APPLE (Assessing Positive Peer Learning Environments) Partnership

Given that there has been no focused examination of gender integration in classrooms in almost 40 years, this project focused on reexamining this issue to better understand how boys and girls in contemporary US classrooms are (or are not) engaged with each other and the impact this has on academic outcomes (school engagement, academic perceptions and achievement). These files include SPSS datasets and a Codebook of data gathered from 3 cohorts of 3rd, 4th, and 5th grade students and their teachers on the current state of gender integration in upper elementary school classrooms.