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Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)

Released/updated on: 2005-10-11

Geographic coverage: United States

Time period: 2002-01-01--2002-12-31

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.

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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.

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Flint [Michigan] Adolescent Study (FAS): A Longitudinal Study of School Dropout and Substance Use, 1994-1997 (ICPSR 34598)

Released/updated on: 2014-11-07

Geographic coverage: Flint, United States, Michigan

Time period: 1994-01-01--1997-12-31

The Flint Adolescent Study (FAS) interviewed 850 ninth graders in the four public high schools of Flint, MI. The study was conducted in collaboration with the Projects for Urban and Regional Affairs and Flint Community Schools. The goal of the study was to explore the protective factors associated with school dropout and alcohol and substance use. The study followed the youths for four years beginning in the Fall of 1994. The sample reflected the overall student body in the Flint high schools. In order to study those students most at risk for leaving school before graduation, individuals with grade point averages of 3.0 and below were selected.

Interviews were conducted face-to-face with each student at the school or in a community location for students who were out of school. Each interview took about one hour to complete. At the end of the interview students were asked to complete the last section of the questionnaire by themselves which contains questions about their drug use and sexual behavior.

Information obtained from the youths includes: participation in church, school, and community organizations; social support and influence of family and friends; self esteem and psychological well being; delinquent and violent behaviors; alcohol and substance use; sex behavior and child bearing; school attitudes and performance; and family structure and relationships. The Youths were asked to complete a brief questionnaire at the end of the interview about their alcohol and substance use, and sexual behavior. In years 3 and 4 questions also asked about driving behavior, attachment style, stress, mentoring, and racial identity. Data was also collected about parental education and occupation.

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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--2008-12-31

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.

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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--2006-12-31

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.

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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--2007-12-31

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.

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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--2009-12-31

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.

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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--2009-12-31

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.

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National Education Longitudinal Study, 1988: Second Follow-Up (1992) (ICPSR 6448)

Released/updated on: 1995-03-16

Geographic coverage: United States

Time period: 1990-01-01--1992-12-31

This data collection presents second follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study, which collected information from student surveys and tests and from surveys of parents, school administrators, and teachers, was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. The first follow-up, NATIONAL EDUCATION LONGITUDINAL STUDY, 1988: FIRST FOLLOW-UP (1990) (ICPSR 9859), provided the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provided a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captured the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The second follow-up provides a cumulative measurement of learning in the course of secondary school, and also supplies information that will facilitate investigation of the transition into the labor force and postsecondary education after high school. The 1992 student component collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and their goals, aspirations, and opinions about themselves. The student component also gathered data about the family decision-making structure during the critical transition from secondary school to postsecondary education or the work environment. The 1992 school component solicited general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data, which were collected from the chief administrator of each base-year school with sample members still in attendance, cover school, student, and teacher characteristics, school politics and programs, and school governance and climate. The 1992 teacher component was administered to teachers of second follow-up students in one of two basic subject areas: mathematics or science. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture. The dropout component provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The parent component provides information about the factors that influence educational attainment and participation, including family background, socioeconomic conditions, and character of the home educational system. This component was present in the base-year survey but not in the first follow-up.

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National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)

Released/updated on: 2006-01-18

Geographic coverage: United States

Time period: 1988-01-01--2000-12-31

This data collection presents base year through fourth follow-up data for the National Education Longitudinal Study (see NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 [ICPSR 9389], FIRST FOLLOW-UP, 1990 [ICPSR 9859], SECOND FOLLOW-UP, 1992 [ICPSR 6448]), and THIRD FOLLOW-UP, 1994 [ICPSR 6961]. In addition, these data sustain continuing trend comparisons with NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085) and HIGH SCHOOL AND BEYOND, 1980 (ICPSR 7896, 8297, 8443, 8896). NELS:88/2000 collected information on this cohort's accomplishments 12 years after the eighth-grade baseline survey. The 2000 data were collected at a key stage of life transitions for the eighth-grade class of 1988 since most had been out of high school for nearly eight years and many had already completed postsecondary education, started or even changed careers, and started families. Part 1, Student-Level Data, includes universe variables, base-year, first and second follow-up student components, school variables at the student level, second and third follow-up early graduate supplement and student-level transcript variables, first, second, and third follow-up dropout components, base-year and second follow-up parent components, and third and fourth follow-up questionnaires and derived variables. Part 2, Postsecondary Education Attendance Data, provides information for third and fourth follow-up respondents on attendance at postsecondary institutions. Part 3, Postsecondary Institution Data, supplies information about institutions applied to or attended by fourth follow-up respondents regarding sector, tuition/fee deciles, and enrollment. Part 4, Postsecondary 1994 Education Attendance Data, provides information for third follow-up respondents on attendance at postsecondary institutions, including enrollment dates and major fields of study.

