U.S. Department of Education

Institute of Education Sciences

NCES 2003–156

Baccalaureate and

Beyond Longitudinal

Study: 2000–01

(B&B: 2000/01)

Methodology Report

Technical Report

Baccalaureate and

Beyond Longitudinal

Study: 2000–01

(B&B: 2000/01)

Methodology Report

Technical Report

August 2003

Stephanie Charleston

John Riccobono

Paul Mosquin

Michael Link

Research Triangle Institute

James Griffith

Project Officer

National Center for

Education Statistics

U.S. Department of Education

Institute of Education Sciences

NCES 2003–156
U.S. Department of Education

Rod Paige

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Val Plisko

Associate Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and

reporting data related to education in the United States and other nations. It fulfills a congressional mandate

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August 2003

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Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Baccalaureate and Beyond Longitudinal

Study: 2000–01 (B&B:2000/01) Methodology Report, NCES 2003–156, by Stephanie Charleston, John Riccobono,

Paul Mosquin, and Michael Link. Project Officer: James Griffith. Washington, DC: 2003

For ordering information on this report, write:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

Or call toll free 1–877–4ED–Pubs

Content Contact:

Aurora D’Amico

(202) 502–7334

Aurora.D’Amico@ed.gov
iii 

Executive Summary 

2000/01 Baccalaureate and Beyond Longitudinal Study 

Introduction

The 2000/01 Baccalaureate and Beyond Longitudinal Study (B&B:2000/01), conducted by Research 

Triangle Institute (RTI) and sponsored by the U.S. 

Department of Education’s National Center for 

Education Statistics (NCES), follows a cohort of 

students who were identified as recipients of a 

bachelor’s degree during the 1999–2000 academic 

year. This cohort of students was first interviewed 

in the 1999–2000 cycle of the National Postsecondary Student Aid Study (NPSAS:2000), the base-year 

study for B&B:2000/01. B&B:2000/01, the first 

and only planned follow-up survey of this cohort, 

was conducted in 2001. The survey focused on time 

to degree completion, participation in post-baccalaureate education and employment, and the activities 

of newly qualified teachers. 

Sample Design

The respondent universe for the B&B:2000/01 follow-up survey consisted of all students who 

attended postsecondary educational institutions between July 1, 1999, and June 30, 2000, in the United 

States and Puerto Rico, and who received or expected to receive bachelor’s degrees during this time 

frame. Approximately 11,700 confirmed and potentially eligible bachelor’s degree recipients were 

selected for participation in B&B:2000/01. Of 

these, about 70 were determined during the followup survey to be ineligible. From the remaining 

nearly 11,630 eligible sample members, about 

10,030 were located and interviewed in the followup survey. 

Instrumentation

The B&B:2000/01 follow-up interview focused 

primarily on the activities of respondents since receiving their bachelor’s degree. The first section of 

the survey collected information on nonrespondents 

to the base-year survey (NPSAS:2000) and included 

items to verify eligibility. The second section dealt 

with undergraduate enrollment history and loan burden. The third section gathered background and 

demographic information about respondents and 

their families. The fourth section focused on postbaccalaureate enrollment, including graduate and 

doctoral/first-professional programs, as well as 

technical and vocational programs. The fifth section 

collected extensive information on postbaccalaureate employment. The next section gathered data on 

professional licensure, certification, and job-related 

training. The final section specifically pertained to 

teaching experiences for newly qualified teachers. 

Data Collection Design and Outcomes 

Training

Training programs on successfully locating and interviewing sample members were developed for 

telephone staff. Topics covered included administrative procedures required for case management; 

quality control of interactions with sample members, parents, and other contacts; the purpose of 

B&B:2000/01 and the uses of the data to be collected; and the organization and operation of the 

computer-assisted telephone interview (CATI) program to be used in data collection. Tracing staff 

received additional training specific to the locating 

needs of the study (see discussion below). 

Interviewing

Using CATI, with telephone locating, interviewing 

began in July 2001. The overall unweighted response rate was 86 percent, after eliminating 

ineligibles from the original sample of about 11,700. 

The weighted overall response rate was 75 percent. 

Of those eligible sample members who were successfully located, the unweighted response rate was 

94 percent. On average, it took about 19 minutes to 

complete the interview. 
Executive Summary 

iv 

Sample members for whom no locating information 

was available were sent directly to the tracing unit 

for specialized tracing. The tracing unit was also 

used for intensive tracing, once all contact information was exhausted during attempts to conduct the 

telephone interview. About 630 cases in total were 

sent to the unit for intensive tracing; of these, nearly 

400 sample members completed the interview, resulting in a 64 percent unweighted response rate for 

intensive tracing cases. 

Refusal Conversion

The ability of interviewers to gain the cooperation 

of sample members, and thus avoid refusals, is important to successful interviewing. RTI staffs its 

Telephone Survey Division with refusal conversion 

specialists who have received specialized training 

and are experienced in attempting to convert (interview) sample members who refuse to complete 

interviews. In B&B:2000/01, approximately 1,520 

sample members refused at least once to participate 

in the interview. Of those, 70 percent were successfully converted and interviewed. 

Indeterminate Responses

Efforts were made to encourage responses to all interview questions and to limit indeterminates, 

defined as a “don’t know” response or a refusal to 

answer a question. As a result of these efforts, item 

nonresponse throughout the interview was low, with 

only 6 of 556 items having indeterminate response 

rates above 10 percent. 

Online Coding 

The B&B instrument allowed computer-assisted 

online coding of literal responses for postsecondary 

institution, major field of study, occupation, and 

industry. These online coding systems were designed to improve data quality by capitalizing on the 

ability of respondents to clarify information at the 

time the coding was performed. Of those responses 

requiring online coding, the highest rates of uncodable responses were for elementary/secondary 

school and for postsecondary institutional coding 

(about 14 and 5 percent, respectively), most likely 

because the coding system included only U.S. institutions and some respondents attended foreign 

institutions. Major field of study, occupation, and 

industry codes all had less than 2 percent uncodable 

responses. 

Analysis Weights 

Analysis weights were developed for the approximately 10,030 final respondents to the 

B&B:2000/01 interview. This was done by first 

testing for potential nonresponse bias; then adjusting 

for the effects of bias, and finally, poststratifying to 

known population totals. The quality of final 

weights was evaluated by a variety of methods. 

Overall institutional response rates were computed, 

as were illustrative design effects. An item nonresponse analysis was performed for selected 

variables. Variance estimations were calculated by 

either the Taylor series or balanced repeated replications (BRR) method. 

Data Files

The B&B:2000/01 restricted data file, documented 

by the electronic codebook (ECB), contains derived 

variable and interview data for the base year and 

B&B follow-up studies. Data collected from institutional records, government databases, and 

admission test vendors are also contained on the 

restricted file. The restricted file is available to researchers who have applied for, and received, 

authorization from NCES to access restricted research files. A separate public-use Data Analysis 

System (DAS), containing the derived variables and 

associated documentation, enables users to create 

summary tables with design-correct standard errors. 

The DAS is available online at 

http://nces.ed.gov/das. 

Products

The major products of B&B:2000/01 include the 

restricted research files with associated ECB, a public-use DAS, and this methodology report. In 

addition, a descriptive report provides an overview 

of data topics, such as time to degree, labor market 

experiences, entry to graduate school, and household demographics. A second descriptive report 

summarizes the experiences of newly qualified 

teachers. 
v 

Foreword 

This report describes and evaluates the methods and procedures used for the full-scale 

2000/01 Baccalaureate and Beyond Longitudinal Study (B&B:2000/01). B&B:2000/01 

included important changes from the previous B&B survey (conducted in 1994 with a 

follow-up in 1997) in sample design and collection of data. We hope that the information 

provided in this report will be useful to interested readers. This study was based on a 

nationally representative sample of institutions and students and may therefore be used to 

produce national estimates. Additional information about B&B:2000/01 and the B&B 

series is available on the web at http://nces.ed.gov/surveys/b&b. 

C. Dennis Carroll 

Associate Commissioner 

Postsecondary Studies Division 
vi 
vii 

Acknowledgments 

The authors gratefully acknowledge the assistance of staff members of the National 

Center for Education Statistics (NCES) and the Institute of Education Sciences (IES) for 

their advice, guidance, and review in the design and conduct of the field test study, and in 

the preparation of this document. We are particularly grateful to C. Dennis Carroll, 

Associate Commissioner, Postsecondary Studies Division; Paula R. Knepper, Senior 

Technical Advisor, NCES Postsecondary Studies Division; James Griffith, Program 

Director, Postsecondary Longitudinal and Sample Survey Studies (PLSSS); Andrew G. 

Malizio, previous Program Director, (PLSSS); Kristin K. Perry, Statistician (PLSSS); and 

Tracy Hunt-White, Statistician (PLSSS), for their constructive input and review. 

Particular thanks are also extended to the study Technical Review Panel members, who 

provided considerable insight and guidance in development of the design and 

instrumentation of this study. Thanks are also extended to the many project staff 

members of the two contractors: Research Triangle Institute (RTI) and MPR Associates, 

Inc. At Research Triangle Institute, special acknowledgment is due to Lil Clark and 

Lynne Kline for their excellent and tireless efforts in preparing the various drafts and 

final version of this document. 

Most of all, we are greatly indebted to the baccalaureate degree recipients who 

generously participated in the telephone follow-up survey. Their willingness to take the 

time to share information made this study a success. 
viii 
ix 

Table of Contents 

Executive Summary .....................................................................................................................................iii 

Foreword .......................................................................................................................................................v 

Acknowledgments.......................................................................................................................................vii 

Chapter 1 Introduction, Background, and Purpose .......................................................................................1 

1.1 Background and Purpose of the Baccalaureate and Beyond Study.....................................1 

1.2 Overview of B&B:2000/01.................................................................................................2 

1.3 Summary of B&B: 2000/01 Field Test ...............................................................................3 

1.4 Schedule and Products for B&B: 2000/01..........................................................................4 

Chapter 2 Design and Method of the Follow-up Study.................................................................................5 

2.1 Sample Design and Selection..............................................................................................5 

2.2 Instrument Design.............................................................................................................14 

2.3 Data Collection Design .....................................................................................................15 

2.4 Data Files ..........................................................................................................................20 

2.5 Integrated Management System........................................................................................21 

Chapter 3 Data Collection Procedures ........................................................................................................23 

3.1 Locating Outcomes ...........................................................................................................23 

3.2 Interviewing Outcomes .....................................................................................................32 

3.3 Interview Burden, Time, and Effort..................................................................................33 

Chapter 4 Evaluation of Data Quality.........................................................................................................37 

4.1 Indeterminate Responses...................................................................................................37 

4.2 Help Text ..........................................................................................................................38 

4.3 Online Coding...................................................................................................................39 

4.4 CATI Quality Circle Meetings..........................................................................................41 

4.5 Quality Assurance CATI Monitoring................................................................................42 

Chapter 5 Variable Construction and File Development ............................................................................45 

5.1 Overview of the B&B:2000/01 Files ................................................................................45 

5.2 Data Coding and Editing...................................................................................................48 

5.3 Composite and Derived Variable Construction ................................................................52 

Chapter 6 Weighting and Variance Estimation...........................................................................................53 

6.1 Obtaining Initial Weights..................................................................................................53 

6.2 Response Classification of the Collected Sample.............................................................55 

6.3 Assessing Nonresponse Bias.............................................................................................57 

6.4 Adjusting for Nonresponse Bias and Poststratification.....................................................65 

6.5 Weighting Adjustment Performance.................................................................................77 

6.6 Variance Estimation..........................................................................................................88
x 

Table of Contents 

Appendix A—Technical Review Panel ......................................................................................................91 

Appendix B—Revised B&B:2000/01 Data Elements ................................................................................97 

Appendix C—CATI Facsimile .................................................................................................................107 

Appendix D—Mailout Materials ..............................................................................................................205 

Appendix E—Training of Interviewers.....................................................................................................215 

Appendix F—B&B:2000/01 Analysis Variables......................................................................................221 

Appendix G—Design Effects ...................................................................................................................235 

Appendix H—Item Nonresponse Analysis...............................................................................................249 

Appendix I—Using the B&B:2000/01 Survey Weights ...........................................................................283 

Appendix J—GEM Adjustment Procedure...............................................................................................289 
xi 

List of Tables 

 1.1 Start and end dates for major B&B:2000/01 study activities..............................................4 

 2.1 Institutional sampling rates and number of certainty and noncertainty institutions 

 sampled, by institutional stratum for NPSAS:2000 ............................................................8 

 2.2 Initial classification of NPSAS:2000 student sample, by type of institution and 

 student stratum ..................................................................................................................10 

 2.3 Expected response rates of potential baccalaureate recipients to the follow-up study, 

by NPSAS:2000 nonresponse status .................................................................................11 

 2.4 Simulation of unequal weighting effects of four sampling designs..................................12 

 2.5 Sample strata allocation and sampling rates among potential baccalaureate 

 recipients ...........................................................................................................................13 

 3.1 B&B:2000/01 student locating and interview results, by respondent status in 

 NPSAS:2000 .....................................................................................................................26 

 3.2 B&B:2000/01 locate and interview rates, by pre-CATI NCOA processing .....................27 

 3.3 B&B:2000/01 locate and interview rates, by pre-CATI Telematch processing................27 

 3.4 B&B:2000/01 contact and interview rates, by pre-CATI intensive tracing efforts...........28 

 3.5 B&B:2000/01 locate and interview rates, by student return of address update form .......28 

 3.6 B&B:2000/01 contact and interview rates, by post-CATI intensive tracing efforts .........29 

 3.7 B&B:2000/01 locate rates, by tracing source used during intensive tracing efforts.........29 

 3.8 B&B:2000/01 locate and interview rates, by nonrespondent NCOA processing .............30 

 3.9 B&B:2000/01 locate and interview rates, by nonrespondent Telematch processing........31 

 3.10 B&B:2000/01 locate and interview rates, by results of nonrespondent TransUnion 

 processing .........................................................................................................................31 

 3.11 B&B:2000/01 locate and interview rates for field locator cases.......................................32 

 3.12 B&B:2000/01 locate and interview rates, by end of study hard-copy 

 questionnaire mailout and postcard follow-up..................................................................32 

 3.13 B&B:2000/01 conversion of initial refusals, by respondent status in NPSAS:2000 ........33 

 3.14 Average minutes to complete B&B:2000/01 student interview by interview section, 

 NPSAS:2000 response status, and teaching status............................................................35 

 3.15 Proportion of total response rates by time period (in weeks)............................................36 

 4.1 Summary of B&B:2000/01 data quality evaluations ........................................................37 

 4.2 B&B:2000/01 interview item nonresponse for items with more than 10 percent 

 "don't know" or "refused" .................................................................................................38 

 4.3 Item-level rates of help text access for B&B:2000/01 ......................................................39 

 4.4 Success rates for online coding procedures: Upcoding....................................................40 

 4.5 Success rates for online coding procedures: Recoding ....................................................41 

 4.6 Quality circle meeting summary .......................................................................................41 

 5.1 Interim file deliveries ........................................................................................................45 

 5.2 Description of missing data codes.....................................................................................50 

 6.1 B&B 2000/01 respondent classifications and observed sample counts and percentages..56 

 6.2 B&B:2000/01 respondent classification counts and percentages, by NPSAS:2000 

 CATI response status ........................................................................................................57
xii 

List of Tables 

 6.3 Nonrespondents versus respondents: Percentages and bias tests for selected 

NPSAS:2000 variables......................................................................................................61 

 6.4 Nonrespondents versus respondents: Chi-square tests for selected NPSAS:2000 

 variables ............................................................................................................................63 

 6.5 Late respondents versus other respondents: Percentages and bias tests for selected 

 B&B:2000/01 variables.....................................................................................................63 

 6.6 Late respondents versus other respondents: Chi-square tests of heterogeneity for 

 selected B&B:2000/01 variables.......................................................................................64 

 6.7 Converted refusals versus other respondents: Percentages and bias tests for selected 

 B&B:2000/01 variables.....................................................................................................64 

 6.8 Converted refusals versus other respondents: Chi-square tests of heterogeneity 

 for selected B&B:2000/01 variables .................................................................................65 

 6.9 Location nonresponse sample sizes and mean location weight adjustments at all 

 levels of GEM predictor variables ....................................................................................68 

 6.10 Refusal nonresponse sample sizes and mean refusal weight adjustments 

 at all levels of GEM predictor variables ...........................................................................71 

 6.11 Nonrefusal nonresponse sample sizes and mean nonrefusal weight adjustments 

 at all levels of GEM predictor variables ...........................................................................74 

 6.12 GEM poststratification mean weight adjustments ............................................................77 

 6.13 Percentiles and extremes of study weight distributions ....................................................78 

 6.14 Percentiles and extremes of weight adjustment distributions ...........................................78 

 6.15 Unequal weighting effects of stages of weight adjustments .............................................79 

 6.16 Comparison of before-adjustment and after-adjustment weighted means for selected 

 NPSAS:2000 variables......................................................................................................80 

 6.17 Full respondents versus abbreviated respondents: Distributions and bias tests 

 for selected NPSAS:2000 variables ..................................................................................85 

 6.18 Overall B&B: 2000/01 study response rates.....................................................................87 

 G.1 Design effects for all respondents ..................................................................................239 

 G.2 Design effects for male respondents ...............................................................................240 

 G.3 Design effects for female respondents ...........................................................................241 

 G.4 Design effects for Asian respondents..............................................................................242 

 G.5 Design effects for Black respondents..............................................................................243 

 G.6 Design effects for White respondents .............................................................................244 

 G.7 Design effects for Hispanic respondents.........................................................................245 

 G.8 Design effects for respondents who received their degree from a public institution ......246 

 G.9 Design effects for respondents who received their degree from a private 

 not-for-profit Institution..................................................................................................247 

 H.1 Item nonresponse rates for selected B&B:2000/01 CATI variables ...............................251 

 H.2 Comparison of item respondents and nonrespondents for “Claim lifetime 

 learning tax in 2001”.......................................................................................................252 

 H.3 Comparison of item respondents and nonrespondents for “Spouse’s income 

 in 2000”...........................................................................................................................255 

 H.4 Comparison of item respondents and nonrespondents for “Tax credit help to 

 continue education”.........................................................................................................258 

 H.5 Comparison of item respondents and nonrespondents for “Hourly/weekly/ 

 monthly wage” ................................................................................................................261 
xiii 

List of Tables 

 H.6 Comparison of item respondents and nonrespondents for “Spouse repaying 

 student loans”.....................................................................................................................264 

 H.7 Comparison of item respondents and nonrespondents for “Amount spouse 

 owes on student loans”.......................................................................................................267 

 H.8 Comparison of item respondents and nonrespondents for “Amount spouse 

 borrowed in loans”.............................................................................................................270 

 H.9 Comparison of item respondents and nonrespondents for “Spouse’s monthly 

 student loan payment”........................................................................................................273 

 H.10 Comparison of item respondents and nonrespondents for “Sections taught 

 per day-current job” ...........................................................................................................276 

 H.11 Comparison of item respondents and nonrespondents for “Time scale of 

 pay- hourly/weekly/monthly” ............................................................................................279 

 J.1 Bounds and centering constants for group weight adjustments for each GEM 

 adjustment step...................................................................................................................293 
xiv 
xv 

List of Figures 

 2.1 Stages of the B&B 2000/01 sample .................................................................................................6 

 2.2 Structure and flow of B&B:2000/01 follow-up student CATI.......................................................16 

 2.3 Flow of locating and interviewing activities for B&B:2000/01 follow-up study ..........................17 

 3.1 B&B:2000/01 results of locating and interviewing activities ........................................................25 

 4.1 Monitoring error rates for CATI question delivery........................................................................43 

 4.2 Monitoring error rates for CATI data entry ...................................................................................44 

 6.1 ROC curve for overall response propensity ...................................................................................83 
xvi 
1 

Chapter 1 

Introduction, Background, and Purpose 

This document describes, summarizes, and evaluates the methodological procedures and 

results for the full-scale 2000/01 Baccalaureate and Beyond Longitudinal Study (B&B:2000/01). 

