Home / Central Data Catalog / PER_2011_YLSSS-R1_V01_M

Young Lives: School Survey 2011, Round 1

Peru, 2011
Central
Boyden, J.
Created on September 04, 2014 Last modified September 04, 2014 Page views 6098 Download 791 Documentation in PDF Study website Metadata DDI/XML JSON

Identification

Survey ID Number
PER_2011_YLSSS-R1_v01_M
Title
Young Lives: School Survey 2011, Round 1
Subtitle
Round 1
Country
Name Country code
Peru PER
Study type
Other Household Survey [hh/oth]
Series Information
Time Dimensions: Longitudinal/panel/cohort
This is a sub-study of our main Young Lives cohort study.
Abstract
The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively.

The objectives of the study are to provide good quality long-term data about the lives of children living in poverty, trace linkages between key policy changes and child welfare, and inform and respond to the needs of policymakers, planners and other stakeholders. Research activities of the project include the collection of data on a set of child welfare outcomes and their determinants and the monitoring of changes in policy, in order to explore the links between the policy environment and outcomes for children.

The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood.

The Young Lives study aims to track the lives of 12,000 children over a 15-year period. This is the time-frame set by the UN to assess progress towards the Millennium Development Goals. Round 1 of the study followed 2,000 children (aged between 6 and 18 months in 2002) and their households, from both urban and rural communities, in each of the four countries (8,000 children in total). Data were also collected on an older cohort of 1,000 children aged 7 to 8 years in each country, in order to provide a basis for comparison with the younger children when they reach that age. Round 2 of the study returned to the same children who were aged 1-year-old in Round 1 when they were aged approximately 5-years-old, and to the children aged 8-years-old in Round 1 when they were approximately 12-years-old. Round 3 of the study returned to the same children again when they were aged 7 to 8 years (the same as the older cohort in Round 1) and 14 to 15 years. It is envisaged that subsequent survey waves will take place in 2013 and 2016. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.

Further information about the survey, including publications, can be downloaded from the <a href='http://www.younglives.org.uk/'>Young Lives</a> website.
School Survey:
A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children’s experiences of schooling. It addressed two main research questions:
• how do the relationships between poverty and child development manifest themselves and impact upon children's educational experiences and outcomes?
• to what extent does children’s experience of school reinforce or compensate for disadvantage in terms of child development and poverty?

The survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. A wide range of stakeholders, including government representatives at national and sub-national levels, NGOs and donor organisations were involved in the design of the school survey, so the researchers could be sure that the ‘right questions’ were being asked to address major policy concerns. This consultation process means that policymakers already understand the context and potential of the Young Lives research and are interested to utilise the data and analysis to inform their policy decisions. The survey provides policy-relevant information on the relationship between child development (and its determinants) and children’s experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of the Young Lives study.

School Survey data are currently only available for India and Peru. The India data are available from the UK Data Archive under SN 7478.

Further information is available from the Young Lives <a href='http://www.younglives.org.uk/what-we-do/school-survey'>School Survey</a> webpages.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
Individuals; Institutions/organisations

