Improving Measurement of Productivity in Higher Education (2012) / Chapter Skim
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Appendix C: Overview of Data Sources
Appendix C: Overview of Data Sources
Pages 151-202
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A tabular summary of the available education data sources is presented in the following pages (Table C.1)
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1999-2000; and B&B. enrolled in 2003-2004 postsecondary education institutions.
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Recent College NCES Analyze the Student Periodically: Degree Programs; College Graduates (RCG) occupational 1976-1991.
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students. Financing Postsecondary Education; Includes all types Student Work Experiences; of postsecondary Marriage and Family Information; educational Civic Participation and institutions: public Noncredit Education Activities institutions; private, not-for-profit institutions; and private, for-profit institutions.
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service, family formation, labor schools in 1957 and market experience, and social of their randomly participation. The 1992-1993 surveys selected brothers cover occupational histories; income, and sisters.
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Consists of Both cohorts were Background Information; Beyond (HSB) educational, two cohorts: 1980 surveyed every Work Experience; Periods of vocational, and senior class, and the 2 years through Unemployment; Education; Other personal development 1980 sophomore 1986, and the Training; Family Information; of young people.
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planned for 2012. Previous School Experience, Math of 2009 (HSLS of ninth graders Final follow-up in Experiences, Science Experiences, 2009)
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(13 and Demographic Characteristics; were 12 to 16 years years in 2009) Health; Income, Program old as of December Participation, and Assets; Marital 31, 1996.
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Survey of Earned NSF Provide data Student. All Collected Enrollment Status, Gender, Race/ Doctorates (SED)
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during National Research Degree Attained, Marital Status or health field. the survey reference Council.
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National Survey Center for Time use of Student in a Annual survey College Activities, Educational of Student Survey Research undergraduate participating starting from and Personal Growth, Opinions Engagement supported by students and gains in institution. year 2000.
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Faculty Survey Center for Measure faculty Faculty in a Annual survey Student Engagement, Faculty-Student of Student Survey Research expectations of participating starting from year Interaction, Opinions About Learning Engagement (FSSE) and Center for student engagement.
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International Institute for Gather information on International Student. Data collected Enrollment, Primary Source of Student Enrollment International international students An individual who since 1919.
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IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. The seven survey components covering the seven areas are · Institutional Characteristics Survey (IC)
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Human Resources, Enrollment, Finance Spring (March-May) Enrollment, Finance, Student Financial Aid, Graduation Rates for students based on living situations (on-campus or off-campus)
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National Postsecondary Student Aid Study The purpose of National Postsecondary Student Aid Study (NPSAS) 3 is to compile a comprehensive research dataset on financial aid provided by the federal government, the states, postsecondary institutions, employers, and private agencies.
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Content areas in NPSAS include student demographics (birth date, gender, ethnicity/race) , household composition, high school degree details, languages spoken, expectations, marital status, number of dependents; enrollment and education-admission tests taken, year taken, scores in admission tests, level of degree in the survey year, type of degree program, cumulative GPA, field of study, transfer credits if any, requirements for degree, tuition and charges for all terms enrolled during the survey year, factors in college choice; financial aid-receipt of aid, amount of aid received under various federal, state programs, institutional grants and scholarships and other award; student aid report-number of members in the student family, their educational status, if any of the members are currently enrolled in college, income tax details of student, parents and spouse, social security and investment details of parents, reasons for pursuing college degree, expectation of highest degree; employment and living expenses.
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The second follow-up of second cohort covered topics such as high school education, undergraduate enrollment history, academic history, and debt burden. There were separate set of questions on first-year's and first college's enrollment status, marital status, academic performance, residence, employment, and financial aid.
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It obtained information concerning student characteristics, institutional characteristics and degree programs, student educational experiences, financing postsecondary education, student work experiences, marriage and family information, civic participation, and noncredit education activities. The BPS:90/94 study was the second follow-up survey of the first cohort.
