13
51
t/ 6a # of reading lessons/week
t/ 6a # of reading lessons/week
t/ 6a # of reading lessons/week
t/ 6a # of reading lessons/week
t/ 6a # of reading lessons/week
1429
1268
3
20
3
4
5
6
8
9
10
11
12
13
20
Sysmiss
t/ 6a length of lesson in minutes
t/ 6a length of lesson in minutes
t/ 6a length of lesson in minutes
t/ 6a length of lesson in minutes
t/ 6a length of lesson in minutes
1429
1268
30
60
t/ teaches class 6b
t/ teaches class 6b
t/ teaches class 6b
t/ teaches class 6b
t/ teaches class 6b
839
1858
2
2
1
no
2
yes
Sysmiss
t/ 6b # of pupils
t/ 6b # of pupils
t/ 6b # of pupils
t/ 6b # of pupils
t/ 6b # of pupils
805
1892
21
53
t/ 6b # of reading lessons/week
t/ 6b # of reading lessons/week
t/ 6b # of reading lessons/week
t/ 6b # of reading lessons/week
t/ 6b # of reading lessons/week
805
1892
3
20
3
5
6
8
9
10
11
12
13
14
20
Sysmiss
t/ 6b length of lesson in minutes
t/ 6b length of lesson in minutes
t/ 6b length of lesson in minutes
t/ 6b length of lesson in minutes
t/ 6b length of lesson in minutes
805
1892
18
90
t/ teaches class 6c
t/ teaches class 6c
t/ teaches class 6c
t/ teaches class 6c
t/ teaches class 6c
280
2417
2
2
1
no
2
yes
Sysmiss
t/ 6c # of pupils
t/ 6c # of pupils
t/ 6c # of pupils
t/ 6c # of pupils
t/ 6c # of pupils
273
2424
29
50
t/ 6c # of reading lessons/week
t/ 6c # of reading lessons/week
t/ 6c # of reading lessons/week
t/ 6c # of reading lessons/week
t/ 6c # of reading lessons/week
273
2424
5
12
5
6
9
10
11
12
Sysmiss
t/ 6c length of lesson in minutes
t/ 6c length of lesson in minutes
t/ 6c length of lesson in minutes
t/ 6c length of lesson in minutes
t/ 6c length of lesson in minutes
273
2424
30
40
30
35
40
Sysmiss
t/ teaches class 6d
t/ teaches class 6d
t/ teaches class 6d
t/ teaches class 6d
t/ teaches class 6d
117
2580
2
2
1
no
2
yes
Sysmiss
t/ 6d # of pupils
t/ 6d # of pupils
t/ 6d # of pupils
t/ 6d # of pupils
t/ 6d # of pupils
116
2581
29
49
29
34
38
39
40
41
42
43
44
45
46
48
49
Sysmiss
t/ 6d # of reading lessons/week
t/ 6d # of reading lessons/week
t/ 6d # of reading lessons/week
t/ 6d # of reading lessons/week
t/ 6d # of reading lessons/week
116
2581
3
13
3
9
11
12
13
Sysmiss
t/ 6d length of lesson in minutes
t/ 6d length of lesson in minutes
t/ 6d length of lesson in minutes
t/ 6d length of lesson in minutes
t/ 6d length of lesson in minutes
116
2581
30
60
30
40
60
Sysmiss
t/ teaches class 6e
t/ teaches class 6e
t/ teaches class 6e
t/ teaches class 6e
t/ teaches class 6e
60
2637
2
2
1
no
2
yes
Sysmiss
t/ 6e # of pupils
t/ 6e # of pupils
t/ 6e # of pupils
t/ 6e # of pupils
t/ 6e # of pupils
52
2645
41
50
41
42
43
44
45
47
49
50
Sysmiss
t/ 6e # of reading lessons/week
t/ 6e # of reading lessons/week
t/ 6e # of reading lessons/week
t/ 6e # of reading lessons/week
t/ 6e # of reading lessons/week
52
2645
11
12
11
12
Sysmiss
t/ 6e length of lesson in minutes
t/ 6e length of lesson in minutes
t/ 6e length of lesson in minutes
t/ 6e length of lesson in minutes
t/ 6e length of lesson in minutes
52
2645
30
40
30
40
Sysmiss
t/ teaches class 6f
t/ teaches class 6f
t/ teaches class 6f
t/ teaches class 6f
t/ teaches class 6f
29
2668
2
2
1
no
2
yes
Sysmiss
t/ 6f # of pupils
t/ 6f # of pupils
t/ 6f # of pupils
t/ 6f # of pupils
t/ 6f # of pupils
23
2674
32
50
32
42
47
48
50
Sysmiss
t/ 6f # of reading lessons/week
t/ 6f # of reading lessons/week
t/ 6f # of reading lessons/week
t/ 6f # of reading lessons/week
t/ 6f # of reading lessons/week
23
2674
3
12
3
9
11
12
Sysmiss
t/ 6f length of lesson in minutes
t/ 6f length of lesson in minutes
t/ 6f length of lesson in minutes
t/ 6f length of lesson in minutes
t/ 6f length of lesson in minutes
23
2674
30
40
30
40
Sysmiss
t/ teaches class 6g
t/ teaches class 6g
t/ teaches class 6g
t/ teaches class 6g
t/ teaches class 6g
5
2692
2
2
1
no
2
yes
Sysmiss
t/ 6g # of pupils
t/ 6g # of pupils
t/ 6g # of pupils
t/ 6g # of pupils
t/ 6g # of pupils
5
2692
45
47
45
47
Sysmiss
t/ 6g # of reading lessons/week
t/ 6g # of reading lessons/week
t/ 6g # of reading lessons/week
t/ 6g # of reading lessons/week
t/ 6g # of reading lessons/week
5
2692
10
12
10
12
Sysmiss
t/ 6g length of lesson in minutes
t/ 6g length of lesson in minutes
t/ 6g length of lesson in minutes
t/ 6g length of lesson in minutes
t/ 6g length of lesson in minutes
5
2692
30
35
30
35
Sysmiss
t/ teaches class 6h
t/ teaches class 6h
t/ teaches class 6h
t/ teaches class 6h
t/ teaches class 6h
5
2692
2
2
1
no
2
yes
Sysmiss
t/ 6h # of pupils
t/ 6h # of pupils
t/ 6h # of pupils
t/ 6h # of pupils
t/ 6h # of pupils
2697
Sysmiss
t/ 6h # of reading lessons/week
t/ 6h # of reading lessons/week
t/ 6h # of reading lessons/week
t/ 6h # of reading lessons/week
t/ 6h # of reading lessons/week
2697
Sysmiss
t/ 6h length of lesson in minutes
t/ 6h length of lesson in minutes
t/ 6h length of lesson in minutes
t/ 6h length of lesson in minutes
t/ 6h length of lesson in minutes
2697
Sysmiss
t/ teaches class 6i
t/ teaches class 6i
t/ teaches class 6i
t/ teaches class 6i
t/ teaches class 6i
3
2694
2
2
1
no
2
yes
Sysmiss
t/ 6i # of pupils
t/ 6i # of pupils
t/ 6i # of pupils
t/ 6i # of pupils
t/ 6i # of pupils
2697
Sysmiss
t/ 6i # of reading lessons/week
t/ 6i # of reading lessons/week
t/ 6i # of reading lessons/week
t/ 6i # of reading lessons/week
t/ 6i # of reading lessons/week
2697
Sysmiss
t/ 6i length of lesson in minutes
t/ 6i length of lesson in minutes
t/ 6i length of lesson in minutes
t/ 6i length of lesson in minutes
t/ 6i length of lesson in minutes
2697
Sysmiss
t/ teaches class 6j
t/ teaches class 6j
t/ teaches class 6j
t/ teaches class 6j
t/ teaches class 6j
2697
1
no
2
yes
Sysmiss
t/ 6j # of pupils
t/ 6j # of pupils
t/ 6j # of pupils
t/ 6j # of pupils
t/ 6j # of pupils
2697
Sysmiss
t/ 6j # of reading lessons/week
t/ 6j # of reading lessons/week
t/ 6j # of reading lessons/week
t/ 6j # of reading lessons/week
t/ 6j # of reading lessons/week
2697
Sysmiss
t/ 6j length of lesson in minutes
t/ 6j length of lesson in minutes
t/ 6j length of lesson in minutes
t/ 6j length of lesson in minutes
t/ 6j length of lesson in minutes
2697
Sysmiss
t/ teacher's sex
t/ teacher's sex
t/ teacher's sex
t/ teacher's sex
t/ teacher's sex
2679
18
1
2
1
male
2
female
Sysmiss
t/ teacher's age level
t/ teacher's age level
t/ teacher's age level
t/ teacher's age level
t/ teacher's age level
2697
1
8
1
under 24 years old
2
25-29
3
30-34
4
35-39
5
40-44
6
45-49
7
50+
8
t/ years of primary school
t/ years of primary school
t/ years of primary school
t/ years of primary school
t/ years of primary school
2679
18
3
8
3
4
7
8
Sysmiss
t/ years of secondary school
t/ years of secondary school
t/ years of secondary school
t/ years of secondary school
t/ years of secondary school
2679
18
6
2
3
4
5
6
Sysmiss
t/ years of post secondary (acad)
t/ years of post secondary (acad)
t/ years of post secondary (acad)
t/ years of post secondary (acad)
t/ years of post secondary (acad)
2679
18
11
1
2
3
4
5
6
7
8
9
10
11
Sysmiss
t/ qualification (professional)
t/ qualification (professional)
t/ qualification (professional)
t/ qualification (professional)
t/ qualification (professional)
2679
18
1
6
1
no teacher training
2
less than 1 year
3
1 year
4
2 years
5
3 years
6
