A - 1 

# Appendix **A**

**Linkages to Administrative Data Sources**A - 2

**A .1**  **Develop Linkages with A dministrative Data Sources**  We will develop linkages with existing data sources to supplement the Beginning Postsecondary Students L ongitudinal Study ( BPS: 12 /14 ) interview data. NCES recognizes the great value added to the BPS: 12 /14 data file with the addition of data from specific administrative data sources. Certain data (for example, specific financ ial aid amounts and associated dates) can onl y be accurately obtained from sources other than the student or parent. Through the experience of collecting data for man y NCES postsecondary

studies, including previous BPS studies, B accalaureate and Bey ond (B & B ), and National Postsecondary

Study Aid Study

(NPSAS) , a considerable knowledge has been gained in performing file merges with man y existing sources of valuable data, including Department of Education’s (ED) Central Processing S ys tem (CPS) for Free Applic ation for Federal Student Aid (FAFSA) data, the National Student L oan Data Sy stem (NSL DS), and ACT. For this study , we plan to perform file merges with the CPS and NSL DS datasets: CPS, NSL DS. The Famil y Educational Rights and Privacy Act (FERPA ; 34 CFR Part 99) allows the disclosure of information without prior consent for the purposes of B PS: 12 /14 according to the following excerpts: 99.31 asks “Under what conditions is prior consent not required to disclose information?” and explains in 99.31 (a) “ an educ ational agency or institution may

disclose personall y identifiable information from an education record of a student without the consent required b y 99.30 if the disclosure meets one or more specific conditions. B PS: 12 /14 collection falls under: Sec. 99.3 1 (a)( 3). The disclosure is, subject to the requirements of Sec. 99.35, to authorized representatives of

-- (i ) The Comptroller General of the United States; (ii) The Attorney General of the United States; (iii) The Secretary; or (iv) State and local educa tional authorities. BPS:12/14 is collecting data under the Secretary ’s authority . T h e p ersonally identifiable information is collected from student record s ys tems with adherence to the securit y protocol detailed in 99.35: “ What conditions apply to disclosure of information for Federal or State program purposes? ” (a )(1) Authorized representatives of the officials or agencies headed by officials listed in Sec. 99.31(a)(3) may have access to education records in connection with an audit or evaluation of Federal or State supported education programs, or for the enforc ement of or compliance with Federal legal requirements that relate to those programs. (2 ) Authority for an agency or official listed in Sec. 99.31(a)(3) to conduct an audit, evaluation, or compliance or enforcement activity is not conferred by the Act or this part and must be established under other Federal, State, or local authority. (b ) Information that is collected under paragraph (a) of this section must: (1 ) Be protected in a manner that does not permit personal identification of individuals by anyo ne other than the officials or agencies headed by officials referred to in paragraph (a) of this section, except that those officials and agencies may make further disclosures of personally identifiable information from education records on behalf of the e ducational agency or institution in accordance with the requirements of Sec. 99.33(b); and (2 ) Be destroyed when no longer needed for the purposes listed in paragraph (a) of this section. (c) Paragraph (b) of this section does not apply if: (1 ) The parent or eligible student has given written consent for theA - 3

disclosure under Sec. 99.30; or (2 ) The collection of personally identifiable information is specifically authorized by Federal law. **A .2**  **File Merge with ED Central Processing System (CPS)** We propose to perform file merges with the CPS data containing federal student aid application information. The merge with CPS can occur at any time for any

number of cases, provided that the case has an apparentl y vali d SSN associated with it. BP S contractor, RTI , will send a file to CPS and receive in return a large data file containing all students who applied for federal aid. The programs and procedures are alread y in place to prepare and submit files according to rigorous CPS standards. Similarly , programs and p rocedures to receive and process data obtained from CPS have also been developed . RTIwill electronicall y upload a file on the FAFSA secure web - site for matching . The file contains SSN and the first 2 letters of the sample member’s last name , but no other information. Access to the site for the upload is restricted to authorized users who are registered and provide identification/authentication information to the FAFSA data site. The file is retrieved b y the Central Processing S ys tem or CPS (th e FAFSA contractor data system) for linkage. The linked file, containing student aid applications for matched records, is then made available to RTI only through a secure connection (EdConnect) which requires username and password. All CPS files will be pr ocessed, edited, and documented for inclusion on the anal yt ic data files. The CPS data will cover academic y ears beginning with 201 2

– 201 3 . All CPS files will be processed, edited, and documented for inclusion in the Electronic Codebook (ECB). **A .3**  **File Merge with National Student Loan Data Sy stem Disbursement**  RTIwill also conduct a file merge with the NSLDS to collect federal loan and Pell grant data for the 2012 - 13 award ye ar. The resulting file will contain cumulative amounts for each student’s entire postsecondary

education enrollment. Files are transmitted using a s ecure connection (EdConnect) which requires username and password. P rograms to create the files for the merge and also programs to read the receive d data alread y exist . All matching processes are initiated by RTI staff providing a file with one record per sample member to be merged .B - 1 

# App **endix B** 

**Data Security Language for Vendor Contracts**B - 2

Data Securit y Requirements a) Contractor shall use data supplied to them by Company

for the specific purpose included in the corresponding Statements of Work only . b) Contractor will protect all data supplied to them by Compan y as specifically stated in Exhibit C, attached. c) Unless other

wise agreed to, Contractor will promptly and properl y destro y data supplied to them by Company

upon the Statement of Work completion date. **EXHIBIT C COMPANY INFORMATION SECURITY REQUIREMENTS**  A. Definitions. “Business Contact Information” is defined as name, job title, department name, compan y name, business telephone, business fax number, and business email address. “COMPANY Confidential Information” as defined in the Agreement. “Information Processing Sy stem(s)” is defined as the individual and collective e lectronic, mechanical, or software components of CONTRACTOR operations that store and/or process COMPANY Confidential Information. “Information Security

Event” is defined as any

situation where COMPANY Confidential In formation is lost; is subject to unauth orized or inappropriate access, use, or misuse; the securit y, confidentiality , or integrity of the information is compromised; or the availability of CONTRACTOR Information Processing S ys tems is compromised by external attack. “Securit y Breach” is defined as an unauthorized access to CONTRACTOR’s facilities, In formation Processing Sy stems or networks used to service, store, or access COMPANY Confidential Information, provided such unauthorized access exposes COMPANY Confidential In formation or provided CONT RACTOR is required to report such unauthorized access to appropriate legal or regulatory agencies or affected COMPANY members. “Industry best practice” is defined b y the information security guidelines prepared b y the PCI Security Standards Council and d ocumented in the PCIDSS requirements as well as standards and guidelines prepared b y the Federal Financial Institutions Examination Council (FFIEC) B. Security

and Confidentiality . Before receiving, or continuing to receive, COMPANY Confidential Information , CONTRACTOR will implement and maintain an information securit y program that ensures: 1) COMPANY’s Confidential Information and CONTRACTOR’s Information Processing S ys tems are protected from internal and external security threats; and 2) that COMPANY Con fidential In formation is protected from unauthorized disclosure. C. Security

Policy . a. Formal Security

Policy . Consistent with the requirement of this Attachment, CONTRACTOR will create an information security policy that is approved by CONTRACTOR’s management , published and communicated to all CONTRACTOR’s employ ees. Such information security policy may be reviewed by

COMPANY at CONTRACTOR’s place of business pursuant to confidentiality obligations.B - 3

b. Security

Policy Review. CONTRACTOR will review the informati on security policy at planned intervals or if significant changes occur to ensure its continuing suitability , adequacy , and effectiveness. D. Asset Management. a. Asset Inventory . CONTRACTOR shall have the ability to identify

the location of all CONTRACTOR Info rmation Processing S ys tems and media containing COMPANY Confidential Information. b. Acceptable Use. CONTRACTOR will implement rules for the acceptable use of information and assets which is no less restrictive than industry best practice and consistent with the requirements of this Attachment. c. Equipment Use While on COMPANY Premises. While on COMPANY’s premises, CONTRACTOR will not connect hardware (ph ys ically or via a wireless connection) to COMPANY sy stems unless necessary for CONTRACTOR to perform Servic es under this Agreement. This hardware must be inspected / scanned b y COMPANY before use. d. Portable Devices. COMPANY Confidential Information, with the exception of Business Contact Information, may not be stored on portable devices including, but not lim ited to, laptops, external hard drives, Personal Digital Assistants, MP3 devices, and USB devices. e. Personally - owned Equipment. COMPANY Confidential Information, with the exception of Business Contact Information, may not be stored on personall y - owned equi pment. E. Human Resources Security . a. Security

Awareness Training. Prior to CONTRACTOR employ ees receiving access to COMPANY Confidential Information, they will receive securit y awareness training appropriate to their job function. CONTRACTOR will also ensure that recurring security awareness training is performed. b. Rem oval of access Rights. The access rights of all CONTRACTOR employ ees to CONTRACTOR Information Processing S ys tems or media containing COMPANY Confidential Information will be removed immediately upon termination of their employ ment, contract or agreement, or adjusted upon change. F. Phy sical and Environmental Security . a. Secure Areas. CONTRACTOR will secure all areas, including loading docks, holding areas, telecommunications areas, cabling areas and off - site areas that contain Information Processing S ys tems or media containing COMPANY Confidential Information by the use of appropriat e security

controls in order to ensure that only authorized personnel are allowed access and to prevent damage and interference. The following controls will be implemented: i. Access will be controlled and restricted b y use of a defined securit y perimeter, a ppropriate securit y barriers, entry controls and authentication controls. A record of all accesses will be securel y maintained. ii. All personnel will be required to wear some form of visible identification to identify them as employ ees, contractors, visitors , et cetera.B - 4

iii. Visitors to secure areas will be supervised, or cleared for non - escorted accessed via

an appropriate background check. Their date and time of entry and departure will be recorded. b. Environmental Securit y. CONTRACTOR will protect equipment fr om power failures and other disruptions caused by failures in supporting utilities. G. Communications and Operations Management. a. Protections Against Malicious Code. CONTRACTOR will implement detection, prevention, and recovery

controls to protect against mal icious software, which is no less than current industry

best practice and perform appropriate emplo ye e training on the prevention and detection of malicious software. b. Back - ups. CONTRACTOR will perform appropriate back - ups of CONTRACTOR In formation Process ing Sy stems and media containing COMPANY Confidential In formation as required in order to ensure services and service levels described in this Statement of Work. c. Media and Information Handling . CONTRACTOR will protect against unauthorized access or misuse of COMPANY Confidential Information contained on media by use of a media control management program and provide a copy of the program to COMPANY. i. COMPANY input and result code data can be stored as Audit Data in a SQLServer table. All Audit Data on this SQL Server table can onl y be accessed for up to 180 day s. After 180 day s the Audit Data in the SQL Server table is automatically destroy ed. d. Media and Information Disposal . CONTRACTOR will securel y and safely dispose of COMPANY Confidential Information that resides on media (including but not limited to hard copies, disks, CDs, DVDs, optical disks, USB devices, hard drives) upon the Statement of Work completion date using establishment of procedures to include, but not be limited to: i. Disposing of COMPANY Co nfidential Information on media so that it is rendered unreadable or undecipherable, such as b y burning, shredding, pulverizing or overwriting in compliance with DoD Standard 5220.22 - M. ii. Maintaining a secured disposal log that provides an audit trail of dis posal activities. iii. Purging COMPANY Confidential Information from all CONTRACTOR’s phy sical

storage mediums (filing cabinets, drawers, et cetera.) and from all Information Processing S ys tems, including back - up s ys tems, within thirty (30) day s of the latest o ccurrence of following: upon termination of this agreement; or as soon as the COMPANY Confidential Information is no longer required to perform services under this Statement of Work. iv. Providing a Certificate of Destruction to COMPANY certify ing that all

