Showing 1 – 3 of 3 results.
Curated
Demographic, Social, Educational and Economic Data for France, 1833-1925 (ICPSR 7529)
Released/updated on: 2010-04-27
Geographic coverage: France, Global
Time period: 1833-01-01--1925-01-01
Prepared by ICPSR under a project to automate major portions of the Statistique Generale de la France, this is a collection of demographic, social, education, economic, population, and vital statistics data for France, 1833-1925. This conversion project is a continuation of one conducted in 1972, for which a similar data collection was created, SOCIAL, DEMOGRAPHIC, AND EDUCATIONAL DATA FOR FRANCE, 1801-1897 (ICPSR 0048). The project to collect and prepare these data was sponsored by two French and two American groups: ICPSR and the Center for Western European Studies at the University of Michigan, and the Fourth and Sixth Sections of the Ecole Pratique des Hautes Etudes and Conseil National de la Recherches Scientifique in France. Both collections include data recorded at the departement, arrondissement, chef-lieu, and ville level. In this collection, materials from the vital statistics series were prepared for selected years rather than for each year in the period from 1900-1925. The years that were chosen clustered around the quinquennial censuses and also included (because of the violent demographic dislocations produced by World War I) each year in the 1914-1919 period. In addition, some vital statistics for the nineteenth century (1836-1850, 1880, and 1892) obtained from fugitive published volumes that could not be located during the course of the 1972 project were prepared. The 136 datasets in this collection contain: (1) French population, economic, and social data obtained from the quenquennial censuses of 1901, 1906, 1911, and 1921, that detail the composition of the population by categories of age, sex, nativity, marital status, religion, place of residence, and occupation, (2) industrial census data for the years 1861-1896, (3) data on primary education in France for 1833, 1901, and 1906, as well as data on secondary and higher education in France for the years 1836-1850, 1880, and 1892, and (4) data from a separate series of annual vital statistics (Mouvement de la Population) that cover the years 1836-1850, 1892, and 1900-1925, citing births, deaths, and marriages in the nation.
Curated
National Longitudinal Survey of Older and Young Men (ICPSR 34937)
Released/updated on: 2013-11-11
Geographic coverage: United States
The National Longitudinal Survey of Older and Young Men, a two-cohort survey, is part of the NLS Original Cohort project. The Older Men's cohort includes 5,020 men ages 45-59 in 1966, with data available through the 1990 survey year, the final year the Older Men were interviewed. The Young Men's cohort includes 5,225 men who were ages 14-24 when first interviewed in 1966, with data available through 1981, when active surveying was discontinued.
Curated
Restricted
Texas Higher Education Opportunity Project (ICPSR 29841)
Released/updated on: 2011-06-02
Geographic coverage: United States, Texas
The research goals of the Baseline survey were to establish a panel of sophomore and senior high school students in the state of Texas that can be followed to examine the decision-making, knowledge and attitudes of students regarding post-high school life course decisions in light of the existence of the Top 10 legislation in Texas. The baseline survey was intended to establish benchmark measures. Follow-up surveys with a subsample of the students will be used to track the evolution of student decision-making about college attendance among those who attend college (full time or part time) immediately after high school graduation as well as those who decide to attend college one or more years after graduation. The Baseline survey objectives called for the collection of 33,000 to 35,000 completed interviews with sophomores and seniors in Texas public high schools using a sample survey design. A probability sample of 100 high schools was desired. Interviews were to be conducted in class using self-administered surveys. This would require district and high school cooperation with the survey effort. Analysis was desired at multiple levels of the education system -- students, schools and districts. Because of the multilevel nature of the analytic goals of the study, a census of sophomores and seniors was desired within the schools that were selected into the survey (to facilitate multilevel analyses). At the student level, analyses were desired separately by racial/ethnic subgroup: non-Hispanic Whites; African Americans; Asians and Hispanics. Moreover, analyses of likely college goers and non-college goers were desired. The Wave 2 Senior Study is the first follow-up with a subsample of baseline seniors. This phase tracks the evolution of student decision-making about college attendance among those who decide to attend college (full or part time) immediately after high school graduation, as well as those who decide to attend college one or more years after graduation. The survey also covers post high school activities including military enlistment, employment, civic activities, high school experiences, life events, self-esteem, and current living status. The following demographic subgroups will be used for comparative analyses: Non-Hispanic Whites, African Americans, Hispanics, and Asians. Additionally, separate analyses are desired for students attending college or technical school and students not attending college one year after attending high school. The Sophomore Wave 2 "Stayer Leaver" Survey is the first follow-up with a subsample of baseline sophomores. Most of the respondents were in their senior year of high school at the time of the interview. The focus of the survey is on the student's activities during the senior year and their plans after high school. An important component of this study was to partition the sophomore cohort into Stayers and Leavers. Stayers represent those students who have attended the same high school from the baseline survey in 2002 to the Wave 2 survey in 2004. Analysis of students who stayed at the same high school will determine whether students' knowledge of the Top 10 Percent law increased and whether they changed their college aspirations as they progressed through school. Leavers are those students that have changed schools or dropped out (and did not return to the same high school) between the baseline survey and the Wave 2 survey. Analysis of the leaver students will determine whether, how many, and which students deliberately changed schools in order to qualify for the benefits of the Top 10 Percent law. Students that had dropped out of school, regardless of whether they returned to school or not, were asked a series of questions that explored reasons for dropping out and activities during their time away from school. Students that dropped out, but then returned to the same high school are defined as Stayers. Those that dropped out and did not return to school, or attended a different school, are defined as Leavers. The Senior Wave 3 survey is the second follow-up interview with the subsample of 8,345 baseline seniors. The Wave 3 survey sought to determine students' educational pursuits and levels of attainment, and other life choices, four years after high school graduation. For students following a four-year path through college or university, graduation would occur in 2006, but a special strength of Wave 3 is its ability to identify delayed college entry; transfers among post-secondary institutions, including transfers to and from community colleges; withdrawal from college; and variation in school-to-work trajectories for students according to class rank. The THEOP administrative data consists of college applications and enrollee college transcripts obtained from nine Texas universities--seven public and two private institutions. For the public institutions, freshman Application Data spans several years prior to the implementation of the Texas Top 10 Percent law in 1998, and extends until at least 2002. Application Data for the two private institutions is available only for the period after implementation of the automatic admission law.