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Surveys include the following: NHES Surveys Data Collection Years Adult Education 1991, 1995, 1999, 2001, 2003, 2005 Before- and After-School Programs and Activities 1999, 2001, 2005 Early Childhood Program Participation 1991, 1995, 1999, 2001, 2005 Parent and Family Involvement in Education 1996, 1999, 2003, 2007 Civic Involvement 1996, 1999 Household Library Use 1996 School Readiness 1993, 1999, 2007 School Safety and Discipline 1993 NHES is designed as a telephone survey of the noninstitutionalized civilian population.
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The Before- and After-School Programs and Activities Survey had a number of new items that collected information about what children were doing during the time spent in child care or in other activities, what parents were looking for in care arrangements and activities, and parent evaluations of care arrangements and activities. Nearly 10,900 adults completed Adult Education and Lifelong Learning Survey interviews.
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School Readiness Survey included questions that collected details about television programs watched by the sampled children. For the Parent and Family Involvement Survey, interviews were completed with parents of 10,370 students enrolled in public or private schools and a sample of 311 homeschooled children in K-12.
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, Job Characteristics, Marital and Fertility History, Menopause, Parents and Parents-in-law, Pensions, Personality, Psychological Distress, Psychological Well-Being, Religion, Selected Siblings, Social Background, Social Participation, Wealth, Work-Family Spillover. National Education Longitudinal Studies The National Education Longitudinal Studies (NELS)
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The sections in the first follow-up survey were general information, education and training, civilian work experience, military service, information about past and background information. The general information section had questions on occupational status of respondents, 8See http://nces.ed.gov/surveys/nls72/ [November 2010]
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The work experience section contained items on number and kinds of jobs held till survey date, details about each job, satisfaction with various aspects of current jobs, time spent in doing various activities involved in a job, relationship with supervisor, factors influencing job choices, and training programs on and off the job. The education section gathered information on enrollment status in college, details of each college attended, satisfaction with education and training, sources of financial aid, and plans for graduate studies.
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Survey instruments in the base year included student questionnaires, test battery, school questionnaire and parent questionnaire. The student questionnaires focused on individual and family background, high school experiences, work experiences, and plans for the future.
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Dropout supplement content areas included circumstances of leaving school, participation in training programs and other postsecondary education work, financial status, marital status, demographics, and other personal characteristics. Transfer supplement content areas were reasons for transferring and for selecting a particular school, identification of school, location, grade respondent was in at time of transfer, entrance requirements, length of interruption in schooling (if any)
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New items included interest in graduate degree programs and alcohol consumption habits. National Education Longitudinal Study of 1988 (NELS:88)
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The dropout questionnaire collected information on reasons for leaving school, school experiences, absenteeism, family formation, plans for the future, employment, attitudes and self-concept, and home environment. The baseyear ineligible study was conducted to ascertain 1990 school enrollment status and 1990 NELS:88 eligibility status of students who were excluded from baseyear survey because of a language barrier or a physical or mental disability which precluded them from completing the questionnaire and cognitive test.
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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.
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The head librarian or media center director of each school completed the library media center questionnaire which provided information on staffing, available technical resources, collections and expenditures, and scheduling and transactions of library media center. The facilities checklist form collected information on condition of school building and facilities.
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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.
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The 13 data elements in NLSY79 are · Labor market experiences · Training investments · Schooling, school records, and aptitude information · Military experience · Income and assets · Health conditions, injuries, and insurance coverage · Alcohol and substance use, criminal behavior · Attitudes and aspirations · Geographic residence information · Family background and demographic characteristics 13See http://www.bls.gov/nls/handbook/2005/nlshc3.pdf [November 2010]
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The schooling section contain information about respondents' current school enrollment status, the highest grade attended or completed, earning of GED or high school diploma, college enrollment status, field of major and type of college degree. There was also a school survey of the last secondary school attended by respondents.
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Family background, demographic characteristics, and household composition cover basic information on each respondent's age, racial/ethnic identity, date of birth, country of birth, state of birth, religious affiliations, number of members in the household, and their relationship to the respondent, household members' schooling, and work experience. The 1993 survey gathered information on age, education, and fertility of as many as 13 biological siblings.
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Income, assets, and program participation 5. Family formation 6.