Version

Version Notes
Date of First Release: 10 April 2014

File last updated: 19 May 2014

Scope

Notes
Main Topics:
The purpose of the survey was to study inequality of opportunities and outcomes among schoolchildren in Peru, particularly their learning experience in school; the degree to which school quality varies in the different contexts and types of school attended by the Young Lives children; and the extent to which the children’s experience of school influences their learning outcomes.
Topics
Topic
General - Education
Literacy - Education
Youth - Social stratification and groupings
Primary, pre-primary and secondary - Education
Research - Education
Keywords
Keyword Vocabulary URI
2011 Y
PERU G
TRAVELLING TIME S http://lod.data-archive.ac.uk/skoshasset/f6b4bb32-0ff6-4dd1-af86-fa6a54acc116
SCHOOL BUILDINGS S http://lod.data-archive.ac.uk/skoshasset/56bae772-536e-4ecf-87ba-d6a7894f7f47
PLAYGROUNDS S http://lod.data-archive.ac.uk/skoshasset/e1ebcc64-bc43-4d72-8ce2-f579870fa0cc
BUILDING SERVICES S http://lod.data-archive.ac.uk/skoshasset/640ac9c9-b49f-4683-85a0-d13d8b155d66
STRUCTURAL ELEMENTS (BUILDINGS) S http://lod.data-archive.ac.uk/skoshasset/1c386ad1-ed3d-4fe9-b0ce-501800dd23fd
EDUCATIONAL CERTIFICATES S http://lod.data-archive.ac.uk/skoshasset/9c56f212-6801-453f-8bac-8ebbf4e8b5f4
EMPLOYMENT HISTORY S http://lod.data-archive.ac.uk/skoshasset/50396b17-0c2b-4757-b9b3-8d414374f184
COGNITIVE PROCESSES S http://lod.data-archive.ac.uk/skoshasset/7e403c11-262b-4428-956d-10e5f9c25220
AGE S http://lod.data-archive.ac.uk/skoshasset/d231dbb6-50ba-49bc-bdf9-d8eda5df567a
GENDER S http://lod.data-archive.ac.uk/skoshasset/acfb50ac-ffdd-4d83-87e0-85c677c8e669
MATHEMATICS EDUCATION S http://lod.data-archive.ac.uk/skoshasset/9dcc85fc-aee8-4b0a-939c-287e0227fa85
STUDENT ATTITUDE S http://lod.data-archive.ac.uk/skoshasset/e820a147-c124-4a81-8ba6-53ba04f6cfe7
SCHOOLCHILDREN S http://lod.data-archive.ac.uk/skoshasset/60631aec-c9bf-4636-be3a-4df9d844a3a6
PARENTAL ROLE S http://lod.data-archive.ac.uk/skoshasset/c0be50f4-7740-436f-96a8-0493f524804b
SOCIAL ATTITUDES S http://lod.data-archive.ac.uk/skoshasset/7dde67cf-c409-45a6-a7fe-a4053f8e7365
TEACHER-STUDENT RELATIONSHIP S http://lod.data-archive.ac.uk/skoshasset/6757bbd8-9b84-4513-a9fe-09d39f07816e
STUDENT PARTICIPATION S http://lod.data-archive.ac.uk/skoshasset/3e055c68-80d9-463f-8099-ed3540e67caa
ACADEMIC ABILITY S http://lod.data-archive.ac.uk/skoshasset/b13945b8-43fa-410d-8c6c-2358efb432f1
ATTITUDES S http://lod.data-archive.ac.uk/skoshasset/5be5fa6f-0ab3-4040-b45b-54280dfbdc85
EDUCATIONAL ADMINISTRATORS S http://lod.data-archive.ac.uk/skoshasset/b2056217-6574-459c-a8fa-abaeade5047a
TEACHER TRAINING S http://lod.data-archive.ac.uk/skoshasset/dffa892f-2533-4a07-a5c8-5c12c41161ee
INCOME S http://lod.data-archive.ac.uk/skoshasset/dcb05324-1cb8-425b-9c9e-d87a4ae5a08a
HOUSEHOLD INCOME S http://lod.data-archive.ac.uk/skoshasset/04081fa9-4a14-4abc-a4f2-3b97ce4d9dbc
JOB SATISFACTION S http://lod.data-archive.ac.uk/skoshasset/fe582516-3658-4ed0-b48d-feeb9611b37b
EDUCATIONAL RESOURCES S http://lod.data-archive.ac.uk/skoshasset/badecb9e-bcfa-45c8-8091-2986536dd7a1
EDUCATIONAL FACILITIES S http://lod.data-archive.ac.uk/skoshasset/60f7cc20-811d-4751-a663-de76760559da