B&B:2000/01 was the follow-up study of bachelor’s degree recipients identified during data 

collection in 2000. Research Triangle Institute (RTI), assisted by MPR Associates, Inc., 

conducted the study for the National Center for Education Statistics (NCES) of the U.S. 

Department of Education, as authorized by Title IV, Section 401 of the National Education 

Statistics Act of 1994 (P.L. 103-382). 

This introductory chapter briefly describes the background, purposes, field test, and the 

schedule of activities and products of B&B:2000/01. In chapter 2, the study design and method 

are described. Overall outcomes of data collection are presented in chapter 3. Chapter 4 

documents the quality of the data collected. Chapter 5 explains the methods used for variable 

construction and development of the data files. Chapter 6 provides a summary of the weighting 

procedures and estimate precision for the study. Materials used during the study are provided as 

appendixes to the report and cited, where appropriate, in the text. 

1.1 Background and Purpose of the Baccalaureate and Beyond Study 

B&B was designed to provide information of interest regarding higher education in the 

United States to policymakers, educators, and researchers. The focus of the study is on all types 

of baccalaureate degree holders, providing information regarding the supply of people trained in 

a variety of fields including education, science, and technology. As in the previous B&B study, 

base year data for potential B&B respondents were collected during National Postsecondary 

Student Aid Study (NPSAS) data collection. 

NPSAS:2000, the base year collection for B&B:2000/01, was a comprehensive, 

nationwide study designed to determine how students and their families pay for postsecondary 

education and to provide demographic information on the postsecondary student population in 

the United States. NPSAS has been conducted since 1987 at 3- and 4-year intervals. NPSAS:93 

served as the base year of data collection for the first Baccalaureate and Beyond Longitudinal 

Study (B&B:93/94). Students who were identified in NPSAS:93 as baccalaureate recipients 

during the 1992–93 school year were interviewed again in 1994 and 1997, and will be 

interviewed a fourth time in 2003. However, there will be no further follow-up with the 

B&B:2000/01 cohort. 

One of the major issues addressed by the B&B studies is the length of time taken by 

undergraduates to earn bachelors’ degrees. B&B:2000/01 permits continuation of the “time to 

degree” trend data provided by the preceding NCES Recent College Graduates (RCG) cross-
Chapter 1 

Introduction, Background, and Purpose 

2 

sectional study series and the B&B:93/94 longitudinal surveys. These data are periodically 

reported as indicators in the annual Condition of Education published by NCES. 

Two other pertinent study issues concern the economic value of obtaining a bachelor’s 

degree and the debt associated with degree attainment. B&B:2000/01 extends trend data from 

RCG and B&B:93/94 on employment status and income 1 year after graduation. The issue of 

student debt, through both federal student loan programs and the increased use of credit cards, is 

particularly relevant for recent college graduates. Data collected for B&B:2000/01 provide an 

estimate of the average debt accumulated by students in order to complete a bachelor’s degree, 

and how this may affect students’ future plans. With the addition of federal student loan history 

data from the U.S. Department of Education’s National Student Loan Data System (NSLDS), 

B&B:2000/01 expands and improves information on student debt and repayment. 

B&B:2000/01 gathered a variety of data on post-baccalaureate education, such as the 

demographics of those attending, fields of study, and whether these students also participated in 

the work force. It also offers an important opportunity to study early outcomes of newly 

qualified teachers, including entry and attrition, certification, and participation in the teaching 

profession, thus enabling the continuation of a series of earlier NCES teaching reports. 

B&B:93/94 provided the data for the NCES report on newly qualified teachers.1

 B&B:2000/01 

will again collect these data and offers the opportunity for comparative analyses. These data can 

be used to determine whether recent graduates’ perspectives regarding teaching or the likelihood 

to enter teaching have changed in the 7 years between cohorts. In addition, B&B:2000/01 

provides information about the supply of graduates trained in science and technology, and about 

the graduates who are employed in those fields. 

1.2 Overview of B&B:2000/01 

B&B:2000/01 occurred in two parts: (1) a field test and (2) the subsequent full-scale 

study, both of which are described below. There were two eligibility requirements for 

participation in the B&B:2000/01 full-scale study. First, a person had to have been enrolled at 

the sampled NPSAS school at some point during the 1999–2000 academic year; and second, 

either the student or institution must have indicated receipt or expected completion of a 

baccalaureate degree within the designated time frame (July 1, 1999, to June 30, 2000). Survey 

data were collected using computer-assisted telephone interviews (CATI). Over 10,000 

respondents completed interviews for this study, with data collection occurring between July 9, 

2001, and November 20, 2001.

 1

 Henke, R.R., Geis, S., Giambattista, J. (1996). Out of the Lecture Hall and Into the Classroon: 1992-

1993 College Graduates and Elementary/Secondary School Teaching, With an Essay on Undergraduate Academic 

Experiences (NCES 96-899). U.S. Department of Education. Washington, DC: National Center for Education 

Statistics.
Chapter 1 

Introduction, Background, and Purpose 

3 

1.3 Summary of B&B:2000/01 Field Test 

The field test data collection period for the B&B:2000/01 was March 2000 to July 2000. 

The major purpose of the field test was to evaluate all operational and methodological 

procedures, instruments, and systems proposed for use in the first follow-up study. The field test 

sample for B&B:2000/01 comprised 860 students from the NPSAS:2000 field test sample. Data 

were collected from 700 respondents, resulting in an 81 percent response rate. Based on the 

results of this field test, several changes were made to the B&B:2000/01 full-scale study. These 

included the following: 

• a change in the eligibility requirements for participation, 

• the deletion of selected survey items, 

• the modification of survey items based on field-test responses, and 

• a reduction in the use of nonresponse incentive payments. 

Previous cycles of NPSAS had required baccalaureate degree recipients to have been 

enrolled at the NPSAS institution during the NPSAS year. In the B&B:2000/01 field test, all 

baccalaureate degree recipients during the NPSAS year were considered potential sample 

members, regardless of whether they were enrolled at the NPSAS school during the NPSAS 

year. However, during the field test, it was determined that some questions were difficult to 

answer for those respondents who had received their degree at a school other than the NPSAS 

school. Therefore, the change in eligibility implemented in the B&B:2000/01 field test was 

reversed, effectively keeping eligibility requirements the same for the B&B:2000/01 full-scale 

study as has been used in the prior B&B studies. 

Several items were deleted from the full-scale study because they were deemed 

unnecessary for analysis. Typically, item revisions involved adding more response categories 

(see appendix B for revised data elements). Other item modifications included changing item 

wording so it was more specific or easier for respondents to understand. For a complete 

summary of the B&B:2000/01 field test study and an in-depth description of the recommended 

changes to the current full-scale study, readers are encouraged to refer to the field test 

methodology report.2

 It is available online at the National Center of Education Statistics web 

site (http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=200115). 

 2

Biber, M.R., Link, M.W., Riccobono, J.A., and Siegel, P.H. (2001). Baccalaureate and Beyond 

Longitudinal Study: 2000/01, Follow-up Field Test Methodology Report (NCES 2001-15). U.S. Department of 

Education. Washington, DC: National Center for Education Statistics. 
Chapter 1 

Introduction, Background, and Purpose 

4 

1.4 Schedule and Products for B&B:2000/01 

B&B:2000/01 full-scale data collection took place between July 9 and November 20, 

2001. Table 1.1 presents the operational schedule for the B&B: 2000/01 follow-up study. 

Table 1.1. Start and end dates for major B&B:2000/01 study activities 

Activity Start date End date 

NPSAS:2000 data collection May 22, 2000 February 28, 2001 

 

B&B:2000/01 field test data collection March 28, 2000 July 2, 2000 

B&B:2000/01 Follow-up study 

-Pre-load base year data into CATI records June 21, 2001 June 21, 2001 

-CATI training July 5, 2001 July 8, 2001 

-Mailed student prenotification letters June 27, 2001 June 28, 2001 

-CATI data collection July 9, 2001 November 20, 2001 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and 

Beyond Longitudinal Study (B&B:2000/01). 

A number of reports and data products are anticipated for the B&B:2000/01 study. These 

include the following: 

• Electronically documented, restricted access research files (with an associated 

electronic codebook [ECB]) for research data users. The ECB is a tool that gives the 

user a vehicle to browse through the lists of variables and variables’ descriptions for 

data sets. It also produces SAS or SPSS programs to access the data, Access files, 

and printable codebooks. 

• A Data Analysis System (DAS) for public access to B&B:2000/01 data. The DAS is 

a Windows software application that provides public access to survey data files. The 

DAS allows users to specify the information they would like to have displayed in 

tabular form and, to some degree, the format of the resulting tables (which are fully 

labeled and usable). It can also create correlation matrices that can be used for 

higher-level statistical analyses. 

• This methodology report for the follow-up study, providing details of sample design 

and selection procedures, data collection procedures, weighting methodologies, 

estimation procedures and design effects, and the results of nonresponse bias 

analyses. 

• Two descriptive summaries: (1) a B&B descriptive summary with an overview that 

will focus on time to degree, labor market experiences, entry into graduate school, 

and household demographics; and (2) a report on newly qualified teachers that will 

compare the undergraduate experiences of new teachers with those of non-teachers. 
5 

Chapter 2 

Design and Method of the Follow-up Study 

A summary of the procedures used for the design and implementation of B&B:2000/01 is 

provided in this chapter. A brief explanation of the sampling methods used in NPSAS:2000 is 

included, along with detailed discussions of the subsequent sampling for B&B. 

2.1 Sample Design and Selection 

The B&B:2000/01 sample design had three stages, as illustrated by figure 2.1. The first 

two stages occurred within the NPSAS:2000 sample: a sample of NPSAS-eligible institutions 

and a sample of students within institutions. The third stage was B&B:2000/01 specific and 

provided subsamples from confirmed and potential baccalaureate recipients identified during the 

second stage of the NPSAS:2000 sample. In this chapter, an overview of each of these three 

stages is provided. Only a brief overview of the first two stages is presented because they are 

part of NPSAS:2000, which is described in detail elsewhere.3 The third stage, unique to 

B&B:2000/01, is described in detail here. 

2.1.1 Target Population 

To define the target population for the B&B study, both eligible institutions and eligible 

students within these institutions need to be defined. Eligible institutions are those that satisfied 

the NPSAS eligibility criteria in the 1999–2000 academic year. An institution satisfied these 

criteria if the institution: 

• offered an educational program designed for individuals who had completed 

secondary education; 

• offered more than just correspondence courses; 

• offered at least one academic, occupational, or vocational program of study 

lasting at least 3 months or 300 hours; 

• offered courses open to more individuals than the employees or members of the 

company or group (e.g., union) that administered the institution; 

• was located in the 50 states, the District of Columbia, or Puerto Rico; 

• was not a U.S. service academy; 

 3

Riccobono, J. A., Cominole, M.B., Siegel, P.H., Gabel, T.J., Link, M.W. and Berkner, L.K. (2001). 

National Postsecondary Student Aid Study, 1999–2000 (NPSAS:2000), Methodology Report (NCES 2002-152). 

U.S. Department of Education. Washington, DC: National Center for Education Statistics. Hereafter referred to as 

Riccobono et al. 2001. 
Chapter 2 

Design and Method of the Follow-up Study 

6 

Figure 2.1. Stages of the B&B 2000/01 sample 

Restrict to 13,920 confirmed and

potential NPSAS baccalaureate

recipients. Sample all confirmed

(10,400) and 1,300 of 3,520

potential recipients from 25

student-level strata for a total of

approximately 11,700

Stage 1: (NPSAS:2000)

Stage 2: (NPSAS:2000)

Stage 3: (B&B:2000/01)

Sample 70,230 individuals from

stage 1 institutions from 7

student-level strata

Sample 1,080 of 6,420 NPSAS

eligible institutions from 22

institution-level strata

NOTE: Numbers have been rounded in accordance with NCES statistical standards in order to protect the confidentiality of 

respondents. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and 

Beyond Longitudinal Study (B&B:2000/01). 
Chapter 2 

Design and Method of the Follow-up Study 

7 

• was open to the public; and 

• was a U.S. Department of Education Title IV participating institution.4

Eligible students were individuals who were enrolled at, and obtained or expected to obtain a 

baccalaureate degree from an eligible institution between July 1, 1999, and June 30, 2000. 

Numbers of students and institutions have been rounded in this report in accordance with NCES 

statistical standards to protect the confidentiality of respondents. 

2.1.2 The First Stage of the NPSAS:2000 Sample 

The first stage of the NPSAS:2000 sample was a stratified sample of institutions, with a 

sampling frame derived from eligible institutions contained within the 1998–1999 Integrated 

Postsecondary Education Data Systems (IPEDS)5 of all Title IV participating institutions of the 

United States and its territories. The variables used to define the strata were institutional control, 

highest level of offering, and percentage of baccalaureate degrees awarded in education. The 

crossing of the levels of these variables produced 22 non-empty strata from which to sample. 

Sample sizes within each stratum were developed in consultation with NCES. 

Given the agreed-upon allocation, institutions were sequentially sampled within each 

stratum with probabilities proportional to size (pps) using a probability minimum replacement 

(pmr) algorithm (Chromy, 1979).6 Summary statistics of the final institutional sample are given 

in table 2.1. From this table, it can be seen that about 1,080 of the total of approximately 6,420 

institutions were selected into the sample. Of the selected institutions, about 290 with the largest 

eligible student bodies were certainty institutions, and so were included with probability equal to 

one. Further breakdown of the institutional sample according to stratum is provided in the table. 

2.1.3 The Second Stage of the NPSAS:2000 Sample 

The second stage of the NPSAS:2000 sample was a stratified systematic sample of 

individuals within sampled institutions. There were seven student strata: baccalaureate business, 

baccalaureate non-business, other undergraduate, masters, doctoral, other graduate, and firstprofessional. The information needed to identify students within these strata was provided by 

the sampled institutions. 

Target stratum sample sizes were found by first obtaining population totals for the 7 

student strata crossed with the 22 institutional strata from the IPEDS census. These population 

totals allowed for the development of a proportional sample allocation, in which the allocations 

were further refined after discussion with NCES. Within strata for a given institution, students 

 4

 Institutions participating in Title IV programs are accredited by an agency or organization recognized by 

the U.S. Department of Education, have a program of over 300 clock hours or 8 credit hours, have been in business 

for at least 2 years, and have a signed Program Participation Agreement (PPA) with the Office of Postsecondary 

Education (OPE), U.S. Department of Education. 

5

 IPEDS is described as "a comprehensive system that collects institutional data about all primary providers 

of postsecondary education, and is built around a series of interrelated surveys designed to collect institution-level 

data in such areas as enrollments, program completions, faculty, staff, and finances." See the NCES Handbook of 

Survey Methods, NCES 2003-603 (p. 138). 

6

Chromy, J.R. (1979). Sequential sampling methods. Proceedings of the American Statistical Association 

Section on Survey Research Methods, 401–406. Hereafter referred to as Chromy 1979. 
Chapter 2 

Design and Method of the Follow-up Study 

8 

Table 2.1. Institutional sampling rates and number of certainty and noncertainty 

institutions sampled, by institutional stratum for NPSAS:2000 

Number of sample institutions 

Institutional stratum1

Size of 

universe2

Sampling 

rate Total3 Certainty Noncertainty 

All institutions 6,420 0.17 1,080 290 800 

Public 

 1 Less-than-2-year 260 0.14 30 10 30 

 2 2-year 1,210 0.16 200 10 190 

Total less-than-4-year 1,460 0.16 230 20 220 

 3 Bachelor’s high education 20 0.29 10 0 10 

 4 Bachelor’s low education 70 0.27 20 0 20 

 5 Master’s high education 50 0.49 30 0 20 

 6 Master’s low education 200 0.40 80 10 70 

Total 4-year non-doctorate-granting 330 0.38 130 10 120 

 7 Doctorate-granting high education 30 1.00 30 30 0 

 8 Doctorate-granting low education 80 0.77 60 30 30 

 9 First-professional-granting high education 30 1.00 30 30 0 

 10 First-professional-granting low education 120 0.89 100 90 20 

Total 4-year doctorate-granting 250 0.88 220 170 50 

Private not-for-profit 

 11 Less-than-2-year 110 0.10 10 0 10 

 12 2-year 310 0.07 20 # 20 

Total less-than-4-year 420 0.08 40 # 30 

 13 Bachelor’s high education 110 0.15 20 0 20 

 14 Bachelor’s low education 400 0.09 40 0 40 

 15 Master’s high education 120 0.31 40 0 40 

 16 Master’s low education 410 0.20 80 10 80 

Total 4-year non-doctorate-granting 1,050 0.16 170 10 170 

 17 Doctorate-granting high education 20 0.66 20 10 10 

 18 Doctorate-granting low education 90 0.31 30 # 20 

 19 First-professional-granting high education 80 0.71 60 30 30 

 20 First-professional-granting low education 290 0.23 70 30 30 

Total 4-year doctorate-granting 490 0.35 170 80 90 

Private for-profit 

 21 Less-than-2-year 1,390 0.06 80 0 80 

 22 2-year or more 1,030 0.05 50 # 50 

Total private for-profit 2,410 0.05 130 # 130 

# Rounds to zero. All zeros provided in this table are actual values. 1

Stratum reflects institutional categorization as determined from the 1998–99 IPEDS Institutional Characteristics file; some errors 

in this classification were uncovered when institutions were contacted. 2

Based on the 1998–99 IPEDS Institutional Characteristics file.

3

During institutional contacting, it was discovered that part of one school had recently split off and formed a separate institution. 

Both institutions were included in the sample, adding another institution to stratum 10, so the actual total sample size was 

increased by one. 