3+ years
Sysmiss
t/ years of teaching altogether
t/ years of teaching altogether
t/ years of teaching altogether
t/ years of teaching altogether
t/ years of teaching altogether
2679
18
1
42
t/ number of inservice courses
t/ number of inservice courses
t/ number of inservice courses
t/ number of inservice courses
t/ number of inservice courses
2679
18
42
1
2
3
4
5
6
7
8
10
11
12
13
14
15
16
17
18
20
22
23
24
25
30
32
34
36
40
42
Sysmiss
t/ books in classroom library
t/ books in classroom library
t/ books in classroom library
t/ books in classroom library
t/ books in classroom library
2679
18
862
t/ number of sitting places
t/ number of sitting places
t/ number of sitting places
t/ number of sitting places
t/ number of sitting places
2679
18
50
t/ number of writing places
t/ number of writing places
t/ number of writing places
t/ number of writing places
t/ number of writing places
2679
18
50
t/ resources (chalk board)
t/ resources (chalk board)
t/ resources (chalk board)
t/ resources (chalk board)
t/ resources (chalk board)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (chalk)
t/ resources (chalk)
t/ resources (chalk)
t/ resources (chalk)
t/ resources (chalk)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (wall chart)
t/ resources (wall chart)
t/ resources (wall chart)
t/ resources (wall chart)
t/ resources (wall chart)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (map of country)
t/ resources (map of country)
t/ resources (map of country)
t/ resources (map of country)
t/ resources (map of country)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (map of africa)
t/ resources (map of africa)
t/ resources (map of africa)
t/ resources (map of africa)
t/ resources (map of africa)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (world map)
t/ resources (world map)
t/ resources (world map)
t/ resources (world map)
t/ resources (world map)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (cupboard)
t/ resources (cupboard)
t/ resources (cupboard)
t/ resources (cupboard)
t/ resources (cupboard)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (bookshelves)
t/ resources (bookshelves)
t/ resources (bookshelves)
t/ resources (bookshelves)
t/ resources (bookshelves)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (class library)
t/ resources (class library)
t/ resources (class library)
t/ resources (class library)
t/ resources (class library)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (water tap)
t/ resources (water tap)
t/ resources (water tap)
t/ resources (water tap)
t/ resources (water tap)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (teacher table)
t/ resources (teacher table)
t/ resources (teacher table)
t/ resources (teacher table)
t/ resources (teacher table)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (teacher chair)
t/ resources (teacher chair)
t/ resources (teacher chair)
t/ resources (teacher chair)
t/ resources (teacher chair)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (atlas)
t/ resources (atlas)
t/ resources (atlas)
t/ resources (atlas)
t/ resources (atlas)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ resources (english dictionary)
t/ resources (english dictionary)
t/ resources (english dictionary)
t/ resources (english dictionary)
t/ resources (english dictionary)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ number of periods a week
t/ number of periods a week
t/ number of periods a week
t/ number of periods a week
t/ number of periods a week
2697
3
75
t/ minutes of teaching per week
t/ minutes of teaching per week
t/ minutes of teaching per week
t/ minutes of teaching per week
t/ minutes of teaching per week
2697
270
3300
t/ hours spent outside class
t/ hours spent outside class
t/ hours spent outside class
t/ hours spent outside class
t/ hours spent outside class
2697
2
70
t/ activity (read aloud)
t/ activity (read aloud)
t/ activity (read aloud)
t/ activity (read aloud)
t/ activity (read aloud)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (silent reading)
t/ activity (silent reading)
t/ activity (silent reading)
t/ activity (silent reading)
t/ activity (silent reading)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (new vocabulary)
t/ activity (new vocabulary)
t/ activity (new vocabulary)
t/ activity (new vocabulary)
t/ activity (new vocabulary)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (pronouncing)
t/ activity (pronouncing)
t/ activity (pronouncing)
t/ activity (pronouncing)
t/ activity (pronouncing)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (comprehension)
t/ activity (comprehension)
t/ activity (comprehension)
t/ activity (comprehension)
t/ activity (comprehension)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (take books home)
t/ activity (take books home)
t/ activity (take books home)
t/ activity (take books home)
t/ activity (take books home)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ activity (read material home)
t/ activity (read material home)
t/ activity (read material home)
t/ activity (read material home)
t/ activity (read material home)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ most important activity in reading
t/ most important activity in reading
t/ most important activity in reading
t/ most important activity in reading
t/ most important activity in reading
2679
18
1
7
1
listening to someone reading aloud
2
silent reading
3
learning new vocabulary
4
pronouncing
5
reading for comprehension
6
taking books home to read
7
reading materials in the home
Sysmiss
t/ parents sign assignments
t/ parents sign assignments
t/ parents sign assignments
t/ parents sign assignments
t/ parents sign assignments
2679
18
1
2
1
no
2
yes
Sysmiss
t/ goals (enjoy)
t/ goals (enjoy)
t/ goals (enjoy)
t/ goals (enjoy)
t/ goals (enjoy)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ goals (extend vocabulary)
t/ goals (extend vocabulary)
t/ goals (extend vocabulary)
t/ goals (extend vocabulary)
t/ goals (extend vocabulary)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ goals (word attack)
t/ goals (word attack)
t/ goals (word attack)
t/ goals (word attack)
t/ goals (word attack)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ goals (improve comprehension)
t/ goals (improve comprehension)
t/ goals (improve comprehension)
t/ goals (improve comprehension)
t/ goals (improve comprehension)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ goals (develop interest)
t/ goals (develop interest)
t/ goals (develop interest)
t/ goals (develop interest)
t/ goals (develop interest)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ most important goal
t/ most important goal
t/ most important goal
t/ most important goal
t/ most important goal
2679
18
1
5
1
making reading enjoyable
2
extending vocabulary
3
improving word attach skills
4
improving reading comprehension
5
developing an interest in reading
Sysmiss
t/ approach (introduce background)
t/ approach (introduce background)
t/ approach (introduce background)
t/ approach (introduce background)
t/ approach (introduce background)
2679
18
1
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ approach (question text compreh.)
