Showing 1 – 5 of 5 results.
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
National Longitudinal Survey (NLS) of College Graduates, 1967-1985 (ICPSR 9390)
Released/updated on: 1992-02-17
Geographic coverage: United States
Time period: 1967-01-01--1985-01-01
This collection is based upon data from three national longitudinal surveys administered by the United States Census Bureau and is intended for research into career histories and decisions of young men and women who graduated from college between 1967 and 1985. Several research questions are explored including the following: (1) Who, among college graduates, entered teaching? (2) Of those who entered teaching, who stayed, and for how long? (3) What do teachers do when they leave teaching and from which occupations are they most likely to return to teaching? (4) Do the career patterns of teachers and potential teachers differ by race, gender, age, college major, or IQ score? (5) Have there been changes in teacher career patterns over time? This data file contains 154 variables in four categories: individual characteristics (birth year, race, IQ score, Armed Forces Qualifications Test, gender, and dependents), educational characteristics (year of graduation, major field of study), employment characteristics (employment status, job, job status, salary), and teaching status (whether the graduate taught within five years of graduation, year began teaching, career status, length of first teaching job, year left teaching, reason for leaving teaching, second teaching job length, year returned to teaching).
Curated
Quality of Employment Survey, 1972-1973 (ICPSR 3510)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1972-01-01--1973-01-01
This study contains data on the working conditions of 1,455 workers aged 16 and older who were working for pay for 20 or more hours per week in the United States in the period 1972-1973. This survey is the second undertaken by the investigators to provide an overview of working conditions in the American labor force. The aims of this survey and many of the questions that were asked were comparable to those of the related collection, SURVEY OF WORKING CONDITIONS, 1969-1970 (ICPSR 3507). Among the major aims of this survey were: (1) assessment of the frequency and severity of work-related problems experienced by employed people in general and by major demographic and occupational subgroups, (2) identification of major demographic or occupational groups that were most affected by these problems, (3) development of valid measures of job satisfaction suitable for use with samples of workers in heterogenous occupations and under a variety of conditions, (4) assessment of the impact of working conditions upon the well-being of workers, especially their physical and mental well-being, and (5) establishment of normative statistics that might permit other investigators to compare their data from more limited subsamples of workers with national norms. The major measures used in both surveys were the frequency and severity of labor standards problems, the quality of employment indicators that were shown to be predictors of job satisfaction, the job satisfaction indices themselves, and the ratings of important job facets. Respondents were asked questions about many facets of their job situations and other areas of their lives that might be affected by their jobs in order to assess the impact of work on them. Questions included job tension, security, physical health, job satisfaction, and financial well-being. A series of questions regarding job expectations were also asked. Additional questions probed respondents' feelings about their relationship with their supervisors and their overall contentment with their jobs and with life in general. This survey differs from the earlier survey in the greater emphasis that was placed on questions related to respondents' physical health, drinking habits, and career development. The structured interview schedule contained both closed and open-ended questions. Many of the open-ended questions were directed at estimating the frequency and type of labor standards problems, such as those with unions, discrimination, physical working conditions, wages, and work schedules. Demographic variables provide information on age, sex, race, education, and income.
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.