NOTE: Institutions that offer baccalaureate degrees and higher were classified as either low or high education depending on the 

percentage of baccalaureate degrees awarded in education (based on the 1996-97 IPEDS completions file). Low education 

consisted of institutions in the bottom 80 percent of the distribution, while high education was the upper 20 percent. Details may 

not sum to totals due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01).
Chapter 2 

Design and Method of the Follow-up Study 

9 

were sampled systematically on a flow basis according to fixed inclusion probabilities. These 

inclusion probabilities were designed to provide overall stratum sample sizes that would equal in 

expectation the previously determined target stratum sample sizes. 

Summary statistics from the final individual level sample are given in table 2.2. From 

this table, it can be seen that of the final NPSAS:2000 sample size of about 70,230 individuals, 

about 16,620 of them had been identified as potential baccalaureates by the institutions. 

Marginal counts and percentages for the student sample by institutional control, institutional 

level, and institutional sector (the cross of institutional control by institutional level) are also 

provided. 

2.1.4 The B&B:2000/01 Sample 

The third stage of the B&B:2000/01 sample was a subsample of potential baccalaureate 

recipients who were CATI nonrespondents in NPSAS:2000. This subsample from NPSAS 

nonrespondents allows the B&B:2000/01 final sample to be more representative of the target 

population of students receiving baccalaureate degrees. To collect the subsample, a sampling 

frame was designed, subsampling strata defined, sample allocations within strata determined, and 

then the stratified sample was selected. 

The sampling frame and sample size. The B&B:2000/01 sample restricted the 

NPSAS:2000 target population to individuals who received baccalaureate degrees. To find these 

individuals, institutions identified potential baccalaureate recipients prior to the start of the 

second stage of sampling. By the completion of the second NPSAS:2000 stage, two relevant 

types of students could be identified: (1) individuals confirmed as receiving a degree by the 

NPSAS:2000 CATI interview, and (2) individuals who remained potential baccalaureates due to 

CATI nonresponse. 

More explicitly, the confirmed baccalaureate recipients were obtained as follows. At the 

completion of NPSAS:2000 sampling, before CATI there were about 16,620 undergraduate 

students sampled as potential baccalaureate recipients. About 11,340 completed the 

NPSAS:2000 CATI interview, of which about 9,830 were confirmed as receiving a baccalaureate 

degree during the 1999–2000 academic year.7

 Of the about 40,980 other undergraduates 

sampled, about 24,620 completed the CATI interview. Of these, about 490 received a 

baccalaureate degree in the time frame to become eligible for the B&B:2000/01 study. Of the 

graduate and first-professional students, about 80 reported in NPSAS:2000 receiving a 

baccalaureate degree during the 1999–2000 academic year. Therefore, there were about 10,400 

confirmed baccalaureate recipients for the B&B:2000/01 subsample (9,830 + 490 + 80 = 

10,400). 

 7

Values presented in this paragraph can be found in table 4-21 of the NPSAS:2000 Methodology Report or the 

NPSAS:2000 data file. 
10 

Table 2.2. Initial classification of NPSAS:2000 student sample, by type of institution and student stratum 

Total sample1 Student sampling stratum2

Baccalaureate 

sample3 

Other undergraduate sample Graduate sam

Institution type Number Percent Number Percent Number Percent Number Pe

All institutions 70,230 100 16,620 100 40,980 100 11,280 Institutional level 

Less-than-2-year 6,670 10 † † 6,670 16 † 2-year 13,240 19 † † 13,240 32 † 4-year non-doctorate-granting 18,750 27 6,650 40 9,820 24 2,290 4-year doctorate-granting 31,570 45 9,980 60 11,250 28 8,990 

Institutional control 

Public 43,750 62 10,750 65 25,970 63 6,540 Private not-for-profit 19,370 28 5,630 34 8,470 21 4,413 Private for-profit 7,110 10 250 2 6,540 16 330 

Institutional sector 

Public less-than-2-year 1,530 2 † † 1,530 4 † Public 2-year 10,660 15 † † 10,660 26 † Public 4-year non-doctorate-granting 9,880 14 3,460 21 5,210 13 1,210 Public 4-year doctorate-granting 21,670 31 7,280 44 8,580 21 5,330 Private not-for-profit 2-year or less 1,840 3 † † 1,840 5 † Private not-for-profit 4-year non-doctorategranting 8,010 11 3,030 18 4,040 10 930 Private not-for-profit 4-year doctorate-granting 9,530 14 2,600 16 2,590 6 3,480 Private for-profit less-than-2-year 4,520 6 † † 4,520 11 † Private for-profit 2-year or more 2,590 4 250 2 2,010 5 330 

†Not applicable. 1 The student sample was drawn from 999 institutions determined to be eligible and providing enrollment lists. 

2As expected, the sampling frames misclassified some individual students as to baccalaureate, undergraduate, graduate, and first-professional status; statis

based on the sampling frame classification. 

3The two baccalaureate strata have been combined, and the master’s, doctorate, and other graduate strata have been combined. 

NOTE: Details may not sum to total due to rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study (B&B:200
Chapter 2 

Design and Method of the Follow-up Study 

11 

For the about 5,280 potential baccalaureate recipients who did not complete a CATI 

interview during NPSAS:2000, about 3,980 were still classified as potential baccalaureate 

recipients after NPSAS:2000 abstraction of student records via computer-assisted data entry 

(CADE). Of these, about 3,520 had complete CADE information. After consideration of 

various sampling options and budgetary constraints, it was decided to use the about 3,520 

nonresponding potential baccalaureate CADE respondents and the about 10,400 confirmed 

baccalaureates as the sampling frame for the B&B:2000/01 study. Of these nearly 13,920 

individuals, all confirmed baccalaureates were sampled, as well as about 1,300 of the 

approximately 3,520 nonresponding potential baccalaureate recipients. This sample size (10,400 

+ 1,300 = 11,700 initial sample size) was determined to provide adequate representation of 

baccalaureate recipients and to provide a final sample of approximately 10,000 baccalaureate 

respondents in the final B&B:2000/01 sample. 

Sample strata. Strata for the sampling of potential baccalaureate recipients were formed 

by crossing the levels of institutional control, highest level of offering (doctorate-granting or 

not), and nonrespondent group, resulting in 25 non-empty strata. The first two of these variables 

were available from the first-stage NPSAS:2000 institution level sample, while the 

nonrespondent group was created specifically for this purpose. The stratification by institutional 

control and highest level of offering was done to preserve the sample distribution by type of 

institution found in the NPSAS sample. 

The nonrespondent group indicator was a five-level variable created to categorize 

individual NPSAS:2000 CATI response status. Its levels (shown in table 2.3) were defined as 

those expected to be most predictive of our ability to locate and interview individuals for the 

B&B:2000/01 sample. 

Table 2.3. Expected response rates of potential baccalaureate recipients to the follow-up 

study, by NPSAS:2000 nonresponse status 

NPSAS:2000 nonrespondent status 

Number of 

individuals 

Percent of 

nonrespondents 

Percent expected 

response rate 

Total 3,980 100 40 

 

Located, nonrefusal 200 5 75 

Located, refusal 1,370 34 40 

Not located, no tracing 330 8 60 

Not located, post-CATI tracing 1,590 40 25 

Not located after field tracing, or hostile 

refusal 500 12 15 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Sample stratum sample sizes. Stratum sample sizes of potential baccalaureate 

recipients were obtained by first determining the sample allocation that maximized the expected 

response rate subject to the constraint that the unequal weighting effect not exceed 3.0 for any of 
Chapter 2 

Design and Method of the Follow-up Study 

12 

the strata defined by institutional control and highest level of offering. The expected response 

rates required for the optimization were determined through a combination of previous study 

experience and the results of the B&B:2000/01 field test. For the base-year nonrespondents, 

these expected response rates are provided in table 2.3. 

Given the obtained optimal stratum allocations, final strata allocations were found by 

increasing the sampling rates for the strata with higher expected response rates. Simulation was 

then used to verify that the design did not lead to excessive unequal weighting effects. The 

simulation evaluated four sampling designs to assess their influence on unequal weighting 

effects. These four designs were the defined two sample allocations (optimal and implemented), 

and two sampling methods (stratified simple random sampling or stratified probability 

proportional to size (pps) sampling) with the measure of size equal to the NPSAS:2000 study 

weight. In each simulation, a sample of about 1,300 CATI nonrespondents was selected and 

unequal weighting effects were computed, both overall and for the five non-empty levels of the 

cross of institutional control and highest level of offering. The results of these simulations are 

given in table 2.4, and demonstrate reduced unequal weighting effects from sampling with 

probabilities proportional to NPSAS:2000 study weights, as well as similar unequal weighting 

effects for the optimal and modified sample allocations. For this reason, the modified allocation 

was used and stratified pps sampling was conducted. 

Table 2.4. Simulation of unequal weighting effects of four sampling designs 

Optimum allocation Implemented allocation 

Type of four-year institution 

Stratified 

simple random 

sample 

Stratified 

probability 

minimum 

replacement 

Stratified 

simple random 

sample 

Stratified 

probability 

minimum 

replacement 

All institutions 2.1 1.9 2.1 1.9 

Institutional sector 

Public non-doctorate-granting 2.3 2.0 2.1 2.0 

Public doctorate-granting 2.0 1.8 2.1 1.9 

Private not-for-profit non-doctorate-granting 2.0 1.9 2.0 1.9 

Private not-for-profit doctorate-granting 2.0 1.9 2.0 1.9 

Private for-profit 1.9 1.5 1.6 1.5 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

The final sample allocation and sampling rates are presented in table 2.5. Sampling rates 

were lower in the hard to interview strata (strata 16–25 in the table) as compared to the easier to 

interview strata (1–15), although a number of these strata still have relatively large sample sizes. 

Within stratum sampling design. Potential baccalaureate recipients were sampled 

using a stratified pps design, in which each individual’s measure of size was determined to be the 

estimate of their NPSAS:2000 study weight at the time of sample selection. To avoid multiple 

selection of any individual, an iterative method to identify certainty selections was used to select 

the remainder of the sample using a probability minimum replacement (pmr) algorithm (Chromy, 

1979).8

 This resulted in partitioning the individuals in each stratum into two groups: individuals 

sampled with certainty and individuals sampled with probabilities proportional to NPSAS:2000 

study weights. 

 8

 Chromy 1979. 
Chapter 2 

Design and Method of the Follow-up Study 

13 

Table 2.5. Sample strata allocation and sampling rates among potential baccalaureate 

 recipients 

Stratum 

NPSAS:2000 tracing 

and response status Type of institution 

Number 

eligible 

Sample 

number 

Sampling 

rate 

1 Located, nonrefusal Public non-doctorate-granting 30 20 0.71 

2 Public doctorate-granting 80 60 0.74 

3 Private not-for-profit non-doctorate-granting 30 20 0.74 

4 Private not-for-profit doctorate-granting 30 20 0.74 

5 Private for-profit1 10 10 0.67 

6 Located, refusal Public non-doctorate-granting 240 90 0.37 

7 Public doctorate-granting 590 220 0.37 

8 Private not-for-profit non-doctorate-granting 210 80 0.37 

9 Private not-for-profit doctorate-granting 240 90 0.37 

10 Private for-profit1 20 10 0.39 

11 

Not located, no 

tracing Public non-doctorate-granting 40 30 0.71 

12 Public doctorate-granting 100 80 0.74 

13 Private not-for-profit non-doctorate-granting 30 20 0.74 

14 Private not-for-profit doctorate-granting 40 30 0.74 

15 Private for-profit1 10 10 0.78 

16 

Not located, postCATI tracing Public non-doctorate-granting 260 80 0.29 

17 Public doctorate-granting 640 190 0.29 

18 Private not-for-profit non-doctorate-granting 220 70 0.29 

19 Private not-for-profit doctorate-granting 220 60 0.29 

20 Private for-profit1 50 10 0.30 

21 

Not located after field 

tracing, or hostile 

refusal Public non-doctorate-granting 90 30 0.29 

22 Public doctorate-granting 190 60 0.30 

23 Private not-for-profit non-doctorate-granting 80 20 0.30 

24 Private not-for-profit doctorate-granting 90 30 0.29 

25 Private for profit1 10 # 0.33 

# Rounds to zero. All zeros provided in this table are actual values. 

1

These strata are collapsed over doctorate and nondoctorate granting institutions. 

NOTE: Sampling rates were based on unrounded values but have been rounded for this table. Details may not sum to total due 

to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01)

The iterative sampling method was implemented as follows. Label the nh individuals in 

stratum h from 1 to nh, let set Ah contain all individuals selected with certainty, and A′h contain 

the rest. Let fh(i) be the frequency of selection of individual i for a pmr design based on Ah and 

A′h, let n(Ah) be the size of set Ah, and let Si be the best available NPSAS:2000 study weight 

estimate for individual i at the time when the sample was selected. Begin by setting 

Ah={1,...,nh}, A′h as the empty set, and iterate as follows: 

1) For each i in Ah find its expected frequency of selection: 

∑∈

=

Ah j

j

h i

h S

n A S E f i ( ) [ ( )] . 

2) For any i in Ah with E[fh(i)]≥ 1, transfer i from Ah to A′h.. 
Chapter 2 

Design and Method of the Follow-up Study 

14 

Iterations continued until E[fh(i)]≤ 1 for all i in Ah. A without-replacement pps design was 

implemented based on the final Ah, and A′h. 

2.2 Instrument Design 

Data for the B&B:2000/01 longitudinal cohort were collected by CATI. In preparation 

for the development of the CATI instrument, a comprehensive set of data elements was 

developed by reviewing the data elements used for the B&B:1993/94 cohort, the relationship of 

those elements to the NPSAS:2000 data elements, and relevance to current research and policy 

issues. A preliminary set of B&B:2000/01 data elements was refined with input from the study’s 

Technical Review Panel (see appendix A for a list of members), as well as from NCES and other 

U.S. Department of Education staff. The final set of data elements, presented in appendix B, was 

then reviewed by the Office of Management and Budget (OMB) before the start of data 

collection. 

Based on the set of data elements, the CATI instrument was structured by identifying 

section topics and determining the progression of items within sections. Individual items were 

designed from the data elements with several goals in mind: 

• using NPSAS:2000 and B&B:1993/94 items when feasible, 

• ensuring consistency with NPSAS:2000 and B&B:1993/94 items when items were 

not identical, and 

• identifying and preparing wording for item verifications and probes as necessary. 

These items were analyzed during the field test and modifications were made where necessary. 

Facsimile instruments may be found in appendix C. 

Instrument sections were reviewed on a flow basis by NCES as well as by selected 

contractor and subcontractor staff. As depicted in figure 2.2, the first section determined 

eligibility for sample members who were nonrespondents in NPSAS:2000. The following 

sections collected information on postsecondary enrollment since high school completion, 

respondent demographics, post-baccalaureate education, employment, and teaching experiences. 

To minimize the interview burden on respondents, the CATI instrument used existing 

data whenever feasible. Base year data from the NPSAS:2000 interview were preloaded into the 

CATI interview, dictating the flow of many portions of the interview. Certain questions were 

asked only if the data were missing from the prior interview. 

The CATI interviews were programmed using Computer-Assisted Survey Execution 

System (CASES) 4.3 software.9

 In addition to a sample-member locating and contacting 

component, and informed consent screens employed before the start of the interview, the CATI 

system presented interviewers with screens of questions to be asked of the respondents. The 

software guided the interviewer and respondent through the interview, automatically skipping 

questions not applicable based on prior response patterns. Wording for probing and verification 

was suggested when a respondent provided a response that was out of range for a given item. As 

the CATI instrument was being designed and programmed, instrument documentation was 

 9

 Computer-Assisted Survey Execution System, Version 3.4. University of California at Berkeley, CA. 
Chapter 2 

Design and Method of the Follow-up Study 

15 

entered into an integrated data dictionary system (DDS), which subsequently enabled users to 

produce deliverable data files with CATI variable documentation. 

To better represent respondent groups that are particularly difficulty to interview, such as 

CATI nonrefusals and sample members with a limited proficiency in English severe enough to 

preclude completing the entire interview even with assistance from a bilingual interviewer, an 

abbreviated instrument was developed that focused on several key items about the respondent's 

post-baccaulareate enrollment and work experiences. A copy of this abbreviated instrument is 

presented in appendix C. Use of an abbreviated instrument reduces the potential for nonresponse 

bias for questions on the abbreviated instrument. There remains, however, a potential for 

nonresponse bias for questions on the full CATI instrument that were not on the abbreviated 

instrument. An analysis of this potential bias can be found in section 6.5.5. 

2.3 Data Collection Design 

The B&B:2000/01 data collection design involved tracing sample members to their current 

location, then conducting a computer-assisted telephone interview with them about their 

experiences since the NPSAS:2000 interview approximately one year earlier. Data collection 

activities are shown in figure 2.3 and included locating sample members, notification letter 

mailings, intensive tracing procedures, and interviewing. 

2.3.1 Pre-CATI Locating 

Before the start of interviewing, pre-CATI locating activities were employed to update 

address and telephone information for the sample members. This was a complex task. Initially, 

information received from NPSAS:2000 pertinent to this study was merged with the 

B&B:2000/01 locator database. This information was sent in batch mode first to the U.S. Postal 

Service National Change of Address (NCOA) system and then to Telematch in May 2001. 

These services provided updated address and telephone number information, respectively. 

Following the first round of NCOA and Telematch batch processes, the locator database was 

updated with the new information. 

2.3.2 Student Notification Letter Mailing

After addresses were updated, a notification mailing was sent to all sample members 1 

week before data collection started to inform them of the study and their rights as participants. 

The mailing also gave sample members the opportunity to return an address update sheet. 

Samples of the lead letter, address update sheet, and information leaflet are included in appendix 

D. All locating information obtained from the student mailing was entered into the 

B&B:2000/01 locator database. 
Chapter 2 

Design and Method of the Follow-up Study 

16 

Figure 2.2. Structure and flow of B&B: 2000/01 follow-up student CATI 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Section G: Teaching Experiences

Type of position; location; certification;

preparation and training; school

support; plans to teach in the future

Section A: Eligibility

Determination

Enrollment in NPSAS school; other

school enrollment; candidacy for

bachelor's degree

Interviewed during

NPSAS:2000?

