Showing 1 – 10 of 10 results.
Curated
Simple Crosstabs
The aDvANCE Project: A Study of Career Transition for Professional Dancers [2003] (ICPSR 35598)
Released/updated on: 2015-05-31
Geographic coverage: United States, Australia, Switzerland
Time period: 2002-01-01--2003-01-01
The aDvANCE Project consists of sample surveys of current and former dancers in United States, Australia, and Switzerland, as well as profiles of dance activity in 11 countries and descriptions of significant dance career transition programs. The project's final report suggests that the aDvANCE Project was undertaken to assess dancers' transition to post-performance careers, more specifically "to assess the extent and nature of the challenges of the transition process, to gather factual evidence to test various propositions about the effects of transition on the individual dancer, and to suggest ways in which the problems of transition may be addressed." For The aDvANCE Project [Australia], 251 respondents returned questionnaires that were mailed to them. For The aDvANCE Project [Switzerland], the researchers received 356 usable surveys. For The aDvANCE Project [United States], 220 respondents returned questionnaires that were mailed to them.
Curated
CBS News/MTV/Gates Foundation Monthly Poll, March 2005 (ICPSR 4322)
Released/updated on: 2010-04-27
Geographic coverage: United States
This special topic poll, conducted March 31-April 9, 2005, is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. A national sample of 1,586 respondents aged 14 to 24 years was surveyed, including oversamples of African American youth, Hispanic youth, and 14- to 20-year olds. Despite being termed a monthly poll, the foci of this poll were the opinions and judgments of teenagers and young adults about various aspects of the education system and process in the United States. Views were sought on the most important problem facing young people, the highest level of education respondents hoped to achieve, the highest level they expected to actually achieve, and whether a college degree was necessary to "get ahead". Respondents were asked about their plans after high school, the quality of their high school and its teachers and staff, whether their high school education was adequately preparing them for college and/or the job market, what measures respondents took or would like take to improve their chances of getting into the college of their choice, the importance of grade point averages and performance on standardized tests in getting into college, and their ability to get information about educational opportunities. Similar questions were asked of those respondents who were college students, regarding assistance received from college professors, the importance of internships, and whether college was adequately preparing them to get a well-paying job after graduation. Additional questions addressed MTV's involvement in issues concerning young people and how much impact MTV could have in raising awareness among young people about the importance of education. Demographic information includes age, race, sex, education, employment status, ethnicity, parents' education, perceived social class, level of religious participation, religious preference, whether respondents considered themselves to be an evangelical or born-again Christian, and the presence of other household members between the ages of 14 and 24.
Curated
Counseling for High Skills (CHS) Program Evaluation, 1994, 1995, and 1997: [Colorado, Florida, Iowa, Kansas, and Nebraska] (ICPSR 2757)
Released/updated on: 1999-08-20
Geographic coverage: Iowa, United States, Colorado, Kansas, Florida, Nebraska
This student survey focused on the ways students learn about and make plans for postsecondary education and employment. Individual high school students from 24 high schools in Colorado, Florida, Iowa, Kansas, and Nebraska were surveyed. The data were collected via paper and pencil surveys administered by evaluators from MPR Associates or school staff, including counselors and teachers. The fall 1994 survey of 10th- and 12th-graders gathered information on student characteristics and on students' career and postsecondary education plans. The spring 1995 survey collected information on the previously-surveyed 12th-graders to update their plans as graduation neared. In spring 1997 the 12th-graders, who were surveyed as 10th-graders in 1994, were surveyed again. Survey topics included students' conversations with friends, parents, other relatives, teachers, guidance counselors, and other adults regarding postsecondary education and careers or occupations, goals for postsecondary education and employment, and plans for achieving those goals. Background information on respondents includes age, sex, race, parents' education, parents' employment status, and subject matter of courses taken.
Curated
Simple Crosstabs
Eurobarometer 81.3: The Environment and the European Area of Skills and Qualifications, April-May 2014 (ICPSR 36242)
Released/updated on: 2017-07-07
Geographic coverage: Cyprus, Portugal, Malta, Greece, Netherlands, Sweden, Great Britain, Austria, Latvia, Luxembourg, Ireland, Poland, Slovenia, Slovakia, France, Bulgaria, Lithuania, Croatia, Romania, Hungary, Northern Ireland, Spain, Czech Republic, Belgium, European Union, Finland, Denmark, Italy, Germany, Estonia
Time period: 2014-04-26--2014-05-11
The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.