EDUCATIONAL EQUIPMENT S http://lod.data-archive.ac.uk/skoshasset/b2c1171a-d617-4e48-a035-feba57f76b98
SCHOOL MEALS S http://lod.data-archive.ac.uk/skoshasset/3a48e503-2a3d-4785-8a12-704f5856e412
GOVERNING BOARDS (EDUCATION) S http://lod.data-archive.ac.uk/skoshasset/0cc6b415-f389-4b6e-bd53-483e2b39007e
EDUCATIONAL ADMINISTRATION S http://lod.data-archive.ac.uk/skoshasset/6f4076de-adf5-4c70-8264-648f399d1c68
EDUCATIONAL TIMETABLES S http://lod.data-archive.ac.uk/skoshasset/ded4f2c8-2f8a-4df6-8cef-d47442901f20
EDUCATIONAL ADMISSION S http://lod.data-archive.ac.uk/skoshasset/a9557c88-73f4-47be-a57b-28f5b28827b1
MOTHER TONGUE S http://lod.data-archive.ac.uk/skoshasset/7b2aa545-70d1-4412-ba9b-0aada32be9c8
PRIVATE SCHOOLS S http://lod.data-archive.ac.uk/skoshasset/9ac078bb-73a8-48bc-b446-3cc0fb2b8ef7
STATE SCHOOLS S http://lod.data-archive.ac.uk/skoshasset/5a2b4426-bdb4-489d-9179-279667fa144d
SCHOOL TIME S http://lod.data-archive.ac.uk/skoshasset/d40cd9af-3f20-4217-b809-84e7acce05f3
SCHOOLTEACHERS S http://lod.data-archive.ac.uk/skoshasset/4d0e38d1-060f-4383-835f-7a3af27031e0
CLASS SIZE S http://lod.data-archive.ac.uk/skoshasset/3f62d061-a0c1-49fd-845d-eeba154faea6
EDUCATIONAL ATTENDANCE S http://lod.data-archive.ac.uk/skoshasset/45214e0d-f674-4d72-a852-8eb24690cf84
HOMEWORK S http://lod.data-archive.ac.uk/skoshasset/9bfbd9ab-0775-4a71-8e2c-8c5382391753
LANGUAGE SKILLS S http://lod.data-archive.ac.uk/skoshasset/af3644c8-8721-4ae4-8b5d-d16258372e83
LANGUAGES S http://lod.data-archive.ac.uk/skoshasset/537072c2-05b9-48b9-917f-470e06806e45
TEXTBOOKS S http://lod.data-archive.ac.uk/skoshasset/4bf70909-49f5-46e7-b689-696e2cf9dd37
EDUCATIONAL FEES S http://lod.data-archive.ac.uk/skoshasset/944a939b-65d2-456b-970e-7f8340b772e3
OBSERVATION (DATA COLLECTION) S http://lod.data-archive.ac.uk/skoshasset/5255019c-6229-4fd4-8068-5b1f082dfcff
TEACHING MATERIALS S http://lod.data-archive.ac.uk/skoshasset/ec2eaf4c-6c42-4187-8275-277818677227
TEACHING AIDS S http://lod.data-archive.ac.uk/skoshasset/79b6d8ac-a55a-47ec-88d0-2a9100252146
EDUCATIONAL TESTS S http://lod.data-archive.ac.uk/skoshasset/881ea779-1762-4c89-80eb-c299c7f00875
READING TESTS S http://lod.data-archive.ac.uk/skoshasset/7d65638a-4e71-413a-8d48-4cab4683763f
LITERACY S http://lod.data-archive.ac.uk/skoshasset/ee068be8-fd95-4e3d-9f6b-2ae87820f138
NUMERACY S http://lod.data-archive.ac.uk/skoshasset/62f7a4ff-19c1-444c-819e-80420bf5adab
SCHOOLS S http://lod.data-archive.ac.uk/skoshasset/8f25fd05-687c-47ac-bdb6-4f990e410b08
SPANISH (LANGUAGE) S http://lod.data-archive.ac.uk/skoshasset/aceceefd-a8c9-4cbe-87d7-98aaf3dd00fa
BILINGUALISM S http://lod.data-archive.ac.uk/skoshasset/b88bc316-e27e-481d-bc55-7d105be4f61f
TEACHING METHODS S http://lod.data-archive.ac.uk/skoshasset/319e8687-faa7-4034-9d48-5d1987c22f8b
LANGUAGES USED AT HOME S http://lod.data-archive.ac.uk/skoshasset/c9257c3f-8e26-4b56-88bd-9e71e38c6baa
SCHOLARSHIPS S http://lod.data-archive.ac.uk/skoshasset/2fa61f25-45fe-4c15-845d-778bf1932ea8
FAITH SCHOOLS S http://lod.data-archive.ac.uk/skoshasset/efbe37a6-2bd8-40e2-b1d7-85a7d1249c8d
PARENT-TEACHER ASSOCIATIONS S http://lod.data-archive.ac.uk/skoshasset/f302d782-0a7c-46a6-b473-181669c6128e
EMOTIONAL STATES S http://lod.data-archive.ac.uk/skoshasset/5ca92be7-8e0a-480f-b00e-dddd816d80fc