Section B: Undergraduate

Enrollment

Enrollment in NPSAS year; prior

enrollment; program of study;

financial aid; employment while

enrolled; undergraduate

experiences

Yes

No

Section C: Student Background

Marital status; family composition;

spouse's education; military service;

community service participation;

financial obligations

Section E: Post-enrollment

Employment

Employment status; type of

occupation/industry; employer size;

salary and benefits; unemployment

Section D: Post-baccalaureate

Enrollment

Graduate school/other enrollment;

financial aid; employment while

enrolled; plans for future enrollment

Section F: Job Related Training/

Licensure/Certification

Type of professional license or

certification; amount of time spent

preparing for exam; reasons for

obtaining licensure/certification; jobrelated training experience
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000-2001 Baccalaureate and Beyond Longitudinal Study (B&B:

17 

Figure 2.3. Flow of locating and interviewing activities for B&B:2000/01 follow-up study 

Intensive Tracing

FASTDATA SEARCH (batch)

--All Sample Members--All Parents--All Contacts

FOLLOW LEADS

--Call Listings--Call Neighbors

SURNAME SEARCH

(unusual names)

--Internet Lookup--Call Leads

CONTACT OTHER

SOURCES

--Colleges--Military--Graduating High School--Alumni Associations--Correctional Facilities

FASTDATA

3 Month Rechecks

Credit Bureau

Database Searches

P

DIRECT

Contact

Parent or

Contact Phone #

?

Sample

Member

Phone #

?

Yes Yes Yes

Lo

Lost

Contacts

From CATI

No No

B&B Input File

NCOA (batch)

--All Sample Members--All Parents--All Contacts

TeleMatch (batch) and

Reverse TeleMatch

--All Sample Members--All Parents--All Contacts

Student Mailing--All Sample Members

Sample Member

Phone #

?

To Intensive Tracing

Yes

No

To CATI

production

Not located
Chapter 2 

Design and Method of the Follow-up Study 

18 

2.3.3 CATI Locating 

Locating and tracing activities took place concurrently with efforts to gain 

cooperation from sample members. When assigned a case, the telephone interviewer 

called the telephone number designated by CATI as the best number (i.e., the number 

among all available locator numbers that appeared to have the greatest potential for 

contacting the sample member) and attempted to interview the designated sample 

member. When the person answering the call said that the sample member could not be 

reached at that number, the interviewer asked the person how to contact the sample 

member. If this did not provide the information needed, the interviewer initiated tracing 

procedures, using all other available information for other contact persons in an attempt 

to locate the student. When all tracing options available to the interviewer were 

exhausted, the case was assigned to RTI’s Tracing Operations Unit (TOPS) for intensive 

tracing. 

2.3.4 Intensive Tracing Efforts

TOPS had access to both proprietary and public-domain locating databases. 

These provided real-time access to several consumer databases containing current address 

and phone listings for the majority of consumers with a credit history. In addition to the 

proprietary databases, TOPS had access to various other information sources, such as 

data miners, commercial list houses, and NCOA via a leased line. These sources 

provided the following searches: name, address, neighbor, business, phone matching 

searches, and status (decedent, incarcerated, incapacitated, or military personnel). TOPS 

employed these various information sources to locate respondents. 

A two-tiered intensive tracing plan was used to locate B&B:2000/01 sample 

members. The first tier involved identifying sample members with Social Security 

numbers (SSNs) and processing that information through consumer database searches. If 

a search generated a new telephone number, that case was sent back to CATI for 

telephone interviewing. If a new address was generated but a new telephone number was 

not, tracers called directory assistance or accessed other databases to obtain telephone 

numbers for CATI. This first level of effort minimized the time that cases were out of 

production.

All remaining cases (those lacking new information from the SSN search) 

underwent a more intensive level of tracing in the second tier. The second tier of tracing 

activities included the following: 

• checking directory assistance for telephone listings at various addresses; 

• using electronic reverse-match databases to obtain the names and telephone 

numbers of neighbors, and then calling the neighbors; 

• calling persons with the same unusual surname in small towns or rural areas to see 

if they were related to or knew the sample member; 
Chapter 2 

Design and Method of the Follow-up Study 

19 

• contacting the current or last known residential sources such as the neighbors, 

landlords, current residents, tax assessors, realtors, and other business 

establishments related to previous addresses associated with the sample member; 

• calling colleges, military establishments, and correctional facilities to follow up 

on leads generated from other sources; and 

• the use of various tracing web sites. 

Tracers checked new leads produced by these tracing steps to confirm the addresses and 

telephone numbers for the sample members. When the information was confirmed, that 

case was returned to CATI for telephone interviewing. Cases that could not be located 

(e.g., there were no working telephone numbers or numbers for relevant neighborhood 

sources were unpublished) were reviewed by supervisors, and (if necessary) were 

finalized as unlocatable. 

2.3.5 Interviewing 

Training of interviewers. The interviewer training program was designed to 

maximize the trainees’ active participation. Training manuals included a training guide, 

an interviewer’s manual, and a question-by-question specification manual. Training for 

telephone interviewers and supervisors was conducted during the first week in July in 

several sessions, totaling 14 hours, and consisted of lectures, demonstrations, and handson practice exercises with the instrument and online coding modules. Trainees were 

introduced to the procedural aspects of data collection for B&B:2000/01 and were given 

a thorough review of the instrument. Interviewers were also trained in techniques for 

gaining cooperation with sample members, parents, and other contacts, as well as 

techniques for addressing the concerns of reluctant participants and avoiding refusals. A 

copy of the training agenda and the table of contents from the training manual are located 

in appendix E. 

Telephone interviewing. CATI locating and interviewing were conducted from 

July 9, 2001 through November 20, 2001. CATI procedures included attempts to locate, 

gain cooperation from, and interview sample members. For NPSAS:2000 

nonrespondents, NPSAS and B&B eligibility determination was also necessary. Locating 

information gleaned from the pre-CATI locating sources described above was preloaded 

for each case. Additionally, information previously collected through NPSAS:2000 was 

preloaded to personalize interviews and reduce respondent burden. 

An automated call scheduler assigned cases to interviewers based on time of day, 

day of week, existence of precise appointments, and type of case. Case assignment was 

designed to maximize the likelihood of contacting and interviewing sample members, and 

cases were assigned to various queues for this purpose. Some of the queues included new 

cases, Spanish-language cases, initial refusals, and various appointment queues 

(appointments set by the sample member, appointments suggested by locator sources, and 

appointments for cases that were initial refusals). 
Chapter 2 

Design and Method of the Follow-up Study 

20 

For each case, a calling roster prioritized the names and telephone numbers for the 

interviewers to call. The roster included address information provided by schools and 

students. For example, addresses might have been permanent or local student addresses, 

parent addresses, and the addresses of other contacts from the NPSAS:2000 study. Up to 

six roster lines were preloaded with contact information. New roster lines were added as 

the result of CATI tracing and intensive tracing efforts. 

Once located, some sample members required special treatment. To gain 

cooperation from those who initially refused to participate (including locator sources who 

acted as “gatekeepers” to prevent access to the sample member), certain interviewers 

were trained in refusal conversion techniques. Sample members and their locator sources 

who spoke only Spanish were assigned to bilingual interviewers. 

2.4 Data Files

The final B&B:2000/01 data files were prepared in accordance with NCESspecified ECB format guidelines. Activities important to ensuring quality across data file 

preparation methods are described below. 

2.4.1 Data Availability Throughout Data Collection Period 

During data collection, RTI updated master data files containing completed case 

data. A master data file structure was retained across all CATI applications to 

concatenate data into a single data set containing all respondents. CATI data were 

extracted periodically to facilitate advance preparation of variable documentation. This 

extraction also enabled review of frequency distributions and data analysis while data 

were being collected. 

2.4.2 Data Editing 

Data became available for editing during the data collection period, which 

allowed for feedback to the project staff on data quality as well as more accurate analysis 

of response data. As a quality check, the original skip logic was recreated to ensure that 

respondents followed the appropriate path within the CATI instrument. These edit 

checks were important for correcting errant paths that the interviewer may have followed 

but later corrected. Edit checks ensured that, for particular data elements, responses 

occurred logically. This process also allowed evaluation of the other case: when 

questions that the respondent should have been asked were missed. Reserve codes 

indicated instances in which raw data were updated to reflect the proper logical path. The 

data editing process is discussed in detail in chapter 5. During data collection, 

interviewing staff were also able to notify project staff of CATI irregularities via 

“problem sheets,” so problems in instrument logic could be corrected. 
Chapter 2 

Design and Method of the Follow-up Study 

21 

2.5 Integrated Management System

All aspects of the study were under the control of an integrated management 

system (IMS). The IMS consisted of several components or modules: 

• Management 

• Receipt Control System (RCS) 

• CATI 

This modular structure allowed for the streamlining of related tasks and resulted in a 

centralized, easily accessible repository for project data and documents. These modules 

are described in more detail below. 

The Management module of the IMS contained tools and strategies to assist 

project staff and the NCES project officer in managing the study. All information 

pertinent to the study could be found via the World Wide Web in a secure desktop 

environment, including schedules, monthly progress reports, project plans and 

specifications, information related to the Technical Review Panel (TRP), and project 

deliverables. Also available in the management module were the latest version of the 

CATI instrument, daily RCS module status reports, and daily data collection reports. 

The RCS module monitored activities related to data collection, including tracing 

and locating, thereby enabling project staff to perform stage-specific activities, track case 

status, identify problems early, and implement solutions effectively. Several applications 

used the RCS’s locator data for daily tasks: (1) the mailout program produced mailings to 

parent/contacts and sample members, (2) the query system enabled administrators to 

review the locator information and status for a particular case, and (3) the mail return 

system enabled project staff to update the locator database as lead mailings or reply 

sheets were returned. The RCS also interacted with the tracing operation system 

database, sending locator data between the two systems as necessary. 

The CATI module managed development of the CATI instrument within the data 

dictionary system (DDS). The DDS consisted of a set of linked relational files and 

associated utilities for developing and documenting the instrument. Developing the CATI 

instrument with the DDS ensured that all variables were linked to their item/screen 

wording and were thoroughly documented. Also included within the CATI module was 

online coding software (“user exits”) that collected detail on schools attended, 

enrollment, industry, occupation, and major field of study.
Chapter 2 

Design and Method of the Follow-up Study 

22 
23 

Chapter 3 

Data Collection Procedures 

This chapter evaluates the procedures used for the B&B:2000/01 study. Three general 

areas were evaluated: respondent locating, obtaining respondent interviews, and the efforts 

expended in obtaining the interview. 

3.1 Locating Outcomes 

One of the biggest challenges facing data collection was the aggressive 5-month schedule 

for completing the targeted 10,000 interviews. The effort required the use of a number of varied 

tracing approaches and continual refinement of these techniques to locate sample members in 

sufficient time to interview them. The level of time and effort required to complete the locating 

and interviewing steps with sample members varied considerably. Some sample members were 

reached and interviewed on the first contact attempt. Others required considerable tracing 

(contacting parents, former roommates, etc.) before they were successfully located and 

interviewed. 

A high percentage (86 percent) of sample members were located and interviewed as part 

of B&B:2000/01. This is at least partially because the B&B:2000/01 study is a relatively quick 

follow-up. Base-year data were collected for respondents only 1 year earlier during 

NPSAS:2000, which aids the success of locating efforts. Even for this highly mobile population 

of recent college graduates, locating is much easier 1 year after initial contact than in a later 

follow-up. 

3.1.1 Student Locating and Interviewing 

Figure 3.1 presents a schematic of the outcomes of student locating, interviewing, and 

related case-resolution activities. Data were collected almost exclusively by CATI, with about 

200 cases completed using hard-copy questionnaires administered by field locating staff. The 

small set of approximately 30 field locators was used near the end of data collection to locate 

cases in which centralized tracing efforts failed to turn up a valid address or telephone number 

for the sample member. Field locators were persons in close regional proximity to the last 

known address of the sample member, and who had access to additional sources of information 

to assist in locating hard-to-find cases. 

Figure 3.1 summarizes the attempts that were made to locate the approximately 11,700 

sample members. Overall, about 10,690 of these cases (91 percent) were located, about 760 (7 

percent) were not located, about 190 (2 percent) were considered “exclusions,”10 and 

 

10B&B exclusion cases were considered “out-of-scope” for locating and interviewing operations. Among 

the 190 B&B:2000/01 sample members classified as exclusions, 170 were out of the country for the duration of the 

data collection period, 10 sample members were deceased, and 10 were incapacitated and unable to complete the 

survey. 
Chapter 3 

Data Collection Procedures 

24 

approximately 70 (<1 percent) were ineligible11 for the study based on their responses to the 

eligibility questions in the instrument. 

Student interviewing results are also shown in figure 3.1. A total of about 10,030 (of the 

approximately 11,520 remaining cases after removing the exclusions) were interviewed. Many 

completed the entire interview (about 9,650), while approximately 380 completed a partial or 

abbreviated interview. A small number of the interviews (about 10) were classified as partial 

because the respondent broke off after completing part of the interview. A break-off represented 

an explicit or implicit refusal, but such cases could not be converted or recontacted to complete 

the interview by the end of the data collection period. The remaining number of these interviews 

(about 370), however, resulted from the administration of an abbreviated interview that consisted 

of a minimal set of questions from the full interview. Over half of this group represented 

interviews with Spanish-speaking respondents. 

A total of about 1,420 cases were not interviewed. These sample members included 

approximately 760 who were not located. In addition, nearly 660 potentially eligible students 

were located but were not interviewed. Of these, about 530 were explicit final refusals for which 

subsequent attempts at interviewing were determined to be infeasible or unwise. Cases not 

interviewed also included about 130 sample members for whom the data collection period 

expired before they could complete the interview; such cases clearly reflect, at least in part, the 

constricted data collection period.12

An unweighted CATI response rate for B&B:2000/01 can be calculated as the number of 

respondents interviewed divided by the initial sample size minus the ineligibles: student CATI 

response rate = 10,030/(11,700 – 70) = 86 percent. The weighted overall CATI response rate 

was 75 percent. 

 

11In NPSAS, persons could have been CADE eligible but CATI ineligible if they told us in the interview 

that they did not attend the NPSAS school at any time during the NPSAS year (7/99–6/00) or had not received their 

baccalaureate degree from the NPSAS institution. CADE eligibility was determined based on the records from the 

institution—CATI eligibility was determined based on responses in CATI. 

12This group likely contained an unknown number of implicit refusal cases—i.e., individuals who after first 

contact used answering machines or friends/relatives as gatekeepers, as well as those who continued to make (and 

then break) appointments for an interview in the future. 
Chapter 3 

Data Collection Procedures 

25 

Figure 3.1. B&B:2000/01 results of locating and interviewing activities 

1

Includes all cases sent to RTI’s Tracing Operations (TOPS) for intensive locating efforts. Overall, 130 cases required pre-CATI 

intensive tracing only, 1,200 required post-CATI intensive tracing only, and 1,100 required both pre- and post-CATI intensive 

tracing. 

NOTE: Final sample including interviewed and exclusions = 11,630. Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01).

Initial Sample 

11,700

Located / 

no tracing 

8,990 

Needed 

intensive tracing 

2,4401

Not located / 

no tracing 

40

Exclusion / 

no tracing 

160

Determined 

ineligible 

70 

Located after 

tracing 

1,700 

Not located 

after tracing 

720 

Exclusion 

after tracing 

30

Total not located / 

time ran out 

760 

Total exclusions 

190 

(Deceased = 10) 

(Out of country = 170) 

(Incapacitated = 10) 

Total located 

10,690 

Interviewed 

10,030 

(Full completions = 9,650) 

(Partial completions = 10) 

(Abbreviated = 370) 

Not interviewed 

660 

(Refusals = 530) 

(Time ran out = 130) 

Exclusions and 

ineligibles 

260 
Chapter 3 

Data Collection Procedures 

26 

 Locating and interviewing rates varied by base year respondent status. Table 3.1 

provides results for B&B:2000/01 student locating and interviewing (for those located) by 

respondent status in the base year study (NPSAS:2000).13 In terms of locating, nearly 96 percent 

of the NPSAS:2000 respondents were located, compared to 73 percent of NPSAS:2000 

nonrespondents. There were also differences in interview rates among the two groups. Among 

base year respondents, 94 percent of the located sample members successfully completed 

interviews during the B&B:2000/01 follow-up study, compared to 69 percent of located 

NPSAS:2000 nonrespondents. 

Table 3.1. B&B:2000/01 student locating and interview results, by respondent status in 

NPSAS:2000 

Located Interviewed, given locate 

NPSAS:2000 respondent status Total Number Percent Number Percent 

Total 11,630 10,870 94 10,030 92 

NPSAS:2000 respondent 10,400 9,970 96 9,400 94 

NPSAS:2000 nonrespondent 1,240 910 73 630 69 

NOTE: Statistics exclude 70 B&B-ineligible sample members (as determined in CATI). Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

3.1.2 Pre-data Collection Tracing and Locating Efforts 

Prior to the start of data collection, RTI took a number of steps to ensure that the locating 

information being fed into CATI was as accurate as possible. The pre-CATI tracing and locating 

efforts involved batch tracing for all cases, using database matching with National Change of 

Address (NCOA) and Telematch databases, pre-data collection intensive locating by the tracing 

operations unit, and mailing of advance letters with requests for sample members to return 

locating update sheets with new address and telephone information. These steps helped get data 

collection off to a fast start. 

Batch matching to NCOA database. One month prior to the start of data collection, all 

of the B&B:2000/01 cases, including subject and contact information, were sent to the NCOA 

for address updating. The NCOA file is a consolidated file that contains approximately 108 

million permanent change-of-address records filed with the U.S. Postal Service, retained on the 

file for a 3-year period from the move-effective date. 

Table 3.2 provides the locate and interview rates for cases sent to NCOA for address 

updating. Of the nearly 11,490 eligible cases sent to NCOA, about 1,780 (16 percent) were 

returned with new or confirmed address information. For cases in which locating information 

was confirmed, 92 percent resulted in contact with the sample member. Of these, 93 percent 

resulted in a completed interview. For those cases where NCOA did not return a match, 94 

percent of the cases were located, of which 92 percent completed the interview. 

 

13The statistics in table 3.1 exclude 70 B&B:2000/01 ineligible sample members determined during CATI 

interviewing and 190 exclusions; they do not exclude any potential ineligibles likely to be part of the unlocatables. 
Chapter 3 

Data Collection Procedures 

27 

Table 3.2. B&B:2000/01 locate and interview rates, by pre-CATI NCOA processing 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent 

Total 11,490 10,750 94 9,940 93 

Confirmed/new information from NCOA 1,780 1,650 92 1,530 93 

No new information from NCOA 9,710 9,110 94 8,410 92 

NOTE: Statistics exclude 70 B&B-ineligible sample members (as determined in CATI) and 140 cases with insufficent address 

information to send to NCOA. Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Batch matching to Telematch database. The second step in the pre-data collection 

batch processing involves sending all address information, including updates from NCOA, to 

Telematch for reverse telephone look-up services. Telematch provides a computerized 

residential telephone number look-up service using a database of more than 130 million U.S. 

telephone numbers. Table 3.3 provides the results of the batch matching to Telematch. Of the 

11,490 eligible B&B:2000/01 records submitted, two-thirds (67 percent) were returned with new 

or confirmed telephone information. 

