Organizing Data

Organizing Data

This article is a primer on how to tabulate, organize, and document data for people who don’t have much experience with it.1 I will introduce you to some basic concepts and terms that are common to data work and data organization. Any examples will have an educational tint, but that’s just because I often work with educators. The framework sketched here will apply in most domains. I’ll assume spreadsheet software is the tool you will use for entering and organizing the data, because spreadsheets are widely available and familiar to most people. But, I want to warn you that problems can arise through the use of spreadsheets for data work. I detail those problems here, but following these guidelines will help to avoid many of them.2 Why Spreadsheets? Because their easy availability and familiarity is reason enough to start with them. What’s more, pretty much everything I say here applies regardless of the type of software you use for organizing your data. My plan is to touch on those issues that come up most often in conversations with clients about their data. But I do want to keep this short, so I can only cover a part of what you might want to know before you begin collecting and documenting data of your own.

Spreadsheets and Tables

Spreadsheets are familiar to almost everyone and so they make a convenient tool for entering and organizing your data. Two popular choices of spreadsheet programs are Microsoft Excel and Google Sheets. These have very similar capabilities, and it’s not my intention to compare them here. Either will get the job done. But this post is not a tutorial on using those programs for summarization, graphing, analysis, or what-have-you. My focus here will be to sketch some best practices for entering, organizing, and documenting your data using a spreadsheet or a set of spreadsheet files. This is so that when the time comes to create summary tables or graphs, it can be done efficiently and confidently. You may be making those summaries in the spreadsheet program itself, or you might be shipping your data off to an analyst who will create summaries for you, perhaps along with other analyses. If you are farming out some aspects of your data work to others, it is especially important that your data be well-organized and well-documented.

Spreadsheets are reasonable tools for organizing data because they make it natural to lay out your data as a rectangle or grid (also known as a table). A data table is simply a contiguous set of columns and a contiguous set of rows on a single page of a spreadsheet file. If your data set will have more than one table, you should never put more than one table on a single spreadsheet page/sheet. You may choose to include multiple tables in a single spreadsheet file, but they must be on separate sheets. Or, you may choose to put each table in a separate file. Do not include anything but a table on any sheet that contains a table. In other words, if it doesn’t fit in the table, then don’t put it on the sheet with the table.

Each column in a table represents a field (also known as a variable). Each column should have a name at the top. Every item in a given column is the same type of thing. More on that later. Each row in a table correspondes to a record (also known as a case or observation). A record is just a collection of fields (or variables). Because of the rectangular layout of a table, every record in a given table consists of exactly the same variables, although values of some variables may be missing for some records. Each record in a table will be about a particular person or thing (e.g., a student, a teacher, a school, a district), at one specific point in time. All the records in a table will be about the same kind of person or thing.

For example, you may have a collection of student test scores gathered at a particular point in time (e.g., spring of 2019), or information about the teachers in a particular school at a particular point in time, or information about the schools in a district for a particular school year. One thing to notice is the phrase “at a particular point in time”. Much of the data that we work with is about things that change over time: students, teachers, schools, whatever. It is always important to include collection date as part of any data set. In fact, this should typically be included as part of every observation in a data set. Which variables (fields) to include in your data set is an important choice. In general, for each record, you will need to include an ID, a date, and then the other values of interest (test scores and so on). Each of those things will get its own column.

Database software (Microsoft Access is one example) is an alternative to using a spreadsheet to store and organize your data. Generally speaking, database programs are more sophisticated tools for storing tabular data. However, they typically take more know-how to set up and use than a spreadsheet, and they are less familiar to most people. So, I’m not going to talk about them here, although a lot of what I say will still apply to using databases, especially parts about variable names and documentation of variables via codebooks.

