Showing 1 – 23 of 23 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
Common Core of Data: Public School Universe Data, 1995-1996 (ICPSR 2470)
Released/updated on: 2008-04-23
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
Time period: 1995-01-01--1996-01-01
This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States for 1995-1996. Records in this file provide the National Center for Education Statistics and state identification numbers, name and ID number of the agency operating the school, name, address, and phone number of the school, school type (regular, special education, vocational education, alternative), locale code (seven categories from urban to rural), number of students by grade and ungraded, number of students eligible for free lunch, and number of students by five race/ethnic categories.
Curated
Common Core of Data: Public School Universe Data, 1996-1997 (ICPSR 2823)
Released/updated on: 2000-05-17
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
Time period: 1996-01-01--1997-01-01
This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States for 1996-1997. Records in this file provide the National Center for Education Statistics and state identification numbers, name and ID number of the agency operating the school, name, address, and phone number of the school, school type (regular, special education, vocational education, alternative), locale code (seven categories from urban to rural), number of students by grade and ungraded, number of students eligible for free lunch, and number of students by five race/ethnic categories.
Curated
Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
Released/updated on: 2005-10-11
Geographic coverage: United States
The base year of the Education Longitudinal Study (ELS) of 2002 represents the first stage of a major longitudinal effort designed to provide trend data about critical transitions experienced by students as they proceed through high school and into postsecondary education or their careers. The 2002 sophomore cohort will be followed, initially at 2-year intervals, to collect policy-relevant data about educational processes and outcomes, especially as such data pertain to student learning, predictors of dropping out, and high school effects on students' access to, and success in, postsecondary education and the work force. Part 1, Student-Level Data, is comprised of data from assessments of students (achievement tests in mathematics and reading), surveys of students, surveys of parents, and surveys of teachers. The student assessments measured achievement in mathematics and reading, and they provided baseline scores that can serve as a covariate or control variable for later analyses. The student questionnaire gathered information about the student's background, school experiences and activities, plans and goals for the future, employment and out-of-school experiences, language background, and psychological orientation toward learning. One parent of each participating sophomore was asked to respond to a parent survey. The parent questionnaire was designed to gauge parental aspirations for the child, home background and the home education support system, the child's educational history prior to 10th grade, and parental interactions with and opinions about the student's school. For each student enrolled in English or mathematics, a teacher was also selected to participate in a teacher survey. The teacher questionnaire collected the teacher's evaluations of the student and provided information about the teacher's background and activities. Part 2, School-Level Data, is comprised of data from surveys of school administrators, surveys of librarians, and a facilities checklist (completed by survey administrators, based on their observations at the school). The school administrator questionnaire collected information on the school in six areas: school characteristics, student characteristics, teaching staff characteristics, school policies and programs, technology, and school governance and climate. The head librarian or media center director at each school was asked to complete a library media center questionnaire that inquired into the school's library media center facility, its staffing, its technological resources, collection and expenditures, and scheduling and transactions. The facilities checklist was a brief observational form completed for each school. It collected information about the condition of school buildings and facilities.
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
Gates Millennium Scholars (GMS) Survey Data Cohort 1, United States, 2000-2008 (ICPSR 34375)
Released/updated on: 2019-03-28
Geographic coverage: United States
Time period: 2000-01-01--2008-01-01
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). 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.
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. 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.
For the first year of the program, GMS awarded 4,053 scholarships to freshman, continuing undergraduate students, and graduate students. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Freshmen constitute one respondent type and continuing undergraduate and graduate students comprise a second respondent type.
Curated
Partially restricted
Simple Crosstabs
Gates Millennium Scholars (GMS) Survey Data Cohort 2, United States, 2001-2006 (ICPSR 34437)
Released/updated on: 2019-03-28
Geographic coverage: United States
Time period: 2001-01-01--2006-01-01
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). 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.
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. 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.
Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.
Curated
Partially restricted
Simple Crosstabs
Gates Millennium Scholars (GMS) Survey Data Cohort 3, United States, 2002-2007 (ICPSR 34438)
Released/updated on: 2019-03-28
Geographic coverage: United States
Time period: 2002-01-01--2007-01-01
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). 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.
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. 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.
Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.
Curated
Partially restricted
Simple Crosstabs
Gates Millennium Scholars (GMS) Survey Data Cohort 5, United States, 2004-2009 (ICPSR 34439)
Released/updated on: 2019-10-01
Geographic coverage: United States
Time period: 2004-01-01--2009-01-01
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). 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.
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. 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.
Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.
Curated
Partially restricted
Simple Crosstabs
Gates Millennium Scholars (GMS), Survey Data Cohort 9, United States, 2008-2009 (ICPSR 34440)
Released/updated on: 2019-03-28
Geographic coverage: United States
Time period: 2008-01-01--2009-01-01
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). 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.
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. Cohorts were composed of both recipients and non-recipients. Non-recipients were 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.
Baseline survey data has been collected from both recipients and non-recipients of Cohort 9.
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
Whole School Whole Child Efficacy Study, United States, 2018-2020 (ICPSR 39122)
Released/updated on: 2024-09-26
Geographic coverage: United States
Time period: 2017-08-01--2020-06-30
The study examines the effectiveness of City Year's Whole School Whole Child (WSWC) model's Tier 2 services in 22 middle schools across five urban school districts before the COVID-19 pandemic. Student Success Coaches deliver universal holistic services and Tier 2 interventions to students identified based on early indicators linked to academic persistence and high school graduation. Using a two-year individual randomized controlled trial (RCT), the study evaluates the impact of Tier 2 services on student outcomes, including math and English Arts Language (ELA) achievement, attendance, social-emotional skills, and suspensions. The sample included 1,276 Grade 6 students randomly assigned to receive Tier 2 services or serve as controls. Results indicate that students offered Tier 2 services did not demonstrate statistically significant improvements in ELA, math, attendance, social-emotional, or behavioral outcomes compared to those not offered Tier 2 services. The study acknowledges limitations, such as disruptions caused by COVID-19 and the complexities of conducting an RCT to assess a multifaceted intervention.
