nmm 22 4500 ICPSR34437 MiAaI m f a u cr mn mmmmuuuu 130524s2013 miu f a eng d (MiAaI)ICPSR34437 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 2, 2001-2006 [electronic resource] Bill and Melinda Gates Foundation 2013-05-06 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34437 Numeric Title from ICPSR DDI metadata of 2013-05-24. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores and College Board data are also available for Cohort 2. Cf.: http://dx.doi.org/10.3886/ICPSR34437.v1 academic achievement icpsr academic degrees icpsr bachelors degrees icpsr college freshmen icpsr college students icpsr colleges icpsr debt icpsr education icpsr educational needs icpsr educational opportunities icpsr employment icpsr financial support icpsr foundations icpsr gender icpsr high school graduates icpsr high school students icpsr high schools icpsr minorities icpsr school dropouts icpsr students icpsr work icpsr work experience icpsr ICPSR V. Education RCMD IX.G. Pacific Islander RCMD IX.E. Latino RCMD XIII. Race and Ethnicity RCMD IX.F. Native American RCMD IX.A. African American RCMD III. Education ICPSR V.A. Education, United States RCMD IX.C. Asian RCMD IX. Minority Populations Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34437 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34437.v1 nmm 22 4500 ICPSR34438 MiAaI m f a u cr mn mmmmuuuu 130524s2013 miu f a eng d (MiAaI)ICPSR34438 MiAaI MiAaI Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007 [electronic resource] Bill and Melinda Gates Foundation 2013-05-07 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013 ICPSR 34438 Numeric Title from ICPSR DDI metadata of 2013-05-24. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for cohort 3. Cf.: http://dx.doi.org/10.3886/ICPSR34438.v1 student financial aid icpsr undergraduate programs icpsr work icpsr work experience icpsr high schools icpsr higher education icpsr leadership icpsr masters programs icpsr minorities icpsr poverty icpsr scholarships icpsr school dropouts icpsr high school graduates icpsr high school students icpsr academic achievement icpsr college students icpsr doctoral programs icpsr education icpsr financial support icpsr graduate schools icpsr RCMD IX.E. Latino RCMD III. Education ICPSR V.A. Education, United States RCMD IX.C. Asian RCMD IX.A. African American ICPSR V. Education RCMD IX. Minority Populations RCMD IX.G. Pacific Islander RCMD IX.F. Native American RCMD XIII. Race and Ethnicity Bill and Melinda Gates Foundation Inter-university Consortium for Political and Social Research. ICPSR (Series) 34438 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR34438.v1 nmm 22 4500 ICPSR33321 MiAaI m f a u cr mn mmmmuuuu 130524s2012 miu f a eng d (MiAaI)ICPSR33321 MiAaI MiAaI University of Washington-Beyond High School (UW-BHS) [electronic resource] Charles Hirschman , Gunnar Almgren 2013-05-17 Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2012 ICPSR 33321 Numeric Title from ICPSR DDI metadata of 2013-05-24. AVAILABLE. This study is freely available to the general public. Also available as downloadable files. 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. Cf.: http://dx.doi.org/10.3886/ICPSR33321.v2 academic ability icpsr academic achievement icpsr academic standards icpsr achievement tests icpsr Affirmative Action icpsr African Americans icpsr demographic characteristics icpsr education icpsr education reform icpsr educational change icpsr educational environment icpsr educational facilities icpsr educational objectives icpsr educational opportunities icpsr educational planning icpsr educational policy icpsr educational populations icpsr educational programs icpsr educational system icpsr electoral issues icpsr enrollment projections icpsr ethnic discrimination icpsr ethnic groups icpsr ethnic identity icpsr ethnic tensions icpsr ethnicity icpsr family background icpsr family relationships icpsr family size icpsr high school graduates icpsr high school students icpsr minorities icpsr parental influence icpsr population characteristics icpsr private schools icpsr public schools icpsr race icpsr race relations icpsr racial attitudes icpsr racial discrimination icpsr racial segregation icpsr racial tensions icpsr school attendance icpsr school choice icpsr school desegregation icpsr school districts icpsr school dropouts icpsr school enrollments icpsr social activism icpsr social inequality icpsr social integration icpsr social justice icpsr socioeconomic status icpsr state politics icpsr student attitudes icpsr student behavior icpsr student evaluation icpsr student financial aid icpsr students icpsr universities icpsr White Americans icpsr RCMD III. Education DSDR VIII. NICHD Supported Studies DSDR IV. Family and Household Structure RCMD IX. Minority Populations DSDR III. Health ICPSR V.A. Education, United States DSDR VI. Population Characteristics Hirschman, Charles Almgren, Gunnar Inter-university Consortium for Political and Social Research. ICPSR (Series) 33321 Access restricted ; authentication may be required: http://dx.doi.org/10.3886/ICPSR33321.v2