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DBE

Early Grade Reading Study I 2015-2021 Secure Data
Waves 1-5 Merged

South Africa, 2015 - 2021
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Reference ID
zaf-dbe-egrssd-1-2015-2021-v1
Producer(s)
Stephen Taylor, Brahm Fleisch
Collections
Department of Basic Education Secure Remote Access Data Enclave
Metadata
DDI/XML JSON
Created on
Feb 25, 2025
Last modified
Feb 26, 2025
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10250

Data file: egrs-1-2015-2021-panel-w1-5-with-emis

Cases: 4538
Variables: 3183

Variables

emis_id
emis nr
schname
school name
schoolid_anon
schoolid_anon
district_id
district id
learner_id
learner id
quintile
school quintile
treatment
treatment assignment
t1
treatment dummy: training
t2
treatment dummy: coaching
t3
treatment dummy: parents
strata
stratification used in randomisation
dob_year
learner date of birth (year)
dob_month
learner date of birth (month)
w1_lt_gr2014
grade of learner in 2014
w1_lt_enumerator_anon
w1_lt_enumerator_anon
w1_lt_date_day
w1 learner assessment date: day
w1_lt_date_month
w1 learner assessment date: month
w1_lt_date_year
w1 learner assessment date: year
w1_lt_ss_h_voc_imp_a
hl a: expressive vocabulary (out of 10) (w. imputations)
w1_lt_ss_h_lsr_60s_b
hl b: letter recognition (in 60s)
w1_lt_ss_h_lsr_imp_b
hl b: letter recognition (in 60s) (w. imputations)
w1_lt_ss_h_wme_wor_c1
hl c: digit span, words (out of 5)
w1_lt_ss_h_wme_num_c2
hl c: digit span, numbers (out of 5)
w1_lt_ss_h_wme_c
hl c: working memory (out of 10)
w1_lt_ss_h_paw_d
hl d: phonological awareness (out of 12)
w1_lt_ss_h_paw_d_comp
hl d: phonological awareness, same 4 items as midline (out of 4)
w1_lt_ss_h_wre_60s_e
hl e: word recognition (in 60s)
w1_lt_ss_h_wre_imp_e
hl e: word recognition (in 60s) (w. imputations)
w1_lt_ss_h_sre_f
hl f: word recognition, sentences (15 words in 3 sentences)
w1_lt_ss_h_src_f
hl f: sentence reading comprehension
w1_lt_qa1
wave 1: item a1 score
w1_lt_qa2
wave 1: item a2 score
w1_lt_qa3
wave 1: item a3 score
w1_lt_qa4
wave 1: item a4 score
w1_lt_qa5
wave 1: item a5 score
w1_lt_qa6
wave 1: item a6 score
w1_lt_qa7
wave 1: item a7 score
w1_lt_qa8
wave 1: item a8 score
w1_lt_qa9
wave 1: item a9 score
w1_lt_qa10
wave 1: item a10 score
w1_lt_qa_total
wave 1: total for a- oral vocabulary
w1_lt_qb_reached
wave 1: item b- letters reached in 1 min
w1_lt_qb_correct
wave 1: item b- letters correct in 1 min
w1_lt_qcw1
wave 1: item cw1 score
w1_lt_qcw2
wave 1: item cw2 score
w1_lt_qcw3
wave 1: item cw3 score
w1_lt_qcw4
wave 1: item cw4 score
w1_lt_qcw5
wave 1: item cw5 score
w1_lt_qc_w_total
wave 1: sub-total c - words
w1_lt_qcn1