t/ approach (question text compreh.)
t/ approach (question text compreh.)
t/ approach (question text compreh.)
t/ approach (question text compreh.)
2679
18
1
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ approach (question deep)
t/ approach (question deep)
t/ approach (question deep)
t/ approach (question deep)
t/ approach (question deep)
2679
18
2
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ approach (materials created)
t/ approach (materials created)
t/ approach (materials created)
t/ approach (materials created)
t/ approach (materials created)
2679
18
1
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ approach (reading aloud)
t/ approach (reading aloud)
t/ approach (reading aloud)
t/ approach (reading aloud)
t/ approach (reading aloud)
2679
18
1
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ frequency of testing
t/ frequency of testing
t/ frequency of testing
t/ frequency of testing
t/ frequency of testing
2679
18
1
6
1
no test
2
once per year
3
once per term
4
two or three times per term
5
two or three times per month
6
once or more per week
Sysmiss
t/ frequency of teacher meeting parents
t/ frequency of teacher meeting parents
t/ frequency of teacher meeting parents
t/ frequency of teacher meeting parents
t/ frequency of teacher meeting parents
2679
18
1
4
1
never
2
once a year
3
once a term
4
once a month or more
Sysmiss
t/ report with comments
t/ report with comments
t/ report with comments
t/ report with comments
t/ report with comments
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's visit in 1995
t/ inspector's visit in 1995
t/ inspector's visit in 1995
t/ inspector's visit in 1995
t/ inspector's visit in 1995
2679
18
9
1
2
3
4
5
6
7
8
9
Sysmiss
t/ inspector's visit in 1994
t/ inspector's visit in 1994
t/ inspector's visit in 1994
t/ inspector's visit in 1994
t/ inspector's visit in 1994
2679
18
11
1
2
3
4
5
6
7
9
10
11
Sysmiss
t/ inspector's visit in 1993
t/ inspector's visit in 1993
t/ inspector's visit in 1993
t/ inspector's visit in 1993
t/ inspector's visit in 1993
2679
18
12
1
2
3
4
5
6
7
8
9
10
11
12
Sysmiss
t/ inspector's role (advise)
t/ inspector's role (advise)
t/ inspector's role (advise)
t/ inspector's role (advise)
t/ inspector's role (advise)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ insepctor's role (criticise)
t/ insepctor's role (criticise)
t/ insepctor's role (criticise)
t/ insepctor's role (criticise)
t/ insepctor's role (criticise)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (bring new ideas)
t/ inspector's role (bring new ideas)
t/ inspector's role (bring new ideas)
t/ inspector's role (bring new ideas)
t/ inspector's role (bring new ideas)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (bring objectives)
t/ inspector's role (bring objectives)
t/ inspector's role (bring objectives)
t/ inspector's role (bring objectives)
t/ inspector's role (bring objectives)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (explain curriculm)
t/ inspector's role (explain curriculm)
t/ inspector's role (explain curriculm)
t/ inspector's role (explain curriculm)
t/ inspector's role (explain curriculm)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (bring new material)
t/ inspector's role (bring new material)
t/ inspector's role (bring new material)
t/ inspector's role (bring new material)
t/ inspector's role (bring new material)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (info on self-dev't)
t/ inspector's role (info on self-dev't)
t/ inspector's role (info on self-dev't)
t/ inspector's role (info on self-dev't)
t/ inspector's role (info on self-dev't)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (contribute little)
t/ inspector's role (contribute little)
t/ inspector's role (contribute little)
t/ inspector's role (contribute little)
t/ inspector's role (contribute little)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (suggest t-methods)
t/ inspector's role (suggest t-methods)
t/ inspector's role (suggest t-methods)
t/ inspector's role (suggest t-methods)
t/ inspector's role (suggest t-methods)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ inspector's role (contact teachers)
t/ inspector's role (contact teachers)
t/ inspector's role (contact teachers)
t/ inspector's role (contact teachers)
t/ inspector's role (contact teachers)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ frequency of principal's advice
t/ frequency of principal's advice
t/ frequency of principal's advice
t/ frequency of principal's advice
t/ frequency of principal's advice
2679
18
1
3
1
never or rarely
2
sometimes
3
often
Sysmiss
t/ satisfaction (distance to school)
t/ satisfaction (distance to school)
t/ satisfaction (distance to school)
t/ satisfaction (distance to school)
t/ satisfaction (distance to school)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (housing availability)
t/ satisfaction (housing availability)
t/ satisfaction (housing availability)
t/ satisfaction (housing availability)
t/ satisfaction (housing availability)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (housing quality)
t/ satisfaction (housing quality)
t/ satisfaction (housing quality)
t/ satisfaction (housing quality)
t/ satisfaction (housing quality)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (school building qual.)
t/ satisfaction (school building qual.)
t/ satisfaction (school building qual.)
t/ satisfaction (school building qual.)
