such as grades, coursework completed in science and math, steps taken toward college, and the other above-mentioned items from the student questionnaire. Also in autumn of 2004, high school transcripts were requested for all sample members who participated in at least one of the first two student interviews. Thus, dropouts, freshened sample members, transfer students, homeschooled students and early graduated were all included if they responded either in 2002 or 2004. The respondents also took a cognitive test in mathematics. High school transcripts were collected for all students from their base-year school and, if they had changed schools, also their transfer schools. These transcripts provide school archival records on courses completed, grades, attendance, SAT/ACT scores, and so on from grades nine through twelve. The school administrator questionnaire was administered in 2004, but not the teacher questionnaire.
In the third round of data collection in 2006, information was collected about colleges applied to and aid offers received, enrollment in postsecondary education, employment and earnings, and living situation, including family formation. In addition, high school completion status was updated for those who had not completed as of the third round of data collection. Only the student questionnaire was administered that time. There were four modules: high school education, postsecondary education, employment, and community. Section A contained questions on receipt of high school/GED/certificate, date of receipt, reasons for finishing degree, and, for dropouts, reasons for leaving school. Section B consisted of items on college choice, including details on colleges applied to, offers of financial aid from each college, reasons for selecting a college, name of academic field aiming to pursue. It also addressed college experiences, including interaction with faculty, first and second majors’ field of study, undergraduate debt, expectation of highest level of degree, and enrollment status. Section C covered employment issues, including paid employment or self-employment, work done for family business or armed forces, occupational category, work hours per week, weekly earnings, job search methods, unemployment periods, details of employment during school or college, current finances, and future employment plans. Section D looked at political and community participation, marital status, biological children, and volunteer service. Cohort members will be interviewed again in 2012 so that later outcomes, such as their persistence and attainment in higher education, or their transition into the labor market, can be understood in terms of their earlier aspirations, achievement, and high school experiences.
High School Longitudinal Study of 2009 (HSLS:09)
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of more than 21,000 ninth graders in 944 schools who will be followed through their secondary and postsecondary years. The study focuses on understanding students’ trajectories from the beginning of high school into postsecondary education, the workforce, and beyond. What students decide