COM PANY Confidential Information was purged. The certificate will be provided to COMPANY within ten (10) business day s after the information was purged. e. Exchange of Information. To protect confidentiality and integrit y of COMPANY Confidential Information in transit, CONTRACTOR will: i. Perform an inventory , analy sis and risk assessment of all data exchange channels (including but not limited to FTP, HTTP, HTTPS, SMTP, modem, and fax) to identify and mitigate risks to COMPANY Confidential Information from these channels.B - 5

ii. Monitor and inspect all data exchange channels to detect unauthorized information releases. iii. Ensure that appropriate securit y controls using approved data exchange channels

are emplo yed when exchanging COMPANY Confidential Information. iv. If COMPANY Confidential Information can onl y be sent to CONTRACTOR

electronically , then CONTRACTOR must employ industry standard encry

ption securit y measures (minimum standard of NIST’s FIPS 140 - 2) to encry pt COMPANY Confidential Information prior to transmitting via the Internet. Otherwise, COMPANY Confidential Information can onl y be sent to CONTRACTOR using an encry pted (minimum standard NI ST’s FIPS 140 - 2) CD ROM sent via courier service with a tracking number. v. Ensure that information (including persistent cookies ) about COMPANY customers, members or employ ees is not harvested by CONTRACTOR web pages except for purposes of this Agreement. f. Monitoring. To protect against unauthorized access or misuse of COMPANY Confidential In formation residing on CONTRACTOR Infor mation Processing S ys tems, CONTRACTOR will: i. Employ

current industry

best practice security

controls and tools to monitor In formation Processing Sy stems and log user activities, exceptions, unauthorized information processing activities, suspicious activiti es and information security events. Logging facilities and log information will be protected against tampering and unauthorized access. L ogs will be kept for at least 90 day s. ii. Perform frequent reviews of logs and take necessary actions to protect against unauthorized access or misuse of COMPANY Confidential Information. iii. At COMPANY’s request, make logs available to COMPANY to assist in

investigations of security breaches. iv. Comply

with all relevant legal requirements applicable to monitoring and logging acti vities. v. Ensure that the clocks of all relevant information processing s ys tems are sy nchronized using a national or international time source. H. Access Control. a. User access Management. To protect against unauthorized access or misuse of COMPANY Confidential In formation residing on CONTRACTOR Information Processing S ys tems, CONTRACTOR will: i. Employ

a formal user registration and de - registration procedure for granting and revoking access and access rights to all CONTRACTOR Information Processing Sy stems. ii. Employ a formal password management process. iii. Perform recurring reviews of users’ access and access rights to ensure that they are appropriate for the users’ role. b. User Responsibilities. To protect against unauthorized access or misuse of COMPANY Confidential Inf

ormation residing on CONTRACTOR Information Processing Sy stems, CONTRACTOR will:B - 6

i. Ensure that CONTRACTOR Information Processing S ys tems users follow current securit y practices in the selection and use of strong passwords. ii. Ensure that unattended equipment ha s appropriate protection to prohibit access and use by unauthorized individuals. iii. Ensure that COMPANY Confidential Information contained at workstations,

including but not limited to paper and on display screens is protected from unauthorized access. c. Networ

k access Control. access to internal, external, and public network services that allow access to CONTRACTOR Information Processing S ys tems shall be controlled. CONTRACTOR will: i. Ensure that current industry best practice standard authentication mechanisms for network users and equipment are in place and updated as necessary . ii. Ensure electronic perimeter controls are in place to protect CONTRACTOR In formation Processing Sy stems from unauthorized access. iii. Ensure authentication methods are used to control acces s by remote users. iv. Ensure ph ys ical and logical access to diagnostic and configuration ports is

controlled. d. Operating S ys tem access Control. To protect against unauthorized access or misuse of COMPANY Confidential Information residing on CONTRACTOR Informat ion Processing S ys tems, CONTRACTOR will: i. Ensure that access to operating s ys tems is controlled by a secure log - on procedure. ii. Ensure that CONTRACTOR Information Processing S ys tem users have a unique identifier (user ID). iii. Ensure that the use of utility progr ams that are capable of overriding s ys tem and application controls are highl y restricted and tightly controlled. iv. Ensure that inactive sessions are shut down when technicall y possible after a

defined period of inactivity . v. Employ

restrictions on connection t imes when technically possible to provide additional securit y for high risk applications. e. Mobile Computing and Remote Working. To protect COMPANY Confidential In formation residing on CONTRACTOR Information Processing S ys tems from the risks inherent in mob ile computing and remote working, CONTRACTOR will: i. Perform a risk assessment to identify and mitigate risks to COMPANY Confidential Information from residing on mobile computing and remote access sy stems. ii. Develop a policy , operational plans and procedures for managing mobile computing and remote access s ys tems to ensure that COMPANY Confidential In formation does not reside on or are used on these sy stems. I. In formation Sy stems Acquisition, Development and Maintenance. a. Security

of Sy stem Files. To protect CON TRACTOR Information Processing Sy stems and sy stem files containing COMPANY Confidential Information, CONTRACTOR willB - 7 ensure that access to source code is restricted to authorized users who have a direct need to know. b. Security

in Development and Support Pro cesses . To protect CONTRACTOR Information Processing S ys tems and sy stem files containing COMPANY Confidential Information, CONTRACTOR will: i. Ensure that the implementation of changes is controlled by the use of formal change control procedures. ii. Employ

indus try best practice security

controls to minimize information leakage. iii. Employ

oversight qualit y controls and security management of outsourced software development. J. In formation Securit y In cident Management. Reporting Information Securit y Events and Weaknesses. To protect CONTRACTOR Information Processing S ys tems and sy stem files containing COMPANY Confidential Information, CONTRACTOR will, in the event that Contractor becomes aware of (or reasonably suspects) that any information and data obtained p ursuant to the Services has been compromised in any manner, immediately

notify Company

via email or telephone call and follow - up on the incident in writing and provide all requested information about the event. For purposes of this obligation, “compromise ” includes suspected or known incidents without limitation: (i) an y unauthorized access to information and data obtained pursuant to the Services, (ii) an y i nadvertent disclosure of information and data obtained pursuant to the Services to an y third part y, (iii) any known or suspected misuse of information and data obtained pursuant to the Services by an y person (even if such person was authorized to access such information or data), (iv) an y suspected use of information and data obtained pursuant to the Se rvices by any person outside of the scope of that person’s authorit y, and (v) an y known or suspected alteration of information and data obtained pursuant to the Services other than as required or permitted by this Agreement. a. In formation Securit y Events and Security Breaches: Contractor shall i. Implement a process to ensure that Information Security Events and Security Breaches are reported through appropriate management channels as quickl y as possible. ii. Train all emplo yees of information systems and services how to report an y observed or suspected Information Securit y Events and Securit y Breaches. iii. Notify

COMPANY b y email (JDavis mailto: @RTI.org or b y phone (800 - 334 - 8571) immediately

of all suspected Information Security Events and Securi ty

Breaches. Following an y such event or breach, CONTRACTOR will promptly notify COMPANY as to the COMPANY Confidential Information affected and the details of the event or breach. K. Business Continuity Management. a. Business Continuity Management Program. I n order to ensure services and service levels described in this agreement, CONTRACTOR will: i. Develop and maintain a process for business continuity throughout the organization that addresses the information securit y requirements needed for the CONTRACTOR’s business continuity so that the provision of products and/or services provided under the Agreement to COMPANY is uninterrupted.B - 8

ii. Id entify

events that can cause interruptions to business processes, along with the probability

and impact of such interruptions and their consequences for information securit y. iii. Develop and implement plans to maintain or restore operations and ensure

availability

of information at the required level and in the required time scales following interruption to, or failure of, critical b usiness processes and provide COMPANY a cop y of the same. iv. Test and update Business Continuity Plans regularly

to ensure that they

are up - to date and effective. L. Security

Assessments. a. Initial and Recurring Security Assessments. CONTRACTOR will permit COMPAN Y representatives to perform an on - site phy sical and logical Security Assessment of CONTRACTOR’s data processing and business facilities prior to the release of COMPANY Confidential Information and each year thereafter. Security Assessments will be perfor med during regular business hours, at a date and time agreed to by both parties, and will not require online access to CONTRACTOR’s Information Processing Sy stems. b. Security

Assessments Following Information Security Events and Securit y Breaches. Following the occurrence of an Information Security Event or Securit y Breach, CONTRACTOR will permit COMPANY representatives to perform an on - site phy sical and logical Securit y Assessment of CONTRACTOR’s data processing and business facilities to assess the impact of the event or breach even if a Securit y Assessment has been completed within the y ear. c. Security

Assessment Findings. Upon completion of a Securit y Assessment, COMPANY will provide CONTRACTOR with a Security Assessment completion letter that summarizes COMPANY’s Securit y Assessment findings. These findings m ay identify critical security

deficiencies identified as “Mandatory ” that require immediate correction before COMPANY can release, or continue to release, COMPANY Confidential In formation to CONTRACTOR. CONTRACTOR will implement and continue to maintain a ll mutually

agreed upon “Mandatory ” securit y findings. If mutual agreement to “Mandatory ” security

findings cannot be reached, then these issues may be escalated using the dispute resolution p rovisions within this AgreementC - 1 

# App **endix C**  **Full -**  **scale Samplin g Specifications** C - 2

**1. Introduction**  F or the NPSAS:12 sample design and selection, the following 5 - step cost/variance optimization process was used : 1. Establish precision requirements for key estimates. 2. Develop institution and student sampling strata to support the key estimates. 3. Develop a cost model. 4. Develop a relative variance model. 5. Determine the optimum sample allocation. **2. Precision Requirements**  The precision goal for NPSAS:12 was to achieve relative standard errors (RSEs) of 10 percent or less and comparable to or less than NPSAS:08 for key national estimates for the full population, undergraduate students, and graduate students. The key estimate s are based on acquired knowledge of the NPSAS data, how the data will be used for anal ys is, and what data are most important. An additional precision goal for NPSAS:12 was to achieve RSEs of 10 percent or less and comparable to or less than NPSAS:04 for k ey

national estimates for first - time beginners (FTBs). The appropriate outcomes and domains , for which precision constraints will be developed for FTBs , were determined from field test results testing new FTB items. **3. Institution Frame and Sample Select**  **ion** To be eligible for NPSAS:12 an institution was required during the 2011 - 12 academic y ear to:  offer an educational program designed for persons who had completed secondary education;  offer at least one academic, occupational, or vocational program of s tudy lasting at least 3 months or 300 clock hours;  offer courses that are open to more than the employ ees or members of the company or group (e.g., union) that administered the institution;  be located in the 50 states or the District of Columbia;  be other than a U.S. Service Academ y; and  have a signed Title IV participation agreement with the U.S. Department of Education. Institutions providing only avocational, recreational, or remedial courses or only in - house courses for their own employ ees were excluded . U.S. Service Academies were also excluded because of their unique funding/tuition base. The NPSAS:12 full - scale institution sampling frame was constructed during the field test from the IPEDS:2008

– 09 header, Institutional Characteristics (IC), 12 - Month and Fall Enrollment, and Completions files. Inorder to guarantee complete data for the frame , d ata were imputed using the latest IPEDS imputation procedures f or the small number of institutions with missing enrollment information . As discussed earlier i n the supporting materials for the forms clearance package, the NPSAS:12 field test institution sample was selected statistically , rather than purposively as had been done in past NPSAS cy cles. A statistical sample would provide more control to ensure that the field test and the full scale institution samples have similar characteristics, and would allow inferences to be made to the target population, supporting the anal yt ic needs of the field test experiments. In order to accomplish this, NPSAS:12 also ch anged the process b y which the institution sample was selected. Previous cy cles selected the full - scale sample prior to selecting the field test sample from the complement. NPSAS:12 selected both institution samples simultaneously . First, a sample of 1,971 institutions, comprising the institutions needed for both the field test and full - scale studies, was selected from the stratified frame.C - 3

Then, 300 of the 1,971 institutions were selected for the field test using simple random sampling within institutional strata. The remaining 1,671 institutions comprised the full - scale sample. Figure 1 display s the flow of institution sampling activities. **Figure 1. NPSAS:12 institution sample flow** 

I nstitutions for the initial sample were sel ected using sequential probability minimum replacement (PMR) sampling (Chromy 1979), which resembles stratified sy stematic sampling with probabilities proportional to a composite measure of size (Folsom, Potter, and Williams 1987). This is the same methodo logy

that has been used since NPSAS:96. PMR allows institutions to be selected multiple times but, instead of allowing that to happen, all institutions with a probability of being selected more than once were instead included in the sample one time with ce rtaint y, i.e., were a certainty institution. Institution measures of size were determined using annual enrollment data from the most recent IPEDS 12 - Month and Fall Enrollment Components. Using composite measure of size sampling ensured that target sample s izes would be achieved within institution and student sampling strata while also achieving approximately equal student weights across institutions. The institution sample was freshened in order to add newly eligible institutions to the sample and produce a sample that is representative of institutions eligible in the 2011 - 2012 academic y ear. To do this, the I PEDS:2009

 10 header, Institutional Characteristics (I C), 12 - Month and Fall Enrollment, and Completions files were used to create an updated sampling frame of currently NPSAS - eligible institutions. This frame was then compared with the original frame, and 387 new or newly eligible institutions were identified. These 387 institutions make up the freshening sampling frame. The freshening sample size was then determined such that the freshened institutions would have similar probabilities of selection to the originall y selected institutions within sector (stratum) in order to minimize unequal weights and subsequently variances; 21 freshened institutions wer e selected. The 10 institutional strata used for NPSAS:12 were based on institutional level, control, and highest level of offering: 1 1. public less - than - 2 - ye ar 2. public 2 - ye ar

1 The institutional strata can be aggregated by control or level of the institution for the purposes of reporting institution c ounts.C - 4

3. public 4 - ye ar non - doctorate - granting 4. public 4 - ye ar doctorate - granting 5. private nonprofit less - than - 4 - year 6. private nonprofit 4 - ye ar non - doctorate - granting 7. private nonprofit 4 - ye ar doctorate - granting 8. private for - profit less - than - 2 - year 9. private for - profit 2 - ye ar 10. private for - profit 4 - ye ar. Although prior NPSAS administrations aggregated private for - profit 2 - ye ar and 4 - ye ar institutions into one sampling strata, for NPSAS:12 the two were split into separate strata to reflect the recent growth in enrollment in for - profit 4 - ye ar institutions. When data collection i s complete, an overall 99 percent eligibility rate among sampled institutions should be reached . The institutional response rate is expected to be about 85 percent. The eligibility and response rates will likely

vary by institutional strata. Based on these expected rates, the institution sample sizes and estimated sample y ield by the ten institutional strata are presented in table 1. Within each institutional stratum, additional implicit stratification for the full - scale was accomplished b y sorting the sampling frame within stratum by the following classifications: (1) historically

Black colleges and universities (HBCU) indicator; (2) Hispanic - serving institutions (HSI ) indicator2 (3) Carnegie classifications of postsecondary institutions; 3 (4) the Office o f Business Economics (OBE) Region from the IPEDS header file (Bureau of Economic Anal ys is of the U.S. Department of Commerce Region); (5) state and s ys tem for states with large s ys tems, e.g., the SUNY and CUNY sy stems in New York, the state and technical c olleges in Georgia, and the California State University and University

of California sy stems in California; and (6) the institution measure of size. The objective of this implicit stratification was to approximate proportional representation of institution s on these measures. **Table 1. NPSAS:12 full -**  **scale institution sample sizes and estimated yield** Institutional sector Fram e count **1** Number

sam pled Number

eligible List

respondents To tal 7,052 1,692 1,672 1,416 Public Less - than 2 - ye ar 271 22 19 14 2 - ye ar 1,108 381 381 335 4 - ye ar non - doctorate - granting 356 130 130 117 4 - ye ar doctorate - granting 309 230 230 200 Private Nonprofit less - than - 4 - ye ar 263 20 20 17 Nonprofit 4 - ye ar non - doctorate - granting 1,031 260 260 218 Nonprofit 4 - ye ar doctorate - granting 555 221 221 183 For - profit less - than - 2 - ye ar 1,513 55 52 41 For - profit 2 - ye ar 1,028 115 111 90 For - profit 4 - ye ar 618 258 248 201 1 Institution counts based on IPEDS:2008 - 09 and IPEDS:2009 - 10 header files.