t/ satisfaction (school building qual.)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (classroom furniture)
t/ satisfaction (classroom furniture)
t/ satisfaction (classroom furniture)
t/ satisfaction (classroom furniture)
t/ satisfaction (classroom furniture)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (salary)
t/ satisfaction (salary)
t/ satisfaction (salary)
t/ satisfaction (salary)
t/ satisfaction (salary)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (pupil learn)
t/ satisfaction (pupil learn)
t/ satisfaction (pupil learn)
t/ satisfaction (pupil learn)
t/ satisfaction (pupil learn)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (classroom supply)
t/ satisfaction (classroom supply)
t/ satisfaction (classroom supply)
t/ satisfaction (classroom supply)
t/ satisfaction (classroom supply)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (school management)
t/ satisfaction (school management)
t/ satisfaction (school management)
t/ satisfaction (school management)
t/ satisfaction (school management)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (rel. with staff)
t/ satisfaction (rel. with staff)
t/ satisfaction (rel. with staff)
t/ satisfaction (rel. with staff)
t/ satisfaction (rel. with staff)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (rel. with community)
t/ satisfaction (rel. with community)
t/ satisfaction (rel. with community)
t/ satisfaction (rel. with community)
t/ satisfaction (rel. with community)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (promotion opportunity)
t/ satisfaction (promotion opportunity)
t/ satisfaction (promotion opportunity)
t/ satisfaction (promotion opportunity)
t/ satisfaction (promotion opportunity)
2679
18
1
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ satisfaction (further study)
t/ satisfaction (further study)
t/ satisfaction (further study)
t/ satisfaction (further study)
t/ satisfaction (further study)
2679
18
2
3
1
not very important
2
of some importance
3
very important
Sysmiss
t/ most important (satisfaction)
t/ most important (satisfaction)
t/ most important (satisfaction)
t/ most important (satisfaction)
t/ most important (satisfaction)
2679
18
2
13
1
distance to school
2
availability of teacher housing
3
quality of teacher housing
4
quality of school building
5
quality of classroom furniture
6
level of salary
7
seeing pupils learn
8
quality of classroom supplies
9
quality of school management
10
amicable relation with other staff
11
good relation with local
12
opportunities for promotion
13
opportunities for professional development
Sysmiss
t/ home possession (news paper)
t/ home possession (news paper)
t/ home possession (news paper)
t/ home possession (news paper)
t/ home possession (news paper)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (magazine)
t/ home possession (magazine)
t/ home possession (magazine)
t/ home possession (magazine)
t/ home possession (magazine)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (radio)
t/ home possession (radio)
t/ home possession (radio)
t/ home possession (radio)
t/ home possession (radio)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (tv)
t/ home possession (tv)
t/ home possession (tv)
t/ home possession (tv)
t/ home possession (tv)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (vcr)
t/ home possession (vcr)
t/ home possession (vcr)
t/ home possession (vcr)
t/ home possession (vcr)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (cassette player)
t/ home possession (cassette player)
t/ home possession (cassette player)
t/ home possession (cassette player)
t/ home possession (cassette player)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (telephone)
t/ home possession (telephone)
t/ home possession (telephone)
t/ home possession (telephone)
t/ home possession (telephone)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (refrigerator)
t/ home possession (refrigerator)
t/ home possession (refrigerator)
t/ home possession (refrigerator)
t/ home possession (refrigerator)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (car)
t/ home possession (car)
t/ home possession (car)
t/ home possession (car)
t/ home possession (car)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (motorcycle)
t/ home possession (motorcycle)
t/ home possession (motorcycle)
t/ home possession (motorcycle)
t/ home possession (motorcycle)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (bicycle)
t/ home possession (bicycle)
t/ home possession (bicycle)
t/ home possession (bicycle)
t/ home possession (bicycle)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (piped water)
t/ home possession (piped water)
t/ home possession (piped water)
t/ home possession (piped water)
t/ home possession (piped water)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (electricity)
t/ home possession (electricity)
t/ home possession (electricity)
t/ home possession (electricity)
t/ home possession (electricity)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ home possession (table to write on)
t/ home possession (table to write on)
t/ home possession (table to write on)
t/ home possession (table to write on)
t/ home possession (table to write on)
2679
18
1
2
1
no
2
yes
Sysmiss
t/ accomodation provided by .....
t/ accomodation provided by .....
t/ accomodation provided by .....
t/ accomodation provided by .....
t/ accomodation provided by .....
2679
18
1
5
1
own accommodation
2
school or community
3
local
4
government
5
other agency
Sysmiss
t/ distance from accomodation to school
t/ distance from accomodation to school
t/ distance from accomodation to school
t/ distance from accomodation to school
t/ distance from accomodation to school
2679
18
50
t/ condition of living
t/ condition of living
t/ condition of living
t/ condition of living
t/ condition of living
2679
18
1
4
1
generally poor
2
major repair
3
minor repair
4
generally good
Sysmiss
d:/pupil age in month
d:/pupil age in month
d:/pupil age in month
d:/pupil age in month
d:/pupil age in month
2697
85
285
r:/pupil sex (girl)
r:/pupil sex (girl)
r:/pupil sex (girl)
r:/pupil sex (girl)
r:/pupil sex (girl)
2697
1
boy
1
girl
r:/speak english (sometimes+)
r:/speak english (sometimes+)
r:/speak english (sometimes+)
r:/speak english (sometimes+)
r:/speak english (sometimes+)
2697
1
never
1
sometimes or more
r:/estimated # books at home
r:/estimated # books at home
r:/estimated # books at home
r:/estimated # books at home
r:/estimated # books at home
2697
250
r:/read books at home (yes)
r:/read books at home (yes)
r:/read books at home (yes)
r:/read books at home (yes)
r:/read books at home (yes)
2697
1
never
1
sometimes
d:/total possess pupil home (max 14)
d:/total possess pupil home (max 14)
d:/total possess pupil home (max 14)
d:/total possess pupil home (max 14)
