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- Introduction
- Adult Literacy and Lifeskills Survey (ALL)
- Academic Libraries Survey (ALS)
- Baccalaureate and Beyond (B&B) Longitudinal Study
- Beginning Postsecondary Students (BPS) Longitudinal Study
- Beginning Teacher Longitudinal Study(BTLS)
- Common Core of Data (CCD)
- Current Population Survey (CPS)
- Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
- Early Childhood Longitudinal Study, Kindergarten Class of 1998‑99 (ECLS‑K)
- Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS‑K:2011)
- Educational Longitudinal Study of 2002 (ELS 2002)
- Quick Response Information System (FRSS/PEQIS)
- High School and Beyond (HS&B) Longitudinal Study
- High School Longitudinal Study of 2009 (HSLS:09)
- High School Transcript Studies (HSTS)
- International Adult Literacy Survey (IALS)
- Integrated Postsecondary Education Data System (IPEDS)
- Middle Grades Longitudinal Study of 2017– 18 (MGLS:2017)
- National Assessment of Adulty Literacy (NAAL)
- National Assessment of Educational Progress (NAEP)
- National Adult Literacy Survey (NALS)
- National Education Longitudinal Study of 1988 (NELS 88)
- National Household Education Survey Program (NHES)
- National Longitudinal Study of the High School Class of 1982 (NLS 72)
- National Postsecondary Student Aid Study (NPSAS)
- National Study of Postsecondary Faculty (NSOPF)
- National Teacher and Principal Survey (NTPS)
- Program for the International Assessment of Adult Competencies (PIAAC)
- Progress In International Reading Literacy Study (PIRLS)
- Program For International Student Assessment (PISA)
- Private School Universe Survey (PSS)
- School and Staffing Survey (SASS)
- SASS Principal Follow-Up Survey (PFS)
- SASS School Library Media Center Survey (SLS)
- SASS Teacher Follow-up Survey (TFS)
- Survey of Earned Doctorates (SED)
- Crime and Safety Surveys (SCS & SSOCS)
- Teaching and Learning International Survey (TALIS)
- Trends In International Mathematics and Science Study (TIMSS)
Education Longitudinal Study of 2002 (ELS:2002)
2. USES OF DATA
Using the multilevel and longitudinal information from the base year (2002) and first follow-up (2004) of ELS:2002 will help researchers and policymakers explore and better understand such issues as the importance of home background and parental aspirations for a child’s success; the influence of different curriculum paths and special programs; the effectiveness of different high schools; and whether a school’s effectiveness varies with its size, organization, climate or ethos, curriculum, academic press, or other characteristics. These data will facilitate an understanding of the impact of various instructional methods and curriculum content and exposure in bringing about educational growth and achievement.
After the high school years, ELS:2002 will continue to follow its sample of students
into postsecondary education and/or the labor market. For students who continue
on to higher education, data collected from the second follow-up and the third follow-up
will help researchers measure the effects of these students’
high school careers on subsequent access to postsecondary institutions; their choices
of institutions and programs; and, as time goes on, their postsecondary persistence,
attainment, and eventual entry into the labor force and adult roles. For students
who go directly into the workforce (whether as dropouts or high school graduates),
ELS:2002 will be able to determine how well high schools have prepared these students
for the labor market and how they fare within it.
Apart from helping to describe
the status of high school students and their schools, the second and third follow-up
data will provide information to help address a number of key policy and research
questions. The study is intended to produce a comprehensive dataset for the development
and evaluation of education policy at all government levels. Part of its aim is
to inform decision-makers, educational practitioners, and parents about the changes in the operation of the education system
over time and the effects of various elements
of the system on the lives of the individuals who pass through it. Issues that can
be addressed with data collected in the high school years include the following:
- students’ academic growth in mathematics;
- the process of dropping out of high school—determinants and consequences;
- the role of family background and the home education support system in fostering students’ educational success;
- the features of effective schools;
- the impact of coursetaking choices on success in the high school years (and thereafter);
- the equitable distribution of educational opportunities as registered in the distinctive school experiences and performance of students from various subgroups; and
- steps taken to facilitate the transition from high school to postsecondary education or the world of work.
After ELS:2002 students have completed high school, a new set of issues can be examined using data from the second and third follow-ups. These issues include
- the later educational and labor market activities of high school dropouts;
- the transition of students who do not go directly on to postsecondary education or the world of work;
- access to, and choice of, undergraduate and graduate education institutions;
- persistence in attaining postsecondary educational goals;
- rate of progress through the postsecondary curriculum;
- degree attainment;
- barriers to persistence and attainment;
- entry of new postsecondary graduates into the workforce;
- social and economic rate of return on education to both the individual and society; and
- adult roles, such as family formation and civic participation.