Variables (Columns)

Your data set has two important features. It’s structure is the way that it is physically laid out in a file. It’s semantics is the meaning of the data. A data set should be laid out as a table, which is a collection of records (rows). Each row is a collection of fields (AKA variables), some fields contain quantitative values (numbers) some contain qualitative values (categories or labels), some will contain other kinds of values. Those fields correspond to the columns of your data table. Each column contains a specific kind of data, with a specific name.

Kinds of Variables

Numbers, categories, and dates are the workhorse data types. The other types listed here are either much less common, or derivative from one of the first three types, or both.

  • Numeric variables: You guessed it. Numeric variables are those with numbers as values. In general, there are two types: integers and decimals. Integer variables are those that can only be a whole number, at least so far as your data set is concerned. Calendar years, for example, can only be whole numbers. Test scores are often whole numbers. Other numeric variables may require more precision and so will include a fractional/decimal component. If a variable does include a decimal component then it should always be entered with the same precision, the same number of digits to the right of the decimal.

    Also, you should be aware of things that seem like numbers, but really aren’t. Numbers are generally the result of counting, or measuring, or an arithmetic operation, like division. But, consider zip codes. A zip code (like 06511 for New Haven, CT) is made up of digits, but it is not the result of a count, or a measurement, or an arithmetic operation. It’s really a label, not a number at all, even though it looks like one. If you have a column of zip codes in your data set and tell your spreadsheet to treat that column as numbers, things can go wrong. For example, leading zeros will be dropped automatically. Then, what you are left with in this example (6511) is no longer a valid zip code. Similar sorts of problems can arise with ID numbers (e.g., student ID numbers), if they consist entirely of digits.

    Another thing to keep in mind is that some types of standardized test scores are not actually numeric, even though they may appear to be. Age- and grade-equivalent scores are typically reported as numbers, at least within the body of their range. Although, at the upper or lower ends of these scales, the tabled values may be an inequality, or other not-strictly-numeric value. For example, the maximum grade-equivalent score on the Nelson-Denny Reading Test is “16+”. This is a cue that we are not dealing with actual numbers. In technical terms, age- and grade-equivalent scores are not on a ratio or interval scale of measurement, and so they should not be added, subtracted, or averaged. Properly speaking, age- and grade-equivalent scores are just labels for ordered categories.

  • Category variables: You will often hear this type of variable referred to as a factor. Don’t be put off by the unfamiliar terminology. A category variable is just a data type consisting of a set (often a smallish set) of named values. There might be a natural order to the values, like the names of months (or grade-equivalent test scores!), or there might not, like the suits in a deck of playing cards (or zip codes). My strong preference is to use only lower case letters when writing the names of categories, for essentially the same reasons that I use all lower case for the names of variables. For example, write (jan, feb, mar, apr, etc), not (Jan, Feb, Mar, Apr, …). The important thing is to BE CONSISTENT. If your intention is to use ‘jan’ for January, then use it always; never use ‘Jan’ or ‘january’ or ‘January’.

    While category variables often have a small number of values, there are exceptions. Individual identification codes are one example. A school district might easily have distinct student IDs for thousands of students.

  • Date variables: Dates are a surprisingly complicated type of data. The important thing to remember here is that you should be absolutely consistent in the format you use for entering them into your spreadsheet. Choose a format that is clear and then always use that format and no other. Excel tries to be helpful in dealing with dates but, unfortunately, it often makes a mess of things. One way to avoid that is to tell your spreadsheet to format date columns as “text” when you first set up your table (after you put your column names in the first row, before you enter any data!). In Excel, you can do this by right clicking the letter at the top of a date column, select “format cells” from the drop-down menu, and select “text”. The process is similar in other spreadsheet programs. Regardless, I recommend that when entering dates you use a format like Jan 25, 2001. Avoid representing the month as a number. In my experience, formats like 01/25/2001 are more likely to lead to entry errors. In many cases you may only need to include a year, or a month and year, in your data. In those cases, it’s often best to put each component in its own column.