d:/total possess pupil home (max 14)
2697
14
d:/total possession pupil home (max 13)
d:/total possession pupil home (max 13)
d:/total possession pupil home (max 13)
d:/total possession pupil home (max 13)
d:/total possession pupil home (max 13)
2500
197
13
d:/possession level
d:/possession level
d:/possession level
d:/possession level
d:/possession level
2500
197
1
lower
1
higher
Sysmiss
r:/mothers education (max 6)
r:/mothers education (max 6)
r:/mothers education (max 6)
r:/mothers education (max 6)
r:/mothers education (max 6)
2697
1
6
1
no school
2
some primary
3
all primary
4
some secondary
5
all secondary
6
some post sec
r:/fathers education (max 6)
r:/fathers education (max 6)
r:/fathers education (max 6)
r:/fathers education (max 6)
r:/fathers education (max 6)
2697
1
6
1
no school
2
some primary
3
all primary
4
some secondary
5
all secondary
6
some post sec
d:/combined moth/fath education (max 12)
d:/combined moth/fath education (max 12)
d:/combined moth/fath education (max 12)
d:/combined moth/fath education (max 12)
d:/combined moth/fath education (max 12)
2697
2
12
d:/average parents education
d:/average parents education
d:/average parents education
d:/average parents education
d:/average parents education
2697
1
6
r:/get homework (most days/week)
r:/get homework (most days/week)
r:/get homework (most days/week)
r:/get homework (most days/week)
r:/get homework (most days/week)
2697
1
less than once a week
1
most days
r:/make sure do homework
r:/make sure do homework
r:/make sure do homework
r:/make sure do homework
r:/make sure do homework
2697
1
3
1
no
2
sometimes
3
most of the time
r:/make sure to do homework
r:/make sure to do homework
r:/make sure to do homework
r:/make sure to do homework
r:/make sure to do homework
2352
345
1
never/sometimes
1
most of the time
Sysmiss
r:/help with homework
r:/help with homework
r:/help with homework
r:/help with homework
r:/help with homework
2697
1
3
1
no
2
sometimes
3
most of the time
r:/help with homework
r:/help with homework
r:/help with homework
r:/help with homework
r:/help with homework
2352
345
1
never/sometimes
1
most of the time
Sysmiss
r:/someone asks to read
r:/someone asks to read
r:/someone asks to read
r:/someone asks to read
r:/someone asks to read
2697
1
never/sometimes
1
most of the time
r:/someone asks questions
r:/someone asks questions
r:/someone asks questions
r:/someone asks questions
r:/someone asks questions
2697
1
never/sometimes
1
most of the time
r:/someone looks at work
r:/someone looks at work
r:/someone looks at work
r:/someone looks at work
r:/someone looks at work
2697
1
never/sometimes
1
most of the time
d:/home interest composite (max 15)
d:/home interest composite (max 15)
d:/home interest composite (max 15)
d:/home interest composite (max 15)
d:/home interest composite (max 15)
2697
5
15
5
6
7
8
9
10
11
12
13
14
15
r:/send for extra lessons
r:/send for extra lessons
r:/send for extra lessons
r:/send for extra lessons
r:/send for extra lessons
2690
7
1
no
1
yes
Sysmiss
d:/combined regular meals (max 12)
d:/combined regular meals (max 12)
d:/combined regular meals (max 12)
d:/combined regular meals (max 12)
d:/combined regular meals (max 12)
2697
3
12
r:/have own reader
r:/have own reader
r:/have own reader
r:/have own reader
r:/have own reader
2683
14
1
share with other(s) or no reader
1
have my own
Sysmiss
r:/borrowing books
r:/borrowing books
r:/borrowing books
r:/borrowing books
r:/borrowing books
2192
505
1
cannot borrow
1
can borrow
Sysmiss
r:/lack of exercise book(s)
r:/lack of exercise book(s)
r:/lack of exercise book(s)
r:/lack of exercise book(s)
r:/lack of exercise book(s)
2519
178
1
have
1
do not have
Sysmiss
r:/lack of notebook(s)
r:/lack of notebook(s)
r:/lack of notebook(s)
r:/lack of notebook(s)
r:/lack of notebook(s)
2496
201
1
have
1
do not have
Sysmiss
r:/lack of pen(s)
r:/lack of pen(s)
r:/lack of pen(s)
r:/lack of pen(s)
r:/lack of pen(s)
2488
209
1
have
1
do not have
Sysmiss
r:/lack of eraser(s)
r:/lack of eraser(s)
r:/lack of eraser(s)
r:/lack of eraser(s)
r:/lack of eraser(s)
2496
201
1
have
1
do not have
Sysmiss
r:/lack of ballpoint pen(s)
r:/lack of ballpoint pen(s)
r:/lack of ballpoint pen(s)
r:/lack of ballpoint pen(s)
r:/lack of ballpoint pen(s)
2494
203
1
have
1
do not have
Sysmiss
r:/lack of ruler(s)
r:/lack of ruler(s)
r:/lack of ruler(s)
r:/lack of ruler(s)
r:/lack of ruler(s)
2479
218
1
have
1
do not have
Sysmiss
r:/repeat experience
r:/repeat experience
r:/repeat experience
r:/repeat experience
r:/repeat experience
2681
16
1
never
1
at least once
Sysmiss
r:/sitting place
r:/sitting place
r:/sitting place
r:/sitting place
r:/sitting place
2689
8
1
no place
1
at least share
Sysmiss
r:/writing place
r:/writing place
r:/writing place
r:/writing place
r:/writing place
2687
10
1
no place
1
at least share
Sysmiss
d:/height/age ratio
d:/height/age ratio
d:/height/age ratio
d:/height/age ratio
d:/height/age ratio
2697
0.507
999
d:/ class size
d:/ class size
d:/ class size
d:/ class size
d:/ class size
2679
18
13
53
r:/teacher sex (female)
r:/teacher sex (female)
r:/teacher sex (female)
r:/teacher sex (female)
r:/teacher sex (female)
2679
18
1
male
1
female
Sysmiss
r:/estimated teacher age
r:/estimated teacher age
r:/estimated teacher age
r:/estimated teacher age
r:/estimated teacher age
2679
18
20
55
d:/teacher total year of schooling
d:/teacher total year of schooling
d:/teacher total year of schooling
d:/teacher total year of schooling
d:/teacher total year of schooling
2679
18
3
24
3
4
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Sysmiss
r:/teacher total years tt
r:/teacher total years tt
r:/teacher total years tt
r:/teacher total years tt
r:/teacher total years tt
2679
18
4
0.5
1
2
3
4
Sysmiss
d:/books/pupil ratio
d:/books/pupil ratio
d:/books/pupil ratio
d:/books/pupil ratio
d:/books/pupil ratio
2679
18
20.524
d:/total classroom furniture (max 5)
d:/total classroom furniture (max 5)
d:/total classroom furniture (max 5)
d:/total classroom furniture (max 5)
d:/total classroom furniture (max 5)
2679
18
5
d:/total classroom material (max 8)
d:/total classroom material (max 8)
d:/total classroom material (max 8)
d:/total classroom material (max 8)
d:/total classroom material (max 8)
2679
18
8
d:/total classroom resources (max 13)
d:/total classroom resources (max 13)
d:/total classroom resources (max 13)
d:/total classroom resources (max 13)
d:/total classroom resources (max 13)
2146
551
12
r:/chalk board
r:/chalk board
r:/chalk board
r:/chalk board
r:/chalk board
2679
18
1
no
1
yes
Sysmiss
r:/chalk
r:/chalk
r:/chalk
r:/chalk
r:/chalk
2679
18
1
no
1
yes
Sysmiss
r:/wall chart
r:/wall chart
r:/wall chart
r:/wall chart
r:/wall chart
2679
18
1
no
1
yes
Sysmiss
r:/ cupboard
r:/ cupboard
r:/ cupboard
r:/ cupboard
r:/ cupboard
2679
18
1
no
1
yes
