Showing 1 – 24 of 24 results.
Curated
Center for Research on Social Reality [Spain] Survey, March 1994: Attitudes Toward Immigrants (ICPSR 2032)
Released/updated on: 1997-12-19
Geographic coverage: Europe, Global, Spain
Time period: 1994-03-07--1994-03-12
This data collection is part of a series of nationwide surveys conducted from October 1990 to June 1996 in Spain. The questionnaires for each of these surveys consisted of three sections. The first section collected information on respondents' attitudes regarding personal, national, and international issues, and included questions on respondents' level of life satisfaction and frequency of visits with relatives, neighbors, and friends. The second section contained a topical module of questions that varied from survey to survey, with this survey's topic focusing on attitudes toward immigrants. Among the issues investigated were attitudes toward persons from different immigrant and ethnic groups (e.g., North Africans, Black Africans, South Americans, gypsies, East Europeans, and Asians), and attitudes toward immigration and its perceived effects on the economy and society. Respondents also were queried about friendships and work relationships with persons from different immigrant and ethnic groups, and Spanish migration to other countries. Questions in the third section of the questionnaire elicited socioeconomic information, such as respondent's sex, age, marital status, size of household, occupation, education, religion, religiosity, place of birth, and income.
Curated
Center for Research on Social Reality [Spain] Survey, March 1995: Attitudes Toward Immigrants (ICPSR 6967)
Released/updated on: 1998-01-13
Geographic coverage: Europe, Global, Spain
Time period: 1995-03-13--1995-03-18
This data collection is part of a series of nationwide surveys conducted from October 1990 to June 1996 in Spain. The questionnaires for each of these surveys consisted of three sections. The first section collected information on respondents' attitudes regarding personal, national, and international issues, and included questions on respondents' level of life satisfaction and frequency of visits with relatives, neighbors, and friends. The second section contained a topical module of questions that varied from survey to survey, with this survey's topic focusing on attitudes toward immigrants. Among the issues investigated were attitudes toward persons from different immigrant and ethnic groups (e.g., North Africans, Black Africans, South Americans, Gypsies, East Europeans, and Asians), and attitudes toward immigration and its perceived effects on the economy and society. Respondents also were queried about friendships and work relationships with persons from different immigrant and ethnic groups, and Spanish migration to other countries. Questions in the third section of the questionnaire elicited socioeconomic information, such as respondent's sex, age, marital status, size of household, occupation, education, religion, religiosity, place of birth, and income.
Curated
Demographic Characteristics of the Population of the United States, 1930-1950: County-Level (ICPSR 20)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1930-01-01--1950-01-01
This data collection contains county-level information on total number of population and internal migration in the United States from 1930 to 1950. Demographic information is provided on race, age, and sex for the counties. There are variables that provide information by age group on the number of native-born white males and females, foreign-born white males and females, Black males and females, and males and females of other nationalities such as Indians, Japanese, and Chinese. For 1930 and 1940, the population is tabulated in five-year intervals until age 34 and in ten-year intervals thereafter. For 1950, the numbers of whites and non-whites are given by sex and age in five-year intervals. Additional variables provide information by age group on net migration of white males and females, and on Black males and females. Other variables give information on births and deaths.
Curated
Detroit Area Study, 2003: Information and Values in Today's Society (ICPSR 22630)
Released/updated on: 2008-09-26
Geographic coverage: Detroit, United States, Michigan
For this survey, respondents from three counties in the Detroit, Michigan, area were queried about how they received and used information in their daily lives and how they viewed other people, groups, and institutions. Respondents were asked about their activities during the previous 12 months, the work they did, and about some things they or someone in their household may have experienced because of their race, ethnicity, or religion. Respondents were also asked for their opinions about American news coverage, helping children grow up, and what the aims of this country should be for the next ten years. In addition, questions addressed respondents' feelings and thoughts during the past 12 months about world events and the terrorist attacks on September 11, 2001. Demographic information includes age, sex, marital status, income, education, national origin, employment status, and household composition.
Curated
Elementary and Secondary School Civil Rights Compliance Report, Fall 1994 (ICPSR 2814)
Released/updated on: 2000-03-23
Geographic coverage: United States
The Fall 1994 Elementary and Secondary Civil Rights Compliance Report was conducted by Opportunity Systems Incorporated (OSI) for the Department of Education, Office for Civil Rights (OCR). Selected school districts throughout the country were required to complete a district-level form with summary information (ED101). In addition, each school within the district was required to complete a school-level form (ED102) that provided information on that individual school campus. Variables in the district questionnaire cover the number of public schools in the district, school membership, number of children and youths with disabilities, pregnant students, and non-IDEA (Individuals with Disabilities Education Act)-eligible children and youths. Items on the school questionnaire include information on grades offered, special education, ability grouping, and magnet schools or programs. Five data elements on the school form (corporal punishment, suspension, high school diploma, certificate of attendance or completion, and interscholastic athletics) are retrospective and pertain to the previous (1993-1994) school year.
