International - Progress in International Reading and Literacy Study 2001

central
Reference ID int-iea-pirls-2001-v1
Year 2001
Country International
Producer(s) International Association for the Evaluation of Educational Achievement
International Study Centre - Boston College
Sponsor(s) National Centre for Education Statistics of the U.S. Department of Education - NCES -
The World Bank - NCES -
Metadata PDF Documentation in PDF
Created on
Sep 28, 2015
Last modified
May 14, 2020
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52927
Overview
Identification
Country
International
Title
Progress in International Reading and Literacy Study 2001

Study Type
Socio-Economic/Monitoring Survey
Series Information
International Association for the Evaluation of Educational Achievement (IEA). Progress in International Reading and Literacy Study 2001 [dataset]. Version 1. Chestnut Hill, MA: PIRLS International Study Centre [producer], 2003. Cape Town: DataFirst [distributor], 2015. DOI: https://doi.org/10.25828/e2rk-zf96

ID Number
int-iea-pirls-2001-v1
Version
Version Description
Version 1

Production Date
2011-02-11
Notes
DataFirst downloaded a version of the PIRLS data (as prepared by IEA) on the 31st of August 2015. This dataset was originally made available as 266 separate datafiles that were defined by country and datafile type (Student Achievement Test File, Student Background File, Teacher Background File, Learning to Read (Home) Survey File, School Background File, Student-Teacher Linkage File, andStudent Achievement Score Reliability File). That is, 38 areas (35 countries; Ontario; Quebec; Basque Country) and 7 separate datafile types (38 multiplied by 7 yields 266). All datafiles of the same type were combined to yield seven separate datafiles. This is the first version of such a dataset hosted by DataFirst.

A new approach to scaling the reading purposes and processes was introduced in PIRLS 2011 to enhance measurement of trends over time in these domains. This same approach was applied retrospectively to the PIRLS 2001 and 2006 reading purposes and processes so that these data correspond to the trend results presented in PIRLS 2011 International Results in Reading. All data files were updated to reflect that change. Please note that the overall reading achievement scores for PIRLS 2001 remain unchanged.

Overview
Abstract
The PIRLS 2001 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 35 countries that participated in PIRLS 2001.

Kind of Data
Sample survey data

Units of Analysis
Individuals and establishments

Scope
Notes
The PIRLS 2001 contains information on the following:

• Student achievement (in PIRLS designed test)

• Teacher background

• Student background

• School background

• Parent background

Coverage
Geographic Coverage
The survey had international coverage

Universe
The PIRLS 2001 target populations are all children in "the upper of the two grades with the most 9-year-olds at the time of testing" (PIRLS, 1999) in each participating country. This corresponds to the fourth grade in most countries. This population was chosen because it represents an important transition point in children's development as readers. In most countries, by the end of fourth grade, children are expected to have learned how to read, and are now reading to learn.

The teachers in the PIRLS 2001 international database do not constitute representative samples of teachers in the participating countries. Rather, they are the teachers of nationally representative samples of students. Therefore, analyses with teacher data should be made with students as the units of analysis and reported in terms of students who are taught by teachers with a particular attribute. Teacher data are analyzed by linking the students to their teachers. The student-teacher linkage data files are used for this purpose. The same caveat applies to analyses of schools and parents.

Producers and Sponsors
Primary Investigator(s)
NameAffiliation
International Association for the Evaluation of Educational Achievement
International Study Centre Boston College
Funding
NameAbbreviationRole
National Centre for Education Statistics of the U.S. Department of Education NCES
The World Bank NCES
Metadata Production
Metadata Produced By
NameAbbreviationAffiliationRole
DataFirstUniversity of Cape TownMetadata producer
Date of Metadata Production
2020-05-14
DDI Document Version
Version 2


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