Curated
Youth-Parent Socialization Panel Study, 1965-1973 (ICPSR 7779)
Released/updated on: 2016-01-28
Geographic coverage: United States
Time period: 1965-01-01--1973-01-01
This study has two parts: a youth panel and a parent panel. High school students and their parents were interviewed in 1965 and reinterviewed in 1973. The panel study is designed to assess political continuity and change across time for two biologically-related generations and to explore life cycle, generational, and period effects. Analysis can be performed at the aggregate as well as the individual level. Because the two samples come from the same families, parent-offspring pairs can be formed (by matching I.D. numbers). At the core of the study are a number of standard political variables available at both time points. The 1973 wave includes a number of questions that capture the political and non-political histories of the respondent across the eight-year panel period. Also included in the 1973 data are a large number of variables dealing with perspectives on public policy issues. The 1965 youth wave schedule contains detailed questions about high school experiences, and both the youth and parental schedules treat familial relationships.
Curated
Youth-Parent Socialization Panel Study, 1965-1982: Three Waves Combined (ICPSR 9553)
Released/updated on: 2006-01-12
Geographic coverage: United States
Time period: 1965-01-01--1982-01-01
For this panel survey a national sample of high school seniors and their parents were interviewed in 1965, and again in 1973 and 1982. The survey gauges the impact of life-stage events and historical trends on the behaviors and attitudes of respondents. Each wave has a distinct focus. The 1965 data focus on high school experiences, while the 1973 data deal with the protest era. Data gathered in 1982 emphasize the maturing process and offer information relating to parental issues and family relationships. Other major areas of investigation include political participation, issue positions, group evaluations, civic orientations, personal change over time, stability in attitudes and behaviors over time, and partisanship and electoral behavior.
Curated
Youth-Parent Socialization Panel Study, 1965-1982: Wave III (ICPSR 9134)
Released/updated on: 2007-07-18
Geographic coverage: United States
Time period: 1965-01-01--1982-01-01
For this panel survey a national sample of high school seniors and their parents were interviewed in 1965, and twice later in 1973 and 1982. The survey gauges the impact of life-stage events and historical trends on the behaviors and attitudes of respondents. Each wave has a distinct focus. The 1965 data focus on high school experiences, while the 1973 data deal with the protest era. Data gathered in 1982 emphasize the maturing process and offer information relating to parental issues and family relationships. Other major areas of investigation include political participation, issue positions, group evaluations, civic orientations, personal change over time, stability in attitudes and behaviors over time, and partisanship and electoral behavior.
Curated
Partially restricted
Youth-Parent Socialization Panel Study, 1965-1997: Four Waves Combined (ICPSR 4037)
Released/updated on: 2005-11-04
Geographic coverage: United States
Time period: 1965-01-01--1997-01-01
The Youth-Parent Socialization Panel Study is a series of surveys designed to assess political continuity and change across time for biologically-related generations and to gauge the impact of life-stage events and historical trends on the behaviors and attitudes of respondents. A national sample of high school seniors and their parents was first surveyed in 1965. Subsequent surveys of the same individuals were conducted in 1973, 1982, and 1997. This data collection combines all four waves of youth data for the study. The general objective of the data collection was to study the dynamics of political attitudes and behaviors by obtaining data on the same individuals as they aged from approximately 18 years of age in 1965 to 50 years of age in 1997. Especially when combined with other elements of the study as released in other ICPSR collections in the Youth Studies Series, this data collection facilitates the analysis of generational, life cycle, and historical effects and political influences on relationships within the family. This data collection also has several distinctive properties. First, it is a longitudinal study of a particular cohort, a national sample from the graduating high school class of 1965. Second, it captures the respondents at key points in their life stages -- at ages 18, 26, 35, and 50. Third, the dataset contains many replicated measures over time as well as some measures unique to each data point. Fourth, there is detailed information about the respondents' life histories. Background variables include age, sex, religious orientation, level of religious participation, marital status, ethnicity, educational status and background, place of residence, family income, and employment status.
Curated
Partially restricted
Youth-Parent Socialization Panel Study, 1965-1997: Youth Wave IV, 1997 (ICPSR 4023)
Released/updated on: 2005-12-15
Geographic coverage: United States
Time period: 1965-01-01--1997-01-01
This panel study is part of a series of surveys designed to assess political continuity and change across time for biologically related generations and to gauge the impact of life-stage events and historical trends on the behaviors and attitudes of respondents. A national sample of high school seniors and their parents was initially interviewed in 1965 with subsequent surveys of the same individuals conducted in 1973, 1982, and 1997. This data collection consists of the fourth wave of youth interviews conducted in 1997. Individuals who were identified and located from Wave III (1982) were reinterviewed for this wave. Information was gathered on respondents' political interest, party identification, political participation, interest in public affairs, issue positions, group evaluations, civic orientations, attitudes and behaviors over time, partisanship, and electoral behavior. Respondents were queried about their views on politics, concept of a good citizen, faith in government, and attitudes toward federal government. Respondents were also asked to indicate their feelings toward labor unions, activist groups, and politicians, and to rate the influence level of certain groups. Additional information was gathered on respondents' personal and family changes since 1982. Summary variables from previous waves of this study are also available. Background variables include age, sex, religious orientation, level of religious participation, marital status, ethnicity, educational status and background, place of residence, family income, and employment status.