wave 1: item cn1 score
w1_lt_qcn2
wave 1: item cn2 score
w1_lt_qcn3
wave 1: item cn3 score
w1_lt_qcn4
wave 1: item cn4 score
w1_lt_qcn5
wave 1: item cn5 score
w1_lt_qc_n_total
wave 1: sub-total c - numbers
w1_lt_qc_total
wave 1: total for c
w1_lt_qd1_1
wave 1: item d1_1 score
w1_lt_qd1_2
wave 1: item d1_2 score
w1_lt_qd1_3
wave 1: item d1_3 score
w1_lt_qd1_4
wave 1: item d1_4 score
w1_lt_qd1_5
wave 1: item d1_5 score
w1_lt_qd1_6
wave 1: item d1_6 score
w1_lt_qd2_7
wave 1: item d2_7 score
w1_lt_qd2_8
wave 1: item d2_8 score
w1_lt_qd2_9
wave 1: item d2_9 score
w1_lt_qd3_10
wave 1: item d3_10 score
w1_lt_qd3_11
wave 1: item d3_11 score
w1_lt_qd3_12
wave 1: item d3_12 score
w1_lt_qd1_subtotal
wave 1: sub-total for d1- sounds
w1_lt_qd2_subtotal
wave 1: sub-total for d2- start sound words
w1_lt_qd3_subtotal
wave 1: sub-total for d3- end sound words
w1_lt_qd_total
wave 1: total score for d- phonemic awareness
w1_lt_qe_reached
wave 1: item e- words reached in 1 min
w1_lt_qe_correct
wave 1: item e- words correct in 1 min
w1_lt_qf1
wave 1: comprehension item f1 score
w1_lt_qf2
wave 1: comprehension item f2 score
w1_lt_qf3
wave 1: comprehension item f3 score
w1_lt_qf_w_correct
wave 1: item f- number of words read correctly
w1_lt_qf_q_correct
wave 1: item f- number of items answered correctly
w1_lt_ss_h_voc_a
hl a: expressive vocabulary (out of 10)
w1_pq_principalid_anon
w1_pq_principalid_anon
w1_pq_title_p
principal title
w1_pq_sex
principal sex
w1_pq_day
principal interview: day
w1_pq_month
principal interview: month
w1_pq_year
principal interview: year
w1_pq_q2_a
2(a) age of principal at last birthday:
w1_pq_q2_b
2(b) what is the highest level of qualification you have obtained?
w1_pq_q2c1_a
2(c)(i): number of filled principal posts
w1_pq_q2c1_b
2(c)(i): number of vacant principal posts
w1_pq_q2c2_a
2(c)(ii): number of filled dep-principal posts
w1_pq_q2c2_b
2(c)(ii): number of vacant dep-principal posts
w1_pq_q2c3_a
2(c)(iii): number of filled hod posts
w1_pq_q2c3_b
2(c)(iii): number of vacant hod posts
w1_pq_q2c4_a
2(c)(iv): number of filled teacher posts
w1_pq_q2c4_b
2(c)(iv): number of vacant teacher posts
w1_pq_q2c5_a
2(c)(v): number of filled gr r teacher posts
w1_pq_q2c5_b
2(c)(v): number of vacant gr r teacher posts
w1_pq_q2c6_a
2(c)(vi): number of filled fp teacher posts
w1_pq_q2c6_b
2(c)(vi): number of vacant fp teacher posts
w1_pq_q2d1_grr
2(d)(boys): number of boys in gr r
w1_pq_q2d1_gr1
2(d)(boys): number of boys in gr 1
w1_pq_q2d1_gr2
2(d)(boys): number of boys in gr 2
w1_pq_q2d1_gr3
2(d)(boys): number of boys in gr 3
w1_pq_q2d1_gr4
2(d)(boys): number of boys in gr 4
w1_pq_q2d1_gr5
2(d)(boys): number of boys in gr 5
w1_pq_q2d1_gr6