Coverage

Geographic Coverage
National
Universe
Young Lives Younger Cohort children, the school they attend, their peers, their head teachers and class teachers, in Peru, 2011.

Producers and sponsors

Primary investigators
Name Affiliation
Boyden, J. University of Oxford. Department of International Development
Funding Agency/Sponsor
Name Abbreviation Role
Department for International Development DFID Funded the study
Netherlands, Ministry of Foreign Affairs Funded the study

Sampling

Sampling Procedure
Sampling Procedures: Multi-stage stratified random sample
572 of the Younger Cohort children and 1,207 of their peers, in 132 schools.
Weighting
No weighting used.

Data Collection

Dates of Data Collection
Start End
2011-10 2011-11
Data Collection Mode
Face-to-face interview; Self-completion; Educational measurements; Observation
Data Collectors
Name
Cueto, S., Grupo de Analisis para el Desarollo (Peru)
Escobal, J., Grupo de Analisis para el Desarollo (Peru)

Questionnaires

Questionnaires
The survey instruments included data collection at the school, class and pupil level, and involved the head teacher, class teacher, and pupil. The survey instruments comprises of the following components:
• Headmaster and teacher roster
• List of Young Lives children in the school
• Young Lives children and peer roster
• Class roster
• Student questionnaire
• Student socio-linguistic questionnaire
• Student Maths test, Grade 2
• Student Maths test, Grade 3
• Student Maths test, Grade 4
• Student Maths test, Grade 5
• Student Maths test, Grade 6
• Student language test, Grade 2
• Student language test, Grade 3
• Student language test, Grade 4
• Student language test, Grade 5
• Student language test, Grade 6
• Maths teacher questionnaire
• Language teacher questionnaire
• Teacher socio-linguistic questionnaire
• Teacher content knowledge test (Maths)
• Teachers attendance format
• Teacher's report of his/her students
• Headmaster questionnaire
• Headmaster socio-linguistic questionnaire
• School indicators of educational progress
• Socio-demographic information format

Data Processing

Other Processing
Data Archive Processing Standards
The data were processed to the UK Data Archive's A standard. A rigorous and comprehensive series of checks was carried out to ensure the quality of the data and documentation. Firstly, checks were made that the number of cases and variables matched the depositor's records. Secondly, checks were made that all variables had variable labels and all nominal (categorical) variables had value labels. Where possible, either with reference to the documentation and/or in communication with the depositor, absent labels were created. Thirdly, logical checks were performed to ensure that nominal (categorical) variables had values within the range defined (either by value labels or in the depositor's documentation). Lastly, any data or documentation that breached confidentiality rules were altered or suppressed to preserve anonymity.

All notable and/or outstanding problems discovered are detailed under the 'Data and documentation problems' heading below.

Data and documentation problems
None.

Data conversion information
From January 2003 onwards, almost all data conversions have been performed using software developed by the UK Data Archive. This enables standardisation of the conversion methods and ensures optimal data quality. In addition to its own data processing/conversion code, this software uses the SPSS and StatTransfer command processors to perform certain format translations. Although data conversion is automated, all data files are also subject to visual inspection by a member of the Archives Data Services team.

With some format conversions, data, and more especially internal metadata (i.e. variable labels, value labels, missing value definitions, data type information), will inevitably be lost or truncated owing to the differential limits of the proprietary formats. A UK Data Archive Data Dictionary file (generally in Rich Text Format (RTF)) is usually provided for each data file, enabling viewing and searching of the internal metadata as it existed in the originating format. These files are called: [data file name]_UKDA_Data_Dictionary.rtf

Important information about the data format supplied
The following descriptions provide important information about the Archive's data supply formats. Some of this information is specific to the ingest format of the data, i.e. the format in which the Archive received the data from the depositor. The ingest format for this study was SPSS.

SPSS files (*.sav files)
If SPSS was not the ingest format, this format will generally either have been created via the SPSS command processor (e.g. if the ingest format is STATA, SAS, Excel, or dBase). If the ingest format was non-delimited or fixed-width text, SPSS files will have been created using SPSS command syntax.

Issues: There is very seldom any loss of data or internal metadata when importing data files into SPSS. Any problems will have been listed above in the Data and Documentation Problems section of this file.

STATA (*.dta files)
If STATA was not the ingest format, STATA files will generally have been created from SPSS via the StatTransfer command processor. Importantly, StatTransfer's optimisation routine is run so that variables with SPSS write formats narrower than the data (e.g. numeric variables with 10 decimal places of data formatted to FX.2) are not rounded upon conversion to STATA because they are converted to 'doubles ' rather than floats. Discrete user missing values are copied across into STATA (as opposed to being collapsed into a single system missing code).