  • Binary variables: A binary variable is one which can have one of two values. It might be numeric, in which case the values will typically be 1 and 0 (but not always). It might be a category variable with values like yes and no (y/n) or true and false (t/f). In past times, it was not unusual for binary category variables, “yes” and “no” for example, to be entered into a data file as numbers. For example, a 1 might correspond to “yes” and a 0 to “no”. There were good reasons to do this in the past, when analysis programs were simpler and less powerful, but these days it’s not necessary. What’s more, using numbers for category labels can lead to errors. Data entry errors can arise because translation from a verbal label to numerical label makes it more difficult for whomever is doing data entry to keep things straight. But errors can also arise when interpreting numerical labels in an existing data set because the numbers generally don’t have an intuitive correspondence to their meaning.

  • Text variables: A text variable is the result you might get in response to an open-ended question or other prompt on a questionnaire. The actual text in a text variable will rarely be exactly the same from one instance to another. Because text variables are typically the result of an individual’s choices about how to express themselves on a particular topic, you should accept whatever they give you. Make no changes or “corrections” at all. A text variable can range from a few words, to a short paragraph, to a much longer bit of text. In the case of online questionnaires, there will often be a word limit (or character limit) to the response. If so, then that limit should be noted in your codebook entry for the relevant text variable.

    Text variables are more complicated to analyze than the preceding types and you may not often see them, but you should be aware that they exist and need to be handled differently from “category” type variables.

  • Other: Addresses, names, and such are closer to “text” type variables than anything else. I would not apply a “lower-case rule”, as for category variables, for names of people, streets, towns, and so on, because capitalization might be considered a natural part of the name of a person or thing.

Naming Variables

Naming your variables well is a critically important first step toward documenting your data. But make no mistake, even good variable names are not sufficient documentation. Here are some simple rules for creating good variable (column) names.

  • Variable names should contain only letters (unaccented letters of the roman alphabet), digits, and the characters “_” or “.”. The characters “.” and “_” are the only acceptable characters that are not letters or digits. With regard to letters, my strong preference is to stick to lower case letters. This is really just for the purpose of keeping things as simple as possible. If you use mixed case you end up in the position of having to decide when to use upper vs lower case, and then remembering your choice for a particular variable name when you (or your analyst) go to retype it later on. Just trust me on this one; stick to lower case.

  • Variable names must begin with a letter.

  • Choose either “.” OR “_” to use as a separator in variable names (age.months, dibels.lnf), but stick to one or the other; don’t use both. If you use “.” as a separator in some variable names, then use it for all that require a separator. My preference is for “.” just because I find it easier to type than “_”.

  • Name binary/boolean/two-valued variables as predicates: is.sped, is.ell.

  • For a numeric variable, its name should include an indication of its units: age.months (age in months), age.years (age in years), (PPVT standard score).

You’ll notice the use of abbreviations in some of the example names above (sped for “special education”, iep for “individual education plan”, ss for (“standard score”). That’s fine, but don’t overdo it. Variable names should be short, but not so short as to lose all meaningfulness. Ideally, variable names should be meaningful enough and memorable enough so that someone looking at your data set wouldn’t necessarily have to go to the codebook to have pretty good idea of what a given variable consists of.

If your data set consists of more than one table, then it is inevitable that some variables will occur in more than one table. It is very important that you use exactly the same name for a given variable, in every table that includes it. Also, once you have been using a set of variable names within a given data set, it’s best never to change them, even if you decide that they are not ideal.

What Variables to Include?

There may be many potential variables available to you. Which ones you include in your data set will depend on a number of things. Consider two situations. In the first, you start with questions, a purpose, a set of goals, but no data. In the second, you have, or have access to, data that has already been collected for some purpose, maybe by you, maybe someone else, and now you want to re-use or recycle that data for some other purpose.