2(d)(boys): number of boys in gr 6
w1_pq_q2d1_gr7
2(d)(boys): number of boys in gr 7
w1_pq_q2d1_gr8
2(d)(boys): number of boys in gr 8-12
w1_pq_q2d2_grr
2(d)(girls): number of girls in gr r
w1_pq_q2d2_gr1
2(d)(girls): number of girls in gr 1
w1_pq_q2d2_gr2
2(d)(girls): number of girls in gr 2
w1_pq_q2d2_gr3
2(d)(girls): number of girls in gr 3
w1_pq_q2d2_gr4
2(d)(girls): number of girls in gr 4
w1_pq_q2d2_gr5
2(d)(girls): number of girls in gr 5
w1_pq_q2d2_gr6
2(d)(girls): number of girls in gr 6
w1_pq_q2d2_gr7
2(d)(girls): number of girls in gr 7
w1_pq_q2d2_gr8
2(d)(girls): number of girls in gr 8-12
w1_pq_q2d3_grr
2(d)(classes): number of gr r classes
w1_pq_q2d3_gr1
2(d)(classes): number of gr 1 classes
w1_pq_q2d3_gr2
2(d)(classes): number of gr 2 classes
w1_pq_q2d3_gr3
2(d)(classes): number of gr 3 classes
w1_pq_q2d3_gr4
2(d)(classes): number of gr 4 classes
w1_pq_q2d3_gr5
2(d)(classes): number of gr 5 classes
w1_pq_q2d3_gr6
2(d)(classes): number of gr 6 classes
w1_pq_q2d3_gr7
2(d)(classes): number of gr 7 classes
w1_pq_q2d3_gr8
2(d)(classes): number of gr 8-12 classes
w1_pq_q3a1_1
3(a)(i): first language offered as lolt
w1_pq_q3a1_2
3(a)(i): grade from which 1st language is offered
w1_pq_q3a1_3
3(a)(i): grade to which 1st language is offered
w1_pq_q3a2_1
3(a)(ii): second language offered as lolt
w1_pq_q3a2_2
3(a)(ii): grade from which 2nd language is offered
w1_pq_q3a2_3
3(a)(ii): grade to which 2nd language is offered
w1_pq_q3a3_1
3(a)(iii): third language offered as lolt
w1_pq_q3a3_2
3(a)(iii): grade from which 3rd language is offered
w1_pq_q3a3_3
3(a)(iii): grade to which 3rd language is offered
w1_pq_q3a4_1
3(a)(iv): fourth language offered as lolt
w1_pq_q3a4_2
3(a)(iv): grade from which 4th language is offered
w1_pq_q3a4_3
3(a)(iv): grade to which 4th language is offered
w1_pq_q3b_1
3(b)(i): first language taught as fal in fp
w1_pq_q3b_2
3(b)(ii): second language taught as fal in fp
w1_pq_q3c1_a
3(c)(i): percentqge of learners with setswana hl
w1_pq_q3c1_b
3(c)(i): percentqge of teachers with setswana hl
w1_pq_q3c2_a
3(c)(ii): percentqge of learners with english hl
w1_pq_q3c2_b
3(c)(i): percentqge of teachers with english hl
w1_pq_q3c3_a
3(c)(iii): percentqge of learners with afrikaans hl
w1_pq_q3c3_b
3(c)(iii): percentqge of teachers with afrikaans hl
w1_pq_q3c4_a
3(c)(iv): percentqge of learners with other hl
w1_pq_q3c4_b
3(c)(iv): percentqge of teachers with other hl
w1_pq_q3d
3(d): language spoken most widely in community
w1_pq_q3e
3(e) do foundation phase language teachers put learners in separate groups in th
w1_pq_q3f
3(f) does the school have a formal language policy?
w1_pq_q3f_1
3(f)(i) could you provide a copy to the data collector?