Sysmiss
r:/ bookshelf
r:/ bookshelf
r:/ bookshelf
r:/ bookshelf
r:/ bookshelf
2679
18
1
no
1
yes
Sysmiss
r:/ class library
r:/ class library
r:/ class library
r:/ class library
r:/ class library
2679
18
1
no
1
yes
Sysmiss
r:/ teacher table
r:/ teacher table
r:/ teacher table
r:/ teacher table
r:/ teacher table
2679
18
1
no
1
yes
Sysmiss
r:/ teacher chair
r:/ teacher chair
r:/ teacher chair
r:/ teacher chair
r:/ teacher chair
2679
18
1
no
1
yes
Sysmiss
d:/ class resource index (max 8)
d:/ class resource index (max 8)
d:/ class resource index (max 8)
d:/ class resource index (max 8)
d:/ class resource index (max 8)
2679
18
8
2
3
4
5
6
7
8
Sysmiss
r:/ hours of teaching /week
r:/ hours of teaching /week
r:/ hours of teaching /week
r:/ hours of teaching /week
r:/ hours of teaching /week
2675
22
4.5
55
r:/parents sign assignment
r:/parents sign assignment
r:/parents sign assignment
r:/parents sign assignment
r:/parents sign assignment
2679
18
1
no
1
yes
Sysmiss
r:/introduce b/g
r:/introduce b/g
r:/introduce b/g
r:/introduce b/g
r:/introduce b/g
2679
18
1
never/rarely/sometimes
1
often
Sysmiss
r:/text comprehension
r:/text comprehension
r:/text comprehension
r:/text comprehension
r:/text comprehension
2679
18
1
never/rarely/sometimes
1
often
Sysmiss
r:/deepen understanding
r:/deepen understanding
r:/deepen understanding
r:/deepen understanding
r:/deepen understanding
2679
18
1
never/rarely/sometimes
1
often
Sysmiss
r:/create materials
r:/create materials
r:/create materials
r:/create materials
r:/create materials
2679
18
1
never/rarely/sometimes
1
often
Sysmiss
r:/read aloud
r:/read aloud
r:/read aloud
r:/read aloud
r:/read aloud
2679
18
1
never/rarely/sometimes
1
often
Sysmiss
r:/ testing
r:/ testing
r:/ testing
r:/ testing
r:/ testing
2679
18
2
2/3 per term or less
1
at least 2/3 per month
2
Sysmiss
r:/teacher meet parents
r:/teacher meet parents
r:/teacher meet parents
r:/teacher meet parents
r:/teacher meet parents
2679
18
1
1 per year or less
1
at least 1 per term
Sysmiss
r:/reports include comments
r:/reports include comments
r:/reports include comments
r:/reports include comments
r:/reports include comments
2673
24
1
no
1
yes
Sysmiss
r:/inspection in 95 (max 4)
r:/inspection in 95 (max 4)
r:/inspection in 95 (max 4)
r:/inspection in 95 (max 4)
r:/inspection in 95 (max 4)
1477
1220
1
4
1
2
3
4
Sysmiss
r:/inspection in 94 (max 4)
r:/inspection in 94 (max 4)
r:/inspection in 94 (max 4)
r:/inspection in 94 (max 4)
r:/inspection in 94 (max 4)
1428
1269
1
4
1
2
3
4
Sysmiss
r:/inspection in 93 (max 4)
r:/inspection in 93 (max 4)
r:/inspection in 93 (max 4)
r:/inspection in 93 (max 4)
r:/inspection in 93 (max 4)
1230
1467
1
4
1
2
3
4
Sysmiss
d:/total frequency of inspection
d:/total frequency of inspection
d:/total frequency of inspection
d:/total frequency of inspection
d:/total frequency of inspection
650
2047
3
12
3
4
5
6
7
8
9
10
11
12
Sysmiss
r:/to advise
r:/to advise
r:/to advise
r:/to advise
r:/to advise
2679
18
1
no
1
yes
Sysmiss
r:/to criticise
r:/to criticise
r:/to criticise
r:/to criticise
r:/to criticise
2679
18
1
no
1
yes
Sysmiss
r:/to give ideas
r:/to give ideas
r:/to give ideas
r:/to give ideas
r:/to give ideas
2679
18
1
no
1
yes
Sysmiss
r:/to clarify objectives
r:/to clarify objectives
r:/to clarify objectives
r:/to clarify objectives
r:/to clarify objectives
2679
18
1
no
1
yes
Sysmiss
r:/to explain curriculum
r:/to explain curriculum
r:/to explain curriculum
r:/to explain curriculum
r:/to explain curriculum
2679
18
1
no
1
yes
Sysmiss
r:/to recommend new materials
r:/to recommend new materials
r:/to recommend new materials
r:/to recommend new materials
r:/to recommend new materials
2679
18
1
no
1
yes
Sysmiss
r:/to gives info on self-develpment
r:/to gives info on self-develpment
r:/to gives info on self-develpment
r:/to gives info on self-develpment
r:/to gives info on self-develpment
2679
18
1
no
1
yes
Sysmiss
r:/to contribute little to teaching
r:/to contribute little to teaching
r:/to contribute little to teaching
r:/to contribute little to teaching
r:/to contribute little to teaching
2679
18
1
no
1
yes
Sysmiss
r:/to suggest teaching methods
r:/to suggest teaching methods
r:/to suggest teaching methods
r:/to suggest teaching methods
r:/to suggest teaching methods
2679
18
1
no
1
yes
Sysmiss
r:/to encourage contacts
r:/to encourage contacts
r:/to encourage contacts
r:/to encourage contacts
r:/to encourage contacts
2679
18
1
no
1
yes
Sysmiss
r:/sh advice
r:/sh advice
r:/sh advice
r:/sh advice
r:/sh advice
2679
18
1
never/rarely
1
sometimes/often
Sysmiss
r:/ travel distance
r:/ travel distance
r:/ travel distance
r:/ travel distance
r:/ travel distance
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ availability of housing
r:/ availability of housing
r:/ availability of housing
r:/ availability of housing
r:/ availability of housing
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ quality of housing
r:/ quality of housing
r:/ quality of housing
r:/ quality of housing
r:/ quality of housing
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ quality of school building
r:/ quality of school building
r:/ quality of school building
r:/ quality of school building
r:/ quality of school building
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ quality of class furniture
r:/ quality of class furniture
r:/ quality of class furniture
r:/ quality of class furniture
r:/ quality of class furniture
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ salary
r:/ salary
r:/ salary
r:/ salary
r:/ salary
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ pupil learn
r:/ pupil learn
r:/ pupil learn
r:/ pupil learn
r:/ pupil learn
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ quality of classroom supply
r:/ quality of classroom supply
r:/ quality of classroom supply
r:/ quality of classroom supply
r:/ quality of classroom supply
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ travel distance
r:/ travel distance
r:/ travel distance
r:/ travel distance
r:/ travel distance
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ staff relationship
r:/ staff relationship
r:/ staff relationship
r:/ staff relationship
r:/ staff relationship
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ community relationship
r:/ community relationship
r:/ community relationship
r:/ community relationship
r:/ community relationship
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ promotion
r:/ promotion
r:/ promotion
r:/ promotion
r:/ promotion
2679
18
1
not very important/of some importance
1
very important
Sysmiss
r:/ professional development
r:/ professional development
r:/ professional development
r:/ professional development
r:/ professional development
2679
18
1
not very important/of some importance
1
very important
Sysmiss
d:/teacher total home possessions