2 The Hispanic - serving institutions (HSI) indicator no longer exists in IPEDS, so an HSI proxy was created using IPEDS Hispanic enrollment data. 3 Some Carnegie categories were collapsed for the purposes of implicit stratification.C-7

C - 1

**Table 2. NPSAS:12 preliminary student sample sizes and yield**

Institutional sector Sample students Eligible students Interview RespondentsRespondingstudentsperrespondinginstitutionTotalFTBsOtherundergraduateStudentsGraduatestudentsTotalFTBsOtherundergraduatestudentsGraduatestudentsTotalFTBsOtherundergraduatestudentsGraduatestudents

Total 124,644 45,413 63,497 15,735 118,748 43,068 60,396 15,283 83,124 31,045 41,746 10,333 59 Public Less - than 2 - ye ar 1,279 717 563 0 1,036 580 456 0 623 366 257 0 45 2 - ye ar 41,304 14,822 26,483 0 38,693 13,885 24,808 0 26,235 10,013 16,223 0 78 4 - ye ar non - doctorate granting 8,288 1,954 4,962 1,372 8,115 1,913 4,858 1,344 6,095 1,553 3,809 733 52 4 - ye ar doctorate granting 20,057 3,864 11,182 5,012 19,728 3,800 10,998 4,930 15,226 3,155 8,585 3,486 76 Private nonprofit Less - than - 4 - ye ar 1,646 937 709 0 1,484 844 639 0 811 486 325 0 48 4 - ye ar non - doctorate granting 8,311 2,250 3,458 2,604 8,116 2,195 3,378 2,543 6,334 1,906 2,732 1,696 29 4 - ye ar doctorate granting 8,770 2,100 1,733 4,937 8,509 2,080 1,692 4,736 6,451 1,703 1,410 3,338 35 Private for - profit Less - than - 2 - ye ar 5,472 3,074 2,398 0 4,720 2,651 2,068 0 2,407 1,430 977 0 59 2 year 10,849 5,971 4,878 0 10,408 5,728 4,680 0 7,004 4,028 2,976 0 78 4 year 18,668 9,726 7,131 1,810 17,938 9,391 6,817 1,730 11,938 6,406 4,452 1,080 59 NOTE: FTB = first time beginner. Detail may not sum to totals due to rounding.C - 8

**4. Student Sample Design and Selection**  The students eligible for inclusion in the sample were those who are enrolled in a NPSAS - eligible institution in any

term or course of instruction between July 1, 2011, and April 30, 2012, and who were:  enrolled in either (a) an academic program; (b) at least one course for credit that could be applied toward fulfilling the requirements for an academic degree; (c) exclusively non - credit remedial coursework but who the institution **has** determined are eligible for Title IV aid; or (d) an occupational or vocational program that required at least 3 months or 300 clock hours of instruction to receive a degree, certificate, or other formal award;  not currentl y enrolled in high school; and  not enrolled solely in a GED or other high school completion program. The following section describe s the student sample design, including plans for sampling students from enrollment lists. Based on past experience, a minimum of a 95 percent student eligibility rate and an overall 70 percent student interview response rate are expected . The preliminary sample sizes and sample y ield are presented in table 2. As indicated in the table, the sample was designed to include about 117,000 students. The distr ibution of the sample by institution and student strata will be finalized after completion of the sample optimization process. Several student subgroups were intentionall y sampled at rates different than their natural occurrence within the population due to specific analy tic objectives. Two groups were oversampled to better understand their unique experiences within postsecondary education. Specificall y: (a) Undergraduates, both FTB and non - FTB, at all award levels enrolled in for - profit institutions, who rec eive about 25 percent of disbursed federal aid despite constituting only about 11 percent of the student population; and (b) FTB undergraduates enrolled in sub - baccalaureate programs at all t ypes of institutions, which have important earl y labor market experie nces that can onl y be explored via BPS if a sufficient starting sample is identified. Similarly , two students groups were undersampled: graduate students in business and graduate students in education. Because of their sheer number, these sample members ma ke it difficult to draw inference about the experiences of graduate students in other disciplines, particularl y those related to science, engineering, technology , and mathematics (STEM), which were oversampled. P otential FTBs will be identified for longitudinal follow up, and the remaining undergraduate students will be classified as other undergraduates. The NPSAS sampling rates for students identified as potential FTBs and other undergraduate students were adjusted based on field test interview and pre - s ampling matching results (see below), as well as on results from both NPSAS:04 and BPS:04/06, to yield appropriate sample sizes after accounting for expected false positive and false negative rates b y sector The eleven student sampling strata are: 1. first - ti me beginning undergraduate students enrolled in sub - baccalaureate programs 2. other first - time beginning undergraduate students 3. other undergraduate students 4. master’s degree students in STEM programs 5. master’s degree students in education and business programs 6. master’s degree students in other programs 7. doctoral - research/scholarship/other students in STEM programs 8. doctoral - research/scholarship/other students in education and business programsC - 9

9. doctoral - research/scholarship/other students in other programs 10. doctoral - professional practice students 4 11. other graduate students 5 As part of the cost/variance optimization process, it was determined that there is sufficient sample for the graduate student strata. 6 T he sample size for graduate students was increased to help o ffset the increased design effect and variance for anal ys es of all graduate students. As was done in past rounds of NPSAS, the eleven student strata were sampled at different rates to control the sample allocation. Differential sampling rates facilitate o btaining the target sample sizes necessary to meet analy

tic objectives for defined domain estimates. A variable - based (rather than source - based) definition of a study member will be used , like that used in NPSAS:04 and NPSAS:08, updated by changes to the interview. Specificall y, a NPSAS:12 study member will be defined as any sample member who is determined to be eligible for the study and, minimally , has valid data from any source for the following:  student ty

pe (undergraduate or graduate);  date of birth or age;  gender; and  at least 8 of the following 15 variables:

 dependency

status;

 marital status;

 any dependents;

 income;

 expected family

contribution (EFC);

 degree program;

 class level;

 first - time beginner (FTB) status;

 months enrolled;

 tuition;

 received federal aid;

 received non - federal aid;

 student budget;

 race; and

 parent education. T he rate of study

membership is expected to be about 90 percent. 7 **Creating student sampling frames** . Sample institutions were asked to provide an electronic student enrol lment list. The following data items were requested for NPSAS - eligible students enrolled at each sample institution. Most of these items are the same as what was collected in past NPSAS studies:  Name

4 Past rounds of NPSAS have included samples of first - professional students. However, IPEDS has replaced the term first - professional with doctoral - professional practice. We will work with the sample institutions when requesting enrollment lists to ensure th at they understand how to identify doctoral - research/scholarship/other and doctoral
- professional practice students. 5 “Other graduate” students are those who are not enrolled in a degree program, such as students just taking graduate courses. 6 The master ’s and doctoral STEM programs as domains will be added at the same time FTB domains and outcomes are added. 7 NPSAS has many administrative data sources, along with the student interview. Key variables have been identified across the v arious data sources to determine the minimum requirements to support the analytic needs of the study. Sample members who meet these minimum requirements will be classified as study members. These study members will have enough information from these multiple sources to be inc luded in the NPSAS analysis files.C - 10

 Social Security

Number (SSN)  Student I D number (if different from SSN)  Student level (undergraduate, masters, doctoral - research/scholarship/other, doctoral - professional practice, other graduate)  First - time beginner (FTB) indicator  Class level of undergraduates (first ye ar, second y ear, etc.)  Date of birth (DOB)  CI P or major  Degree program  High school graduation date (month and ye ar)  Contact information (local and permanent street address and phone number and school and home e - mail address) As with NPSAS:04 and NPSAS:08, locating data were requested from i nstitutions concurrent with the collection of student lists used for sample selection. This allowed web - based student record collection and interviewing to begin almost immediately after sample selection and thus help meet the tight schedule for data colle ction, data processing, and file development. For institutions unwilling to provide locating data for all students on enrollment lists, locating data were requested for sampled students only immediately

after the sample was selected. The FTB indicator, student level, class level, and date of birth were used to identify and oversample potential FTBs, as described below. High school graduation date has not been requested on lists in the past for NPSAS, so the feasibility of this request was tested in the fi eld test. About 80 percent of institutions were able to provide this field, and no institution complained about being asked to do so. The information proved useful in identify ing current high school students who were not FTBs and were ineligible for the study . CI P code and major have been collected in the past for NPSAS in order to help identify baccalaureate recipients who are business majors, so that they could be undersampled in NPSAS y ears that spin off the Baccalaureate and Bey ond Longitudinal Study . In NPSAS:08, CI P code and major were also used to oversample STEM majors who were not SMART grant recipients. For NPSAS:12, in order to appropriatel y undersample business and education graduate students and oversample graduate students in STEM fields, CI P code and major were collected on lists. Schools were also asked to provide degree program for use in identify ing FTBs in sub - baccalaureate programs, as described above. T he field test included an indicator of whether the institution received an ISIR (elec tronic record summarizing the results of the student’s FAFSA processing) from CPS. This was considered potentially useful in FTB anal ys es; however it has not proved useful for that purpose and, therefore, was not requested in the full - scale study . **Obtain ing student enrollment lists.**  To ensure the secure transmission of sensitive information on the enrollment lists, the following options were provided to institutions: (1) upload encry pted student enrollment list files to the project’s secure website using a login ID and “strong” password provided by RTI , or (2) provide an appropriatel y encr ypted list file via e - mail (RTI will provide guidelines on encry ption and creating “strong” passwords). In the field test, only two institutions e - mailed their lists, and the rest of the institutions uploaded them. Based on NPSAS:08 and field test results, few institutions were expected to ask to provide a paper list. However, in the event that an institution wa s unable to transmit data via the secure electronic methods of transmission outlined above, faxes sent to a secure electronic fax machine could be accepted .C - 11