In the first instance, you choose what data to collect in order to serve your purpose. In that case, for each potential variable you’ll want to consider (1) its value in contributing to the answers you want to extract from your data, and (2) and the cost of including those particular variables. It’s a very good idea to consult with an expert before you collect any data to make sure that the questions you want to address and the data you intend to collect are well-aligned. You really don’t want to get this wrong. Data collection can be an expensive and labor-intensive process. It can be truly disheartening to spend time and money collecting data only to discover it won’t serve to answer the questions you need answered.

In the second case, where you’re using “found” data, you don’t really get to choose what to include since you’re relying on data that has already been collected. Still, you want to be able to evaluate that data in order to decide if it can be re-purposed to answer your questions.

So, here are some of the variables you want in a data set, whether you’re collecting the data from scratch, or evaluating found data to see whether it might serve your purposes. The first two are absolutely critical, must haves.

  • Unique and persistent IDs: Every individual, whether it be a person, a school, a district or whatever, should have an identifier (ID) that is unique to that individual and that never changes. You may borrow these IDs from another source (e.g., student IDs assigned by a school district; school or district IDs assigned by an LEA), or you may create them yourself, but they absolutely must be unique in the context of your data set. If you borrow them from somewhere else, your codebook should say where. If you create them yourself, your codebook should state the rule you used to create them.

  • Date: When were the data collected? This might be an exact date, or it might be a month and year, or even just a year. How fine-grained your date information needs to be will depend on what you want to do with it. Regardless, time must be in a field in your data set. In other words, you must have a column labeled “date” or “year” with an appropriate value for every record. Sometimes, you may come across a data set where time is in the file names (test_scores_2017.xlsx, test_scores_2018.xlsx), or part of a column name (dibels.composite.2017, dibels.composite.2018), but there is no actual field such that each record is associated with a date. This is not ideal, but the situation can usually be salvaged by adding an appropriate field to the data set and filling it with date info taken from the file name or column name.

  • Test Scores: Student test scores will be the central interest for many readers of this blog. Standardized test scores make use of a variety of different scales: standard scores, age equivalent scores, grade-equivalent scores, stanines, percentile ranks, and others. Each of these has its own uses and it is critically important to include the scales that are aligned to your needs. Whenever possible, you should also include the raw test scores that are the bases of the scaled scores in your data set.

  • Survey Responses: You may have data in the form of responses to a survey or questionnaire. These days, survey data is most often collected with an online tool like Qualtrics or SurveyMonkey. As such, you will not have much control over the format of the data file these tools provide, but they typically provide reasonable options. Both SurveyMonkey and Qualtrics can export data as either Excel files or CSV files, among other options. A CSV (comma separated variable) file is a commonly used method of storing tabular data. In general, CSV files will be your best option for export; they are easily viewed in any spreadsheet program and are generally more portable than a native spreadsheet file format. Qualtrics and SurveyMonkey, and most similar tools, give you some control over variable names and when you set up your survey (before you collect data!), you should name your variables carefully according to the guidelines I’ve given in the previous section.

  • Demographic info: For individuals, this might include things like: race, ethnicity, ELL status, gender, family income, attendance, age, grade, and others. Many of those variables will be category variables at the level of the individual (e.g., race/ethnicity, ELL status). Demographics for schools or districts, might include the average values of those same statistics, taking into account all enrolled students. Often, individual level category variables become numeric when averaged over a school or district (e.g, percent white, percent black, percent ELL).

    For students, you might also include things like special education status (is.sped; yes/no), individualized education program designation (iep; 1 of 13 categories defined by IDEA).

There will certainly be other information that is specific to the questions you want to address with your data. It is better to include too much than too little in your data set. It is not always possible to predict in advance what may be useful. But, it is always worth thinking carefully about what variables to include.

Missing Values

The value of any type of variable might be absent, for one reason or another. When that happens, one option is to simply leave that cell of the spreadsheet empty. In fact, that is the only choice that works if you are going to summarize your data inside the spreadsheet itself. My preference is to use an explicit code for missing values. A couple of commonly used choices are “NA” and “.” (leave off the quotation marks). In other instances, you may find a data set that uses a specific numeric value to represent missingness. This might be a negative number or a value like 999, that can’t occur naturally as part of the data. Using numeric values to represent missingness is an especially bad idea. DO NOT USE A NUMBER TO REPRESENT MISSING VALUES.