w1_pq_q3f_2a
3(f)(ii): year of language policy implementation
w1_pq_q3f_2b
3(f)(ii): month of language policy implementation
w1_pq_q3f_3
3(f)(iii): nature of policy document
w1_pq_q3f_4_1
3(f)(iv)(1): lolt per grade covered in policy
w1_pq_q3f_4_2
3(f)(iv)(2): fal covered in policy
w1_pq_q3f_4_3
3(f)(iv)(3): learning materials covered in policy
w1_pq_q3f_4_4
3(f)(iv)(4): parent involvement covered in policy
w1_pq_q3f_4_5
3(f)(iv)(5): time allocation covered in policy
w1_pq_q3f_4_6
3(f)(iv)(6): exposure to reading covered in policy
w1_pq_q3f_4_7
3(f)(iv)(7): readers / books covered in policy
w1_pq_q3f_4_8
3(f)(iv)(8): library covered in policy
w1_pq_q3f_4_9
3(f)(iv)(9): teacher proficiency covered in policy
w1_pq_q3f_5_1
3(f)(v)(1): language diversity limits implement.
w1_pq_q3f_5_2
3(f)(v)(2): difficult to achieve quality implement.
w1_pq_q3f_5_3
3(f)(v)(3): implementers give too little support
w1_pq_q3f_5_4
3(f)(v)(4): no problems with implementation
w1_pq_q3f_6
4(vi) is language policy implementation monitored at the school?
w1_pq_q3g_1
3(g)(i): nr of sgb meetings jan-jun 2014
w1_pq_q3g_2
3(g)(ii): nr of sgb meetings jul-nov 2014
w1_pq_q3g_3
3(g)(iii): average % attending sgb meetings
w1_pq_q3g_4
3(g)(iv): average nr parents attending sgb meet
w1_pq_q3g_5
3(g)(v): nr of times sgb discussed achievement
w1_pq_q3g_6
3(g)(vi): nr of times sgb discussed reading
w1_pq_q3g_7
3(g)(vii): has sgb yet met in 2015?
w1_pq_q3h_1
3(h)(1): formal parent meetings
w1_pq_q3h_2
3(h)(2): sms messages per cellphone
w1_pq_q3h_3
3(h)(3): cell or telephone calls
w1_pq_q3h_4
3(h)(4): regular circulars
w1_pq_q3h_5
3(h)(5): specific letters
w1_pq_q3h_6
3(h)(6): parent/teacher evenings/days
w1_pq_q3h_7
3(h)(7): other
w1_pq_q3h_other
3(h)(7): other specified
w1_pq_q3i
3(i): how often parents complain about teaching
w1_pq_q3j
3(j): highest education level of majority parents
w1_pq_q3k
3(k): percentage employed of parents of gr 1s
w1_pq_q3l_1
3(l)(1): teacher absence / lack of discipline
w1_pq_q3l_2
3(l)(2): learner absence / lack of discipline
w1_pq_q3l_3
3(l)(3): lack of safety / bullying
w1_pq_q3l_4
3(l)(4): shortage of ltsm / work books in class
w1_pq_q3l_5
3(l)(5): shortage of library and books
w1_pq_q3l_6
3(l)(6): teachers not specialised in lit/language
w1_pq_q3l_7
3(l)(7): lack of parental involvement
w1_pq_q3l_8
3(l)(8): other
w1_pq_q3l_other
3(l)(8): other specified
w1_pq_q4a
4(a): learners receive daily meal
w1_pq_q4b_1
4(b)(1): staff room existence, sufficiency, quality
w1_pq_q4b_2
4(b)(2): computer centre/facilities quality
w1_pq_q4b_3
4(b)(3): it resources existence and quality
w1_pq_q4b_4
4(b)(4): storage/safe room existence and quality
w1_pq_q4c
4(c): location of school
w1_pq_q5_1
obs1: received copy of language policy
w1_pq_q5_2
obs2: received copy of sgb attendance registers
w1_pq_q5_3a
obs3(a): attendance register up to dateness
w1_pq_q5_3b1_r
obs3(b)(i): nr of teachers in gr r
w1_pq_q5_3b1_1
obs3(b)(i): nr of teachers in gr 1
w1_pq_q5_3b1_2
obs3(b)(i): nr of teachers in gr 2
w1_pq_q5_3b2_r
obs3(b)(ii): nr of gr r teachers absent on mon
w1_pq_q5_3b2_1
obs3(b)(ii): nr of gr 1 teachers absent on mon
w1_pq_q5_3b2_2
obs3(b)(ii): nr of gr 2 teachers absent on mon
w1_pq_q5_3b3_r
obs3(b)(iii): nr of gr r teachers absent on tue