**Identifying FTBs during the base year.** Accurately qual ify ing sample members as FTBs is a continuing challenge. Correctl y cl assify ing FTBs is important because unacceptabl y high rates of misclassification (i.e., false positives) can and have resulted in (1) excessive cohort loss with too few eligible sample me mbers to sustain the longitudinal study , (2) excessive cost to “replenish” the sample with little value added, and (3) inefficient sample design (excessive oversampling of “potential” FTBs) to compensate for anticipated misclassification error. S everal ste ps were taken earl y in the NPSAS:12 listing and sampling processes to improve the rate at which FTBs would be correctly classified for sampling. First, in addition to an FTB indicator, enrollment lists provided by institutions and institution sy stems were to include class level, student level, date of birth, and high school graduation date. Students identified by the institution as FTBs, but also identified as in their third y ear or higher and/or not an undergraduate student, were not classified as FTBs for sampling. Additionally , students appearing to be dually enrolled at the postsecondary institution and in high school based on the high school graduation date were also not eligible for sampling. If the FTB indicator was not provided for a student on the l ist, but the student was 18 years old or younger and did not appear to be dually

enrolled, the student was classified as an FTB for sampling. Otherwise, if the FTB indicator was not provided for a student on the list and the student was over the age of 18, then the student was sampled as an “other undergraduate,” but will be added to the BPS cohort if identified during the interview as an FTB. Second, prior to sampling, all students listed as potential FTBs were matched to National Student Loan Data S ys te m (NSLDS) records to determine if any have a federal financial aid history pre - dating the NPSAS y ear (earlier than July 1, 2011). Since NSLDS maintains current records of all Title IV grant and loan funding, an y students with data showing disbursements fro m prior ye ars could be reliabl y excluded from the sampling frame of FTBs. Given that about 60 percent of FTBs receive some form of Title IV aid in their first y ear, this matching process will not be able to exclude all listed FTBs with prior enrollment, but will significantly

improve the accuracy

of the listing prior to sampling, y ielding fewer false positives. All potential FTBs were sent to NSL DS because ten percent of students aged 18 and y ounger, sampled as FTBs, and interviewed in the field test were n ot FTBs (false positives). In the field test, matching to NSL DS identified about 19 percent of the cases sent for matching as false positives. The field test showed that it is feasible to send all potential FTBs to NSLDS for matching. NSLDS has a free proc ess to match the FTBs, and lists were usually returned to RTI in one day . Third, simultaneously

with NSL DS matching, all potential FTBs were matched to the Central Processing S ys tem (CPS) to identify students who on their FAFSA indicated that they had att ended college previousl y. In the field test, this process for identify ing potential FTBs from a subset of 94 institutions, mainly

public and private nonprofit institutions , was evaluated and an additional 2.4 percent of false positives was found from the i nitial pool of potential FTBs who were not identified as such by NSL DS and NSC. CPS has an automated, free process for matching that has been used for other purposes in the past for NPSAS sample students. This matching can handle large numbers of cases, an d the matching usuall y takes one day . Fourth, after NSLDS and CPS matching, a subset of the remaining potential FTBs was matched to the National Student Clearinghouse (NSC) for further narrowing of FTBs based on the presence of evidence of earlier enrollment. In the field test, matching to NSC identified about 14 percent of the remaining potential FTBs, after NSLDS matching, as fals e positives. NSC worked with RTI to set up a process that can handle a large number of potential FTBs and return FTB lists to RTI within two or three day s. There is a “charge per case matched” for NSC matching, so an approach targeting potential FTBs over the age of 18 in the public 2 - ye ar and for - profit sectors was used. T hese sectors tended to have high false - positive rates in the field test and in NPSAS:04 , and have large full - scale sample sizes.C - 12

Fifth, the FTB selection rates set took into account err or rates observed in the NPSAS:12 field test, in NPSAS:04, and in BPS:04/06, and the expected pre - sampling matching results, within each sector, as described above. As shown in table 3, some NPSAS:04 institution sectors were better able to accurately ident ify their students as FTBs. While the sample selection rates took into account false positive rates, the NSL DS, CPS, and NSC record matches should result in improved accuracy . Table 4 shows the field test false positive identification from NSLDS, NSC, CPS, and overall matching, as well as from the interview, by sector. **Table 3. Weighted false positive rate observed in FTB identification, by sector: NPSAS:04** Sector in NPSAS:04 False positive rate (weighted) Public Less - than 2 - ye ar 64.4 2 - ye ar 72.5 4 - ye ar non - doctorate - granting 26.8 4 - ye ar doctorate - granting 27.0 Private nonprofit Less - than - 4 - ye ar 63.1 4 - ye ar non - doctorate - granting 43.4 4 - ye ar doctorate - granting 15.2 Private for - profit Less - than - 2 - ye ar 63.1 2 years or more 70.0 FTB = first time beginner. **Table 4. Unweighted false positive rate observed in FTB identification from NSLDS, NSC, CPS, and overall matching and from the interview, by sector: NPSAS:12 field test**  Sector in NPSAS:12 False positive rate (unweighted) NSLDS NSC CPS Overall matching Interview All institutions 19.2 14.1 10.2 32.1 18.2 Public Less - than 2 - ye ar 29.8 29.1 0 50.2 53.8 2 - ye ar 22.0 13.7 14.9 34.9 18.1 4 - ye ar non - doctorate - granting 6.7 7.0 9.5 15.6 8.4 4 - ye ar doctorate - granting 4.2 13.0 6.4 18.2 6.4 Private nonprofit Less - than - 4 - ye ar 8.7 16.3 14.0 26.3 24.1 4 - ye ar non - doctorate - granting 20.1 12.3 6.0 31.2 10.4 4 - ye ar doctorate - granting 13.0 14.1 8.4 26.3 7.9 Private for - profit Less - than - 2 - ye ar 33.6 25.4 0 50.4 18.8 2 year 25.5 20.8 0 41.0 44.4 4 - ye ar 48.4 22.7 9.1 60.2 28.6 FTB = first time beginner. **Quality control checks for lists** . Several checks on the quality and completeness of student lists were implemented before the sample students were selected. For example, the lists failed quality control checks if student level and/or the FTB indicator were not included on the list. Additionally , the unduplicated total of students at the undergraduate and g raduate levels on each institution’s student list was checked against the latest I PEDS unduplicated enrollment data from the 12 - Month Enrollment Component. The unduplicated count of FTBs on each institution’s student list was checked against IPEDS enrollme nt data from the Fall Enrollment Component adjusted to estimate full y ear enrollment. Contact information was checked carefully for each enrollment list as well as for each student sampled. If anC - 13

institution did not provide high school graduation date, but included man y students who were less than 18, the list failed quality

control checks because it could erroneously contain high school students. Institutions failing quality control checks were re - contacted to resolve the discrepancy and verify that the i nstitution coordinator who prepared the student list(s) clearl y understood the request being made and provided a list of the appropriate students. When it was determined that the initial list provided by an institution was not satisfactory, a replacement list was requested . S ample students were selected once it was either confirmed that the list received was correct or a corrected list was received . If the list was incorrect, but the institution would not or could not correct it, a determination was made a s to whether or not sample selection could proceed depending on the severit y of the problem . **Selection of sample students.** Students were sampled on a flow basis, as student lists were received, using a stratified sy stematic sampling procedure. Sample yi eld was monitored by institution and student sampling strata, and the sampling rates were adjusted, as necessary , to achi eve the desired sample yi eld. **Quality control checks for sampling.** RTIhas developed technical operating procedures (TOPs) that describe how to properly implement statistical procedures and QC checks. A checklist is available to all NPSAS:12 statisticians to ensure that appropriate QC checks were performed. Some specific sampling QC checks will include checking that the:  students on the sampling frames all have a known, non - zero probability of selection;  number of students selected match the target sample size; and  sample weight for each student is the inverse of the probability of selection. **5. Cost/Variance Optimization**  A cost/variance optimization procedure developed by Chrom y 8 was used to determine the sample size distribution across institution and student strata that minimized data collection costs and the variance of estimates of key

outcomes. Th e first step was to set the precision constraints to be the levels of precision achieved in NPSAS:08 (and NPSAS:04 for BPS estimates) for each domain and outcome that drives the sample design. This produced sample sizes that were comparable to those achieved in past studies. A 10 percent level of precision was imposed for some domains where historical levels of precision were higher than 10 percent. The sample sizes and y ield presented in table 2 are based on the preliminary optimal allocation that did not y et include domains and outcomes for FTBs.

8 Chromy, J.R. (1987). Design Optimization with Multiple Objectives. Proceedings of the American Statistical Association Section on Social Statistics , 194 - 199.D - 1 

# App **endix D** 

**Bibliography of Publications Using BPS Data**D - 2 

### Bibliography of Publications Using BPS Data **Arranged alphabetically by year** National Center for Education Statistics (NCES) publication numbers are indicated in brackets. Publications with an NCES number may be accessed from http://nces.ed.gov . 

### 2012 Mamiseishvili, K. (2012). Academic and Social In tegration and Persistence of International Students at U.S. Tw o - Ye ar Institutions. Community Co llege Journal of Resear ch and Practice, 36 (1), 15 - 27. 

### 2011 Alon, S. (201 1). Who Benefits Most from Financial Aid? The Heterogeneous Ef fect of Need - Based Grants on Students’ College Persistence. Social Science Quarterly , 92 (3), 807 - 829. Alon, S. & Gelbgiser, D. (201 1). The Female Advantage in College Academic Achievements and Horizontal Sex Segregation. Social Science Resear ch. 40 (1). 107 - 11 9. Attewell, P

., Heil, S, & Reisel, L . Competing Explanations of Undergraduate Noncompletion. American Educa tional Resear

ch Journal, 48 (3), 536 - 559. Doy le, W. R. (201 1). Ef

fect of Increased Academic Momentum on T ransfer Rates: An Application of the Generalized Propensity

Score. Economics of Education Review , 30 (1), 191 - 200. Hinrichs, P

. (201 1). The Ef

fects of A ttending a Diverse College. Economics of Education Review , 30 (2), 332 - 341. Ho, P. & Chang W

ei, C. (201 1). Tre nds in Attainment Among Student Populations at Incr eased Risk of Noncompletion: Selected Y ears, 1989

– 90 to 2008

– 09 . (NCES 2012 - 254). W ashington, D C: National Center for Education Statistics . Horn, L. & Skomsvold, P . (201 1). Community College Student Outcomes: 1994
- 2009 . (NCES 2012 - 253). Wa shington, DC: National Center for Education Statistics. Mamiseishvili, K. (201 1 , September 13 ). International s tudent persistence in U.S. postsecondary institutions. Higher Education . Mami seishvili, K. & Koch, L.C. (201 1 ). First - to - Second - Ye ar Persistence of Students with Disabilities in Postsecondary

I nstitutions in the United States. Rehabilitation Counseling Bu lletin . 54 (2): 93 - 105. McKean, J.R. (201 1). First
- time Beginning Student Attainment: Examining the Role of Distance Education . Unpublished Ph.D. dissertation, Ohio University . Radford, A.W

. (201 1). Military Service Members and V eterans: A Pr

ofile of Those Enr

olled in Under graduate and Graduate Education in 2007

– 08 . (NCES 201 1 - 163). W ashington, DC: National Center for Education Statistics. Settle, J.S. (201 1). V

ariables that Encourage Students to Persist in Community Colleges. Community College Journal of Resear ch and Practice , 35 (4), 281 - 300.D - 3

Skomsvold, P., Radford, A.W ., & Berkner, L. (201 1). We b T ables

— Six
- Ye ar Attainment, Persistence, Transfer , Retention, and W

ithdrawal Rates of Students W ho Began Postsecondary Education in 2003
- 04 . (NCES 201 1 - 152). W a shington, DC: National Center for Education Statistics Soldner, M.E. (201 1). Persistence and Attainment among Pell Grant Recipients: Results fr om the Beginning Postsecondary Students Longitudinal Study of 2004/09 . (NCES 201 1 - 275). W ashington, DC: National Center for Education Statistics. Staklis, S., Bersudskay a, V ., & Horn, L. (201 1). Students Attending For
-Pr ofit Postsecondary Institutions: Demographics, Enr

ollment Characteristics, and 6
- Ye ar Outcomes . (NCES 2012 - 173). W ashington, DC: National Center for Education Statistics. Wi ne, J., Janson, N., & Wheeless, S. (201 1). 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Methodology Report. (NCES 2012 - 246). W ashington, DC: National Center for Education Statistics. 

### 2010 Camp, A. G., Gil leland, D. S., Pearson, C., & Putten, J. V. (2010). Dif ferentiating between W

omen in Hard and Soft Science and Engineering Disciplines. Journal of College Student Retention: Resear ch, Theory & Practice, 1 1 (3): 363 - 384. Chen, R., & DesJardins, S. L . (2010) . I nvestigating the Impact of Financial Aid on Student Dropout Risks: Racial and Ethnic Dif ferences. Journal of Higher Education, 81 (2): 179 - 208. Crisp, G., and Nora, A. (2010). Hispanic Student Success: Factors Influencing the Persistence and Tr ansfer De cisions of Latino Community College Students Enrolled in Developmental Education. Resear ch in Higher Education, 51 (2): 175 - 194. Grif fith, J. (2010). Community Service Among a Panel of Beginning College Students: Its Prevalence and Relationship to Having Be en Required and to Supporting “Capital.” Nonpr ofit and V oluntary Sector Quarterly , 39 (5): 884 - 900. Hornak, A.M, Farrell, P.L., and Jackson, N.L. Making It (or Not) on a Dime in College: Implications for Practice. (2010). Journal of College Student Development , 51 (5): 481 - 495. Li, D. (2010). They Need Help: T ransfer Students from Four - Ye ar to Four - Ye ar Institutions. The Review of Higher Education, 33 (2): 207 - 238. Mamiseishvili , K. (2010). Ef fects of Employ

ment on Persistence of Lo w - income , First - Gene ration College Students. College Student Affairs Journal, 29 (1), 65 - 74, 93. Museus, S. D. (2010). Understanding Racial Dif ferences in the Effects of Loans on Degree Attainment: A Path Anal ys is. Journal of College Student Retention: Resear ch, Theory & Pract ice, 1 1 (4), 499 - 527. Radford, A., Berkner, L., Wheeless, S. C., & Shepherd, B. (2010). Persistence and Attainment of 2003
- 04 Beginning Postsecondary Students: After 6 Y ears. First Look (NCES 201 1 - 151). W ashington, DC: National Center for Education Statist ics. Settle, J. S. (201 1). V

ariables that Encourage Students to Persist in Community Colleges. Community College Journal of Resear ch and Practice, 35 (4), 281 - 300.D - 4 