Curated
Partially restricted
Simple Crosstabs
Latino National Survey (LNS), 2006 (ICPSR 20862)
Released/updated on: 2013-06-05
Geographic coverage: North Carolina, United States, Fort Worth, Arkansas, Washington, San Diego, Atlanta, Colorado, Denver, Dallas, Arizona, Nevada, New York, District of Columbia, Seattle, San Antonio, Chicago, California, Florida, New Jersey, Miami, Iowa, Illinois, Texas, Los Angeles, Georgia, Houston
The Latino National Survey (LNS) contains 8,634 completed interviews (unweighted) of self-identified Latino/Hispanic residents of the United States. Interviewing began on November 17, 2005, and continued through August 4, 2006. The survey instrument contained approximately 165 distinct items ranging from demographic descriptions to political attitudes and policy preferences, as well as a variety of social indicators and experiences. All interviewers were bilingual, English and Spanish. Respondents were greeted in both languages and were immediately offered the opportunity to interview in either language. Interviewers also provided a consent script that allowed respondents to opt out of the survey. Demographic variables include age, ancestry, birthplace, education level, ethnicity, marital status, military service, number of people in the household, number of children under the age of 18 living in the household, political party affiliation, political ideology, religiosity, religious preference, race, and sex.
Curated
Latino National Survey (LNS) Focus Group Data, 2006 (ICPSR 29601)
Released/updated on: 2015-08-19
Geographic coverage: North Carolina, United States, Fort Worth, Arkansas, Washington, San Diego, Atlanta, Colorado, Denver, Dallas, Arizona, Nevada, District of Columbia, Seattle, San Antonio, Chicago, California, Florida, New York (state), New Jersey, Miami, Iowa, Illinois, Texas, Los Angeles, Georgia, Houston
The focus groups conducted by the research team for the project presented here offer precisely this convergence of both breadth and depth. The team used a common protocol to guide discussion in fifteen focus groups -- with more than 150 participants in nine cities across eight states -- that were designed to include Spanish and English-speaking respondents, in different regions of the country, with differing compositions by generation and country of origin. The number and range of the participants in these Latino focus groups are unique in the social science literature. This study presents the results of a unique data set, the results of fifteen focus groups conducted across the United States with Latino residents, including foreign-born -- both legal and undocumented immigrants and native-born. These data provide more range than allowed by the typical interview-based project and not only give key insights into Latino residents' thoughts about community, language, discrimination, ties to their countries of origin, and the like, but also provide some sense of participants' explanations of their reasoning and motivations, something not achievable through structured survey data alone.
Curated
Partially restricted
Simple Crosstabs
Latino National Survey (LNS)--New England, 2006 (ICPSR 24502)
Released/updated on: 2015-07-17
Geographic coverage: Rhode Island, United States, Massachusetts, Connecticut
The Latino National Survey (LNS)--New England is the New England extension of the LATINO NATIONAL SURVEY (LNS), 2006 (ICPSR 20862), which was conducted in 2005-2006. The Latino National Survey (LNS)--New England contains 1,200 completed interviews (unweighted) of self-identified Latino/Hispanic residents of the United States. The questionnaire is the same as that used in the original LNS. Interviewing began on November 17, 2005, and continued through August 4, 2006. The survey instrument contained approximately 165 distinct items ranging from demographic descriptions to political attitudes and policy preferences, as well as a variety of social indicators and experiences. All interviewers were bilingual, English and Spanish. Respondents were greeted in both languages and were immediately offered the opportunity to interview in either language. Interviewers also provided a consent script that allowed respondents to opt out of the survey. Demographic variables include age, ancestry, birthplace, education level, ethnicity, marital status, military service, number of people in the household, number of children under the age of 18 living in the household, political party affiliation, political ideology, religiosity, religious preference, race, and sex.