d:/teacher total home possessions
d:/teacher total home possessions
d:/teacher total home possessions
d:/teacher total home possessions
2679
18
14
d:/total possession teacher home (max 13)
d:/total possession teacher home (max 13)
d:/total possession teacher home (max 13)
d:/total possession teacher home (max 13)
d:/total possession teacher home (max 13)
2632
65
13
r:/teacher liv cond (minor rep or good)
r:/teacher liv cond (minor rep or good)
r:/teacher liv cond (minor rep or good)
r:/teacher liv cond (minor rep or good)
r:/teacher liv cond (minor rep or good)
2679
18
1
poor state/major repair
1
minor repair/good
Sysmiss
r:/school head sex
r:/school head sex
r:/school head sex
r:/school head sex
r:/school head sex
2658
39
1
male
1
female
Sysmiss
r:/estimated shd age
r:/estimated shd age
r:/estimated shd age
r:/estimated shd age
r:/estimated shd age
2677
20
27
55
d:/school head academic qualifications
d:/school head academic qualifications
d:/school head academic qualifications
d:/school head academic qualifications
d:/school head academic qualifications
2677
20
8
21
8
9
10
11
12
13
14
15
16
17
21
Sysmiss
r:/shd estimated years of tt
r:/shd estimated years of tt
r:/shd estimated years of tt
r:/shd estimated years of tt
r:/shd estimated years of tt
2677
20
2
4
d:/distance index (average)
d:/distance index (average)
d:/distance index (average)
d:/distance index (average)
d:/distance index (average)
2625
72
1
108.8
r:/school location
r:/school location
r:/school location
r:/school location
r:/school location
2677
20
1
isolated/rural
1
small town/large city
Sysmiss
r:/school location
r:/school location
r:/school location
r:/school location
r:/school location
2677
20
1
3
1
isolated/rural
2
small town
3
large city
Sysmiss
d:/total # teachers
d:/total # teachers
d:/total # teachers
d:/total # teachers
d:/total # teachers
2677
20
4
77
d:/pupil/teacher ratio
d:/pupil/teacher ratio
d:/pupil/teacher ratio
d:/pupil/teacher ratio
d:/pupil/teacher ratio
2677
20
21
47.2
d:/biggest shift
d:/biggest shift
d:/biggest shift
d:/biggest shift
d:/biggest shift
2677
20
141
1344
2677
20
13
434
d:/total pupil enrolment
d:/total pupil enrolment
d:/total pupil enrolment
d:/total pupil enrolment
d:/total pupil enrolment
2677
20
141
2175
d:/% girls at school
d:/% girls at school
d:/% girls at school
d:/% girls at school
d:/% girls at school
2677
20
0.415
1
d:/% girls grade 6
d:/% girls grade 6
d:/% girls grade 6
d:/% girls grade 6
d:/% girls grade 6
2677
20
0.324
1
d:/# of shifts
d:/# of shifts
d:/# of shifts
d:/# of shifts
d:/# of shifts
2677
20
1
2
r:/community contact
r:/community contact
r:/community contact
r:/community contact
r:/community contact
2677
20
1
not very important/of some importance
1
very important
Sysmiss
r:/use records of pupil progress
r:/use records of pupil progress
r:/use records of pupil progress
r:/use records of pupil progress
r:/use records of pupil progress
2677
20
1
not very important/of some importance
1
very important
Sysmiss
r:/administrative tasks
r:/administrative tasks
r:/administrative tasks
r:/administrative tasks
r:/administrative tasks
2677
20
1
not very important/of some importance
1
very important
Sysmiss
r:/discuss objectives
r:/discuss objectives
r:/discuss objectives
r:/discuss objectives
r:/discuss objectives
2677
20
1
not very important/of some importance
1
very important
Sysmiss
r:/professional development
r:/professional development
r:/professional development
r:/professional development
r:/professional development
2677
20
1
not very important/of some importance
1
very important
Sysmiss
r:/school magazine
r:/school magazine
r:/school magazine
r:/school magazine
r:/school magazine
2619
78
1
no
1
yes
Sysmiss
r:/speech day
r:/speech day
r:/speech day
r:/speech day
r:/speech day
2618
79
1
no
1
yes
Sysmiss
r:/visit any time
r:/visit any time
r:/visit any time
r:/visit any time
r:/visit any time
2657
40
1
no
1
yes
Sysmiss
r:/debate contest
r:/debate contest
r:/debate contest
r:/debate contest
r:/debate contest
2561
136
1
no
1
yes
Sysmiss
r:/teacher absenteeism
r:/teacher absenteeism
r:/teacher absenteeism
r:/teacher absenteeism
r:/teacher absenteeism
2677
20
1
no problem/minor problem
1
major problem
Sysmiss
r:/teacher laziness
r:/teacher laziness
r:/teacher laziness
r:/teacher laziness
r:/teacher laziness
2677
20
1
no problem/minor problem
1
major problem
Sysmiss
r:/pupil absenteeism
r:/pupil absenteeism
r:/pupil absenteeism
r:/pupil absenteeism
r:/pupil absenteeism
2677
20
1
no problem/minor problem
1
major problem
Sysmiss
r:/sexual harrassement
r:/sexual harrassement
r:/sexual harrassement
r:/sexual harrassement
r:/sexual harrassement
2677
20
1
no problem/minor problem
1
major problem
Sysmiss
d:/total teaching area
d:/total teaching area
d:/total teaching area
d:/total teaching area
d:/total teaching area
2677
20
72
3222
d:/class area/pupil ratio
d:/class area/pupil ratio
d:/class area/pupil ratio
d:/class area/pupil ratio
d:/class area/pupil ratio
2677
20
0.222
3.618
r:/school bld require maj repair or rebl
r:/school bld require maj repair or rebl
r:/school bld require maj repair or rebl
r:/school bld require maj repair or rebl
r:/school bld require maj repair or rebl
2677
20
1
minor or no repair
1
major repair or rebuilding
Sysmiss
d:/total # toilets
d:/total # toilets
d:/total # toilets
d:/total # toilets
d:/total # toilets
2677
20
46
d:/pupil/toilet ratio
d:/pupil/toilet ratio
d:/pupil/toilet ratio
d:/pupil/toilet ratio
d:/pupil/toilet ratio
2658
39
11.25
110
d:/total school resources (max 26)
d:/total school resources (max 26)
d:/total school resources (max 26)
d:/total school resources (max 26)
d:/total school resources (max 26)
2677
20
3
25
r:/have school library
r:/have school library
r:/have school library
r:/have school library
r:/have school library
2677
20
1
do not have
1
have library
Sysmiss
r:/ school library
r:/ school library
r:/ school library
r:/ school library
r:/ school library
2677
20
1
no
1
yes
Sysmiss
r:/ school hall
r:/ school hall
r:/ school hall
r:/ school hall
r:/ school hall
2677
20
1
no
1
yes
Sysmiss
r:/ staff room
r:/ staff room
r:/ staff room
r:/ staff room
r:/ staff room
2677
20
1
no
1
yes
Sysmiss
r:/ sh room
r:/ sh room
r:/ sh room
r:/ sh room
r:/ sh room
2677
20
1
no
1
yes
Sysmiss
r:/ secretary room
r:/ secretary room
r:/ secretary room
r:/ secretary room
r:/ secretary room
2677
20
1
no
1
yes
Sysmiss
r:/ store room
r:/ store room
r:/ store room
r:/ store room
r:/ store room
2677
20
1
no
1
yes
Sysmiss
r:/ first aids
r:/ first aids
r:/ first aids
r:/ first aids
r:/ first aids
2677
20
1
no
1
yes
Sysmiss
r:/ sports arena
r:/ sports arena
r:/ sports arena
r:/ sports arena
r:/ sports arena
2677
20
1
no
1
yes
Sysmiss
r:/ play ground
r:/ play ground
r:/ play ground
r:/ play ground
r:/ play ground
2677