w1_pq_q5_3b3_1
obs3(b)(iii): nr of gr 1 teachers absent on tue
w1_pq_q5_3b3_2
obs3(b)(iii): nr of gr 2 teachers absent on tue
w1_pq_q5_3b4_r
obs3(b)(iv): nr of gr r teachers absent on wed
w1_pq_q5_3b4_1
obs3(b)(iv): nr of gr 1 teachers absent on wed
w1_pq_q5_3b4_2
obs3(b)(iv): nr of gr 2 teachers absent on wed
w1_pq_q5_3b5_r
obs3(b)(v): nr of gr r teachers absent on thu
w1_pq_q5_3b5_1
obs3(b)(v): nr of gr 1 teachers absent on thu
w1_pq_q5_3b5_2
obs3(b)(v): nr of gr 2 teachers absent on thu
w1_pq_q5_3b6_r
obs3(b)(vi): nr of gr r teachers absent on fri
w1_pq_q5_3b6_1
obs3(b)(vi): nr of gr 1 teachers absent on fri
w1_pq_q5_3b6_2
obs3(b)(vi): nr of gr 2 teachers absent on fri
w1_pq_q5_4
obs4: maintenance of school facilities
w1_pq_q5_5a
obs5(teachers): communication language
w1_pq_q5_5b
obs5(learners): communication language
w1_pq_q5_6
obs6: existence of school library
w1_pq_q5_7a
obs7(a): active use of school library
w1_pq_q5_7b
obs7(b): learners allowed to loan books
w1_pq_q5_7c1
obs7(c)(i): number of books for loan/access
w1_pq_q5_7c2
obs7(c)(ii): number of magazines on loan/access
w1_tq_teacherid_anon
w1_tq_teacherid_anon
w1_tq_class
w1 tq: class name
w1_tq_q1g
q1g: name of grade 1 class
w1_tq_q1h_year
q1h: date of data collection/visit: year
w1_tq_q1h_mth
q1h: date of data collection/visit: month
w1_tq_q1h_day
q1h: date of data collection/visit: day
w1_tq_q2a
q2a: age of teacher at last birthday
w1_tq_q2b
q2b: teacher sex/gender
w1_tq_q2c_i
q2c(i): how many learners should be in your current class every day?
w1_tq_q2c_ii
q2c(ii): how many learners were absent on average every day? (prev week)
w1_tq_q2c_iii
q2c(iii): is the number absent in (ii), higher, lower or normal?
w1_tq_q2d_a1
q2d. number of lessons per week: numeracy
w1_tq_q2d_a2
q2d. number of lessons per week: home language
w1_tq_q2d_a3
q2d. number of lessons per week: first additional language
w1_tq_q2d_a4
q2d. number of lessons per week: life skills
w1_tq_q2d_b1
q2d. number of minutes per lesson: numeracy
w1_tq_q2d_b2
q2d. number of minutes per lesson: home language
w1_tq_q2d_b3
q2d. number of minutes per lesson: first additional language
w1_tq_q2d_b4
q2d. number of minutes per lesson: life skills
w1_tq_q2e
q2e. how much time do you spend per week on teaching reading in setswana (min)
w1_tq_q2f
in the last 10 working days, how many days were you not at school / in your clas
w1_tq_q2g_a1
q2g(a). minutes per week on non-teaching task (during school): extramural activi
w1_tq_q2g_a2
q2g(a). minutes per week on non-teaching task (during school): administration
w1_tq_q2g_a3
q2g(a). minutes per week on non-teaching task (during school): management and me
w1_tq_q2g_a4
q2g(a). minutes per week on non-teaching task (during school): union activities
w1_tq_q2g_a5
q2g(a). minutes per week on non-teaching task (during school): marking
w1_tq_q2g_a6
q2g(a). minutes per week on non-teaching task (during school): lesson preparatio
w1_tq_q2g_a7
q2g(a). minutes per week on non-teaching task (during school): tests / assessmen
w1_tq_q2g_b1
q2g(b). minutes per week on non-teaching task (after school): extramural activit
w1_tq_q2g_b2
q2g(b). minutes per week on non-teaching task (after school): administration
w1_tq_q2g_b3