Table 3.3. B&B:2000/01 locate and interview rates, by pre-CATI Telematch processing 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent 

Total 11,490 10,750 94 9,940 93 

Confirmed/new information from Telematch 7,670 7,340 96 6,850 93 

No new information from Telematch 3,820 3,420 90 3,090 90 

NOTE: Statistics exclude 70 B&B-ineligible sample members (as determined in CATI) and 140 cases with insufficent address 

information to send to Telematch. Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Intensive pre-data collection centralized tracing. All NPSAS:2000 nonrespondent 

cases, as well as those cases without a valid address or telephone number, received intensive 

tracing. These are the cases believed to be the most difficult to locate at the outset of the study. 

As shown in table 3.4, about 1,240 cases were sent TOPS for advance tracing. Of those, 70 

percent (about 910 cases) were ultimately located, and just over two-thirds of those (69 percent) 

completed the full, partial, or abbreviated hard-copy interview. 
Chapter 3 

Data Collection Procedures 

28 

Table 3.4. B&B:2000/01 contact and interview rates, by pre-CATI intensive tracing efforts 

Contacted Interviewed, given contact 

Tracing status Total Number Percent Number Percent 

Total 11,630 10,870 94 10,030 92 

No intensive tracing required 10,400 9,970 96 9,400 94 

Intensive tracing required 1,240 910 73 630 69 

NOTE: Statistics exclude 70 B&B-ineligible sample members. Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01).

Lead letter and locator mailing to students. One week before the start of data 

collection, sample members were sent a letter and address update sheet. Each sample member 

was asked to review, correct, and return the sheet. Letters were mailed to about 11,630 sample 

members, and approximately 1,090 address update sheets with new or confirmed information 

were received (9 percent of the total sample). 

Not surprisingly, sample member contact and interview rates varied considerably by 

whether a sample member returned the address update sheet (see table 3.5). While the return rate 

for these sheets was just over 9 percent, the contact and interview rates for those who did return 

the forms was nearly universal. More than 99 percent of those who returned the form completed 

the interview. 

Table 3.5. B&B:2000/01 locate and interview rates, by student return of address update 

form 

Contacted Interviewed, given contact 

Student mailing status Total Number Percent Number Percent 

Total 11,630 10,870 94 10,030 92 

Returned update form 1,090 1,080 99 1,070 99 

No update form returned 10,540 9,790 93 8,960 92 

NOTE: Statistics exclude 70 B&B-ineligible sample members (as determined in CATI). Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

3.1.3 Tracing and Locating Efforts During Data Collection 

Tracing during data collection took many forms. In addition to the contacting and 

locating done as part of the CATI contacting and interviewing processes, an array of other 

approaches was used to locate sample members and encourage them to participate in the survey. 

These efforts included centralized tracing by TOPS, in-person tracing by field locators, batch 

tracing (for a second time) to NCOA and Telematch, batch tracing to an additional vendor 

(TransUnion), mailout of a hard-copy questionnaire, and a postcard follow-up. 
Chapter 3 

Data Collection Procedures 

29 

Intensive locating during data collection. Intensive tracing efforts were required for 

cases in which preloaded CATI locating information did not result in contact with the sample 

member. These cases were assigned to TOPS for intensive centralized tracing. The final locate 

and interview rates for cases requiring centralized tracing are provided in table 3.6. Of the 

approximately 11,630 eligible cases, nearly one in five (20 percent) required TOPS intensive 

tracing during data collection. Of these, 69 percent were located and, of those located, just under 

92 percent were interviewed. 

Table 3.6. B&B:2000/01 contact and interview rates, by post-CATI intensive tracing 

efforts 

Contacted 

Interviewed, given 

contact 

Tracing status Total Number Percent Number Percent 

Total 11,630 10,870 94 10,030 92 

No intensive tracing required 9,330 9,280 100 8,560 92 

Intensive tracing required 2,310 1,600 69 1,470 92 

NOTE: Statistics exclude 70 B&B-ineligible sample members (as determined in CATI). Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Source of locating information for completed interviews. Locating students in a 

longitudinal study is a complex task, requiring multiple sources of information. Leads 

developed through one source may need to be verified using another data source or locating 

technique. For hard-to-locate sample members, generally no single source of information is 

adequate to achieve the level of locating required. Rather, a successful locating effort requires 

blending multiple sources of information. Table 3.7 provides an overview of the sources used 

during intensive tracing of the hard-to-reach B&B:2000/01 sample members. Note that although 

the table provides information on the number and percentage of sample members who were 

ultimately located when a particular source was used, most of the cases were traced using 

multiple sources. 

Table 3.7. B&B:2000/01 locate rates, by tracing source used during intensive tracing 

efforts 

Cases involving intensive tracing 

Individuals located 

Tracing source Total Number Percent 

Consumer database search 2,026 1,362 67 

Directory assistance 1,995 1,330 67 

Database–address search 1,756 1,145 65 

Internet search 1,925 1,263 66 

Database–reverse phone lookup 1,272 819 64 

Database–name search 1,065 636 60 

Database–neighbor search 406 234 56 

NOTE: Most cases were traced using multiple sources, and therefore, the numbers and percentages are not mutually exclusive. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 3 

Data Collection Procedures 

30 

A number of techniques proved effective in the locating effort. Contact was made with 

approximately two-thirds of the cases in which the following locating sources were used: 

consumer databases (67 percent), directory assistance (67 percent), searches of proprietary 

databases (65 percent), Internet searches (66 percent), and database searches using reverse 

telephone look-ups—that is, matching a telephone number to a known address (64 percent). 

Look-ups using just names or neighbor searches located over half of these sample members.14

Database matching of nonrespondent cases. To secure the highest possible response 

rate for B&B:2000/01, the address and telephone number information for cases that had not 

responded by October 1, 2001, were resubmitted to NCOA and Telematch to see if further 

updates could be obtained. Additionally, in the last month of data collection for B&B:2000/01, 

all nonrespondent cases were also processed against the TransUnion credit service database. 

The results of the second batch processing through NCOA are shown in table 3.8. Of the 

approximately 3,400 nonrespondent cases sent to NCOA, only about 320 (about 10 percent) 

turned up with new or confirmed information. Of these, 68 percent were ultimately located, and 

77 percent of located sample members completed the interview. 

Table 3.8. B&B:2000/01 locate and interview rates, by nonrespondent NCOA processing 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent 

Total 3,400 2,650 78 2,040 77 

Confirmed/new information from NCOA 320 220 69 170 78 

No new information from NCOA 3,080 2,430 79 1,860 77 

NOTE: Statistics exclude 50 cases sent to NCOA but later determined to be ineligible. Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

The results of the nonrespondent processing through Telematch are shown on table 3.9. 

Over half (57 percent) of the nearly 3,190 cases submitted to Telematch produced either new or 

confirmed telephone numbers. Among the cases in which the locating information was updated, 

83 percent were contacted, and of those contacted, 77 percent completed the interview. 

 

14 Neighbor searches involve the use of databases to identify the addresses and telephone numbers of 

properties or apartments located in close proximity to the sample member’s last known address. The assumption is 

that current or former neighbors may be able to provide current locating information for the sample member. 
Chapter 3 

Data Collection Procedures 

31 

Table 3.9. B&B:2000/01 locate and interview rates, by nonrespondent Telematch 

processing 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent

Total 3,190 2,440 77 1,860 76 

Confirmed/new information from Telematch 1,830 1,510 83 1,160 77 

No new information from Telematch 1,360 940 69 700 75 

NOTE: Statistics exclude 50 cases sent to Telematch but later determined to be ineligible. Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

 In the last month of data collection, RTI secured access to a new consumer database 

batch processing service offered by TranUnion. All nonrespondent cases as of October 15, 2001, 

were submitted for matching against this service to identify new leads or confirm information 

already obtained. A total of about 2,650 cases were submitted for processing, of which 98 

percent were returned with either new information or a confirmation of an existing telephone 

number or address (see table 3.10). Among the cases returned with a match, 73 percent were 

located by study’s end. Seven of every 10 previously nonresponding sample members who 

could be contacted through these efforts completed the survey. 

Table 3.10. B&B:2000/01 locate and interview rates, by results of nonrespondent 

TransUnion processing 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent 

Total 2,650 1,910 72 1,326 70 

Confirmed/new information from 

TransUnion 

2,600 1,900 73 1,320 70 

No new information from TransUnion 50 10 20 10 100 

NOTE: Statistics exclude 50 cases sent to TransUnion but later determined to be ineligible. Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Field locating. In an effort to boost response rates in the final month, 630 cases were 

sent to field locators, who encouraged located sample members either to complete the full 

interview by calling RTI’s CATI facilities or to complete a hard-copy15 interview with the field 

locator. Of the nearly 630 cases sent to the field, about 400 sample members completed 

interviews, for an unweighted response rate of 64 percent (see table 3.11). Half of the completes 

(50 percent) were hard-copy completions obtained by the field staff. The other 50 percent were 

 

15 A hard-copy interview is one completed using a paper version of the abbreviated instrument. 
Chapter 3 

Data Collection Procedures 

32 

completed by telephone after the field locator either provided the CATI facilities with new 

contact information or prompted the sample member to call in to complete the survey. 

Table 3.11. B&B:2000/01 locate and interview rates for field locator cases 

Case status Number Percent 

Total cases 630 100 

Complete–total 400 64 

(Complete–by telephone) 200 32 

(Complete–by abbreviated hard-copy questionnaire) 200 32 

Located–time ran out 20 3 

Located–refused 10 2 

Located–confirmed exclusion 10 2 

Located–confirmed ineligible 10 2 

Not located 180 29 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

3.2 Interviewing Outcomes 

3.2.1 Hard-copy Questionnaire Mailout and Postcard Follow-up 

During the final month of data collection, hard-copy abbreviated instruments were mailed 

to all nonresponding sample members for whom a valid mailing address was available. Two 

weeks later, persons who had not yet responded were sent a postcard reminder. Both the mailing 

and the postcard informed the sample members that they could complete the hard-copy and 

return it in a business reply envelope (provided in each mailout packet) or call into a toll-free 

number at our CATI facilities to complete the interview. 

Questionnaires were mailed to about 2,630 nonresponding sample members (see 

table 3.12). By the end of the study, completions were obtained from approximately 1,630 of 

these individuals (62 percent). Among these responding sample members, about 1,390 sample 

members (85 percent) completed the survey by telephone, while about 250 sample members (15 

percent) completed and returned the hard-copy abbreviated questionnaires. 

Table 3.12. B&B:2000/01 locate and interview rates, by end of study hard-copy 

questionnaire mailout and postcard follow-up 

Contacted 

Interviewed, given 

contact 

Student mailing status Total Number Percent Number Percent 

Sent abbreviated hard-copy questionnaire 2,630 2,120 81 1,630 77 

Sent postcard reminder 1,250 570 46 340 60 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 3 

Data Collection Procedures 

33 

3.2.2 Refusal Conversion Efforts 

Refusal conversion procedures were used to gain cooperation from individuals who 

refused to participate when contacted by telephone interviewers. Refusals came not only from 

sample members, but also from spouses, housemates, parents, and other gatekeepers. When 

either a sample member or a gatekeeper refused to participate in the locating or interviewing 

effort, the case was referred to a specially trained refusal-conversion specialist in RTI’s 

Telephone Survey Department. There were about 1,520 initial refusals among the B&B:2000/01 

sample (13 percent of the eligible sample of approximately 11,630). Of the potential pool of 

eligible initial refusal cases, 64 percent were successfully converted and completed interviews. 

Table 3.13. B&B:2000/01 conversion of initial refusals, by respondent status in 

NPSAS:2000 

Interviewed, given initial refusal 

NPSAS:2000 field test respondent status 

Number of 

initial refusals Number Percent 

Total 1,520 970 64 

Respondent 1,270 890 70 

Nonrespondent 260 80 31 

NOTE: Statistics exclude 10 refusal cases found to be B&B ineligible (as determined in CATI). Details may not sum to total 

due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

The success of refusal conversion varied considerably according to the sample member’s 

response status in the base year study (see table 3.13). Among respondents to the NPSAS:2000 

interview, 70 percent of those who initially refused to be interviewed (or whose gatekeeper 

refused) ultimately completed the B&B:2000/01 interview. For base year nonrespondents who 

initially refused in B&B:2000/01, 31 percent were successfully converted. 

3.3 Interview Burden, Time, and Effort 

3.3.1 Timing 

This section reviews the effort and burden associated with the B&B:2000/01 student 

interview. Interview length was examined by considering the timing analysis statistics. This 

information is useful because it provides evidence that can reduce respondent burden, reduce 

data collection effort and cost, and improve data quality for future studies. The effort required to 

locate and interview sample members for the study was evaluated using the average interview 

time. 

The CATI instrument development was embedded with time stamps at the start and end 

of the interview, as well as at the beginning and end of each interview screen, which could 

include up to eight related items. The time stamps measured the elapsed time to complete each 

segment of the interview. This enabled project staff to monitor the time required to complete 

specific interview items, the online coding programs, sections of the interview, and the interview 

as a whole. 
Chapter 3 

Data Collection Procedures 

34 

Table 3.14 presents timing results for the B&B:2000/01 study cohort. The time (in 

minutes) needed to conduct a student interview is shown to respondents by interview section. 

Sections are listed in the table in the order in which they were presented to respondents. There 

were fluctuations in the number of cases completing each section for two reasons: (1) some 

respondents broke off the interview before completing all of the sections (partial interview), and 

(2) certain sections of the interview applied to selected groups of respondents (see figure 2.2), so 

timing results are presented for the overall cohort and by subgroup. For example, Section A was 

designed for base year nonrespondents, so the number of cases in that group was less than that 

for the rest of the instrument. Respondents who were currently teaching skipped Section E (on 

post-baccalaureate employment) and proceeded directly to the teaching section. 

Overall average administration time to complete the interview was 19 minutes. Both 

respondents and nonrespondents to the NPSAS:2000 base year study took an average of 

approximately 19 minutes to complete the interview. As indicated in Table 3.14, base year 

respondents took longer to complete the sections on student background, post-baccalaureate 

enrollment, post-baccalaureate employment, training and certification, and teaching experience 

when compared to base year nonrespondents. 

For respondents who had taught since graduating, the average interview time was 24 

minutes, compared to 18 minutes for those who had not taught. Teachers took longer to 

complete many of the interview sections. These included sections on student background, postbaccalaureate enrollment, training and certification, and, as would be expected, teaching 

experience. On one section, post-baccalaureate employment, teachers took less time because 

many employment questions were skipped once teaching status had been confirmed. 

3.3.2 Number of Calls and Response Rates 

Telephone interviewers made over 214,000 telephone calls during the data collection 

period, with an average of 18 calls per sample member.16 An average of 17 calls per case was 

required to obtain the completed cases. Among the completed cases, nearly 44 percent were 

completed with fewer than 10 calls, an additional 41 percent required 10 to 29 calls, and just 

over 15 percent of the completed cases required 30 or more call attempts. 

Of the total calls made, one in four resulted in contact with an individual. An answering 

machine was reached on 44 percent of the attempts, reflecting the heavy usage of such devices 

among this population. An answering machine was reached at least once (and often multiple 

times) for three of every four B&B sample members. The remaining 30 percent of calls made 

were other noncontacts (busy, ring/no answer, fax line, pager, etc.). 

As might be expected, the number of completed interviews remained steady during data 

collection, and then completions tapered off towards the end as cases were harder to reach. 

Table 3.15 provides a summary of the proportion of total responses obtained for each week of 

data collection. 

 

16These figures are based on calls made by telephone interviewers and exclude calls made by TOPS in the 

course of attempting to locate sample members.
35 

Table 3.14. Average minutes to complete B&B:2000/01 student interview, by interview section, NPSAS:2

and teaching status 

Total 

NPSAS:2000 

nonrespondent 

NPSAS:2000 

respondent 

B&B:2000/0

nonteacher

CATI section 

Average 

time 

Number of 

cases 

Average 

time 

Number of 

cases 

Average 

time 

Number of 

cases 

Average 

time 

Num

c

Section A – eligibility (NPSAS nonrespondents) 0.42 540 0.42 540 † 9,120 0.41 Section B – enrollment history 6.16 9,650 6.09 540 6.16 9,110 6.19 7Section C – student background 2.74 9,630 2.64 540 2.74 9,090 2.72 7Section D – post-baccalaureate education 3.00 9,630 2.60 540 3.02 9,090 2.91 7Section E – post-baccalaureate employment 4.20 9,620 4.02 540 4.21 9,090 4.46 7Section F – training and certification 1.47 9,270 1.32 540 1.47 9,090 1.29 7Section G – teaching experience 1.74 9,610 1.52 530 1.75 9,080 0.45 7Total interview 19.29 9,620 18.51 540 19.33 9,080 18.05 7

† Not applicable. NOTE: A section was considered complete if the amount of time to complete the section was greater than zero and the section completion flag was seremoved from the timing calculations (20 in section A, 10 in section B, 20 in section C, 10 in section D, 10 in section E, 0 in section F, and 20 in secthave completed one or more sections but not completed the entire interview. Only completed cases were included in the total interview timing results

total due to rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study (B&B
Chapter 3 

Data Collection Procedures 

36 

Table 3.15. Proportion of total responses by time period (in weeks) 

Week Weekly completes Cumulative completes

Cumulative percent of 

total respondents 

1 730 730 7 

2 890 1,620 16 

3 790 2,410 24 

4 640 3,050 30 

5 600 3,650 36 

6 590 4,240 42 

7 650 4,890 49 

8 620 5,510 55 

9 590 6,100 61 

10 680 6,780 68 

11 550 7,330 73 

12 430 7,760 77 

13 370 8,130 81 

14 380 8,510 85 

15 270 8,780 88 

16 380 9,160 91 

17 350 9,510 95 

18 250 9,760 97 

19 230 9,990 100 

20 40 10,030 100 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
37 

Chapter 4 

Evaluation of Data Quality 

A variety of methods were designed to assess the data quality of the B&B:2000/01 

follow-up study. This chapter describes these methods and provides the results of them. 

Table 4.1 provides a summary of the types of data quality evaluation used in the study. Each will 

be described in the sections below. 

Table 4.1. Summary of B&B:2000/01 data quality evaluations 

Major area of evaluation Evaluation approaches 

Instrument quality • Analyze distribution of indeterminate responses 

(“refused” and “don’t know”) for interview sections and 

individual items.

• Analyze the frequency of help text usage for each item.

CATI administration • Analyze success and accuracy of online coding of 

industry/occupation and major course of study.

• Debrief interviewers, refusal converters, bilingual 

interviewers, monitors, and supervisors in quality circle 

meetings.

• Analyze silent monitoring quality control data, including 

accuracy of question delivery and data entry.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

4.1 Indeterminate Responses 

Special keyed entry by interviewers (F3=don’t know or F4=refused) allowed the CATI 

interview to accommodate responses of “don’t know” and “refused” to every interview item. 