### 2009 Camp, A., Gilleland, D., Pearson, C., and Putten, J.V . (2009). W

omen's path into scienc e and engineering majors: a structural equation model. Educational Resear ch & Evaluation, 15 (1): 63 - 77. Camp, A.G., Gilleland, D.S., Pearson, C., and Putten, J.V . (2009). Dif

ferentiating between W

omen in Hard and Soft Science and Engineering Disciplines. Journal of College Student Retention, 1 1 (3): 363 - 384. Chen, X. (2009). Students W ho Study Science, T

echnology

, Engineering, and Mathematics (STEM) in Postsecondary Education (2009 - 161). National Center for Education Statistics, Institute of Education Scien ces, U.S. Department of Education. W ashington, DC. Choy , S.P., Berkner, L ., Lee, J., and To pper, A. (2009). Academic Competitiveness and SMAR T Grant Programs: First - Ye ar Lessons L earned. Wa shington, DC: U.S. Department of Education Cragg, K.M. (2009). Infl uencing the Probability for Graduation at Four - Ye ar Institutions: A Multi - Model Analy sis. Resear

ch in Higher Education, 50 (4): 394 - 413. Doy le, W. (2009). The effect of community college enrollment on bachelor's degree completion. Economics of Education Rev iew , 28 (2): 199 - 206. Horn, L. (2009). On T

rack to Complete? A Ta

xonomy of Beginning Community College Students and Their Outcomes 3 Y

ears After Enr

olling: 2003
- 04 thr

ough 2006 (NCES 2009 - 152)
. National Center for Education Statistics, Institute of Educatio n Sciences, U.S. Department of Education. W ashington, DC. Radford, A. (2009, July). Military Service Members and V eterans in Higher Education: What the New GI Bill May Mean for Postsecondary Institutions . W ashington, DC: American Council on Education. Radf ord, A., and Ta sof

f, S. (2009, July

). We b T ables: Choosing a Postsecondary Institution: Considerations Reported by Students (NCES 2009 - 186). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. W ashington , DC. Radford, A., and Wun, J. (2009, April). Issue T ables: A Pr

ofile of Military Service members and V eterans Enr olled in Postsecondary Education in 2007
- 08 (NCES 2009 - 182). National Center for Education Statistics, Institute of Education Sciences, U.S. D epartment of Education. W ashington, DC. Sny der, T. D., Dillow, S.A., and Hoffman, C.M. (2009, March). Digest of Education Statistics, 2008 (NCES 2009 - 020). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Wa shington, DC. Wi ne, J., Cominole, M., and Caves, L. (2009, June). 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Field T est (NCES 2009 - 01). National Center for Education Statistics, Institute of Education Sciences, U.S . Department of Education. Wa shington, DC. Wi ne, J., Cominole, M., and Caves, L. (2009, June). 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Field T est (NCES 2009 - 01). National Center for Education Statistics, Institute of Educat ion Sciences, U.S. Department of Education. W ashington, DC.D - 5 

### 2008 Berkner, L., and Choy

, S. (2008). Descriptive Summary of 2003
- 04 Beginning Postsecondary Students: Thr ee Y ears Later (NCES 2008 - 174). National Center for Education Statistics, Institute of Ed ucation Sciences, U.S. Department of Education. W ashington, DC. ’ Provasnik, S., and Planty , M. (2008, August). Community Colleges: Special Supplement to The 2008 Condition of Education (NCES 2008 - 033). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. W ashington, DC. Stratton, L .S., O’T

oole, D.M., and We tzel, J.N. (2008, June). A Multinomial L ogit Model of College Stopout and Dropout Behavior. Economics of Education Review , 27 (3): 319 - 331. 

### 2007 Berkner, L., He, S., Mason, M., and Wheeless, S. (2007). Persistence and Attainment of 2003
- 04 Beginning Postsecondary Students: After Thr ee Y ears (NCES 2007 - 169). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Educat ion. Wa shington, DC. Chen, X. (2007). Part
- Ti me Under graduates in Postsecondary Education: 2003

– 04 (NCES 2007 - 165). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. W

ashington, DC. Cominole, M., Wheel ess, S., Dudley , K., Franklin, J., and Wi ne, J. (2007). 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report (NCES 2008 - 184). National Center for Education Statistics, Institute of Education Sciences, U.S. Department o f Education. W

ashington, DC. Dongbin, K. (2007). The Ef fect of Loans on Students' Degree Attainment: Dif ferences b y Student and Institutional Characteristics. Harvar d Educational Review , 77(1): 64 - 100. Goan, S.K., and Cunningham, A.F . (2007). Differ ential Characteristics of 2
- Ye ar Postsecondary Institutions (NCES 2007 - 164rev). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. W ashington, DC. Hudson, L ., Kienzl, G., and Diehl, J. (2007). Students Enteri ng and Leaving Postsecondary Occupational Education: 1995
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– 9). The Contribution of Financial Aid to Under graduate Persistence . (ED415818) Paper presented at Annua l Meeting of the Association for the Study of High er Education, Albuquerque, NM. 

### 1994 Burkheimer, G. J., Jr, et al. (1994). Beginning Postsecondary Students Longitudinal Study First Follow
- up (BPS:90/92): Final Public T echnical Report. (NCES 94

– 369) Wa shington, DC: National Ce nter for Education Statistics. Fitzgerald, R., et al. (1994). Descriptive Summary of 1989
- 90 Beginning Postsecondary Students: T wo Ye ars Later

. (NCES 94

– 386, ED372691) Wa shington, DC: National Center for Education Statistics . St atistical Analy sis Report. Persistence and Attainment in Postsecondary Education for Beginning A Y 1989
- 90 Students as of Spring 1992. Beginning Postsecondary Students Longitudinal Study 1992 Follow
- up (BPS: 90/92). (NCES 94 - 477 ) Wa shington, DC: National C enter for Education Statist ics, November 1993. E.D. T ABS. Pratt, D.J., et al. (1994). Beginning Postsecondary Students Longitudinal Study . Second Follow
- up Field Test Report; BPS:90/94 . (NCES 94

– 370) Wa shington, DC: National Center for Education Statistic s. Te chnical Report. 

### 1993 Bobbitt, L .G., and Carroll, C.D. (1993). Coding Major Fields of Study . (ED363665) Wa shington, DC: National Ce nter for Education Statistics. 

### 1992 Burkheimer, G. J., Jr.; et al. (1992). Beginning Postsecondary Students Longitudin al Study Field T est Methodology Report: BPS 90/92. (NCES 92

– 160) Wa shington, DC: National Ce nter for Education Statistics. 

### 1991 Nelson, D.D., Ed. (1991). Pr ograms and Plans of the National Center for Education Statistics, 1991 Edition. (NCES 91

– 694, ED339 739) Wa shington, DC: National Ce nter for Education Statistics.

.E - 16 

# Appendix **E**

**BPS:12/14 Technical Review**  **Panel Contact List**E - 17

Teresita Bazan Director, Student Assistance and Veterans Austin Community College 5930 Middle Fiskville Road Austin , TX 78752 Phone : (512)223 - 7550 Email: tbazan@austincc.edu James Cole Project Manager Beginning College Survey of Student Engagement 1900 East Tenth Street Eigenmann Hall, Suite 419 Bloomington , IN 47406 Phone : (812)856 - 3004 Email: colejs@indiana.edu Bryan Cook Director, Center for Poli cy Analysis American Council on Education One Dupont Circle, NW - Suite 800 Washington , DC 20036 Phone : (202)939 - 9381 Email: bcook@acenet.edu Stephen DesJardins Associate Professor, School of Education University of Michigan 610 East University 2108 - D School of Education Bldg, 1259 Ann Arbor , MI 48109 Phone : (734)647 - 1984 Email: sdesj@umich.edu Sara Goldrick - Rab Associate Professor of Educational Policy Studies and Sociology University of Wisconsin - Madison 1025 West Johnson Street - 575K Mad ison , WI 53706 Phone : (608)265 - 2141 Email: Srab@education.wisc.edu Tricia Grimes Research Analyst Minnesota Office of Higher Education 1450 Energy Park Drive - Suite 350 St. Pauls , MN 55108 Phone : (651)259 - 3964 Email: Tricia.Grimes@state.mn.us Tammy Halligan Director of Regulatory Affairs Association of Private Sector Colleges and Universities 1101 Connecticut Ave. NW - Suite 900 Washington , DC 20036 Phone : (202)336 - 6839 Email: tammyh@career.org Don Heller Dean, College of Education Michiga n State University 501 Erickson Hall East Lansing , MI 48824 Phone : (517)355 - 1734 Email: dheller@msu.edu Nick Hillman Assistant Professor University of Utah 1704 Campus Center Drive - Room 313 Salt Lake City , UT 84112 Phone : (801)585 - 1378 Email: Nick.Hillman@Utah.edu Gigi Jones Director of Research National Association of Student Financial Aid Administrators (NASFAA) 1101 Connecticut Ave. NW - Suite 1100 Washington , DC 20036 Phone : (202)785 - 8866 Email: jonesg@nasfaa.org Young Kim American C ouncil on Education One Dupont Circle, NW - Suite 800 Washington , DC 20036 Phone : (202)939 - 9300 Email: ykim@acenet.edu Laura Perna Associate Professor University of Pennsylvania, Graduate School of Education 3700 Walnut Street - Room 424 Philadelphia , PA 19104 Phone : (215)746 - 2522 Email: lperna@gse.upenn.edu Kent Phillippe Senior Research Associate American Association of Community Colleges One Dupont Circle, NW - Suite 410 Washington , DC 20036 Phone : (202)728 - 0200 Email: kphillippe@aacc.nche. eduE - 18

Josipa Roksa Associate Professor, Sociology University of Virginia PO Box 400766 Charlottesville , VA 22904 Phone : (434)924 - 6528 Email: jroksa@virginia.edu Kurt Slobodzian Vice President of Research Nexus Research and Policy Center 875 W Elliot Road - Mail Stop: AA - L104 Tempe , AZ 85284 Phone : (602)568 - 1178 Email: kurt.slobodzian@nexusresearchcenter.org Marvin Titus Assistant Professor, Higher Education Unievrsity of Maryland EDHI - Room 2200 Benjamin College Park, MD 20742 Phone : (301)405 - 2220 Email: mtitus@umd.edu Wendy Weiler Research and Policy Analyst National Association of Independent Colleges & Universities (NAICU) 1025 Connecticut Ave. NW - Suite 700 Washington , DC 20036 Phone : (202)785 - 8866 Email: wendy@naicu.edu **Federal Panelist** Nabeel Alsalam Congressional Budget Office Ford House Office Building - Room 423A Washington , DC 20515 Phone : (202)225 - 2639 Email: nabeel@cbo.gov David Bergeron Chief, Budget and Policy Development U.S. Department of Education, Office of Postsecondary Education (OPE) 1990 K Street, NW - Room 8022 Washington , DC 20006 Phone : (202)502 - 7815 Email: david.bergeron@ed.gov Elise Christopher Associate Research Scientist U.S. Department of Education, NCES 1990 K Street, NW - Room 9021 Washington , DC 20006 Phone : (202)502 - 7899 Email: Elise.Christopher@ed.gov Daniel Goldenberg Management and Program Analyst U.S. Department of Education, Office of Planning, Evaluation and Policy Development (OPEPD) Budget Service, Cost Estimation and Analysis Division 400 Maryland Ave, SW - Room 5W308 Washington , DC 20202 Phone : (202)401 - 3562 Email: daniel.goldenberg@ed.gov Nimmi Kannankutty Senior Analyst National Science Foundation 4201 Wilson Boulevard - Suite 965 S Arlington , VA 22230 Phone : (703)292 - 7797 Email: nkannank@nsf.gov Kashka Kubbzdela Research Scientist U.S. Department of Education, Institute of Education Sciences 1990 K Street, NW - Room 9014 Washington , DC 20006 Phone : (202)502 - 7411 Email: kashka.kubzdela@ed.gov Sue Liu U.S. Department of Education, Office of Vocational and Adult Education 400 Maryland Ave, SW Washington , DC 20202 Phone : (202)245 - 8266 Email: sue.liu@ed.gov Laura LoGerfo HSLS:09 Project Office U.S. Department of Edu cation, NCES 1990 K Street, NW - Room 9022 Washington , DC 20006 Phone : (202)502 - 7402 Email: Laura.LoGerfo@ed.govE - 19