q2g(b). minutes per week on non-teaching task (after school): management and mee
w1_tq_q2g_b4
q2g(b). minutes per week on non-teaching task (after school): union activities
w1_tq_q2g_b5
q2g(b). minutes per week on non-teaching task (after school): marking
w1_tq_q2g_b6
q2g(b). minutes per week on non-teaching task (after school): lesson preparation
w1_tq_q2g_b7
q2g(b). minutes per week on non-teaching task (after school): tests / assessment
w1_tq_q2h
q2h. how many days unable to come to school/be in your class? (last 10 work days
w1_tq_q2i_a
q2i. num days not at school/in class for reason: illness
w1_tq_q2i_b
q2i. num days not at school/in class for reason: personal leave
w1_tq_q2i_c
q2i. num days not at school/in class for reason: teacher training
w1_tq_q2i_d
q2i. num days not at school/in class for reason: official meetings
w1_tq_q2i_e
q2i. num days not at school/in class for reason: extramural activity
w1_tq_q2i_f
q2i. num days not at school/in class for reason: union activities
w1_tq_q3a_i
q3a(i). indicate in which year your highest academic qualification was obtained?
w1_tq_q3a
q3b(ii). have you achieved any of the following specific qualifications in educa
w1_tq_q3b
q3b(i). indicate in which year you achieved this specific qualifications in educ
w1_tq_q3b_i
q3b. (i) finished a post-matric teaching certificate (maximum 2 years)
w1_tq_q3b_ii
q3b. (ii) finished a 3-year teaching diploma
w1_tq_q3b_iii
q3b. (iii) finished a 4-year teaching diploma (may include fde, ace - see #)
w1_tq_q3b_iv
q3b. (iv) finished a three-year teaching degree (may include a b ed)
w1_tq_q3b_v
q3b. (v) finished a four-year teaching degree (may include pgce – see #)
w1_tq_q3b_vi
q3b. (vi) finished post-graduate (honours, master's or doctoral) degree in educa
w1_tq_q3c
q3c. from which institution did you obtain your highest teaching qualification?
w1_tq_q3d_i
q3d(i). highest level language training received: setswana as first language
w1_tq_q3d_ii
q3d(ii). highest level language training received: setswana as additional langua
w1_tq_q3d_iii
q3d(iii). highest level language training received: english as first language
w1_tq_q3d_iv
q3d(iv). highest level language training received: english as additional languag
w1_tq_q3d_v
q3d(v). highest level language training received: how to teach setswana (didacti
w1_tq_q3e
q3e. in past 2 yrs, received in-service training on teaching setswana as first l
w1_tq_q3f
q3f. in past 2 yrs, received in-service training on teaching efal (english as fi
w1_tq_q3g
q3g. overall, how many years of teaching experience do you have (years)?
w1_tq_q3h
q3h. how many years have you been teaching at the foundation phase (years)?
w1_tq_q4a
q4a. language you speak at home most often now (present 'home language')?
w1_tq_q4b
q4b. language you spoke at home most often when growing up (childhood 'home lang
w1_tq_q4c_2a1
q4c(a). how well you can you speak setswana (self assessment)
w1_tq_q4c_2a2
q4c(a). how well you can you read setswana (self assessment)
w1_tq_q4c_2a3
q4c(a). how well you can you write in setswana (self assessment)
w1_tq_q4c_2b1
q4c(b). how well you can you speak english (self assessment)
w1_tq_q4c_2b2
q4c(b). how well you can you read english (self assessment)
Total: 3183
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