Curated
Mexican Origin People in the United States: Austin (Texas) Pilot Survey, 1978-1979 (ICPSR 7965)
Released/updated on: 1992-02-16
Geographic coverage: United States, Texas, Austin
Time period: 1978-01-01--1979-01-01
This study was conducted for the purpose of testing and improving field procedures prior to beginning the Chicano Survey of 1979. It was jointly funded by the National Institute of Mental Health and the University of Texas at Austin. Interviews were conducted in Travis County, Texas, from November 1978 to February 1979. The final sample size was 70 respondents. There are 569 variables concerned with family structure, education, ethnicity, employment, income, language spoken, and attitudes toward language as well as interviewer observations. This collection was made available to ICPSR by the National Chicano Research Network, which was located at the Survey Research Center of the Institute for Social Research, University of Michigan.
Curated
Partially restricted
Michigan Student Study: Opinions, Expectations, and Experiences of Undergraduate Students, 1990-1994 (ICPSR 4027)
Released/updated on: 2005-12-15
Geographic coverage: United States, Michigan
Time period: 1990-01-01--1994-01-01
The Michigan Student Study was designed to examine the factors that influence students' intellectual responses to issues of racial and ethnic diversity. The focus was not only on the attitudes and experiences of students of color (Asian American, Latino/Hispanic, African American and Native American students) but on the contribution of diversity to the broader intellectual experiences of White students as well. The longitudinal design of the Michigan Study allowed for consideration of what students bring to the university at entrance, as well as documenting important changes as they move toward graduation. One set of questions addressed the general undergraduate experience of students at the University of Michigan, the positive and negative aspects of their experiences with faculty, interactions with fellow students, extracurricular involvements, reactions to their academic and intellectual experiences, and how similar or different the experiences of students of different racial/ethnic backgrounds were. Another set of questions dealt with the racial "climate" on campus, the degree of racial tension, the students' perceptions of and responses to the University's commitment to multiculturalism and diversity, the perceptions and views that students brought to the campus and how much they were affected and changed by their experiences at the University of Michigan, the positive aspects and specific arenas of concern for the various groups of students around multiculturalism, and the relevancy of the University's commitment to multiculturalism and diversity.
Curated
National Politics Study, 2004 (ICPSR 24483)
Released/updated on: 2009-03-23
Geographic coverage: United States
Time period: 2004-09-03--2005-02-25
The primary goal of the National Politics Study (NPS) was to gather comparative data about individuals' political attitudes, beliefs, aspirations, and behaviors at the beginning of the 21st century. Exploring the nature of political involvement and participation among individuals from different racial and ethnic groups, the survey included questions about voting preferences, party affiliation, organizational membership, immigration, racial consciousness, acculturation, and views of government policies.
Curated
Partially restricted
Simple Crosstabs
National Politics Study, 2008 (ICPSR 36167)
Released/updated on: 2015-08-07
Geographic coverage: United States
Time period: 2008-09-05--2008-12-15
The 2008 election offers a rare opportunity to analyze a significant event in American history - the election of the first African American president. Because the longitudinal panel series began in 2004, prior to the emergence of President Obama as a serious political candidate and nominee, the results from these surveys provide a rare vehicle for comparing data over time on important demographic, political, and, of particular interest given President Obama's racial background, racial and ethnic issues related to vote choice and political behavior. The wealth of data obtained from this survey will benefit scholars for many years to come.
This report provides a general overview of some of the key findings from the 2008 data collection. Topics covered include: demographic information of the population, work status, home ownership, political ideology, party identification, presidential choice, race relations, feeling thermometer data for a variety of political figures and relevant groups or organizations, and current events such as the Iraq War and same-sex marriage. Because differences among the racial and ethnic groups surveyed in this study are of political significance (Whites, African Americans, Hispanics, Asian Americans, and Caribbean Blacks), much of the data presented here is disaggregated by racial and ethnic group.
Curated
Office for Civil Rights School District File, 1968 [United States]: School Desegregation Database (ICPSR 3528)
Released/updated on: 2002-11-22
Geographic coverage: United States
Time period: 1968-01-01--1969-01-01
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1968-1969. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1969 [United States]: School Desegregation Database (ICPSR 3529)
Released/updated on: 2002-11-22
Geographic coverage: United States
Time period: 1969-01-01--1970-01-01
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1969-1970. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1970 [United States]: School Desegregation Database (ICPSR 3530)
Released/updated on: 2002-12-09
Geographic coverage: United States
Time period: 1970-01-01--1971-01-01
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1970-1971. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1971 [United States]: School Desegregation Database (ICPSR 3531)
Released/updated on: 2003-01-02
Geographic coverage: United States
Time period: 1971-01-01--1972-01-01
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1971-1972. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1972 [United States]: School Desegregation Database (ICPSR 3532)
Released/updated on: 2002-12-09
Geographic coverage: United States
Time period: 1972-01-01--1973-01-01
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1972-1973. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1973 [United States]: School Desegregation Database (ICPSR 3533)
Released/updated on: 2002-12-09
Geographic coverage: United States
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1973-1974. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1974 [United States]: School Desegregation Database (ICPSR 3534)
Released/updated on: 2003-01-02
Geographic coverage: United States
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1974-1975. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation. Some computed data were included on the 1974 district file which were not on the district files for years 1968-1973.
