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ERIC Number: ED418984
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 26
Abstractor: N/A
Reference Count: N/A
Linking Student Data to SASS: Why, When, How. Working Paper Series.
Kaufman, Phillip
This paper considers the feasibility of linking a student data sample with the Schools and Staffing Survey (SASS) teacher and administrative data. The National Center for Education Statistics (NCES) has from time to time considered linking their student-based elementary and secondary surveys to the school- and teacher-based surveys. Speculation on the feasibility of linking datasets is of particular importance in the current climate of budgetary constraints and distrust of federal data collection. The rationale for linking a student data collection in SASS is discussed, and some options for collecting these data are explored, whether linking the National Assessment of Educational Progress to the SASS or linking a new National Education Longitudinal Study with SASS. The argument for attaching a longitudinal component to the SASS response rests on several premises. Doing this could measure the types of student data deemed most worthwhile, while satisfying the two criteria for sensible merger: producing some cost benefit and engendering an analytical payoff. Of the various options available, merging a new National Education Longitudinal Study and the SASS provides the most benefit to the whole educational policy community. (Contains six references.) (SLD)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Schools and Staffing Survey (NCES)