20
1
no
1
yes
Sysmiss
r:/ piped water
r:/ piped water
r:/ piped water
r:/ piped water
r:/ piped water
2677
20
1
no
1
yes
Sysmiss
r:/ well or borehole
r:/ well or borehole
r:/ well or borehole
r:/ well or borehole
r:/ well or borehole
2677
20
1
no
1
yes
Sysmiss
r:/ electricity
r:/ electricity
r:/ electricity
r:/ electricity
r:/ electricity
2677
20
1
no
1
yes
Sysmiss
r:/ telephone
r:/ telephone
r:/ telephone
r:/ telephone
r:/ telephone
2677
20
1
no
1
yes
Sysmiss
r:/ fax
r:/ fax
r:/ fax
r:/ fax
r:/ fax
2677
20
1
no
1
yes
Sysmiss
r:/ garden
r:/ garden
r:/ garden
r:/ garden
r:/ garden
2677
20
1
no
1
yes
Sysmiss
r:/ typewriter
r:/ typewriter
r:/ typewriter
r:/ typewriter
r:/ typewriter
2677
20
1
no
1
yes
Sysmiss
r:/ duplicator
r:/ duplicator
r:/ duplicator
r:/ duplicator
r:/ duplicator
2677
20
1
no
1
yes
Sysmiss
r:/ radio
r:/ radio
r:/ radio
r:/ radio
r:/ radio
2677
20
1
no
1
yes
Sysmiss
r:/ tape recorder
r:/ tape recorder
r:/ tape recorder
r:/ tape recorder
r:/ tape recorder
2677
20
1
no
1
yes
Sysmiss
r:/ ohp
r:/ ohp
r:/ ohp
r:/ ohp
r:/ ohp
2677
20
1
no
1
yes
Sysmiss
r:/ tv
r:/ tv
r:/ tv
r:/ tv
r:/ tv
2677
20
1
no
1
yes
Sysmiss
r:/ film projector
r:/ film projector
r:/ film projector
r:/ film projector
r:/ film projector
2677
20
1
no
1
yes
Sysmiss
r:/ vcr
r:/ vcr
r:/ vcr
r:/ vcr
r:/ vcr
2677
20
1
no
1
yes
Sysmiss
r:/ photocopier
r:/ photocopier
r:/ photocopier
r:/ photocopier
r:/ photocopier
2677
20
1
no
1
yes
Sysmiss
r:/ computer
r:/ computer
r:/ computer
r:/ computer
r:/ computer
2677
20
1
no
1
yes
Sysmiss
r:/ cafeteria
r:/ cafeteria
r:/ cafeteria
r:/ cafeteria
r:/ cafeteria
2677
20
1
no
1
yes
Sysmiss
r:/ sports area/play ground
r:/ sports area/play ground
r:/ sports area/play ground
r:/ sports area/play ground
r:/ sports area/play ground
2677
20
1
no
1
yes
Sysmiss
r:/ any water
r:/ any water
r:/ any water
r:/ any water
r:/ any water
2677
20
1
no
1
yes
Sysmiss
d:/ school resource index (max 22)
d:/ school resource index (max 22)
d:/ school resource index (max 22)
d:/ school resource index (max 22)
d:/ school resource index (max 22)
2677
20
2
21
d:/library books/pupil ratio
d:/library books/pupil ratio
d:/library books/pupil ratio
d:/library books/pupil ratio
d:/library books/pupil ratio
2677
20
19.723
r:/pupils can borrow library books
r:/pupils can borrow library books
r:/pupils can borrow library books
r:/pupils can borrow library books
r:/pupils can borrow library books
2677
20
1
cannot borrow
1
can borrow
Sysmiss
r:/ borrowing books
r:/ borrowing books
r:/ borrowing books
r:/ borrowing books
r:/ borrowing books
1519
1178
1
cannot borrow
1
can borrow
Sysmiss
scr/ total raw score
scr/ total raw score
scr/ total raw score
scr/ total raw score
scr/ total raw score
2697
2
58
scr/ total raw score (expository)
scr/ total raw score (expository)
scr/ total raw score (expository)
scr/ total raw score (expository)
scr/ total raw score (expository)
2697
23
scr/ total raw score (narrative)
scr/ total raw score (narrative)
scr/ total raw score (narrative)
scr/ total raw score (narrative)
scr/ total raw score (narrative)
2697
1
21
scr/ total raw score (documents)
scr/ total raw score (documents)
scr/ total raw score (documents)
scr/ total raw score (documents)
scr/ total raw score (documents)
2697
15
scr:/pupil reading (all items) possible maximum
scr:/pupil reading (all items) possible maximum
scr:/pupil reading (all items) possible maximum
scr:/pupil reading (all items) possible maximum
scr:/pupil reading (all items) possible maximum
2697
57
57
57
scr:/pupil reading (all items) total raw score
scr:/pupil reading (all items) total raw score
scr:/pupil reading (all items) total raw score
scr:/pupil reading (all items) total raw score
scr:/pupil reading (all items) total raw score
2697
2
56
scr:/pupil reading (all items) # missing
scr:/pupil reading (all items) # missing
scr:/pupil reading (all items) # missing
scr:/pupil reading (all items) # missing
scr:/pupil reading (all items) # missing
2697
87
87
scr:/pupil reading (all items) logit score
scr:/pupil reading (all items) logit score
scr:/pupil reading (all items) logit score
scr:/pupil reading (all items) logit score
scr:/pupil reading (all items) logit score
2697
-3.585
4.022
scr:/pupil reading (all items) logit se
scr:/pupil reading (all items) logit se
scr:/pupil reading (all items) logit se
scr:/pupil reading (all items) logit se
scr:/pupil reading (all items) logit se
2697
0.274
1.013
scr:/pupil reading (ess items) possible maximum
scr:/pupil reading (ess items) possible maximum
scr:/pupil reading (ess items) possible maximum
scr:/pupil reading (ess items) possible maximum
scr:/pupil reading (ess items) possible maximum
2697
32
32
32
scr:/pupil reading (ess items) total raw score
scr:/pupil reading (ess items) total raw score
scr:/pupil reading (ess items) total raw score
scr:/pupil reading (ess items) total raw score
scr:/pupil reading (ess items) total raw score
2697
32
scr:/pupil reading (ess items) # missing
scr:/pupil reading (ess items) # missing
scr:/pupil reading (ess items) # missing
scr:/pupil reading (ess items) # missing
scr:/pupil reading (ess items) # missing
2697
112
112
scr:/pupil reading (ess items) logit score
scr:/pupil reading (ess items) logit score
scr:/pupil reading (ess items) logit score
scr:/pupil reading (ess items) logit score
scr:/pupil reading (ess items) logit score
2697
-4.893
4.667
scr:/pupil reading (ess items) logit se
scr:/pupil reading (ess items) logit se
scr:/pupil reading (ess items) logit se
scr:/pupil reading (ess items) logit se
scr:/pupil reading (ess items) logit se
2697
0.367
1.672
scr:/pupil reading (all items) 500 score
scr:/pupil reading (all items) 500 score
scr:/pupil reading (all items) 500 score
scr:/pupil reading (all items) 500 score
scr:/pupil reading (all items) 500 score
2697
199.339
924.877
scr:/pupil reading (ess items) 500 score
scr:/pupil reading (ess items) 500 score
scr:/pupil reading (ess items) 500 score
scr:/pupil reading (ess items) 500 score
scr:/pupil reading (ess items) 500 score
2697
74.585
986.395
scr:/pupil reading passing minimum level
scr:/pupil reading passing minimum level
scr:/pupil reading passing minimum level
scr:/pupil reading passing minimum level
scr:/pupil reading passing minimum level
2697
1
did not reach
1
reached
scr:/pupil reading passing desired level
scr:/pupil reading passing desired level
scr:/pupil reading passing desired level
scr:/pupil reading passing desired level
scr:/pupil reading passing desired level
2697
1
did not reach
1
reached
scr:/pupil reading level
scr:/pupil reading level
scr:/pupil reading level
scr:/pupil reading level
scr:/pupil reading level
2697
1
8
1
pre-reading
2
emergent reading
3
basic reading
4
reading for meaning
5
interpretive reading
6
inferential reading
7
analytical reading
8
critical reading