Select the appropriate letter to list the data sets starting with that letter.
Trends in International Mathematics and Science Study (TIMSS) 2003: School background questionnaire (BCG)  South Africa as one of 50 countries  
This data set (School questionnaire grade 8  BCG) contains the responses of the principal when asked questions referring to school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology. 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 253 cases and 127 variables. 

Trends in International Mathematics and Science Study (TIMSS) 2003: Mathematics teacher background questionnaire grade 8 (BTS)  South Africa as one of 50 countries  
This data set (Teacher mathematics background questionnaire  BTM) contains the responses of teachers when asked questions referring to their background, experience, subject taught and mathematics curriculum topics. The mathematics subject teacher of the class sampled was required to complete this questionnaire. 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 237 cases. 

Trends in International Mathematics and Science Study (TIMSS) 2003: Science teacher background questionnaire grade 8 (BTS)  South Africa as one of 50 countries  
This data set (Teacher science background questionnaire grade 8  BTS) contains the responses the science teacher when asked questions referring to the background referring to their background, experience, subject taught and science curriculum topics. 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 239 cases and 228 variables. 

Trends in International Mathematics and Science Study (TIMSS) 2011: School background questionnaire (BCG)  South Africa as one of more than 60 countries  
This dataset contains the responses of principals when asked questions referring to the background of the schools. All principals were required to complete this questionnaire
This data set contains 121 variables and 285 cases. 

Trends in International Mathematics and Science Study (TIMSS) 2011: Learner achievement tests  mathematics and science grade 9 (BSA)  South Africa as one of more than 60 countries  
This data set (Learner achievement tests  BSA) contains the responses of students in the eighth grade, to mathematics and science assessment items conducted in 2011. The TIMSS data had a blocked design and different blocks were spread across 14 test booklets. This means that learners did not complete all items in all the blocks. Of the 298 sampled schools, 285 schools were included in the 2011 round of TIMSS and the tests were administered to 11969 learners. The data set has 581 variables. 

Trends in International Mathematics and Science Study (TIMSS) 2011: Learner background (BSG)  South Africa as one of more than 60 countries  
This data set contains the responses of students when asked questions referring to their background, i.e. home environment, parental involvement, their perceptions of their school, etc. All learners were required to complete this questionnaire. The data set has 397 variables and was completed by 11969 learners. 

Trends in International Mathematics and Science Study (TIMSS) 2011: Mathematics teacher background questionnaire (BTM)  South Africa as one of more than 60 countries  
This dataset contains the responses of mathematics teachers when asked questions referring to the teaching and learning provided to learners as well as their perceptions of the school in which they teach. This data set has 199 variables and 327 cases. 

Trends in International Mathematics and Science Study (TIMSS) 2011: Science teacher background questionnaire (BTS)  South Africa as one of more than 60 countries  
This dataset contains the responses of science teachers when asked questions referring to the teaching and learning provided to learners as well as their perceptions of the school in which they teach. The data set has 204 variables and 316 cases. 

Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Learner background (BSG)  South Africa as one of 39 countries  
This data set contains the responses of grade 9 learners when asked questions referring to their background, i.e. home environment, parental involvement, their perceptions of their school, bullying, homework, etc. All learners were required to complete this questionnaire. The data file also includes learner mathematics and science scores. The data set has 315 variables and was completed by 12514 learners. Of the 300 sampled schools, 292 schools were included in the 2015 round of TIMSS, providing a response rate of 97%. 

Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Mathematics teacher (BTM)  South Africa as one of 39 countries  
This data set contains mathematics teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All mathematics teachers were required to complete this questionnaire. The data set has 203 variables and was completed by 334 teachers. Of the 300 sampled schools, 292 schools was realised providing a response rate of 97%. 

Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: School background (BCG)  South Africa as one of 39 countries  
This data set contains the responses of schools when asked questions referring to their background, i.e. school environment and characteristics, instructional time, resources and technology, school emphasis on academic success, etc. All schools were required to complete this questionnaire. The data set has 108 variables and was completed by 292 schools. Of the 300 sampled schools, 292 schools were included in the 2015 round of TIMSS, providing a response rate of 97%. 

Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Science teacher (BTS)  South Africa as one of 39 countries  
This data set contains science teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All science teachers were required to complete this questionnaire. The data set has 215 variables and was completed by 331 teachers. Of the 300 sampled schools, 292 schools was realised providing a response rate of 97%. 

TARMIIfp: A teaching tool for enhancing literacy assessment (TTTELA) 2014: Grade 3 Posttest  Four provinces in South Africa  
Grade 3 learners responses to tests to assess their literacy level  posttest. This data set contains 34 variables and 2671 cases. 

TARMIIfp: A teaching tool for enhancing literacy assessment (TTTELA) 2014: Grade 3 Pretest  Four provinces in South Africa  
Grade 3 learners responses to tests to assess their literacy level  pretest. This data set contains 11 variables and 2853 cases. 

Spatial aspects of unemployment in South Africa 19912007 (UNEMPL): Municipalities  All provinces  
This is aggregated data of individuals or households. The data originates from the South African censuses of 1991, 1996 and 2001, as well as the community survey of 2007. The geographical units were standardised to the 2005 municipal boundaries so that spatial measuring was consistent. The data therefore covers the whole country at a municipal level for different time periods. The major variables focus on employment status. The data set consists of 32 variables and 257 cases. It contains the same socioeconomic variables for different time periods, namely 1991, 1996, 2001 and 2007. Combined ranking  municipalities were ranked for each year, i.e. 1991, 1996, 2001 and 2007, in terms of unemployment rate and assigned a rank value. There is also a combined unemployment rank value for all years and all municipalities. Population density  this was calculated by dividing the total population of a municipality in 1991 by the area and the answer is expressed as number of people per square kilometer. The linking of different census geographies was done by using areal interpolation to transfer data from one set of boundaries to another. The 2005 municipality boundaries were used as the common denominator and it is part of a spatial hierarchy developed by Statistics SA for the 2001 census. 