Eurobarometer 81.3 covered the following special topics: (1) Attitudes of European Citizens Towards the Environment and (2) Skills and Qualifications in the EU. Respondents' opinions were collected regarding their concern about environmental issues such as protection of natural resources, biodiversity, and pollution; their level of knowledge of these issues; and if they trusted various agencies such as the local government, trade unions, or consumer associations to provide reliable information about environmental issues. Respondents were also questioned about how environmental, social, and economic factors affected their quality of life, which group or groups were most responsible for addressing environmental issues, and which solutions they felt would have the strongest impact. Additional questions were asked regarding which skills were most important to achieve success in the workforce, where such skills could best be obtained, and the ease of accessing information on how to pursue educational opportunities to acquire these skills. Respondents were also asked about their socioeconomic position in society, whether their voice was being heard in the electoral system, and their opinions on if their home country and the European Union were generally going in the right or wrong direction.
Demographic and other background information collected includes age, gender, nationality, marital status, occupation, age when stopped full-time education, household composition, difficulties in paying bills, self-assessed level in society, self-assessed social class, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).
Curated
Experiences and Plans of Young Adults, 1973-1978 [United States] (ICPSR 8074)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1973-01-01--1978-01-01
This collection is a longitudinal study of a national sample of young people. The respondents were originally observed as high school juniors in 1973 by the American College Testing Program. The first follow-up by the Institute for Demographic and Economic Studies (IDES) took place in 1976 and the second IDES follow-up study was conducted in 1978-1979. The original study was concerned with the amount of information young people had about specific job characteristics and career planning activities. The two follow-up studies collected information on current living situation, work, education, military experience, activities since high school, demographic information, and future plans.
Curated
Higher Education Resource Services (HERS) Alumnae Survey, 1976-2003 [United States] (ICPSR 21100)
Released/updated on: 2007-12-19
Geographic coverage: United States
Time period: 1976-01-01--2003-01-01
The Higher Education Resource Services (HERS) Alumnae Survey was designed to identify demographic and educational information and the career experiences of women administrators and faculty who attended either the HERS/Bryn Mawr Summer Institute for Women in Higher Education Administration or the HERS/Wellesley Management Institute for Women in Higher Education Administration during the years 1976 to 2003 and to examine their recollections about its utility and impact. The project, carried out in February and March 2004, used a self-administered questionnaire, which consisted primarily of closed-ended questions that asked about demographic and educational information, institutional and position characteristics, and areas of responsibility. Other questions sought information about career satisfaction and obstacles or barriers to career advancement. Respondents also were asked about their experiences transporting their new skills back to their home campuses. Two open-ended questions explored alumnae opinions about their career aspirations before and after HERS and the impact of HERS training on their careers.
Curated
Simple Crosstabs
The National Study of Business Strategy and Workforce Development, 2006 (ICPSR 34734)
Released/updated on: 2013-08-22
Geographic coverage: United States
Time period: 2006-03-27--2006-12-22
This data collection gathered information on the adoption and implementation of flexible work options for older workers from United States enterprises with 50 or more employees. Respondents were asked to provide information on various aspects of their business establishment, such as their policies for retirement, racial/ethnic composition, gender ratios, the percentage of older workers, recent developments within the organization, employee benefits, employee requirements, percentage of managers, consultants, and temporary workers as well as similar subjects. Next, interviewees provided their opinions on various business-related topics, such as the prime opportunities for the company, areas in need of development, optimal corporate strategies for their companies, age ranges for various position levels, level of diversity in recruitment, and other related topics.
Curated
New York City Court Employment Project Evaluation Study, 1976-1979 (ICPSR 7832)
Released/updated on: 1992-02-16
Geographic coverage: New York City, United States, New York (state)
Time period: 1976-01-01--1979-01-01
This study served as a controlled research evaluation of the New York City Court Employment Project (CEP) as it stood in 1976-1979. At the time of the study, CEP was an independent corporation under contract to New York City's Human Resources Administration. The ultimate aim of CEP was to change the income-generating behavior of its participants to reduce their subsequent criminal activity. CEP did this by diverting accused offenders from routine court procedures (criminal prosecution, sentencing, and possible incarceration) and instead placing them into jobs, training, or vocationally-oriented counseling services. Eligible defendants agreed to attend mandatory counseling sessions, to devise and execute individual plans for securing training and employment, and to avoid arrest and conviction during their participation. Charges were dismissed by the court if, at the end of six months, CEP counselors determined that the defendant had participated successfully. Research goals for this study were to accumulate data in order to: (1) assess the impact of diversion on recidivism and personal stability, (2) ascertain the outcome of court cases without diversion, and (3) assess the relationship of these outcomes to the social services aspect of diversion programs. The study compared a control group of non-CEP offenders with an experimental group of CEP participants to assess the program's effectiveness in helping offenders find and maintain employment or training and avoid criminal activity. Data were collected on 666 subjects, 410 in the experimental group and 256 in the control group. Three interviews were conducted at six-month intervals with each subject, initially to record self-reports about education, training, employment history, reliance on public assistance, criminal history, illegal activities, lifestyle, and utilization of social services, and then to maintain current information about their school, employment, income, and court processing status. In addition to the three personal interviews, official records data were obtained from a variety of agencies to gather information including criminal history, disposition of the case on which the defendant entered the research, information related to subsequent arrests, and (for members of the experimental group) information about participation in CEP. Other variables include attendance at counseling sessions, type of employment found, job attendance, self-evaluation of important life events and life satisfaction, social services programs utilized, and drug and alcohol use, as well as defendant's and defendant's parents' age, sex, and race.