Refusal responses to interview questions were most common for items considered sensitive by 

respondents, while “don’t know” responses may have resulted from a number of potential 

circumstances. The most obvious reason a respondent will offer a “don’t know" response is that 

the answer is truly unknown or in some way inappropriate for the respondent. “Don’t know” 

responses may also be evoked when (1) question wording is not understood by the respondent 

(with no explanation by the interviewer), (2) the respondent hesitates to provide a “best guess” 

response (with insufficient prompting from the interviewer), or (3) a respondent implicitly 

refuses to answer a question. “Refused” and “don’t know” responses need to be reduced to the 
Chapter 4 

Evaluation of Data Quality

38 

greatest extent possible. These responses introduce indeterminacies in the data, and must be 

resolved by imputation or subsequently dealt with during analysis. 

Overall item nonresponse rates were low, with only 6 items of 556 containing over 10 

percent missing data. These items are shown in table 4.2 and are grouped by interview section. 

Item nonresponse rates were calculated based on the number of sample members for whom the 

item was applicable and asked. One item with a high rate of nonresponse pertained to income. 

Many respondents were reluctant to provide information about personal and family finances. 

Among those who were not reluctant, many simply did not know, perhaps because they were in 

new careers, recently changed jobs, or were in job transition. In addition, the items pertaining to 

the lifetime learning tax credit also garnered a high number of “don’t know” responses. These 

“don’t know” responses are most likely attributable to respondents’ unfamiliarity with the tax 

credit because of its relatively recent implementation. 

Table 4.2. B&B:2000/01 interview item nonresponse for items with more than 

10 percent “don’t know” or “refused” 

CATI section and variable 

name Label 

Number 

asked 

Percent 

don’t know 

Percent 

refused 

Combined 

percent 

Student background 

 C_INCS99 Spouse’s income in 2000 3,060 11 11 21 

 C_SPLON Money borrowed in loans–not 

from family 

2,340 11 1 12 

Post-baccalaureate enrollment 

 D_CREDIT Claim lifetime learning tax next 

year 

4,140 16 1 16 

Post-baccalaureate employment 

 E_OSIZE Number of employees at 

company 

5,250 11 # 12 

 E_CURINC Current annual income 9,990 7 6 13 

 E_TIME Time scale of pay1 680 15 3 18 

# Rounds to zero. 

1

Time scale of pay refers to per hour, week or month. 

NOTE: Statistics are based on student sample members for whom specific items were applicable and asked. Items applicable to 

fewer than 100 sample members were excluded from consideration. Details may not sum to zero due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

4.2 Help Text 

Online help text was available for every screen in the CATI instrument. Having 

additional information available at the touch of a key was beneficial to interviewers, particularly 

at the beginning of data collection, when the flow and content of the instrument were new to the 

data collection personnel. Online help text access served to immediately clarify response 

categories on item wording while interviewers were still on the telephone with the respondent. 

Help text screens displayed information designating to whom the item applied, the type of 

information requested in the item, and definitions of words or phrases in the item. 

Counters were used to determine the number of times each help screen was accessed, 

making it possible to identify items that were confusing to interviewers or respondents. 
Chapter 4 

Evaluation of Data Quality

39 

Table 4.3 presents CATI items having the highest rates of help text usage,17 along with their rates 

of indeterminacy. Overall, the rates of help text usage were very low. Two questions 

concerning the lifetime learning tax credit had a large number of accesses to help text, almost 

certainly because of student unfamiliarity with it. The help text included a thorough explanation 

of the lifetime learning tax credit that telephone interviewers were able to read to respondents 

unfamiliar with the credit. The other items were accessed only a few times each. The available 

help text with term definitions was vital in helping telephone interviewers explain unknown 

terms to respondents. As a result, respondents were able to better understand and answer the 

survey items. 

Table 4.3. Item-level rates of help text access for B&B:2000/01 

CATI 

variable 

name Label 

Number of 

times help 

text was 

accessed 

Rate of 

help text 

usage1

Rate of 

indeterminacy2

D_LIFLNG Claimed lifetime learning tax credit 286 5.6 10.0 

G_FSTPOS Teaching position held in first job 15 3.6 0.0 

G_PRGCMP Complete teacher education program 21 3.2 0.0 

D_CREDIT Claim lifetime learning tax credit next year 112 2.7 0.2 

G_EDPGM Completed a teacher education program 15 1.7 0.0 

G_LNFNOW Taking advantage of loan forgiveness now 4 1.1 0.0 

G_EXAM Taken national/state-level exam 5 1.1 0.0 

G_FSTCLS Sections taught per day–first job 2 1.0 0.0 

G_CRTCRS Taken course for exam–teachers 4 1.0 0.0 

G_SUBL2 Long-term substitute–current job 4 1.0 0.0 

1

The rate presented is the number of times the help text for each item was accessed, divided by the number of times that 

particular item was administered. 

2

The rate of indeterminacy is the number of “don't know” and “refused” responses, divided by the number of times the item was 

administered. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

4.3 Online Coding 

The B&B:2000/01 CATI instrument included tools that allowed computer-assisted online 

assignment of codes to literal responses for postsecondary education institutions attended, major 

field of study, occupation, and industry. Online coding systems were designed to improve data 

quality by capitalizing on the availability of the respondent at the time the coding was performed. 

Interviewers could request clarification or additional information if a particular text string could 

not be successfully coded on the first attempt, an advantage not afforded when coding occurs 

after the interview is complete. Interviewers were trained to use effective probing techniques to 

ensure that each response was appropriately coded. Because both the literal string and selected 

code were captured in the data file for major field of study and occupation/industry responses, 

subsequent quality control recoding by project staff was easily incorporated into data collection 

procedures. 

 17The requirement for item inclusion in the table was a rate of help text usage greater than or equal to 

1 percent. 
Chapter 4 

Evaluation of Data Quality

40 

Institutional coding was used to assign six-digit Integrated Postsecondary Educational 

Data Systems (IPEDS) unit identification numbers for each postsecondary institution that the 

respondent reported attending. To facilitate coding, the IPEDS coding system asked for the state 

in which the school was located, followed by the city, and finally the name of the postsecondary 

institution. The system relied on a look-up table, or coding dictionary, of institutions. This 

dictionary was constructed from the 1998–99 IPEDS Institutional Characteristics (IC) file. 

Additional postsecondary information on institutional level and control was retrieved from the 

look-up table after coding for use for later sections of the interview. 

Major field of study, occupation, and industry coding used a dictionary of word and code 

associations. The online procedures for these coding operations consisted of four steps: 

• the interviewer keyed the verbatim text provided by the respondent; 

• the dictionary system displayed words that were associated with the words in the text 

string, and the interviewer was given the choice of either accepting a word that might 

help in terms of coding, or ignoring a word that was of no help; 

• standard descriptors associated with identified codes were displayed for the 

interviewer; and 

• the interviewer selected a standard descriptor that was listed. 

The first step in the online coding process after interviews were completed was the 

upcoding of literal strings that were deemed “uncodable” by telephone interviewers. A string 

was considered uncodable if the telephone interviewer could not categorize it during the 

interview. Project staff then attempted to upcode these strings into appropriate categories after 

the completion of the interview. Table 4.4 summarizes the upcoding effort and indicates that 

very few strings were uncodable. The elementary/secondary school where teachers were 

employed and institutional codes (IPEDS) had the highest rate of uncodable items. This was 

most likely due to two factors: (1) to code uncodable items, it is necessary for there to be an 

exact match to the school name, so any missing information (such as city or state) made it more 

difficult to reconcile the problem items; and (2) foreign schools were not included in the IPEDS 

coding system, making these items uncodable with no possibility of further coding. 

Table 4.4. Success rates for online coding procedures: Upcoding 

Coding procedure 

Coding 

attempts1

Number 

originally 

uncodable 

Percent 

originally 

uncodable 

Percent 

successfully 

coded 

Elementary/secondary school 1,490 205 13.8 97.1 

IPEDS 21,232 1,021 4.8 97.0 

Major field of study 8,235 150 1.8 99.4 

Occupation 6,912 76 1.1 99.6 

Industry 6,307 55 0.9 99.2 

1

Because these items may have been asked multiple times in an interview (e.g., current major, future major), the total number of

coding attempts may exceed the total number of completed interviews. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 4 

Evaluation of Data Quality

41 

The second step to ensure data quality was the recoding process, in which 10 percent of 

the major field of study, occupation, and industry coding results were then examined and recoded 

when necessary. Verbatim strings were evaluated for completeness and appropriateness of the 

assigned codes. Overall, six of the verbatim strings in the sample were too vague to evaluate. 

Strings for occupation had the highest number of recodes, while industry and major field of study 

strings required relatively little recoding. Furthermore, none of the recoded cases resulted in a 

shift across broad categories. Table 4.5 shows the results of the online coding procedures. 

Table 4.5. Success rates for online coding procedures: Recoding 

Coding procedure 

Coding attempts 

sampled 

Number too 

vague 

Percent 

too vague 

Number 

recoded 

Percent 

recoded 

Major field of study 778 1 .01 30 3.9 

Occupation 642 1 .02 81 12.6 

Industry 561 4 .07 15 2.7 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

4.4 CATI Quality Circle Meetings 

Quality circle meetings were vital components of the follow-up study operation and 

evaluation. During these regularly scheduled meetings, interviewers, supervisors, and project 

technical staff met to discuss issues relevant to locating respondents and conducting CATI 

interviews in the most effective manner. These meetings proved to be a good tool for 

communication, as they provided a forum to discuss many elements of the CATI instrument. 

Telephone interviewers attended the quality circle (QC) meetings on a rotating basis to ensure 

representation of various experiences, opinions, and challenges faced. Summaries of discussions 

and decisions were distributed to all telephone interviewers and supervisors in a newsletter. An 

electronic copy of this newsletter was sent to project staff not in attendance, so those who did not 

attend the meeting could also benefit. Table 4.6 provides a summary of these meetings. 

Table 4.6. Quality circle meeting summary 

Description of activities 

Number of meetings Six 

Attendees • Project technical staff

• Telephone supervisors

• Telephone interviewers

Issues addressed • Clarification of item responses and interpretation of meanings.

• Additions to and/or revisions of CATI items and response options.

• Changes to help text and procedures.

• Submission of problem sheets and notification of supervisors.

• Reminders to focus on coding and accuracy.

• Stressing the importance of providing detailed case comments.

• General morale boosting and reinforcement of positive interviewing techniques.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 4 

Evaluation of Data Quality

42 

QC meetings addressed the concerns of project staff regarding the survey instrument and 

were critical in providing prompt solutions to problems encountered by interviewers. 

Throughout the duration of the survey, a variety of issues were addressed at the QC meetings. 

Some of the issues covered in quality circle meetings included the following: 

• Clarification of item responses and interpretation of meanings. Misinterpretation of 

questions was addressed consistently. For example, some respondents were claiming to 

be teachers in areas not considered valid for this study (e.g., college professors, swim 

instructors). To prevent an interview from proceeding along an inappropriate path, 

interviewers were instructed to emphasize ‘at the K-12 level’ when asking a respondent if 

they were currently employed as a teacher, teacher’s aide, or substitute teacher. 

• Changes to the instrument. Minor modifications to the instrument that were made after 

interviewer training were explained and demonstrated. This was to ensure that 

interviewers were aware of the changes and could work with them effectively. 

• Help screens. Interviewers were reminded of the help text feature, which was available 

for every CATI item via the F10 function key. The help text screens provided additional 

explanation to allow interviewers to verify the intent of questions, as well as definitions 

of unfamiliar terms. Any changes to help text were also discussed. Interviewers were 

also able to use the F1 function key for quick access to student information, a calculator, 

roster lines, and case level comments. 

• Problem sheets. Issues identified on problem sheets and proper documentation 

procedures were also discussed. Problem sheets were used to convey a variety of 

information regarding the interview, including data corrections, case anomalies, and areas 

of confusion. 

QC meetings helped to refine interviewer skills and gave project staff feedback that was 

influential in making the survey clear for respondents and interviewers alike. Interviewers were 

reminded to focus on coding and accuracy. Overall, the QC meetings were used to help project 

staff and programmers refine the instrument, to ensure that the most accurate information was 

obtained during data collection, and to provide reinforcement of positive interviewing 

techniques. 

4.5 Quality Assurance CATI Monitoring 

Monitoring of telephone data collection leads to better interviewing and better quality 

survey data, as well as improvements in costs and efficiency in telephone facilities. Monitoring 

in the B&B:2000/01 follow-up study helped to meet these important quality objectives: 

• reduction in the number of interviewer errors, 

• improvement in interviewer performance by reinforcing good interviewer behavior, 

and 

• assessment of the quality of the data being collected. 
Chapter 4 

Evaluation of Data Quality

43 

Monitors listened to up to 20 questions as the interviews were in progress, and for each 

question evaluated two aspects of the interviewer-respondent interchange: (1) whether the 

interviewer delivered the question correctly and (2) whether the interviewer keyed the 

appropriate response. Each of these measures was quantified, and daily, weekly, and cumulative 

reports were produced for the study’s IMS. During the data collection period, 14,952 items were 

monitored. The majority of the monitoring was conducted during the first half of data collection. 

Toward the end of data collection, monitoring efforts were scaled back due to the lighter 

caseload being worked by telephone interviewers, the greater experience of the interviewers, and 

the satisfaction by project staff that the process was in appropriate control. Figure 4.1 shows 

error rates for question delivery; figure 4.2 shows error rates for data entry. During data 

collection, the error rates were monitored to ensure that they were within the upper and lower 

control limits for these measures.18 

Figure 4.1. Monitoring error rates for CATI question delivery 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

 

18 The upper and lower control limits were defined by three times the standard error of the cumulative 

proportion of errors to the number of questions observed for the period (+3 * SE for the upper limit; –3 * SE for the 

lower limit). These values represent the upper and lower boundaries of expected normal range of statistical 

variation for the data during the observation period. 

0

1

2

3

4

5

6

7

8

9

10

1 3 5 7 9 11 13 15 17 19

Time (in weeks)

Error rate (in percent)

Error Rate
Chapter 4 

Evaluation of Data Quality

44 

Figure 4.2. Monitoring error rates for CATI data entry 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Throughout the monitoring period, error rates remained within acceptable limits, 

typically below 1 percent. Among the 14,592 items observed, there were 141 total CATI 

question delivery errors and 91 total data entry errors. This resulted in overall error rates of less 

than 1 percent for both question delivery (0.94 percent) and data entry (0.6 percent). 

0

1

2

3

4

5

6

7

8

9

10

1 3 5 7 9 11 13 15 17 19

Time period (in weeks)

Error rate (in percent)

Error Rate
45

Chapter 5 

Variable Construction and File Development 

5.1 Overview of the B&B:2000/01 Files 

The B&B:2000/01 data files contain student level and institution level data collected 

from student interviews, institution records, and government financial aid databases. The 

primary analysis file, from which the study Data Analysis System (DAS) was constructed, 

contains data for a total of approximately 10,030 study respondents. The primary analysis file 

contains over 400 variables, developed from multiple B&B:2000/01 data sources. 

Throughout the data collection period, data were processed and examined for quality 

control purposes. Editing of student data began shortly after the start of CATI data collection, 

when procedures and programs for this purpose were first developed. Anomalous values were 

investigated and resolved, where appropriate, through the use of data corrections and logical 

imputations. As shown in table 5.1, numerous interim data files were delivered to NCES for 

review, with each delivery including more of the study data. 

Table 5.1. Interim file deliveries 

Date Description 

10/04/2001 Delivery of about 7,900 completed interviews.—CATI 

11/28/2001 Delivery of about 10,030 completed interviews. —CATI 

12/17/2001 First interim delivery of student information file, school information file, CATI preload file 

coding file, and verbatim text file. 

02/01/2002 Second interim delivery of student information file, school information file, CATI preload 

file coding file, and verbatim text file. 

02/11/2002 Final delivery of student information file, school information file, CATI pre-load file 

coding file, and verbatim text file. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000-2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Complete data obtained through the B&B:2000/01 study are on the restricted files and 

documented by the electronic codebook (ECB). These files and the ECB are available to 

researchers who have applied for and received authorization from NCES to access restricted 

research files. Authorization may be obtained by contacting the NCES Data Security Office. 

The restricted use B&B:2000/01 ECB contains information about the following files: 
Chapter 5 

Variable Construction and File Development 

46

• B&B:2000/01 analysis file—Contains analytic variables derived from all B&B data 

sources as well as selected direct CATI variables for the approximately 10,030 study 

respondents. [B01DER.DAT] 

• B&B:2000/01 CATI student data file—Contains student level raw data collected 

from approximately 10,030 interview respondents. This file excludes any CATI 

“verbatim” variables, which are on the B&B:2000/01 Verbatim Data File described 

below. [B01STUD.DAT] 

• B&B:2000/01 CATI school data file—Contains institution data obtained from the 

B&B:2000/01 student interview. It is a student level file; however, a student can 

have more than one record in the file. There is a separate record for each 

postsecondary institution that students reported they had attended since beginning 

their postsecondary education (up to 5 institutions collected during the NPSAS 

interview, up to 6 additional institutions collected in the follow up interview). 

[B01SCH.DAT] 

• B&B:2000/01 coding results file—Contains the verbatim text and resulting code from 

B&B:2000/01 for post-baccalaureate major field of study, and for employed students, 

industry and occupation. Linkage to other data files is through the student ID. 

[B01COD.DAT] 

• B&B:2000/01 verbatim data file—Contains item level records (i.e., one record per 

variable) for text variables collected in B&B:2000/01 CATI. It is possible to have 

multiple records per student or no records for a student. [B01VERB.DAT] 

• B&B:2000/01 CATI preload file—Contains the data preloaded into the student 

interview for the approximately 10,030 CATI respondents. Preload data should not 

be used for analysis purposes, as they may have been updated during the interview. 

These data are provided for methodological purposes only. [B01PREL.DAT] 

• B&B:2000/01 weights file—Contains all the sampling and analysis weights created 

for B&B:2000/01. There is a separate record for each of the approximately 10,030 

B&B:2000/01 respondents. [B01WT.DAT] 

• B&B:2000/01 nonresponse bias analysis file—Contains records for the 

approximately 11,700 members of the B&B:2000/01 sample. The variables included 

in this dataset allow nonresponse bias analysis and weight adjustment as detailed in 

chapter 6 of this report. [BB01SAMP.DAT] 

• NPSAS:2000 analysis file—Contains analytic variables derived from all NPSAS data 

sources as well as selected direct CATI variables for the approximately 10,030 

B&B:2000/01 respondents. [N2KDER.DAT] 

• NPSAS:2000 CADE data file—Contains raw data collected from institutional records 

for the approximately 10,030 B&B:2000/01 study respondents. This includes about 

9,610 respondents with sufficient data to be considered NPSAS CADE respondents, 

but also includes study respondents not considered CADE respondents. This file 

excludes any CADE “verbatim” variables such as responses to “Other, specify” 

items. [N2KCADE.DAT] 
Chapter 5 

Variable Construction and File Development 

47

• NPSAS:2000 CATI student data file—Contains student level raw data collected from 

about 9,400 B&B:2000/01 respondents to the student interview during the base year 

study. This file excludes any CATI “verbatim” variables, which are located on the 

NPSAS:2000 verbatim data file described below. [N2KCATI.DAT]. 