A codebook, or data dictionary, is a separate file from your data set that describes the layout and contents the data set. Ideally, your codebook should be a plain text file.3 This is to make your codebook as easily accessible as possible, at the time you write it and far into the future.

Your codebook may (should) include a preface that gives details of who collected the data, for what purpose, and how it was collected. An important part of that overview will be information about who or what the data is about.

The next part of the preface is technical information about the data files themselves. How many files are there? What program was used to create them (and what version)? How are the files named? How many tables are in each file? How many rows and columns are in each table?

Finally, a codebook includes a complete and self-explanatory description of each field/variable/column in the data set. Generally speaking, a variable corresponds to a single column in a table. The order of descriptions in the codebook should match the order of columns in the table. If your data set consists of more than one table, then your codebook should have a separate section for each table. Each entry will include at least:

  • Variable name: This is the column heading in the data set.

  • Variable type: numeric, categorical, binary, and so on.

  • Possible values: This is especially important for category variables. For category variables with relatively few levels, list all of the levels and give at least a sentence of explanation about what each label means. If the categories are responses to a multiple choice type question, like might be found in a survey, then list the full question and all possible responses.

    For numeric variables, list the range of possible values. Often these are restricted to a certain range. Percentile ranks are an example. Similarly, make clear whether numeric values are integers or decimal values. For the latter, specify the number of significant digits.

  • Notes: For test scores or questionnaires from published material, you should give a full citation to the source. You can see what an adequate citation looks like below. Also, be sure to include version number and form of the instrument, as appropriate (e.g., PPVT, version 4, form B). If a variable corresponds to a derived score (standard score, age equivalent, stanine, etc) from a published instrument, then the notes field for that variable is the right place to say so.

    Dunn, L. M., & Dunn, L., M. (2007). Peabody Picture Vocabulary Test (4th ed.). Minneapolis, MN: NCS Pearson Inc.

    Good, R. H., Kaminski, R., Dewey, E. N., Wallin, J., Powell-Smith, K. A., & Latimer, R. J. (2013). Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next Technical Manual. Eugene, OR: Dynamic Measurement Group.

Summing Up

I hope I’ve given you enough of a grounding in data organization to avoid some common pitfalls in laying out a data set for the first time. Building a vocabulary and framework for thinking about tables, and records, and fields, and variables and how these relate to the sheets and columns and rows of a spreadsheet are an important first step in the direction of building a data set that will allow you to use it for making summary tables or graphs, or more sophisticated analyses that can speak to the questions you want to answer. Spreadsheets are a reasonable, albeit imperfect, tool for organizing small to medium sized data sets. With care, you can do a lot with a spreadsheet, but keep in mind that there are better tools out there, even if the learning curve might be a bit steep in the beginning. If you are new to data work, you might want to seek advice from a more experienced hand before diving too deeply into a mission-critical project.

  1. While writing this blog post, I came across a paper by Karl Broman and Kara Woo that covers many of these same issues. It is pitched more toward data scientists and other professional analysts, but if you are hungry for more after reading this blog, then it will be worth your time. [BACK]
  2. Here’s a link to an interview with data scientist and developer Jenny Bryan, where she goes into some depth on the problems with spreadsheets from the analyst’s perspective. It’s very much “inside baseball”, but may be worth your time if you want to take a deeper dive into some of these issues. [BACK]
  3. I like the idea of using a markdown format for a codebook. It is a plain text format, but also allows for easy conversion from plain text to well-formated pdf or docx or html (and many other formats). But, if that seems like a bridge too far for you just now, given all the other new things you’re trying to get a handle on, then put it off for another day. Use whatever program is most convenient for you to create your codebook (MS Word, maybe?). [BACK]