Shannon Mahan Congressional Research Service 101 Independence Ave., SE Washington , DC 20540 Phone : (202)707 - 7759 Email: smahan@crs.loc.gov Rochelle Martinez Office of Management and Budget 725 17th Street, NW - Room 10202 NEOB Washington , DC 20503 Phone : (202)395 - 3147 Email: Rochelle_W._Martinez@omb.eop.gov John Mingus Jr. U.S. Government Accountability Office 441 G Street, NW Washington , DC 20548 Phone : (202)512 - 4987 Email: MingusJ@gao.gov Jon O'Bergh Special Assistant to the Undersecretary U.S. Department of Education 555 New Jersey Avenue, NW Washington , DC 20208 Phone : (202)260 - 8568 Email: jon.obergh@ed.gov Isaiah O'Rear U.S. Department of Education 1990 K Street, NW Washington , DC 20006 Phone : (202)502 - 7378 Email: Isaiah.O'Rear@ed.gov Emilda Rivers Director, Human Resources Statistics Program National Science Foundation 4201 Wilson Boulevard - Suite 965 S Arlington , VA 22230 Phone : (703)292 - 7773 Email: erivers@nsf.gov David Smole Specialist in Education Policy Congressional Research Service 101 Independence Ave., SE Washington , DC 20540 Phone : (202)707 - 0624 Email: dsmole@crs.loc.gov Johan Uvin U.S. Department of Education, Office of Vocational and Adult Education 400 Maryland Ave, SW Washington , DC 20202 Phone : (202)245 - 6332 Email: Johan.Uvin@ed.gov **Ex Officio Members US Department of Education, NCES**  **Postsecondary, Adult and Career Education Division, (PACE)**  Sharon Boivin U.S. Department of Education, PACE 1990 K Street, NW - Room 9022 Washington , DC 20006 Phone : (202)502 - 7627 Email: sharon.boivin@ed.gov Sarah Crissey U.S. Department of Education, PACE 1990 K Street, NW - Room 8123 Washington , DC 20006 Phone : (202)502 - 7395 Email: sarah.crissey@ed.gov Lisa Hudson U.S. Department of Education, PACE 1990 K Street, NW - Room 8104 Washington , DC 20006 Phone : (202)502 - 7358 Email: lisa.hudson@ed.gov Tracy Hunt - White U.S. Department of Education, NCES 1990 K Street, NW - Room 8121 Washington , DC 20006 Phone : (202)502 - 7438 Email: tracy.hunt - white@ed.gov Jessica Shedd U.S. Department of Education, PACE 1990 K Street, NW - Room 8116 Washington , DC 20006 Phone : (202)502 - 7446 Email: jessica.shedd@ed.gov Sean Simone U.S. Department of Education, NCES 1990 K Street, NW - Room 8125 Washington , DC 20006 Phone : (202)502 - 7367 Email: sean.simone@ed.govE - 20

Ted Socha U.S. Department of Education, NCES 1990 K Street, NW - Room 8130 Washington , DC 20006 Phone : (202)502 - 7383 Email: ted.socha@ed.gov Matthew Soldner U.S. Department of Education, NCES 1990 K Street, NW - Room 8124 Washington , DC 20006 Phone : (202)219 - 7025 Email: matthew.soldner@ed.gov Tom Weko U.S. Department of Education, NCES 1990 K Street, NW - Room 8099 Washington , DC 20006 Phone : (202)502 - 7643 Email: tom.weko@ed.gov **Contractors RTI International**  Kristin Dudley Research Programmer Analyst RTI International P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)541 - 6855 Email: marvill@rti.org Jeffrey Franklin Data Collection Task Leader RTI International P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)485 - 2614 Email: jwf@rti.org Natasha Janson Education Analyst RTI International P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)316 - 3394 Email: njanson@rti.org Dionne McLean Associate Project Management Specialist RTI Inter national P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)541 - 6166 Email: dmclean@rti.org John Riccobono Vice President, Education Studies Division RTI International P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)541 - 7006 Email: jar@rti.org Jennifer Wine Director, Logitudinal Studies Program RTI International P.O. Box 12194 - 3040 East Cornwallis Road RTP , NC 27709 Phone : (919)541 - 6870 Email: jennifer@rti.org **KGS** Daniel Heffron Statistician Kforce Government Solutions 2750 Prosperity Avenue - Suite 300 Fairfax , VA 22031 Phone : (703)245 - 7388 Email: dheffron@kforcegov.com **Laurium Evaluation Group** Cynthia Decker Laurium Evaluation Group 2216 East 26th Place Tulsa , OK 74114 Phone : (918)728 - 8380 Email: cynthiadecker@yahoo.com Andrea Sykes Laurium Evaluation Group 6032 Holland Court Columbia , MD 21044 Phone : (240)593 - 4842 Email: asykes@lauriumevaluation.com **MPR Associates, Inc** Laura Horn Program Director, Postsecondary Education MPR Associates, Inc. 2150 Shattuck Avenue - Suite 800 Berkeley , CA 94704 Phone : (510)849 - 4942 Email: lhorn@mprinc.comE - 21

Nicole Ifill Research Associate MPR Associates, Inc. 2401 Pennsylvania Avenue, NW - Suite 410 Washington , DC 20037 Phone : (202)478 - 1027 Email: nifill@mprinc.com Alexandria Radford Associate Director, Post Secondary Education MPR Associates, Inc. 2401 Pennsylvania Avenue, NW - Suite 410 Washington , DC 20037 Phone : (202)478 - 1027 Email: aradford@mprinc.comF - 1 

# Appendix **F Confidentiality**  **Agreements**F - 2 **CONFIDENTIALITY AGREEMENT 2011**  **- 12 National Postsecondary Student Aid Study (NPSAS:12)**  **Option 6: BPS 12/14 First Follow -**  **up of First -**  **Time Beginning Students (BPS:12/14)**

**(RTI Under Contract No. ED**  **- IES**  **- 09**  **- C**  **- 0039**  **)** Safeguards for Individuals Against Invasion of Privacy : In accordance with the Privacy Act of 1974 (5 United States Code 552a), the Education Sciences Reform Act of 2002 (Public Law 107 - 279), the Federal Statis tical Confidentiality Order of 1997, the E - Government Act of 2002 (Public Law 107 - 347), the Computer Security Act of 1987, and the National Center for Education Statistics’ (NCES’) Restricted Use Data Procedures Manual , RTI International (RTI) and all its subcontractors are required to comply with the applicable provisions of the legislation, regulations, and guidelines and to undertake all necessary safeguards for individuals against invasions of privacy. To provide this assurance and these safeguards in performance of work on this project, all staff, consultants, and agents of RTI, and its subcontractors who have any access to study data, shall be bound by the following assurance. Assurance of Confidenti ality 1. In accordance with all applicable legislation, regulations, and guidelines, RTI assures all respondents that their responses may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law [Education Sciences Reform Act of 2002 (ESRA 2002), 20 U.S. Code, § 9573]. 2. The following safeguards will be implemented to assure that confidentiality is protected as allowable by law (20 U.S.C. § 9573) by all employees, consul tants, agents, and representatives of RTI and all subcontractors and that physical security of the records is provided: a. All staff with access to data will take an oath of nondisclosure and sign an affidavit to that effect. b. At each site where these items are processed or maintained, all confidential records that will permit identification of individuals shall be kept in a safe, locked room when not in use or personally attended by project staff. c. Wh en confidential records are not locked, admittance to the r oom or area in which they reside shall be restricted to staff sworn to confidentiality on this project. d. All electronic data shall be maintained in secure and protected data files, and personally identifying information shall be maintained on separate files from statistical data collected under this contract. e. All data files on network or multi - user systems shall be under strict control of a database manager with access restricted to project staff sworn to confidentiality, and then only on a need - to - know basi s. f. All data files on single - user computers shall be password protected and all such machines will be locked and maintained in a locked room when not attended by project staff sworn to confidentiality. g. External electronically stored data files (e.g., tapes on diskettes) shall be maintained in a locked storage device in a locked room when not attended by project staff sworn to confidentiality. h. Any data released to the general public shall be appropriately masked or perturbed such that linkages to individually identifying information are protected to avoid individual identification in disclosed data
. i. Data or copies of data may not leave the authorized site for any reason. 3. Staff, consultants, agents, or RTI and all its subcontractors will take all necessary steps to ensure that the letter and intent of all applicable legislation, regulations, and guidelines are enforced at all times through appropriate qualifications standards for all personnel working on this project and through adequate training and periodi c follow - up procedures. By my signature affixed below, I hereby swear and affirm that I have carefully read this statement and fully understand the statement as well as legislative and regulatory assurances that pertain to the confidential nature of all re cords to be handled in regard to this project, and will adhere to all safeguards that have been developed to provide such confidentiality. As an employee, consultant, agent, or representative of RTI or one of its subcontractors, consultants, agents, or re presentatives, I understand that I am prohibited by law from disclosing any such confidential information to anyone other than staff, consultant, agents, or representatives of RTI, its subcontractors, or agents, and NCES. I understand that any willful and knowing individual disclosure or allowance of disclosure in violation of the applicable legislation, regulations, and guidelines is punishable by law and would subject the violator to possible fine or imprisonment. / / /

(Signature) (RTI Employee ID Number) (Date) / / / (Supervisor's Signature) (RTI Employee ID Number) (Date)F - 3 **AFFIDAVIT OF NONDISCLOSURE 2011**  **- 12 National Postsecondary Student Aid Study (NPSAS:12)**  **Option 6: BPS 12/14 First Follow**  **- up of First**  **- Time Beginning Students (BPS:12/14)**  **(RTI Under Contract No. ED**  **- IES**  **- 09**  **- C**  **- 0039**  **)**

(Name ) (Job Title) (Date of Assignment to NPSAS:12 Project) (Organization, State, or Local Agency or Instrumentality) (Address) I,

**_________________________________** , do solemnly swear (or affirm) that when given access to any **2011 -**  **12 National Postsecondar** **y Student A id Study (NPSAS:12)/Option 6**  **BPS 12/14 First Follow -**  **up of First -**  **Time Beginning Students (BPS:12/14)**  project - related data b ases or files containing individually identifiable information, I will not: (i) use or reveal any individually identifiable information furnished, acquired, retrieved or assembled by me or others, under the provisions of Section 183 of the Education Sciences Reform Act of 2002 (PL 107 - 279) and Title V, subtitle A of the E - Government Act of 2002 (PL 107 - 347) for any purpose other than statistical purposes specified in the NCES survey, project or contract; (ii) ma ke any

disclosure or publication whereby a sample unit or survey respondent could be identified or the data furnished by or related to any particular person under this section could be identified; or (iii) permit anyone other than the individuals authorized by the Commissioner of the National Center for Education S tatistics to examine the individual reports.

__________________________________ (Signature) (The penalty for unlawful disclosure is a fine of not more than $250,000 [under 18 U.S.C. 3571] or imprisonment for not more than 5 years [under 18 U.S.C. 3559], or both. The word "swear" should be stricken out wherever it appears when a person elects to affirm the affidavit rather than to swear to it.) State of _________________________ Count y of ________________________ Subscribed and sworn/affirmed before me,

**_____________________________** , a Notary Public in and for

**________________________** County , St ate of **____________________________,** on this date,

**______ _____**  **_________** .

___________________________________________ Notary Public My commission expires: **___________________________.**G - 1 

# Appendix **G Letters and Contacting Materials**  BPS:12/14 Brochure Text ................................ ................................ ................................ ...................... 2 Initial Contact Letter

– Parent ................................ ................................ ................................ ................ 5 Address Update Form

– Sample Members ................................ ................................ ............................. 6 Initial Contact Letter

– Sample Member ................................ ................................ ................................ 7 Data Collection Announcement Letter ................................ ................................ ................................ ... 9 Reminder Letter ................................ ................................ ................................ ................................ .... 11 Thank You/Reminder Postcard ................................ ................................ ................................ ............ 12 Reminder Folded Postcard ................................ ................................ ................................ ................... 14 Thank You/Incentive Letter ................................ ................................ ................................ ................. 16 Final Flyer ................................ ................................ ................................ ................................ ............ 17 Data Collection Announcement E - mail ................................ ................................ ............................... 18 First Early Reminder E - mail ................................ ................................ ................................ ................ 19 Second Reminder E - Mail ................................ ................................ ................................ ..................... 20 Example Text for Brief Reminder E - mails ................................ ................................ .......................... 21 Brief E - mail Reminder 1 ................................ ................................ ................................ ...................... 22 Brief E - mail Reminder 2 ................................ ................................ ................................ ...................... 23 BPS CATI Consent Text ................................ ................................ ................................ ...................... 24 BPS:12/14 FS Panel Maintenance ................................ ................................ ................................ ........ 26 Note: The materials included in this appendix reference the field test study to be conducted in 201 3 . These materials will also be used for the full
- scale study. Materials will be updated to reflect full
- scale sample sizes and dates. Emails and letters providing similar content to those shown in this appendix will be sent throughout data collection to encourage participation. In addition, sample members that request follow
- up reminders via text message will receive text message prompts to complete the survey.G - 2 

### BPS:12/14 Brochure Text FOR ASSI STANCE WITH BPS, PL EASE CONTACT THE HELP DESK OR VI SI T THE STUDY WEBSI TE: https://survey s.nces.ed.gov/bps/ BPS HEL P DESK 1 - 800 - XXX - XXXX bps@rti.org If you have questions or concerns, you may contact the following: Dr. Jennifer Wine Dr. Sarah Crissey BPS Project Director (RTI) BPS Project Off icer (NCES) 877 - 225 - 8470 202 - 502 - 7395 jennifer@rti.org Sarah.Crissey @ed.gov . If you have questions about y our rights as a study participant, please call RTI’s Institutional Review Board at 866 - 214 - 2043 or send an email message to orpe@rti.org regarding IRB number xxxxx. **Why was I chosen to participate?** You were selected to participate in BPS because you first enrolled in col lege or other postsecondary education during the 2010 - 11 academic ye ar. Study participants were first interviewed in 2011. We want to contact you to find out about y our education, employ ment, and other experiences during the past few ye ars. **Why shoul d I participate?**  Policy makers and researchers use BPS data to better understand beginning students’ paths in postsecondary

education. Your responses, combined with institutional records, help answer questions such as the following:  What percentages of stu dents complete various degree programs?  Do students who receive financial aid complete their programs in the same length of time as those who do not receive financial aid?  Why do students leave school?  How does emplo ym ent affect students’ success in schoo l? Although participation in this study is voluntary , there is no substitute for your responses. **What is BPS about?** BPS follows first time beginning students to find out about their experiences during the 2 ye ars since they first enrolled in postsecondary education. We are interviewing more than xx,xxx people, selected from x,xxx institutions. The interview will collec t information on a number of topics including the following:  education progress and plans;  experience in the workforce;  earnings and expenses;  family

status;  personal and professional goals. BPS is sponsored by

the National Center for Education Statisti cs (NCES) in the U.S. Department of Education’s Institute of Education Sciences. The study is being conducted under contract by RTIG - 3

