Search Results: (1-15 of 20 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| NCES 2008308 | Education Longitudinal Study of 2002 (ELS:2002):
A First Look at the Initial Postsecondary Experiences of the High School Sophomore
Class of 2002
This First Look report provides selected, nationally representative information about the about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately 2 years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and 4 percent had earned a General Education Development certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July). High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at 4-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively). Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective 4-year institutions and 19 percent enrolled in a moderately selective 4-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective 4-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up. |
10/16/2007 |
| NCES 2007397 | Data Files: NCES Comparable Wage Index
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University. This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2005. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. |
9/4/2007 |
| NCES 2005150 | Baccalaureate and Beyond Longitudinal Study 1993/2003 Data Analysis System (DAS) On-line
The DAS contains data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:1993/2003). This study is the third follow-up of a national sample of students who completed bachelor degrees in academic year 1992-1993 and were first surveyed as part of the National Postsecondary Student Aid Study. This DAS allows users to conduct analyses on data gathered in this study while on-line via the web. |
9/20/2006 |
| NCES 2006865 | Documentation for the NCES Comparable Wage Index Files
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University and William J. Fowler, Jr. at NCES. Dr. Taylor’s research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development “A Comparable Wage Approach to Geographic Cost Adjustment” (NCES 2006-321). This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2004. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. NCES has sponsored the development of other geographic adjustment indexes in the past; the latest was for the 1993-94 school year. |
6/15/2006 |
| NCES 2006321 | A Comparable Wage Approach to Geographic Cost Adjustment
In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers—including teachers—demand higher wages in areas with a higher cost of living (e.g., San Diego) or a lack of amenities (e.g., Detroit, which has a particularly high crime rate) (Federal Bureau of Investigation 2003). This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). Combining the Census with the Occupational Employment Statistics (OES) makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. The CWI methodology offers many advantages over the previous NCES geographic cost adjustment methodologies, including relative simplicity, timeliness, and intrastate variations in labor costs that are undeniably outside of school district control. However, the CWI is not designed to detect cost variations within labor markets. Thus, all the school districts in the Washington, DC metro area would have the same CWI cost index. Furthermore, as with other geographic cost indices, the CWI methodology does not address possible differences in the level of wages between college graduates outside the education sector and education sector employees. Nor does the report explore the use of these geographic cost adjustments as inflation adjustments (deflators.) These could be areas for fruitful new research on cost adjustments by NCES. |
5/4/2006 |
| NCES 2006176 | Background Characteristics, Work Activities, and Compensation of Instructional Faculty and Staff: Fall 2003
This publication is the second from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions in the United States. This report describes the background characteristics, work activities, and compensation of instructional faculty and staff in fall 2003, by employment status, institution type, and program area. The results show that the majority (57 percent) of instructional faculty and staff were employed full time in fall 2003. Women made up a larger proportion of part-time than full-time instructional faculty and staff (47 percent vs. 38 percent). Full-time instructional faculty and staff, overall, reported working an average of 53 hours each week at all jobs both within and outside the institution, and part-time faculty averaged 40 hours per week at all jobs. The average basic salary from the institution for full-time instructional faculty and staff in all types of institutions was $66,800, and the average basic salary for part-time instructional staff was $11,000 in 2003. |
12/21/2005 |
| NCES 2005048 | Labor Force Participation in Formal Work-Related Education in 2000-01
This report uses the Adult Education Survey of the 2001 National Household Education Survey Program to examine the extent and nature of participation in work-related education among adults in the labor force. The report provides data on instructional providers, topics studied, employer support, and other employment-related inducements for participation. |
9/27/2005 |
| NCES 2005174 | 1992-93 Bachelor's Degree Recipients and Their Opinions About Education in 2003
The E.D. TAB is the first publication using data from the final follow-up of the 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03). Students who completed their bachelor's degree in 1993 were identified and contacted for follow-up interviews in 1994, 1997 and 2003. This report presents the percentages of students who reported important relationships between their undergraduate education and their lives in 2003; the percentages who enrolled for further postsecondary study; and their satisfaction with graduate study. |
9/1/2005 |
| NCES 2005172 | 2004 National Study of Postsecondary Faculty (NSOPF:04) Report on Faculty and Instructional Staff in Fall 2003
This publication is the first from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff employed in degree-granting public and private not-for-profit postsecondary institutions in the United States. This report describes the gender, race/ethnicity, tenure status, and income of all faculty and instructional staff, by employment status, institution type, and program area. |
5/26/2005 |
| NCES 2003173 | CD-ROM: Baccalaureate and Beyond Longitudinal Study Data Analysis System (DAS) B&B:2000/01
The DAS CD-ROM contains the most recent postsecondary longitudinal data release, B&B:2000/01, as well as all other released DASs current as of August 2003. These data sets are for public use and do not allow a user direct access to the data, but do allow them to design and run basic analyses specific to their needs. |
11/14/2003 |
| NCES 2001378 | Selected Papers in School Finance, 2000-01
The education finance community faces a wide variety of measurement issues. These commissioned papers address understanding how teacher compensation has changed over time; conceptual and methodological approaches for making inflation and geographic cost adjustments in education; tools of the trade for assessing the financial condition of public school districts; and an attempt to devise a synthesis of two divergent approaches to school-level financial reporting. |
8/30/2001 |
| NCES 2001152 | Background Characteristics, Work Activities, and Compensation of Faculty and Instructional Staff in Postsecondary Institutions: Fall 1998
This publication is the first from the 1999 National Study of Postsecondary Faculty (NSOPF:99), a study of faculty and instructional staff in postsecondary institutions in the United States. This report describes the background characteristics, work activities, and compensation of faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions. |
4/20/2001 |
| NCES 2001168 | Credits and Attainment: Returns to Postsecondary Education Ten Years After High School
This report examines 16 student characteristics and their association with earnings 10 years after high school. After controlling for academic and labor force experience and background characteristics, a baccalaureate or associates degree contributed significantly to earnings while some college credits with no degree attainment did not. The findings further suggest that college curriculum and student academic performance as well as early labor force experience figure prominently in the earnings of young adults as well. While the findings reaffirm the importance of education as a vehicle of social mobility, the direct and indirect effects of family and demographic background still constitute dominant factors in the formation of an individual’s earning capacity. |
3/23/2001 |
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