Issues: There are a number of data and metadata handling mismatches between SPSS and STATA. Where any data or internal metadata has been lost or truncated, it will be logged in the study's SPSS_to_STATA_conversion RTF file. Note that the complete internal metadata has been supplied in the UKDA Data Dictionary file(s): [data file name]_UKDA_Data_Dictionary.rtf

Tab-delimited text (*.tab files)
If tab-delimited text was not the ingest format, tab-delimited files will have been created from via the SPSS command processor, and also from Excel and MS Access files. When exporting from Access data tables to tab-delimited text, the potentially problematic special characters (tabs, carriage returns, line feeds, etc.) allowed by Access memo and text fields may have been removed by the Archive if necessary.

Issues: Date formats in SPSS are always exported to mm/dd/yyyy in tab-delimited text format. There may be a mismatch with the documentation on such variables. Variables that include both date and time such as dd-mm-yyyy hh:mm:ss (e.g. 18-JUN-2011 13:28:00), will lose the time information and become mm/dd/yyyy. All users of the data in tab-delimited format should consult the UK Data Archive Data Dictionary RTF file(s).

If the data was exported from MS Access, more limited 'data documenter' information is generally available in the RTF variable information files. These files may also contain SQL setup information.

MS Excel (*.xls/*xslx files)
If MS Excel was not the ingest format, Excel files may have been created via StatTransfer. The date and time issues noted under tab-delimited format may also apply here.

SAS (*.sas7bdat and *sas files)
If SAS was not the ingest format, SAS files will usually have been created via StatTransfer or SPSS. SAS is not one of the Archive's standard supply formats, and the files are likely to have been created in response to a user request. The usual format is *.sas7bdat files plus a .sas proc formats file. Note that the complete internal metadata has been supplied in the accompanying UK Data Archive Data Dictionary file(s).

Issues: The main loss of information when converting from SPSS to SAS is user-missing value definitions. By editing the .sas file, the user can choose whether to collapse all user-missing values into system missing or preserve the�value and lose the user-missing definition. To achieve the latter�the following section of the .sas file should be removed before running it:

/* User Missing Value Specifications */

Note that the complete internal metadata has been supplied�in the UKDA Data Dictionary file(s): [data file name]_UKDA_Data_Dictionary.rtf

MS Access (*.mdb/*.mdbx files)
Due to substantial incompatibilities between versions of MS Access, the Archive will only make data available in MS Access format if this is the ingest format and/or the database contains important information in addition to the data tables (coding information, forms, queries, etc.).

Access policy

Access authority
Name Affiliation Email URL
UK Data Service University of Essex help@ukdataservice.ac.uk http://www.ukdataservice.ac.uk/help/get-in-touch.aspx
Contacts
Name Affiliation Email URL
Anne Solon, Data and Survey Manager University of Oxford anne.solon@qeh.ox.ac.uk http://www.ox.ac.uk
Young Lives, Oxford Department of International Development (ODID) University of Oxford younglives@younglives.org.uk http://www.younglives.org.uk
UK Data Service University of Essex help@ukdataservice.ac.uk http://www.ukdataservice.ac.uk/help/get-in-touch.aspx
Access conditions
The depositor has specified that registration is required and standard conditions of use apply. The depositor may be informed about usage. See <a href='http://ukdataservice.ac.uk/get-data/how-to-access/conditions.aspx'>terms and conditions</a> for further information.
Citation requirements
Bibliographic Citation
All works which use or refer to these materials should acknowledge these sources by means of bibliographic citation. To ensure that such source attributions are captured for bibliographic indexes, citations must appear in footnotes or in the reference section of publications. The bibliographic citation for this data collection is:
Boyden, J., Young Lives: School Survey, Peru, 2011 [computer file]. Colchester, Essex: UK Data Archive [distributor], April 2014. SN: 7479 , http://dx.doi.org/10.5255/UKDA-SN-7479-1

Acknowledgement
Any publication, whether printed, electronic or broadcast, based wholly or in part on these materials, should acknowledge the original data creators, depositors or copyright holders, the funders of the Data Collections (if different) and the UK Data Archive, and to acknowledge Crown Copyright where appropriate.
Any publication, whether printed, electronic or broadcast, based wholly or in part on these materials should carry a statement that the original data creators, depositors or copyright holders, the funders of the Data Collections (if different) and the UK Data Archive bear no responsibility for their further analysis or interpretation.

Metadata production

DDI Document ID
DDI_PER_2011_YLSSS-R1_v01_M_WB
Producers
Name Affiliation Role
UK Data Archive University of Essex, Colchester Metadata preparation
Date of Metadata Production
2014-08-27
DDI Document version
Version 02 (August 2014). Initial version of the DDI (DDI2.5 XML CODEBOOK RECORD FOR STUDY NUMBER 7479) was done by UK Data Service in May, 2014.

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