International, a nonprofit research organization based in North Carolina. BPS is authorized by the Education Sciences Refo rm Act of 2002 (Public Law 107 - 279). **How will my information be protected?** Federal law requires that we protect your privacy. Your responses may be used only

for statistical purposes and will not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 9573). Data security

procedures are reviewed and approved by NCES/I ES and ED data security staff and by RTI ’s Institutional Review Board in the Office of Research Protection. Your answers are secured behind firewalls and are encry

pted during internet transmission using Secure Sockets Lay er (SSL ) protocol. All data entry modules are password protected and require the user to log in before accessing confidential data. Project staff are subject to large fines or imprisonment if individual responses are disclosed. The Beginning Postsecondary Students L ongitudinal Study (BPS:12/14) is conducted under the authority of the Education Sciences Reform Act (ESRA) of 2002 (20 U.S.C.§ 9543), which authorizes NCES to colle ct and disseminate information about education in the United States. Collection is most often done through survey s. NCES is required to follow strict procedures to protect the confidentialit y of persons in the collection, reporting, and publication of dat a. All individually identifiable information supplied by individuals or institutions to NCES may be used onl y for statistical purposes and may not be disclosed, or used, in identifiable form for an y other purpose, unless otherwise compelled b y law (20 U.S. C. § 9573). **What have we learned from BPS? Attainment and persistence at any institution within 6 years (2004** 
**– 09)** 
 Among 2003

– 04 beginning students, about 9 percent had received a certificate, 9 percent had received an associate’s degree, and 31 percent had received a bachelor’s degree within 6 y ears from an y institution. Another 15 percent had not yet received a degree but were currently enrolled at some institution (7 percent at a 4 - ye ar institution and 8 percent at a less - than - 4 - ye ar institution), whil e an additional 35 percent had not received a degree and were not enrolled at any institution.  Among 2003

– 04 beginning students who first enrolled in a public 2 - ye ar institution, about 8 percent had received a certificate, 14 percent had received an associate’s degree, and 12 percent had received a bachelor’s degree within 6 y ears from any instituti on. Another 20 percent had not ye t received a degree but were currently enrolled somewhere (7 percent at a 4 - ye ar institution and 13 percent at a less - than - 4 - ye ar institution) and 46 percent had not received a degree and were not enrolled at an y institutio n.  Among 2003

– 04 beginning students who first enrolled in a 4 - ye ar institution, 58 percent had received a bachelor’s degree, 5 percent had received an associate’s degree, and 2 percent had received a certificate within 6 y ears from any institution. An add itional 12 percent had not yet received a degree but were currentl y enrolled somewhere (9 percent at a 4 - ye ar institution and 3 percent at a less - than - 4 - year institution) and 24 percent had not received a degree and were not enrolled at an y institution. **A ttainment and persistence at first institution within 6 years (2004** 
**– 09)**   In contrast to the above bullets that presented students’ attainment and persistence rates at any institution, the following bullets highlight students’ attainment and persistence rat es just at their first postsecondary

institution. Specifically , among 2003

– 04 beginning students, about 8 percentG - 4

had received a certificate, 9 percent had received an associate’s degree, and 22 percent had received a bachelor’s degree within 6 years from the first institution that they attended. Students who had not y et attained a degree from their first institution by the spring of 2009 were currentl y enrolled at their first institution (6 percent), had left their first institution but had transferred to another institution (27 percent), or had left their first institution and had not enrolled an ywh ere else (28 percent).  Among 2003

– 04 beginning students who first enrolled in a public 2 - ye ar institution, 6 percent had received a certificate and 15 percent had received an associate’s degree at their first institution within 6 y ears. Students who had not y et attained a degree from their first institution by the spring of 2009 were currentl y enrolled at their first institution (9 percent), had left their first institution but transferred to another institution (32 percent), or had left their first institution and had not enrolled elsewhere (37 percent).  Among 2003

– 04 beginning students who first enrolled in a 4 - ye ar institution, about 50 percent had received a bachelor’s degree, 3 percent had received an associate’s degree, and about 1 percent had received a certificate at their first institution within 6 y ears. Students who had not y et received a degree from their first institution by spring of 2009 were curre ntly enrolled at their first institution (5 percent), had left their first institution but transferred to another institution (25 percent), or had left their first institution and had not enrolled any where else (17 percent). **How do I participate?** You may complete the BPS interview in one of two way s: **1. Online.**  Lo g in to the study website at https://survey s.nces.ed.gov/bps/ with the study I D and password provided to yo u. If you need assistance, call the BPS He lp Desk at xxx - xxx - xxxx or contact us via email at bps@rti.org . **2. By telephone.**  If you prefer to complete the BPS interview b y telephone, call the BPS Help Desk at xxx - xxx - xxxx to speak with a professionall y trained inter viewer from RTI. On average, the interview takes about [if MODIFIED=1: 20; ELSE; 35] minutes t o complete. Web interview time will vary

depending on y our internet connection speed. **Are there benefits or risks to my participation?** The risk of participation in this study relates to data securit y. Given the strict securit y procedures in place, risks to participation are minimal. While there are no specific benefits to you for participating in BPS, yo ur participation will help ensure the success of the stu dy and help educators, researchers, and policy makers better understand the experiences of recent bachelor’s degree recipients. **How can I get a copy of the results?** Publications from previous studies are available free of charge on the BPS website at http://nces.ed.gov/surveys/bps/ . Results from the current stud y are scheduled to be released in spring 20xx and will be posted on the BPS website as soon as they are available.G - 5 

### Initial Contact Letter **– Parent**  Date «Cpfname» «Cpmname» «Cplname» «caseid» (Study ID number) «CAddr1» «panelinfo» (RTI use only) «CAddr2» «Ccity» , «Cstate» «CZip» «CZip4» Dear «Cpfname» «Cplname» : The U.S. Department of Education’s National Center for Education Statistics (NCES) is conducting an important study of students who first enrolled in college during the 20 10 - 11 school year. The Beginning Postsecondary Students Longitudinal Study ( BPS ) will help educators, researchers, and policymakers better understand beginning students’ paths in postsecondary education. Out of the student s who began their postsecondary education in the 20 10 - 11 school year , «fname» was selected to participate in B PS, FILL <<and also participated in the 2011 - 12 National Postsecondary Student Aid Study (NPSAS)>> . The enclosed brochure p rovides information about the study and our strict confidentiality procedures. We will be contacting «fname» and other study participants in **«** start_month **»** to ask questions about «pronoun3» education and work experiences. Only a limited number of people are selected for this study so it is extremely important that we be able to contact «pronoun2» . **If «fname»**  **completes the survey**  **by the date provided in the**  **announcement letter we will be sending in « start month**  **», «pronoun1»**  **will receive a «IncAmt»**  **incentive as a token of our appreciation.**  Before data collection can begin, we need your help to update our reco rds so that we will be able to get in touch with <<fname>> <<lname>>. **Please take a few minutes right now to update the contact information online, or complete the enclosed Address Update Information Sheet and return it in the**  **enclosed postage -** **paid envelope. As a token of our appreciation for providing this information,**  **<<f name>> will receive <<UPDATE_INC_AMT>>.**  To update your contact information online: Go to: https://surveys.nces.ed.gov/bps/ Enter Study ID number: «caseid» NCES has contracted with R TI International to conduct the BPS study on its behalf. If you would like more information about the BPS study, please visit http://surveys.nces.ed.gov/bps/ or call the RTI study director, Jennifer Wine at 1 - 877 - 225 - 8470. We sincerely appreciate your ass istance and thank you in advance for helping us conduct this important study. Sincerely, Sharon A. Boivin Acting Associate Commissioner Postsecondary , Adult, and Career Education Division National Center for Education Statistics EnclosureG - 6 

### Ad **dress Update Form**  **– Sample Members**  Study ID number: «caseid» **1.** Please review your current address and phone numbers displayed on the left side of the box below. C heck here if all information preprinted in this section is **entirely correct** ............ If your address is not entirely correct or current, **please update** it in the space provided on the right side of the box. If you prefer to update your address information online, visit our secure website at https://surveys.nces.ed.gov/bps/ and refer to your Study ID number **«caseid»** . «fname» «mname» «lname» «suffix» «addr1» «addr2» «city» , «state» «zip» «zip4» ( «area1» ) «phone1» «panelinfo» Name: Address: Home phone: ( ) Work phone: ( ) Cell phone: ( ) **2.** We will send an e - mail to let you know that data collection has begun. Please provide an e - mail address that we can use to contact you. Primary e - mail address: Alternate e - mail address: **3.** Would you like us to send you a text message on your cell phone when data collection is about to begin? Please check one..................................................................... Yes No If yes, what cell number should we use?__________________________________________ What is your cell phone service provider (e.g. AT&T, Verizon, etc.)? *

___________________

__________________________________________________________________________ **Thank you for your assistance.** Please return this page in the enclosed postage - paid envelope or return to: RTI International ATTN: Jeff Franklin ( 0212353.200.002.232 )

PO Box 12194 Research Triangle Park, NC 27709 - 9935
* We ask for your cell phone service provider to enable us to identify the format of the text message we send.G - 7 

### Initial Contact Letter **– S**  **ample Member** Date «fname» «mname» «lname» «suffix» Study ID: «caseid» «addr1» «addr2» «city» , «state» «zip» «zip4» Dear «fname» , You have been randomly selected to participate in the Beginning Postsecondary Students Longitudinal Study (B PS ), sponsored by the National Center for Education Statistics ( NCES) in the U.S. Department of Education’s Institute of Education Sciences. B PS will collect education, employment, and other information from you and others like you who first enrolled in college during the 20 10 – 11 school year. Data collected from B PS wi ll help educators, researchers, and policymakers better understand beginning students’ paths in postsecondary education . This is the first round of B PS . <<You may recall participating in the National Postsecondary Student Aid Study in 2011 . >> When B PS data collection begins in **March 2013**  , you will receive a letter in a large white envelope that will provide specific information about how to participate. **The letter will explain that if you complete the approximately**  **<<time>> minute**  **survey on the Web by the date indicated, you will receive**  **<<INC_AMT>> as a**  **token of our appreciation. In the meantime, we need to update our contact information for you.** Please help us now by providing your mailing address, telephone number(s), and e - mail address (es) online at https://surveys.nces.ed.gov/bps/
. You will also find out more about B PS at this website. As a token of our appreciation for providing your contact information, you will receive **<<UPDATE_INC_AMT>>.** NCES has contracted with RTI International to conduct B PS on its behalf. The enclosed brochure provides a brief description of B PS , findings from past studies, and a summary of our strict confidentiality procedures. If you have additional questions or concerns about the study after reviewing this material, please call the RTI study director, Jennifer Wine at 1 - 8 77 - 225 - 8 470 . We thank you in advance for your participation in this important study. Your cooperation is greatly appreciated. Sincerely, Sharon A. Boivin Acting Associate Commissioner Postsecondary , Adult, and Career Education Division National Center for Education Statistics Enclosure To update your contact information online: Go to: https://surveys.nces.ed.gov/bps/ Enter Study ID number: «caseid»G - 8

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB c ontrol number. The valid OMB control number for this voluntary information collection is XXXX – XXX . The time required to complete this information collection is estimated to average [if MODIFIED=1: 20; ELSE; 35] minutes per response, including the time to review instructions, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this survey, please write to: U.S. Department of Education , Washington, DC 20202 – 4537. If you have any comments or concerns regarding the status of your individual submission of this survey, write directly to: The 20 12 - 1 4 Beginning Postsecondary Students Longitudinal Study ( BPS : 12/14 ), National Center for Educat ion Statistics, 1990 K Street, NW, Washington, DC 20006.G - 9 

### Data Collection A **nnouncement Letter** Date «fname» «mname» «lname» «suffix» Study ID: «caseid» «addr1» «addr2» «city» , «state» «zip» - «zip4» Dear «fname» «lname» : Surveys for the Beginning Postsecondary Students Longitudinal Study ( BPS ) are now being conducted. The survey will take about <<time>> minutes to complete. As a token of our appreciation , **o nce you complete the survey, we**  **will mail you $«IncAmt» check.**  You may access the survey by logging on to our secure website at https://surveys.nces.ed.gov/ bps / using the Study ID and password provided below. **The password is case sensitive; you will need to enter it exactly as it**  **appears here. Study ID**  = «caseid»