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Sources and amounts of financial aid are also reported. The training section requests information about participation in training programs-reasons for participation, type of certification, program's length, contents, completion status, and source of funding.
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Items in the 2003 survey cycle include demographic variables-age, sex, race/ethnicity, citizenship status, country of birth, country of citizenship, immigrant module (year of entry, type of visa, etc.) , disability status, marital status, number of children; educational variables -- educational history (field, 15See http://nsf.gov/statistics/survey.cfm [November 2010]
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and work-related training; publications and patent activities. National Survey of Recent College Graduates The National Survey of Recent College Graduates (NSRCG)
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, educational attainment of parents, school enrollment status; financial variables -- financial support and debt amount for undergraduate and graduate degree; occupation/work related variables -- geographic place of employment, occupation (current or previous job) , work activity (e.g., teaching, basic research, etc.)
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Because the GSS is a multi-level survey, different sets of variables are collected for different categories of survey respondents. Information on graduate students is collected under the following items: sex, race/ethnicity, citizenship, primary source, and mechanism of support and enrollment status.
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18 began in 1957-1958 to collect data continuously on the number and characteristics of individuals receiving research doctoral degrees from all accredited U.S. institutions.
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Thus, pre-1993 SDR data and post-1993 SDR data are not strictly comparable. Items in the 2006 survey cycle include demographic variables -- age, sex, race/ethnicity, citizenship status, place of birth, country of birth, country of citizenship, disability status, marital status, number of children; educational 19See http://nsf.gov/statistics/survey.cfm [December 2010]
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Survey of Doctorate Recipients (SDR) is a longitudinal survey of individuals who have received a research doctoral degree in a science, engineering, or health field (SEH)
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· Academic background -- admission test scores, high school attended, high school class size, high school rank, high school GPA, high school graduation date, prior college attended, transfer credit, remedial status, placement test scores. 21See http://www.nchems.org/c2sp/sur/ [January 2011]
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Other data elements, such as disability status, high school class size, high school rank, remedial status, placement test scores, and joint enrollment status, are collected by fewer than twenty state systems. National Survey of Student Engagement (NSSE)
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Administration of BCSSE is similar to NSSE. Survey components are high school experiences -- year of graduation, high school grade, performance in math classes, years in a particular subject classes, completion of AP or honors or college credit courses, amount of reading and writing in the last year of high school, time use, class participation, faculty interaction, peer interaction, SAT/ACT scores, and participation in various activities; college experiences -- expectation of time use, grades in coming year, highest degree attainment, expectations about involvement in class and course-related work, interacting with faculty and peers, expectation of difficulty level of course material, time management, paying college expenses, expectations from college or university, financial aid information; and additional information -- gender, ethnicity, nationality, enrollment status, close friends attending the same college, parental education, and distance of college from home.
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Survey components are college activities, educational and personal growth and background information. Extra items included topics such as support from friends and immediate family, social life in college, Internet availability and use, reasons for attending community college, reasons which would force one to withdraw from college, financial sources, number and type of classes enrolled, credits earned, details about joint enrollment status, child care situation, and English as native or first language.
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· 2011: item on practices for student success -- freshman orientation ex perience, participation in student development courses, clarity of in struction activity, usage of college-provided material and participation in brief or multi-day refresher workshop to prepare for placement test, completion of college placement test, kind of courses taken due to re sults of placement tests, help from academic advisor and participation in group learning or tutoring or supplemental instruction/learning. Community College Faculty Survey of Student Engagement Community College Faculty Survey of Student Engagement (CCFSSE)
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Extra items covered topics such as choice of law school, sexual orientation, enrollment in joint degree programs, time gap in years between undergraduate education and law school, expected amount of educational debt upon graduation, area of legal specialization, preferable and expected work environment. National Study of Student Learning The National Study of Student Learning (NSSL)
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The surveys was are carried out by the Institute of International Education (IIE) in cooperation with American Association of Community Colleges (AACC)
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It was originally created to provide lending organizations with enrollment verifications and deferments of financial aid students. Over time, it expanded to verify degrees of graduates to employers, background search firms, and recruiters.
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