Education Longitudinal Study (ELS), 2002 : Base Year / United States Department of Education. NationalCenter for Education Statistics.

Format:

Datafile

Contributor:

Inter-university Consortium for Political and Social Research.

Series:

ICPSR (Series) ; 4275.

Education Longitudinal Study (ELS) Series (Series) ; 4275.

ICPSR ; 4275

Education Longitudinal Study (ELS) Series ; 4275

Language:

English

Genre:

Academic theses.

Physical Description:

1 online resource.

Place of Publication:

Ann Arbor, Mich. : Inter-university Consortium for Political and Social Research [distributor], 2005.

System Details:

Mode of access: World Wide Web.

data file

Summary:

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 com... Cf.: http://dx.doi.org/10.3886/ICPSR04275

Contents:

Part 1: Student-Level Data; Part 2: School-Level Data

Notes:

Title from ICPSR DDI metadata of 2006-07-25.

OCLC:

70890450

Access Restriction:

Restricted for use by site license.