**Password** = «password» m Enclosed you will find a brochure with a brief description of findings from prior BPS studies and our strict security procedures. Federal law requires that we protect your privacy. Your responses will be secured behind firewalls and will be encrypted during internet transmission. Your responses will be used only for statistical purposes an d may not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 9573). If you have questions, problems completing your survey online, or prefer to complete the survey over the telephone, simply call the **B PS Help Desk at 1**  **- XXX**  **- XXX**  **- XXXX**  **.** Your participation, while voluntary, is critical to the study’s success. If you have any other questions or concerns about the study, please contact the BPS Project Director, Dr. Jennifer Wine, at 877 - 225 - 8470 , jennifer@rti.org , or the NCES Project Officer, Dr. Sarah Crissey , at 202 - 502 - 7395 , Sarah.Crissey@ed.gov . Thank you in advance for making BPS a success. Sincerely,

Jennifer Wine Sarah Crissey BPS Project Director NCES Project Officer Education Studies Division National Center for Education Statistics RTI International U.S. Department of Education Enclosure RTI USE ONLY: «panelinfo»G - 10

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this voluntary information collection is xxxx - xxxx . The ti me required to complete this information collection is estimated to average [if MODIFIED=1: 20; ELSE; 35] minutes per response, including the time to review instructions, gather the data needed and complete and review the information collection. If you ha ve any comments concerning the accuracy of the time estimate or suggestions for improving this survey, please write to: U.S. Department of Education, Washington, DC 20202 – 4537. If you have any comments or concerns regarding the status of your individual s ubmission of this sur vey, write directly to: The 2012 - 14 Beginning Postsecondary Students Longitudinal Study ( BPS:12/14 ), National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006G - 11 

### Reminder Letter Dear <<fname>>, Students who re cently began their postsecondary education face many opportunities and challenges as they transition into the next phase of their lives. The Beginning Postsecondary Students Longitudinal Study ( BPS ) is collecting information from students who recently firs t enrolled in college about their lives, careers, and further education pursuits to help better understand beginning students’ paths in postsecondary education . Although participation in BPS is voluntary, we hope you will decide to complete the survey about your experiences. **For participating, you will receive a $<<INCAMT>> check as a token of our appreciation.** The survey will take, on average, about <<time>> minutes to complete. Please ac cess the BPS survey by logging on to our secure website at : https://surveys.nces.ed.gov/ bps / Study ID = <<CASEID>> Password = <<PSWD>>H Note: The password is case sensitive; you will need to enter it exactly as it appears here. Federal laws require that we protect your privacy. Your responses will be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 9573). If you have questions, problems completing your survey online, or prefer to complete the survey over the telephone, simply call the BPS Help Desk at 1 - 877 - 262 - 4440. Thank you, in advance, for your participation. Sincerely,

Jennifer Wine Dire ctor, Beginning Postsecondary Students Longitudinal StudyG - 12 

### Thank You/Reminder PostcardG - 13G - 14 

### Reminder Folded PostcardG - 15G - 16 

### Thank You/Incentive Letter (Date) «fname» «mname» «lname» «suffix» Study ID: «caseid» «addr1» «addr2» «city» , «state» «zip» «zip4» Dear «fname» «lname» : On behalf of the National Center for Education Statistics (NCES) in the U.S. Department of Education’s Institute of Education Sciences and the staff of BPS , we would like to thank you for participating in the BPS survey. Your participation in BPS is very important in helping to ensure the success of the study. Enclosed you will find a check for $ «IncAmt» as a token of our appreciation. If you have any questions, please do not hesitate to contact us at 1 - 877 - 225 - 8470 . Sincerely,

Jennifer Wine Sarah Crissey BPS Project Director NCES Project Officer Education Studies Division National Center for Education Statistics RTI International U.S. Department of Education EnclosureG - 17 

### Final Fly **er**G - 18 

### Data Collection A **nnouncement E -**  **mail** SUBJ: The BPS Survey Has Begun! Dear <<fname>> , Surveys for the Beginning Postsecondary Students Longitudinal Study (BPS) are now being conducted. The survey will take abo ut <<time>> minutes to complete and the data collected from it will help researchers and policymakers to better understand beginning students’ paths in postsecondary education . If you complete your BPS survey by [INCDATE], you will receive a **$[INCAMT]** c heck as a token of our appreciation. To access the online survey, just click here to get started or log in on our secure website. To complete your survey: https://surveys.nces.ed.gov/bps/ Study ID: <caseid> Password: <password>e If you have questions or problems completing your survey, or would like to complete the survey over the telephone, please call the BPS Help Desk at 1 - 8 XX - XXX - XXXX . Your participation is voluntary but critically important to the success of the study. To ensure confidentiality, your responses will be secured behind firewalls and will be encrypted during internet transmission. Federal law requires that we protect your privacy. Your responses will be used only for statistical purposes and will not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 9573). RTI International is conducting BPS on behalf of the National Center for Education Statistics (NC ES) in the U.S. Department of Education's Institute of Education Sciences. If you have any questions about the study, please contact me at 1 - 877 - 225 - 8470 , e - mail: jennifer@rti.org , or the NCES Project Officer, Dr. Sarah Crissey, at 202 - 502 - 7395, Sarah.Crissey@ed.gov . Thank you for helping to make BPS a success.

Jennifer Wine BPS Project DirectorG - 19 

### First Early

**Reminder E -**  **mail** Subject: Don’t Forget to Complete Your BPS: 12 Survey! Dear [FIRSTNAME], I would like to remind you that your participation in the Beginning Postsecondary Students Longitudinal Study ( BPS ) is still needed, and that I hope that you will participate in the study soon. **If you complete the BPS**  **survey, you will receive a $[INCAMT] check as a token of our appreciation.** To access the online survey, just click here! If you need help accessing the online survey, or if you prefer to complete the survey by telephone, please call our Help Desk at 1 - 877 - 262 - 4440. RTI International is conducting this study for the National Center for Education Statistics (NCES) in the U.S. Department of Education's Institute o f Education Sciences. If you have any questions or concerns about the study, please contact me at 1 - 877 - 225 - 8470 (e - mail: jennifer@rti.org ), or the NCES Project Officer, Dr. Sarah Crissey , at 202 - 502 - 7395 , Sarah.Crissey@ed.gov . Thank you in advance for your participation in this very important study. Sincerely,

Jennifer Wine BPS Project Director To complete your survey: https://surveys.nces.ed.gov/bps/ Study ID: <caseid> Password: <password>aG - 20 

### Second Reminder E **- Mail**  Subject: Don’t Delay - Complete Your BPS:12 Survey Today! Dear [FIRSTNAME], I would like to remind you that data collection for the Beginning Postsecondary Students Longitudinal Study (BPS) is underway . I hope that you will participate in the study soon. **If you complete your survey, you will receive a $[INCAMT] check as a token of our appreciation.** To access the online survey on our secure website, click here! If you need help accessing the online survey, or if you prefer to complete the survey by telep hone, please call our Help Desk at 1 - 877 - 262 - 4440. RTI International is conducting this study for the National Center for Education Statistics (NCES) in the U.S. Department of Education's Institute of Education Sciences. If you have any questions or conce rns about the study, please contact me at 1 - 877 - 225 - 8470 (e - mail: jennifer@rti.org ), or the NCES Project Officer, Dr. Sarah Crissey, at 202 - 502 - 7395, Sarah.Crissey@ed.gov . Thank you in advance for your participation in this very important study. Sincerely,

Jennifer Wine BPS Project Director To complete your survey: https://surveys.nces.ed.gov/bps/ Study ID: <caseid> Password: < password>bG - 21 

### Example Text for **Brief Reminder**  **E -**  **mail s**  <FirstName>, It’s time to complete the Beginning Postsecondary Students ( BPS ) Survey and receive your check for $<incent>! The survey takes <<time>> minutes and can be completed online or over the phone. It’s easy to participate in BPS on our secure website. Just click here to get started right away! To complete your survey: https://surveys.nces.ed .gov/bps/ Study ID: <caseid> Password: <password>d Or, you can complete the survey by phone by calling **1 -**  **877 -**  **262 -**  **4440** . If you have questions or problems completing your survey, please call the **BPS Help Desk at 1**  **- 877**  **- 262**  **- 4440**  or visit the study website at https://surveys.nces.ed.gov/ bps / . Thanks!

Jennifer Wine Project Director, BPS RTI International jennifer@rti.org 1 - 877 - 225 - 8470G - 22 

### Brief E **- mail Reminder**  **1** <FirstName>, BPS data collection ends on <<Date>> , which means you only have [x] days left to participate! Complete your BPS survey by the deadline and receive $<incent> as a token of our appreciation. The survey takes <<time>> minutes and can be completed online or over the phone. BPS is easy to do on our secure website – just click here to get started! To complete your survey: https://surveys.nces.ed.gov/bps/ Study ID: <caseid> Password: <password>f O r, you can complete the su rvey by phone by calling **1 -**  **877 -**  **262 -**  **4440** . If you have questions or problems completing your survey, please call the **BPS Help Desk at 1**  **- 877**  **- 262**  **- 4440**  or visit the study website at https://surveys.nces.ed.gov/ bps / . Thanks!

Jennifer Wine Project Director, BPS RTI International jennifer@rti.org 1 - 877 - 225 - 8470G - 23 

### Brief E **- mail Reminder**  **2** <FirstName>, Don’t forget that we still need you to participate in the Beginning Postsecondary Students Longitudinal Study ( BPS ) for the U.S. Department of Education. It takes about <<time>> minutes and, once you’ve completed the survey, we’ll send you a check for **$<incamt>!** Data collection ends on <<date>>, so you only have a few days left to participate! It’s easy to do on our secure website. You can click here to get started right away! To complete your survey: https://surveys.nces.ed.gov/bps/ Study ID: <caseid> Password: <password>c Or, you can comple te the survey by phone by calling **1 -**  **877 -**  **262 -**  **4440** . If you have questions or problems completing your survey, please call the **BPS Help Desk at**  **1 -**  **877 -**  **262 -**  **4440** or visit the study website at https://surveys.nces.ed.gov/ bps / . Thanks!

Jennifer Wine Project Director, BPS RTI International jennifer@rti.org 1 - 877 - 225 - 8470G - 24 

### BPS CA**TI Consent**  **Text LTR_S**  IF OUTBOUND CALL AND NOT ALREADY MENTIONED, READ: Hello, this is _________. I am calling for the U.S. Department of Education about the Beginning Postsecondary Students Longitudinal S tudy of students who first enrolled in postsecondary education during t he 20 10 - 20 11 school year. READ VERBATIM: IF Y_MINOR=3: Recently, we sent material to you and your parents about the U.S. Department of Education's Beginning Postsecondary Students Longitudinal Study, or BPS . This survey is being conducted to better unders tand the education and employment experiences of students who began their postsecondary education during the 2010 - 2011 academic year . As a token of our appreciation, you will receive a <INC_AMOUNT> check once you complete the survey. Have you had a chance to read the material? Non - minors: Recently, we sent you material about the U.S. Department of Education’s Beginning Postsecondary Students Longitudinal Study (BPS). This survey is being conducted to better understand the education and employment experiences of students who began their postsecondary education during the 2010 - 2011 academic year. As a token of our appreciation, you will receive a <INC_AMOUNT> check once you complete the survey. Have you had a chance to read the material? **If yes, r ead the material:**  (Good.) The survey takes about [if MODIFIED=1: 20; ELSE; 35] minutes and may be monitored or recorded for quality assurance purposes. Your participation is voluntary and will not affect any aid or other benefits that you may receive. You may decline to answer any question or stop the survey at any time. If you have any questions about the study, please let me know. May we begin the survey now? (You can contact the study's director, Jennifer Wine , at 1 - 877 - 225 - 8470 . For questions about your rights as a study participant, please contact RTI's Office of Research Protection at 1 - 866 - 214 - 2043.) TI: IF ENTIRE CONSENT WASN'T READ AND THE INTERVIEW ISN'T STARTED, PRESS THE BREAK BUTTON. **If no, did not read the material (or did not receive it):**  (At your request we can remail the material to you.) (If you can bear with me for a moment, I am required to read the following information about your rights as a participant.) The BPS surv e y takes about [if MODIFIED=1: 20; ELSE; 35] minutes and may be monitored or recorded for quality assurance purposes. Your responses, combined with student record information (such as financial aid data), may be used only for statistical purposes and may not be disclosed, or used, in personally identifiable form for any other purpose, unless otherwise required by law. (You are one of approximately 3,500 students who will be taking part in this study.) In addition to your survey responses, we collect financial aid, student records and related information from your sc hool and sources such as student loan databases and admissions testing agencies.G - 25

Your participation is voluntary and will not affect any aid or other benefits that you may receive. You may decline to answer any question or stop the survey at any time. The risk of p articipating in this study is small and relates to data security. However, there are strict security procedures in place. If you would like us to remail the material to you, please let me know. May we begin the survey now? (You may contact the study's director, Jennifer Wine , at 1 877 - 225 - 8470 . For questions about your rights as a study participant, please contact RTI's Office of Research Protection at 1 - 866 - 214 - 2043.) TI: IF THE SURVEY ISN’T STARTED AND THE ENTIRE CONSENT WASN’T READ, PRE SS THE BREAK BUTTON BELOW.G - 26 

### BPS:12/14 FS Panel Maintenance