Curated
Pilot National Asian American Political Survey (PNAAPS), 2000-2001 (ICPSR 3832)
Released/updated on: 2004-05-05
Geographic coverage: New York City, San Francisco, United States, Chicago, Illinois, Honolulu, Hawaii, Los Angeles, California, New York (state)
Time period: 2000-11-16--2001-01-28
The purpose of this multicity, multiethnic, and multilingual survey was to provide a preliminary attempt to gauge the political attitudes and behavior of Asian Americans on a national scale. Major areas of investigation include ethnic identity, acculturation, homeland politics, voting and other types of political participation, political ideology, political partisanship, opinions on various social issues, social connectedness, racial integration, and group discrimination. Respondents were asked whether people of Asian descent had a great deal in common culturally, what they thought were the most important problems facing their own ethnic group, whether they belonged to any organization that represented the interest of their group, and their knowledge of the Wen Ho Lee case, the 8-20 Initiative, and other news stories and information about Asians in the United States. Political questions probed respondents' general interest in politics, whether and for whom they voted in the 2000 presidential election, their general knowledge of the presidential election process, the kinds of political activity in which they participated, their feelings about Asian-American candidates, their involvement with political parties, their level of trust in local, state, and federal government officials, self-identity with regard to a liberal vs. conservative stance on political matters, party affiliation, and how active they were in political parties or organizations in their home country if born outside of the United States. Respondents were also asked about their attitudes on such topics as immigration, affirmative action, job training, educational assistance, preferences in hiring and promotion, marriage outside of their ethnic group, and incidents of discrimination that they encountered. Demographic variables include language spoken in the home, religious preference, home ownership, ethnic origin of spouse, level of education, income, employment, age, and sex.
Curated
Partially restricted
Simple Crosstabs
Social Justice Sexuality Project: 2010 National Survey, including Puerto Rico (ICPSR 34363)
Released/updated on: 2013-08-09
Geographic coverage: Puerto Rico, United States
Time period: 2010-01-01--2010-12-01
The Social Justice Sexuality Project (SJS) is one of the largest national surveys of Black, Latina/o, Asian and Pacific Islander, and multiracial lesbian, gay, bisexual, and transgender (LGBT) people. With over 5,000 respondents, the final sample includes respondents from all 50 states; Washington, DC, and Puerto Rico; in rural and suburban areas, in addition to large urban areas; and from a variety of ages, racial/ethnic identities, sexual orientations, and gender identities. The purpose of the SJS Project is to document and celebrate the experiences of lesbian, gay, bisexual and transgender (LGBT) people of color. All too often, when we think about LGBT people of color, it's from a perspective of pathology. In contrast, the SJS Project is designed and dedicated to describing a more dynamic experience. It's a knowledge-based study that investigates the sociopolitical experiences of this population around five themes: racial and sexual identity; spirituality and religion; mental and physical health; family formations and dynamics; civic and community engagement. Demographic variables include: race/ethnicity, sexual orientation, gender identity, age, education, religion, household, income, height, weight, location, birthplace, and political affiliation.
Additional information about the SJS Project can be found on the Social Justice Sexuality Project Web site.
Curated
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.
Curated
Urban Composition of United States Counties, 1850 (ICPSR 7455)
Released/updated on: 1992-02-16
Geographic coverage: United States
This dataset contains several measures of urban concentration for each of the 1,606 United States counties in existence in 1850. Included are measures of the white and total populations in each county, as well as percentages of the white and total populations that resided in towns of various sizes. Town-level population counts were collected from Tables I and II of the SEVENTH CENSUS OF THE UNITED STATES, 1850. The principal investigator manually aggregated individual town counts to various town size measures, and calculated percentages of county population totals. Variables on total and white populations of each county were added to this data collection by ICPSR, from HISTORICAL, DEMOGRAPHIC, ECONOMIC, AND SOCIAL DATA: THE UNITED STATES, 1790-1970 (ICPSR 0003).
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.