There was a supplement for early graduates. Only one teacher (either math or science) for each student was asked to complete the teacher questionnaire. There was no change in the school administrator questionnaire survey design. The dropout questionnaire had no new items from the previous follow-up. Two new components—high school transcript and course offerings—were initiated in the second follow-up. The high school transcript component collected transcript records from the high school respondents attended. The course offering component was for HSES. It provided a probability sample of schools with tenth graders who had a sizable representation in the within-school sample of students.
The third follow-up in 1994 addressed employment and postsecondary access issues. It was designed to allow continuing trend comparisons with other NCES longitudinal studies. Specific content areas included academic achievement, perceptions and feelings about school and job, detailed work experiences, work-related training and family structure and environment.
The fourth and final follow-up in 2000 included interviews with 12,144 members of the three NELS:88 sample cohorts 12 years after the base-year data collection. Most of the respondents had been out of high school, had already enrolled in postsecondary school or intended to do so, and many had families of their own. Interview topics included experiences with postsecondary education, labor market outcomes, job-related training, community integration and marriage and family formation. This follow-up also collected postsecondary transcripts from institutions that the respondents reported attending.
Education Longitudinal Study of 2002 (ELS:2002)
The Education Longitudinal Study of 2002 (ELS:2002) is designed to monitor the transition of a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or employment. ELS:2002 is a multi-level study, in that information is collected from multiple respondent populations representing students and their parents, teachers, librarians, and schools. Student-level data comes from student questionnaires and assessment data and reports from students’ teachers and parents. The data collected from their teachers provides direct information about the student as well as the credentials and educational background information of the teacher. School-level data is gathered from a school administrator questionnaire, a library media center questionnaire and a facilities check list. This multi-level focus supplies researchers with a comprehensive picture of the home, school, and community environments and their influences on the student.
The base-year sample was comprised of two primary target populations: schools with a tenth grade and sophomore in those schools in the spring term of the 2001-2002 school year. The sample selection process had two stages. First, schools were selected. These schools were then asked to provide sophomore enrollment lists, from which students were selected. The sample design for