• NPSAS:2000 CATI school data file—Contains institution data obtained from the 

student interview during the base year study. It is a student level file; however, a 

student can have more than one record in the file. There is a separate record for each 

postsecondary institution that students reported they had attended during the study 

year (up to five institutions). [N2KSCH.DAT] 

• NPSAS:2000 coding results file—Contains the verbatim text and resulting code from 

NPSAS:2000 for post-baccalaureate major field of study, and for employed students, 

industry and occupation. Linkage to other data files is through the student ID. 

[N2KCODE.DAT] 

• NPSAS:2000 verbatim data file—Contains item level records (i.e., one record per 

variable) for text variables collected either during CADE or NPSAS CATI. It is 

possible to have multiple records per student or no records for a student. 

[N2KVERB.DAT] 

• NPSAS:2000 CATI preload file—Contains the data preloaded into the NPSAS 

student interview for the 9,400 B&B study respondents who were also NPSAS CATI 

respondents. It also contains records for the additional 630 B&B respondents who 

were NPSAS nonrespondents, for a total of 10,030 records. Preload data should not 

be used for analysis purposes, as they may have been updated during the interview. 

These data are provided for methodological purposes only. [N2KPREL.DAT] 

• NPSAS:2000 Scholastic Aptitude Test (SAT) data file—Contains SAT data for the 

approximately 3,780 B&B study respondents who matched to Educational Testing 

Service (ETS) for the 1995–1999 test years. [N2KSAT.DAT] 

• NPSAS:2000 American College Test (ACT) data file—Contains ACT data for about 

4,000 B&B study respondents who matched to the ACT database for cohort years 

1991–1992 through 1999–2000. [N2KACT.DAT] 

• NPSAS:2000 institution data file—Contains selected institution level variables for 

about 690 NPSAS sampled institutions with B&B respondents. This file can be 

linked to the CATI Student Data File and CADE Data File by the IPEDS number. 

[N2KINST.DAT] 

• CPS 2001/2002 data file—Contains data received from the central processing system 

(CPS) for approximately 1,480 study respondents who matched to the 2001–2002 

financial aid application files. [CPS01.DAT] 

• CPS 1999/2000 data file—Contains data received from the central processing system 

for the approximately 5,740 B&B study respondents who matched to the 1999–2000 

financial aid application files. [CPS99.DAT] 

• NSLDS file—Contains raw loan level data received from the National Student Loan 

Data System for the nearly 6,750 study respondents who received loans during the 
Chapter 5 

Variable Construction and File Development 

48

2000–2001 year. This is a history file with separate records for each transaction in the 

loan files. [NSLDS.DAT] 

• Pell data file—Contains raw grant level data received from the NSLDS for the B&B 

study respondents who received Pell Grants during the NPSAS year or prior years. 

This is a history file with separate records for each transaction in the Pell system. 

[PELL.DAT] 

• Private school data file—Contains data about private schools in the United States. 

This file was used to extract selected information about the private schools at which 

B&B respondents taught. [PSS.DAT] 

5.2 Data Coding and Editing 

The B&B:2000/01 data were coded and edited using procedures developed and 

implemented for previous NCES-sponsored studies. The coding and editing procedures fell into 

two categories: 

1. Online coding and editing performed during data collection, and 

2. Post-data-collection data editing. 

5.2.1 Online Coding and Editing 

The B&B:2000/01 follow-up study had one major data collection system: CATI. The 

CATI system included edit checks to ensure that data collected were within valid ranges. To the 

extent feasible, this system incorporated across-item consistency edits. While more extensive 

consistency checks would have been technically possible, use of such edits was limited to 

prevent excessive respondent burden. 

The CATI system included online coding systems used for the collection of industry, 

occupation, and major field of study data. Additionally, the CATI system included a coding 

module used to obtain IPEDS information for postsecondary institutions that the student attended 

(other than the NPSAS institution from which they were sampled). Below is a description of the 

online range and consistency checks and the online coding systems incorporated into the 

B&B:2000/01 CATI systems. 

Data for the B&B:2000/01 sample from all NPSAS:2000 files were delivered along with 

B&B:2000/01 files. Users of the data files can find NPSAS:2000 coding and editing process 

reported in detail in the NPSAS:2000 Methodology Report.19 Users of the data files from this 

study are encouraged to refer to that report for further information. 

B&B:2000/01 CATI Range and Consistency Checks 

• Range checks were applied to all numerical entries, such that only valid numeric 

responses could be entered.

 19 Riccobono et al. 2001. 
Chapter 5 

Variable Construction and File Development 

49

• Major field of study was entered by telephone interviewers as a text string. The 

coding software standardized and analyzed the text, and attempted to match the entry 

to a database. The interviewer was presented with one or more choices from which to 

select the appropriate entry in the coding dictionary. 

• Student’s occupation (if the student was employed) was coded by concatenating text 

strings entered for job title and job duties. The coding software then standardized and 

analyzed the text, and attempted to match the entry to the coding dictionary. The 

interviewer was presented with one or more choices, confirming entry with the 

student when multiple choices were presented. 

• Student’s industry (if the student was employed) was entered as a text string. The 

coding software then standardized and analyzed the text, and attempted to match the 

entry to the coding dictionary. The interviewer was presented with one or more 

choices, confirming entry with the student when multiple choices were presented. 

• All postsecondary institutions in which the student had been enrolled since beginning 

his/her postsecondary education were selected from a list, based on the respondent’s 

report and the interviewer’s entry of the city and state in which the institution was 

located. Upon selection, the name of the institution, as well as selected IPEDS 

variables (institutional level, control, tuition) were inserted into the CATI database. 

• If the respondent had taught since earning the bachelor’s degree, the name of the 

elementary or secondary school in which the respondent taught was entered as a text 

string and coded in the elementary/secondary school user exit in a process similar to 

IPEDS (i.e., collect state, city, then school name). Additional variables such as 

county, district, lowest and highest grades offered, and whether the school is public or 

private, were obtained from the NCES Private School Survey (PSS) and Common 

Core of Data (CCD) data files. 

• A verification check was triggered if the number of hours worked per week while 

enrolled exceeded 60 hours. 

• A verification check was triggered if respondents stated that they worked more than 4 

jobs. 

• A verification check was triggered if earnings and income exceeded $1,000,000. 

• A verification check was triggered if the respondent reported a mortgage payment 

over $4,000. 

• A verification check was triggered if the respondent stated that they had 10 or more 

credit cards. 

• A verification check was triggered if the respondent stated that they had become a 

teacher after completing their bachelor’s degree, but reported that they started their 

job prior to July 1999. 

5.2.2 Post-Data-Collection Editing 

Following data collection, the information collected in CATI was subjected to various 

checks and examinations. These checks were intended to confirm that the database reflected 

appropriate skip-pattern relationships and different types of missing data by inserting special 
Chapter 5 

Variable Construction and File Development 

50

codes. There are a variety of explanations for missing data within individual data elements. For 

example, an item may not have been applicable to certain students, a respondent may have 

refused to answer a particular item, or a respondent may not have known the answer to the 

question. Table 5.2 lists the set of consistency codes used to assist analysts in understanding the 

nature of missing data associated with B&B:2000/01 data elements. 

Table 5.2. Description of missing data codes 

Missing data code Description 

–1 Don’t know (CATI variables) 

 Data not available (CADE variables) 

–2 Refused (CATI variables only) 

–3 Not applicable—(CADE and CATI variables only) 

–6 Bad data, out of range 

–7 Item was not reached (abbreviated and partial CATI interviews) 

–8 Item was not reached due to a CATI error 

–9 Data missing, reason unknown (CATI variables) 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/2001). 

Skip-pattern relationships in the database were examined by methodically running crosstabulations between gate items and their associated nested items. In many instances, gate-nest 

relationships had multiple levels within the CADE or CATI instrument. That is, items nested 

within a gate question may themselves have been gate items for additional items. Therefore, 

validating the gate-nest relationships often required much iteration and many multiway crosstabulations. 

The data cleaning and editing process for the B&B:2000/01 data involved a multistage 

process that consisted of the following steps: 

Step 1. Blank or missing data were replaced with –9 for all variables in the CADE or CATI 

database. Also, a one-way frequency listing of every variable in the database was 

generated to confirm that no missing or blank values remained. These same one-way 

frequencies revealed any out-of-range or outlier data values, which were investigated 

and checked for reasonableness against other data values. Example: hourly wages of 

.10, rather than 10. 

Some standard variable recodes were performed during this step. All Yes/No CATI 

variables were recoded from 1=Yes/2=No to 1=Yes/0=No. RTI’s Telephone Survey 

Department standard is to use 1 for Yes and 2 for No. However, 1/0 for Yes/No 

works much better in the DAS and ECB, so the conversion was made in the editing 

process. 

Step 2. Using CADE or CATI source code as specifications, all gate-nest relationships were 

defined in SAS code. The format of the SAS statement should have been as follows: 

IF gate variable EQUAL gate value AND nest variable EQUAL –9 THEN nest 

variable EQUAL –3. 
Chapter 5 

Variable Construction and File Development 

51

This code replaced –9’s with –3’s (the not applicable code) as appropriate or –1 

when the response to the gate was indeterminate (don’t know or refusal). Two-way 

cross-tabulations between each gate-nest combination revealed either numbers of 

nonreplaced –9 codes or “valid” responses in items that should have been skipped. 

Each such instance was investigated to ensure skip-pattern integrity. Typically, 

resolution involved reprogramming the gate-nest relationship to be consistent with 

the CADE or CATI instrument. 

Some logical imputations could occur during this step if nonnegative values were 

assigned to variables that were “missing” and whose values could have been 

implicitly determined (and were thereby skipped in CADE or CATI). For instance, 

if the student did not work while enrolled, then the amount earned should have been 

coded to $0 rather than –3 or –9. If a student indicated that he or she was not 

disabled, then the “nested” disability items under the gate question were logically 

imputed to “no.” On certain occasions, values were filled in that were previously 

skipped because they had a preloaded value. For example, B&B:2001 respondents 

who were also NPSAS:2000 respondents were not asked about their 1999–2000 

enrollment since that information was collected during the NPSAS interview. 

Enrollment data for the 1999–2000 school year were imputed from the base year 

data for these cases. 

Another step that occurred at this stage involved merging to external databases—

IPEDS, PSS, and CCD. During the CATI interview, both postsecondary institutions 

and elementary/secondary schools (for respondents who were teachers) were coded 

online. Subsequent to the interview, these files were merged by the school code to 

pick up additional information including level, control, district, county, etc. for 

delivery with the B&B:2000/01 data. 

Step 3. Based on the section completion indicators, and/or the abbreviated interview 

indicator, the code replaced –9 and –3 with –7 (item not administered). This code 

allows analysts to easily distinguish items not administered from items that were 

either skipped or left blank unintentionally. 

Step 4. One-way frequencies on all categorical variables were regenerated and examined. 

Variables with high counts of –9 were investigated. Frequencies were checked for 

out-of-range or outlier data items. Responses in the one-way frequencies were 

checked to confirm that they had corresponding entries in the VALCODES 

documentation file. If there were any remaining –9 codes, they were replaced with 

the appropriate data code. 
Chapter 5 

Variable Construction and File Development 

52

Step 5. Descriptive statistics were produced for all continuous variables using SAS PROC 

UNIVARIATE. The SAS program first temporarily recoded all values less than zero 

to missing. Minimum, median, maximum, and mean values were examined to assess 

reasonableness of responses. Anomalous data pattern values were investigated and 

corrected as necessary. 

5.3 Composite and Derived Variable Construction 

Analytic variables were created by examining the data available for each student from the 

various data sources, establishing relative priorities of the data sources—on an item-by-item 

basis—and reconciling discrepancies within and between sources. In some cases, the derived or 

composite variables were created by simply assigning a value from the available source of 

information given the highest priority. In other cases, raw interview items were recoded or 

otherwise summarized to create a derived variable. A listing of the set of analysis variables 

derived for B&B:2000/01 appears in appendix F. Specific details regarding the creation of each 

variable appear in the variable descriptions contained in the ECB and DAS. 
53

Chapter 6 

Weighting and Variance Estimation 

This chapter describes the weighting and variance estimation methods used in 

B&B:2000/01. Since the B&B:2000/01 sample was obtained from a complex survey design, 

estimates based on the sample will usually be computed using statistical analysis weights. These 

analysis weights primarily account for the unequal probabilities of selection in the sample. 

However, they also contain adjustments to account for the potential bias due to nonresponse, and 

are poststratified to known population totals to improve overall efficiency. Weights can be 

developed for use with a variety of variance estimation approaches and here weights are 

provided for two approaches: Taylor series and balance repeated replication. 

This chapter describes the development of the final study weights, starting with a 

description of how initial design-based sample weights were obtained, and continuing through 

later adjustments up to the construction of final weights for two different variance estimation 

approaches. Included is an evaluation of the adequacy of the weights and adjustments and a 

description of the two methods provided for obtaining variance estimates from the final weights. 

Aspects of the B&B:2000/01 statistical analysis not related to weight development are provided 

in the appendices: survey design effects are described in appendix G, and item nonresponse 

analysis is provided in appendix H. Instructions for the use of the final analysis weights are 

provided in appendix I. 

Section 6.1 describes how initial B&B:2000/01 weights were obtained from 

NPSAS:2000 weights and the B&B:2000/01 sampling design. Section 6.2 provides a summary 

of the types of nonresponse observed in the B&B:2000/01 sample and compares response 

behavior of individuals in NPSAS:2000 and B&B:2000/01. Tests for nonresponse bias are 

reported in section 6.3. Nonresponse adjustment is the subject of section 6.4, including selection 

of model predictors, an overview of the adjustment model (see also appendix F), and summary 

statistics for the successive adjustments of location nonresponse, refusal nonresponse, nonrefusal 

nonresponse, and poststratification. Section 6.5 summarizes weight and adjustment factor 

distributions and applies a variety of methods to evaluate the performance of the adjustment 

methods. It also provides both a brief analysis of potential bias due to the use of abbreviated 

interviews and the overall estimated study response rates. Finally, section 6.6 describes the two 

supported methods of variance estimation (Taylor series and balanced repeated replication), as 

well as how weights and analysis strata were developed. 

6.1 Obtaining Initial Weights 

The B&B:2000/01 sample design includes the first two stages of the NPSAS:2000 

sample design and an additional B&B:2000/01-specific stage in which a subsample was selected 

from confirmed and potential baccalaureate recipients identified at the end of the NPSAS:2000 

sample. All confirmed baccalaureate recipients were selected into the B&B:2000/01 sample, 
Chapter 6 

Weighting and Variance Estimation 

54

while (nonresponding) potential baccalaureate recipients were randomly selected according to 

probabilities based on a measure of size, which was the estimate of the NPSAS:2000 study 

weight at the time of sample selection. Once the B&B:2000/01 sample had been selected, initial 

B&B:2000/01 weights were obtained by adjusting the NPSAS:2000 study weights for both the 

B&B:2000/01 subsample design and the presence of study-ineligible individuals on the 

B&B:2000/01 sampling frame. These two adjustments are now described in more detail. 

6.1.1 Subsampling Weight Adjustment 

For the B&B:2000/01 study, the sampling frame contained about 10,400 NPSAS:2000 

confirmed baccalaureates and about 3,520 CATI nonresponding potential baccalaureates who 

were CADE respondents. This represented the NPSAS:2000 second-stage sample restricted—to 

the extent possible—to the target population of baccalaureate recipients. 

To adjust the NPSAS:2000 study weights for subsample selection, the about 13,920 

individuals on the subsample frame are numbered from i=1,..., 13,920, and w*1i is the final 

NPSAS:2000 study weight for individual i. From section 2.1.2, the selection probability πi for 

individual i is as follows: 

1 if individual is a confirmed baccalaureate or

certainty selection, and

( ) otherwise.

i

i

i i

j

j A

i

nA S

S

π

∈

=

=

∑

 

where Ai contains all non-certainty individuals in the stratum to which i belongs, and n(Ai) is the 

number of certainty selections in that stratum. The measure of size for individual i is given by Si. 

The subsampling weight component a*1i for individual i is then the reciprocal of this 

probability a*1i=πi

-1, and the weight w*2i for individual i which accounts for subsampling is then 

w*2i=w*1ia*1iIi, where Ii is an indicator variable for the presence of individual i in the subsample: 

0 if individual is not in the subsample,

1 if individual is in the subsample.

i I i

i

=

= 

Since each individual on the sampling frame has different sample weights w*1i, the 

estimate of the subpopulation total, ∑=

13920

1

*

1 i

w i , is not preserved by these adjusted weights; that 

is, ∑ ∑ = = ≠

13920

1

13920

1

*

1

*

2 i i

w i w i . A simple ratio adjustment was made to account for this total based on 

the full sample by rescaling the weights of sampled potential baccalaureate recipients so that the 

subpopulation total was preserved. Denote the set of all about 3,520 potential baccalaureate 

recipients as B. The ratio adjustment can be stated as follows: 

*

1

*

2 *

2

if , and

1 otherwise.

j

j B

i

j

j B

w

a iB

w

∈

∈

= ∈

=

∑

∑ 
Chapter 6 

Weighting and Variance Estimation 

55

The new ratio-adjusted weight is then w*

3i=w*2ia*2i. In the B&B:2000/01 study, the 

observed adjustment was, in fact, very small, a*

2i= 0.99993 for all i0B. 

6.1.2 Eligibility Weight Adjustment 

At the conclusion of B&B:2000/01 sampling, some of the potential baccalaureate 

recipients had unconfirmed eligibility due to nonresponse, so an additional weight adjustment 

was made in compensation. This adjustment was made within weighting classes defined by the 

five non-empty levels of institutional sector (the cross of institutional control and institutional 

level). Within each class, the proportion eligible was estimated using the observed proportions in 

the B&B:2000/01 respondents. 

The estimated proportion eligible p j ˆ in level j of institutional sector is as follows: 

 

*

3

*

3

ˆ 1,...,5 j

j

i i

i A

j

i i

i A

w I

p j w J

∈

∈

= =

∑

∑

where Aj, for j=1...,5, is a set of individuals in level j of institutional sector, Ii=1 if individual i is 

eligible, Ii = 0 otherwise,20 and Ji=1 if the eligibility status of individual i is known, Ji=0 

otherwise.21 The adjustment factor a*

3i for the eligibility of individual i is then 

*

3

j

1 if individual is known eligible,

0 if individual is known ineligible, or 

ˆ if and individual is of unknown eligibility.

i

j

a i

i

p iA i

=

=

= ∈

The initial weight for individual i in the B&B:2000/01 study is then w1i=w*

3ia*3i. 

