Principal Investigator(s): Hirschman, Charles, University of Washington; Almgren, Gunnar, University of Washington
The UW-BHS (University of Washington-Beyond High School) project began in 1999 as a study of the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington State. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several school districts in the Pacific Northwest. Parents were also surveyed in 2000, 2002, and 2003. Additionally, a ten-year follow-up survey of high school seniors graduating in 2000 was conducted in 2010, aiming to explore their transition into adulthood. The research objectives of the project were to: (1) describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) evaluate of the impact of the Washington State Achievers Program, and (3) explore the implications of multiple race and ethnic identities. For more information about the project, see the study website.
One or more files in this study are not available for download due to special restrictions; consult the restrictions note to learn more.
To respect respondent privacy, the data are restricted from general dissemination. Users interested in obtaining these data must complete an Agreement for the Use of Confidential Data, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research. Apply for access to these data through the ICPSR restricted data contract portal, which can be accessed via the study home page.
Hirschman, Charles, and Gunnar Almgren. University of Washington-Beyond High School (UW-BHS). ICPSR33321-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research[distributor], 2013-05-17. http://doi.org/10.3886/ICPSR33321.v2
Persistent URL: http://doi.org/10.3886/ICPSR33321.v2
This study was funded by:
- Andrew W. Mellon Foundation
- Bill and Melinda Gates Foundation
- United States Department of Health and Human Services. National Institutes of Health. Eunice Kennedy Shriver National Institute of Child Health and Human Development
Scope of Study
Subject Terms: academic ability, academic achievement, academic standards, achievement tests, Affirmative Action, African Americans, demographic characteristics, education, education reform, educational change, educational environment, educational facilities, educational objectives, educational opportunities, educational planning, educational policy, educational populations, educational programs, educational system, electoral issues, enrollment projections, ethnic discrimination, ethnic groups, ethnic identity, ethnic tensions, ethnicity, family background, family relationships, family size, high school graduates, high school students, minorities, parental influence, population characteristics, private schools, public schools, race, race relations, racial attitudes, racial discrimination, racial segregation, racial tensions, school attendance, school choice, school desegregation, school districts, school dropouts, school enrollments, social activism, social inequality, social integration, social justice, socioeconomic status, state politics, student attitudes, student behavior, student evaluation, student financial aid, students, universities, White Americans
Smallest Geographic Unit: state
Date of Collection:
Unit of Observation: individual
Universe: High school seniors in the state of Washington graduating in 2000, 2002, 2003, 2004, or 2005, and the parents of seniors in the 2000, 2002, and 2003 cohorts.
Data Types: administrative records data, survey data
Data Collection Notes:
All of the data has been combined into a single dataset.
Study Purpose: The research objectives of the project are to: (1) describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) evaluate of the impact of the Washington State Achievers Program, and (3) explore the implications of multiple race and ethnic identities. Additionally, the purpose of the ten-year follow-up survey of the 2000 high school senior cohort is to explore their transition into adulthood.
Study Design: Subjects were selected via a random sample of the target population. High school seniors were surveyed using a traditional paper and pencil questionnaire in the spring (April or May). One-year follow-up surveys were conducted from January through June. Attempts were made to contact every senior survey respondent by phone, email, and letter. Finally, the ten-year follow-up survey of the 2000 high school senior cohort was administered online.
Evaluation of the completeness of coverage of the senior survey is clouded by the definition of who is a high school senior, and the logistics of locating students who are nominally registered as high school students, but are not attending school on a regular basis. In theory, high school seniors are students who have completed the 11th grade, are currently enrolled in the 12th grade, and are likely to graduate from high school at the end of the year. In practice, however, there are considerable variations from this standard definition. Some students consider themselves to be seniors (and are taking senior classes and are listed as seniors in the school yearbook), but are classified in school records as juniors because they have not earned sufficient credits. In addition to "fourth-year juniors," there are a number of "fifth-year seniors," who didn't graduate on time and have returned to take one or two courses.
In addition to the problems of identifying the potential universe of seniors, errors of coverage arise because about 10 percent of students are not enrolled in the 5 comprehensive high schools in the district. In addition to a small number of home-schooled students, there are a wide range of alternative programs for students with academic, behavioral, or disciplinary problems.
The final sample includes just over 9,600 students who were first interviewed in the spring of their senior year in high school and followed-up one year later.
Mode of Data Collection: paper and pencil interview (PAPI), web-based survey
High school records
Description of Variables: The baseline UW-BHS senior survey covers about 200 items, including a broad range of questions on family background, educational plans, perceptions of encouragement from teachers, peers and family members, and standard scales to tap self-esteem, self-efficacy, and other social psychological dimensions. The ten-year follow-up survey of the 2000 high school senior cohort focuses primarily on the key components of young adulthood, including educational attainment, early career and work history, family and partnership formation, civic engagement, and health statuses.
Response Rates: For regular students -- graduating seniors enrolled at and attending one of the five major high schools -- the response rate is about 80 percent. If a broader universe of students is considered, including students with marginal affiliation to high school and other hard to contact students, the effective rate of coverage of all potential seniors is probably about 70 percent.
Presence of Common Scales: Standard scales to tap self-esteem, self-efficacy, and other social psychological dimensions
Extent of Processing: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
- Performed consistency checks.
- Checked for undocumented or out-of-range codes.
Original ICPSR Release: 2012-04-05
- 2013-05-17 The study was updated to include data from the ten-year follow-up survey of the 2000 cohort, which was conducted in 2010. Overall, 578 variables were added to the collection. Additionally, 73 variables were removed by the principal investigators. For more information on which variables were removed or added, please consult the processing notes in the study codebook.
- 2012-04-10 The Codebook and other documentation are being released as public.
- Citations exports are provided above.
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