Curated
Simple Crosstabs
Sloan Study of Youth and Social Development, 1992-1997 [United States] (ICPSR 4551)
Released/updated on: 2013-10-22
Geographic coverage: United States
Time period: 1992-01-01--1997-01-01
The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents' aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. Data were collected within adolescents' three major social environments: schools, families, and peer groups. The study gathered information from 12 sites over five years, to examining such research questions as: (1) how young people of various ages and family backgrounds differ in their conceptions of work, (2) what learning opportunities families with different economic circumstances provide for their children with respect to work and careers, and (3) how schools influence educational expectations and career formation. Data were collected from focal students using the experience sampling method (ESM), an in-depth interview, and a battery of questionnaires. The questionnaires included: (1) the Teenage Life Questionnaire, a modification of instruments used in the National Educational Longitudinal Study (NELS:1988-94), (2) a Friends Sociometric form, which provided detailed information about the respondents' peer groups and social ties, and (3) the Career Orientation Survey (COS), which measures respondents' knowledge about jobs and occupational expectations. Cohort students were also administered the questionnaires but did not participate in the ESM or in-depth interviews. All instruments were administered to focal students in Years 1, 3, and 5. In addition, in Year 2, in-depth interviews alone were administered to focal students. In years 1, 3, and 5, a separate group of cohort students were administered the questionnaires. Parts 1, 2, 6, 7, 11, and 12 consist of the Teenage Life Questionnaire data. Parts 3, 4, 8, 9, 13, and 14 consist of the Career Orientation Survey data. Parts 5, 10, and 15 consist of the Experience Sampling Method data. The in-depth interview component will be released by ICPSR as restricted data at a later time.
Curated
Partially restricted
Simple Crosstabs
Washington State Achievers Longitudinal Surveys, 2000-2007 (ICPSR 34374)
Released/updated on: 2013-04-03
Geographic coverage: United States, Washington
Time period: 2001-01-01--2009-01-01
The Washington State Achievers Scholarship program (WSA) started as part of an initiative by the Bill and Melinda Gates Foundation to fund and support 16 high schools in Washington State as they redesigned their schools in order to increase academic achievement for all of their students. The program was administered through the College Success Foundation, formerly the Washington College Success Foundation. All students at these 16 high schools (Cleveland High School, Clover Park High School, Davis High School, Foster High School, Henry Foss High School, Kent-Meridian High School, Kittitas High School, Lincoln High School, Mabton High School, Mariner High School, Mount Tahoma High School, Stevenson High School, Tonasket High School, Truman High School, West Valley High School, Yelm High School) also known as Achiever schools were eligible to apply for a scholarship through WSA. Each year for ten years (2001-2010), approximately 500 students were selected to receive a scholarship. The requirements were that students be from families with low to modest incomes, qualify for state need-grant assistance, and they must have the desire to attain a 4-year degree. Scholarship students were selected in the spring of their final year of high school and began attending college the following fall. The first cohort began college in the fall of 2001 and the final cohort began in the fall of 2010. Questions were asked pertaining to students' feelings of success throughout their years in college. There were asked about their involvement in the community, their attitudes and goals as scholars or non-recipients, how helpful they found their mentorship experience, as well as the reasons, if applicable, why their enrollment in college was interrupted. For each Cohort (2001, 2002, 2003, 2005, 2007) this study contains data for the Baseline, 1st Follow-up, 2nd Follow Up, and Longitudinal surveys where applicable. In addition, Non-Cognitive scores and Non-Enrollee surveys were also made available. Follow-up surveys and Longitudinal surveys were intended to capture the long-term effects of the program on the educational and occupational paths of the recipients. Demographic variables include questions about race, ethnicity, gender, marital status, college enrolled, major field of study, work history, and educational finances.