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National Education Longitudinal Study: Base Year through Third Follow-up, 1988-1994 (ICPSR 6961)

Released/updated on: 2006-01-12

Geographic coverage: United States

Time period: 1988-01-01--1994-12-31

This data collection presents base year through third follow-up data for the National Education Longitudinal Study (see NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 [ICPSR 9389], FIRST FOLLOW-UP, 1990 [ICPSR 9859], and SECOND FOLLOW-UP, 1992 [ICPSR 6448]). In addition, these data sustain continuing trend comparisons with NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085) and HIGH SCHOOL AND BEYOND, 1980 (ICPSR 7896, 8297, 8443, 8896). NELS:88/94 collected information on postsecondary education participation, employment, earnings, family formation, and other activities and experiences relevant to individuals about to enter their adult lives. The collection contains information that represents several nationally representative samples, including eighth graders in 1988, tenth graders in 1990, and twelfth graders in 1992 enrolled in public or private schools. By the time of the third follow-up study in 1994, most NELS:88 sample members had completed four years of high school, while some had dropped out of high school or had attended alternative programs to obtain their diplomas. Part 1, Student-Level Data, includes universe variables, base-year, first follow-up, and second follow-up student components, school variables at the student level, second follow-up early graduate supplement and student-level transcript variables, first follow-up and second follow-up dropout components, base-year and second follow-up parent components, and third follow-up questionnaire and derived variables. Part 2, Postsecondary Education Attendance Data, provides information for third follow-up respondents on attendance at postsecondary institutions, including enrollment dates and major fields of study. Part 3, Postsecondary Institution Data, supplies information about institutions applied to or attended by third follow-up respondents regarding sector, tuition/fee deciles, and enrollment.

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National Survey of American Life - Adolescent Supplement (NSAL-A), 2001-2004 (ICPSR 36380)

Released/updated on: 2016-07-28

Geographic coverage: United States

Time period: 2001-01-01--2004-12-31

The National Survey of American Life Adolescent Supplement (NSAL-A), 2001-2004, was designed to estimate the lifetime-to-date and current prevalence, age-of-onset distributions, course, and comorbidity of DSM-IV disorders among African American and Caribbean adolescents in the United States; to identify risk and protective factors for the onset and persistence of these disorders; to describe patterns and correlates of service use for these disorders; and to lay the groundwork for subsequent follow-up studies that can be used to identify early expressions of adult mental disorders. In addition and similar to the NSAL adult dataset (Collaborative Psychiatric Epidemiology Surveys (CPES), 2001-2003 [United States] (ICPSR 20240)), the adolescent dataset contains detailed measures of health; social conditions; stressors; distress; racial identity; subjective, neighborhood conditions; activities and school; media; and social and psychological protective and risk factors. Numerous variables from the adult dataset have been merged into the adolescent dataset, as the NSAL adult and adolescent respondents reside in the same households. Some of these variables apply to the entire household (i.e. region, urbanicity, and family income), while others apply specifically to the NSAL adult respondent living in the adolescent's household (i.e. adult years of education, adult marital status, and adult nativity [foreign-born vs. US born]). The immigration measures were asked of Caribbean black adult respondents only. No comparable measures assess the immigration and generational status of the Caribbean black adolescent respondents. The adult dataset measures are merged into the adolescent dataset to assist in approximating these measures for adolescent respondents. The NSAL adolescent dataset also includes variables for other non-core and experimental disorders. These include tobacco use/nicotine dependence, premenstrual syndrome, minor depression, recurrent brief depression, hypomania, and hypomania sub-threshold. Demographic variables include age, race and ethnicity, ancestry or national origins, height, weight, marital status, income, and education level.

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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--1969-12-31

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.

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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--1970-12-31

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.

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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--1971-12-31

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.

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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--1972-12-31

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.

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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--1973-12-31

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.

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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

Time period: 1973-01-01--1973-12-31

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.

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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

Time period: 1974-01-01--1974-12-31

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.

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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--2009-12-31

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.