6.2 Response Classification of the Collected Sample 

The nonresponse that was observed in B&B:2000/01 can be classified into a variety of 

types, and this classification will be used later in fitting models for nonresponse adjustment. An 

overview of the distribution of the types of nonresponse in the B&B:2000/01 subsample is now 

provided. Overall, the B&B:2000/01 subsample had an unweighted 86 percent response rate; of 

the about 11,700 individuals selected in the B&B:2000/01 subsample, a total of about 10,030 

were respondents. 

Nonresponse was classified into three types for later use with weight adjustment models: 

• location nonresponse (unable to locate), 

• refusal nonresponse, and 

• nonrefusal nonresponse (e.g., still attempting to schedule interview, language 

barriers). 

 20Individuals were considered eligible if they were either NPSAS:2000 confirmed baccalaureate recipients who were 

B&B:2000/01 nonrespondents, or if they were B&B:2000/01 respondents who confirmed receiving a degree. 21Eligibility status was known if they were eligible as described above, or if they were revealed to be ineligible during 

the B&B:2000/01 CATI interview, or if they were deceased. 
Chapter 6 

Weighting and Variance Estimation 

56

The distribution of these types of nonresponse among all sampled individuals is provided 

in table 6.1. Within the table, it can be seen that location was the most common type of 

nonresponse at 7 percent of the sample, followed by refusal at 5 percent, and nonrefusal at 

3 percent. 

Table 6.1. B&B 2000/01 respondent classifications and observed sample counts and 

percentages 

Response 

status Classification Total Percent 

Cumulative 

classification 

Cumulative 

total 

Cumulative 

percent 

Respondent Respondent 10,030 86 Respondent 10,030 86 

 

Nonrespondent Nonrefusal 300 3 Nonrefusals 10,330 88 

 Refusal 530 5 Located 10,860 93 

 Location 760 7 Eligible 11,620 99 

Excluded Ineligible 80 1 Sampled 11,700 100 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–-2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

The five categories of response status are also grouped according to a “cumulative 

classification” that was used in fitting nonresponse models. Beginning with the approximately 

10,030 respondents, this classification successively groups the response status categories of 

table 6.1, leading to cumulative classifications of respondents, nonrefusals (respondents plus 

nonrefusal nonrespondents), located (respondents and nonrespondents who were located), all 

eligible sample students, and finally, all 11,700 sampled students. From table 6.1, for example, it 

can be seen that there were a total of 10,330 nonrefusals, which is equal to 10,030 respondents 

plus 300 nonrefusal nonrespondents. 

Since the B&B:2000/01 subsample was drawn from the NPSAS:2000 sample, individual 

response status can be compared across these two samples, and this comparison is made in 

table 6.2. The counts in the table show that individuals who were NPSAS:2000 CATI 

respondents had a 90 percent response rate in B&B:2000/01, while NPSAS:2000 CATI 

nonrespondents had a response rate of 48 percent. The counts also show that rankings of the 

various response types according to sample size are the same across the two groups. 
Chapter 6 

Weighting and Variance Estimation 

57

Table 6.2. B&B:2000/01 respondent classification counts and percentages, by NPSAS:2000 

CATI response status 

B&B:2000/01 

classification 

NPSAS:2000 

CATI 

respondents 

Percent of 

NPSAS:2000 CATI 

respondents 

NPSAS:2000 CATI 

nonrespondents 

Percent of 

NPSAS:2000 CATI 

nonrespondents 

All individuals 10,400 100 1,300 100 

Respondents 9,400 90 630 48 

Nonrespondents 

 Nonrefusal 210 2 90 7 

 Refusal 350 3 180 14 

 Location 430 4 330 26 

Ineligible 10 # 70 5 

# Rounds to zero. 

NOTE: Individuals in the B&B:2000/01 sample were restricted NPSAS CADE respondents as discussed in section 2.1.4. Details 

may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

In addition to types of nonrespondents, two types of respondents can also be considered: 

late respondents and refusal conversions. Late respondents should show similar behavior to 

location nonrespondents and refusal-conversion respondents should show similar behavior to 

refusal nonrespondents. With these comparisons in mind, these respondent types are discussed 

in section 6.3.3. Late respondents were defined as individuals who responded after October 15, 

2001. There were about 1,430 late respondents in the B&B:2000/01 subsample, 14 percent of 

the total number of respondents. Refusal conversions were individuals who initially refused to 

participate in the interview, but later were convinced to respond. There were about 970 refusal 

conversions, 10 percent of the total number of respondents. 

6.3 Assessing Nonresponse Bias 

The substantial amount of unit nonresponse in the B&B:2000/01 sample of NPSAS:2000 

CATI nonrespondents may lead to nonresponse bias in survey estimates. With outside 

knowledge from NPSAS:2000 of variable values for both B&B:2000/01 respondents and 

nonrespondents, however, tests for potential nonresponse bias can be performed to check if any 

bias can be detected. This section defines nonresponse bias and presents the results of such tests 

for the B&B:2000/01 sample. 

6.3.1 Nonresponse Bias: Definition and Tests 

Nonresponse bias can occur when survey respondents and nonrespondents differ in their 

response distributions for variables of interest. Unit nonresponse is considered here, the type that 

occurs when a sampled individual does not respond to any of the survey questions.22 Another 

type of nonresponse, item nonresponse, occurs when otherwise responding individuals fail to 

respond to specific survey questions. Item nonresponse is considered separately in appendix H. 

 22Unit nonresponse is referred to throughout this report as simply “nonresponse.” Item nonresponse is referred to 

specifically as “item nonresponse.” 
Chapter 6 

Weighting and Variance Estimation 

58

Suppose that a design-unbiased estimator y is available to estimate population mean μ

from the target population of interest. Estimator y may be a good estimator to use with no 

nonresponse, but in the presence of nonresponse it can easily become biased. To estimate and 

correct for this bias, a model for nonresponse is required. 

Assume that the population can be divided into two groups: a group of responders and a 

group of nonresponders. Each of these groups may have a different distribution for y , the 

variable of interest, and as a result, the means can differ between the two groups: for the 

responders μ R and for the nonresponders μ NR . The proportion of nonresponders will be η (the 

nonresponse rate), and the proportion of responders therefore is1 . A mixture model structure −η

for nonresponse is being assumed. A consequence of this mixture model is that the population 

mean μ can be expressed in terms of the subpopulation means and nonresponse rate as follows: 

μ = −η μ R +ημ NR ( . 1 )

The bias ( ) R B y of the estimator R y of mean response in the respondent group is defined 

as follows: 

B( yR ) = E[ yR ] − μ

= μ R − μ

because R y is unbiased for μ R , and the bias is the difference between the mean of the 

respondent group and the mean of the population as a whole. 

This bias can be estimated for variables whose values are known for both respondents 

and nonrespondents. Substituting the mixture model population mean expression and replacing 

parameters with their estimates gives the following: 

( ) ((1 ˆ) ˆ ) ˆ( ) ˆ R R R NR R NR B y = y − −η y +ηy =η y − y , 

whereηˆ is the estimated nonresponse rate, and NR y is the nonrespondent sample mean. Similar 

to a coefficient of variation, the bias can be adjusted by dividing through by the respondent 

mean. This gives the relative bias 

ˆ( ) ˆ ( ) R

R

R

B y RB y

y = . 

The variance of the bias can be estimated as: 

2 ˆˆ ˆ ( ( )) ( ) ˆ Var B y Var y y R R NR = − η . 

This variance can be estimated in SUDAAN by Taylor series linearization, taking into account 

the covariance between R y and NR y induced by the multistage stratified sampling design.
Chapter 6 

Weighting and Variance Estimation 

59

6.3.2 Nonresponse Bias Analysis for Selected NPSAS:2000 Variables 

Prior to making any adjustments for nonresponse bias, statistical tests were performed to 

test for the presence of nonresponse bias. Two tests of bias were performed: a test for bias at a 

specific level of a variable, and a test for bias over all levels of a variable. The first test is a t-test 

based on the difference in proportions in the responding and nonresponding groups at a given 

variable level; the second is a chi-square test of heterogeneity of the distributions of respondents 

and nonrespondents over all levels of a given variable. Both of these tests are conducted in 

SUDAAN, which takes account of the complex survey design as well as potential cluster 

correlation in the data. 

Nonresponse bias was tested in variables that were available for both respondents and 

nonrespondents in the B&B:2000/01 sample. Since all individuals in the B&B:2000/01 

sampling frame were NPSAS:2000 CADE respondents, the NPSAS:2000 CADE variables were 

available for the nonresponse analysis. Of these variables, the ones that were selected are as 

follows: 

• Type of institution, 

• Type of institution crossed with enrollment category, 

• Institution region, 

• Gender, 

• Age, 

• Race, 

• Hispanic, 

• Citizenship, 

• Attendance status, 

• Income, 

• Applied for aid, 

• Received federal aid, 

• Received Pell Grant, 

• Received Stafford Loan, 

• Received state aid, 

• Received institution aid, and 

• Received any aid. 

For compatibility with later nonresponse modeling, only categorical variables were used 

in the nonresponse analysis. Some of the above variables, such as age, are therefore collapsed 

versions of initially continuous variables. 

Since these variables are all categorical, the response associated with each individual is 

simply the category to which the individual belongs, and so the mean parameters being estimated 

for respondents and nonrespondents are vectors of proportions. 
Chapter 6 

Weighting and Variance Estimation 

60

The results of the nonresponse bias t-tests are given in table 6.3. From this table it can be 

seen that many levels of the tested variables had significant nonresponse bias. The only 

variables that did not show any levels of significant nonresponse bias were the two institution 

level variables—institutional sector and the cross of institutional control and enrollment 

category—and the individual level variables indicating recipient of Pell grant or state aid. All 

other variables had at least one significant t-test. Note that in cases of two-level variables, if one 

t-test is significant, the other is as well. This consistency occurs because the test is a two sample 

test of proportions, and is invariant to the labeling of the levels. For example, the test of bias 

comparing percent male respondents against percent male nonrespondents is the same as the test 

of bias comparing percent female respondents (100 percent minus percent male respondents) to 

percent female nonrespondents (100 percent minus percent male nonrespondents). 

The results of the nonresponse bias chi-squared tests are given in table 6.4 and are 

consistent with the results of the t-tests. Most variables with at least one significant t-test had a 

significant chi-square test, and significant chi-square tests typically had at least one significant 

t-test. 

6.3.3 Analysis of Selected B&B:2000/01 Variables for Potential 

Nonresponse Bias 

In addition to testing for nonresponse bias directly by comparing distributions of 

respondents and nonrespondents on levels of variables known for both, behavior suggestive of 

nonresponse can be tested using variables with values known only for B&B:2000/01 CATI 

interview respondents. To do this, respondents are divided into two groups, one of which has 

nonresponse-like behavior. Two comparisons are considered: late respondents versus other (not 

late) respondents, and refusal conversions versus other (never-refused) respondents. 

For the comparison of late respondents versus other (not late) respondents, significant 

differences in means would be suggestive of potential nonresponse bias due to inability to locate 

sampled individuals. The results of t-tests among means of these two groups for selected 

B&B:2000/01 CATI interview variables are given in table 6.5. The table shows that there are 

significant differences for levels of ever married, supports children, and military status. 

Enrollment in 2000–2001 and previous teaching experience show no significant differences 

among their levels. 
Chapter 6 

Weighting and Variance Estimation 

61

Table 6.3. Nonrespondents versus respondents: Percentages and bias tests for selected 

NPSAS:2000 variables 

Variable description 

Number of 

respondents 

Number of 

nonrespondents 

Percent 

respondent 

distribution 

Percent 

nonrespondent 

distribution 

Nonresponse 

bias 

Percent 

relative 

bias P-value 

Institutional sector 

Public 4-year 6,460 1,030 65 66 –0.0008 –0.1 0.78 

Non-doctorate-granting 2,060 300 19 18 –0.0023 1.2 0.37 

Doctorate granting 4,400 730 46 48 –0.0031 –0.7 0.30 

Private not-for-profit 4-year 3,450 540 34 33 0.0010 0.3 0.74 

Non-doctorate-granting 1,920 260 20 17 0.0053 2.7 0.03 

Doctorate-granting 1,530 280 14 16 –0.0043 –3.1 0.03 

Private for-profit 4-year 120 30 1 1 –0.0001 –1.2 0.77 

Institutional control and enrollment 

category 

Public 

Fewer than 1,000 10 0 # 0 # # 0.16 

1,000–2,499 120 10 1 1 0.0005 6.0 0.21 

2,500–4,999 360 60 4 3 0.0007 2.0 0.62 

5,000–9,999 1,090 150 9 8 0.0021 2.4 0.09 

10,000–19,999 1,780 260 18 17 0.0007 0.4 0.77 

20,000 or more 3,110 560 34 37 –0.0049 –1.4 0.09 

Private not-for-profit 

Fewer than 1,000 270 30 2 2 0.0009 4.1 0.25 

1,000–2,499 840 110 8 7 0.0028 3.4 0.04 

2,500–4,999 880 130 9 9 0.0003 0.3 0.86 

5,000–9,999 590 100 6 6 –0.0006 –1.0 0.67 

10,000 or more 870 160 9 10 –0.0026 –3.0 0.14 

Private for-profit 

Fewer than 999 20 10 # # 0.0001 4.0 0.39 

1,000 or more 100 20 1 1 –0.0003 –2.9 0.54 

Institution region 

New England 600 130 7 9 –0.0034 –5.1 0.04 

Mid East 1,860 280 18 17 0.0015 0.8 0.44 

Great Lakes 1,670 250 16 16 0.0010 0.6 0.63 

Plains 860 130 9 8 0.0020 2.3 0.26 

South East 2,410 310 23 18 0.0072 3.2 0.00* 

South West 990 180 10 12 –0.0034 –3.5 0.09 

Rocky Mountains 400 50 4 3 0.0015 4.0 0.22 

Far West 1,130 250 13 17 –0.0068 –5.2 0.00* 

Outlying Area 110 20 1 1 0.0004 2.9 0.64 

Gender 

Male 3,850 710 41 46 –0.0091 –2.2 0.00* 

Female 6,180 890 59 54 0.0091 1.5 0.00* 

Age 

21 or younger 2,660 360 26 22 0.0077 2.9 0.00* 

22 2,510 380 24 22 0.0042 1.8 0.09 

23 1,340 230 13 14 –0.0005 –0.4 0.82 

24 to 27 1,580 330 16 22 –0.0103 –6.3 0.00* 

28 or older 1,950 310 20 21 –0.0012 –0.6 0.63 

Race 

White 8,170 1,180 80 73 0.0127 1.6 0.00* 

Black or African American 790 140 8 9 –0.0016 –1.9 0.34 

Asian 460 170 5 12 –0.0116 –22.4 0.00* 

American Indian/Alaska Native 80 10 1 1 –0.0001 –1.3 0.85 

Native Hawaiian/Other Pacific Islander 60 20 1 1 –0.0012 –17.4 0.06 

Other 480 70 5 4 0.0019 3.8 0.13 

Hispanic 

Yes 700 160 8 11 –0.0042 –5.0 0.04* 

No 9,330 1,440 92 89 0.0042 0.5 0.04* 

Citizenship 

U.S. citizen 9,610 1,400 95 86 0.0166 1.7 0.00* 

Resident alien 290 70 3 5 –0.0032 –9.4 0.02* 

Foreign/international student 130 120 2 9 –0.0134 –85.4 0.00* 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

62

Table 6.3. Nonrespondents versus respondents: Percentages and bias tests for selected 

NPSAS:2000 variables—Continued 

Variable description 

Number of 

respondents

Number of

nonrespondents

Percent 

respondent

distribution

Percent 

nonrespondent

distribution 

Nonresponse 

bias 

Percent 

relative 

bias P-value 

Attendance status 

Full-time/full year, 1 institution 4,900 740 47 44 0.0059 1.3 0.04 

Full-time/full year, more than 1 institution 380 40 3 2 0.0015 5.0 0.07 

Full-time/part year 2,100 310 21 18 0.0056 2.7 0.02 

Part-time/full year, 1 institution 1,150 210 13 15 –0.0034 –2.6 0.10 

Part-time/full year, more than 1 institution 150 10 1 1 0.0008 8.0 0.09 

Part-time/part year 1,360 280 15 21 –0.0106 –7.1 0.00* 

Parents’ income (for dependent students) 

Less than $10,000 190 30 2 2 –0.0001 –0.5 0.92 

$10,000–$19,999 300 50 3 3 –0.0005 –1.7 0.61 

$20,000–$29,999 520 80 5 5 0.0005 1.0 0.67 

$30,000–$39,999 500 80 5 5 –0.0009 –1.8 0.43 

$40,000–$49,999 590 90 6 5 0.0006 1.0 0.62 

$50,000–$59,999 580 90 6 6 0.0007 1.2 0.56 

$60,000–$69,999 580 90 6 5 0.0001 0.2 0.93 

$70,000–$79,999 500 70 5 4 0.0009 1.8 0.45 

$80,000–$99,999 820 110 8 6 0.0041 5.1 0.00 

$100,000 or more 1,260 170 13 9 0.0068 5.2 0.00* 

Student’s income (for independent students) 

Less than $5,000 680 130 6 8 –0.0027 –4.5 0.10 

$5,000–$9,999 600 110 6 7 –0.0024 –4.0 0.12 

$10,000–$19,999 840 140 9 9 –0.0005 –0.6 0.75 

$20,000–$29,999 560 120 6 8 –0.0033 –5.5 0.06 

$30,000–$49,999 740 130 7 10 –0.0039 –5.6 0.03 

$50,000 or more 770 120 9 8 0.0006 0.7 0.72 

Applied for aid 

Yes 5,930 810 57 50 0.0137 2.4 0.00* 

No 4,100 780 43 50 –0.0137 –3.2 0.00* 

Receipt of federal aid 

Yes 5,220 710 51 43 0.0141 2.8 0.00* 

No 4,810 880 49 57 –0.0141 –2.9 0.00* 

Receipt of Pell grant 

Yes 2,350 340 22 21 0.0022 1.0 0.34 

No 7,680 1,250 78 79 –0.0022 –0.3 0.34 

Receipt of Stafford loan 

Yes 4,510 620 45 38 0.0115 2.6 0.00* 

No 5,520 970 56 62 –0.0115 –2.1 0.00* 

Receipt of state aid 

Yes 1,950 260 17 15 0.0035 2.1 0.08 

No 8,080 1,340 83 85 –0.0035 –0.4 0.08 

Receipt of institution aid 

Yes 3,360 470 31 28 0.0067 2.2 0.01* 

No 6,670 1,120 69 73 –0.0067 –1.0 0.01* 

Receipt of any aid 

Yes 7,080 970 69 60 0.0163 2.4 0.00* 

No 2,950 620 31 40 –0.0163 –5.3 0.00* 

# Rounds to zero. All zeros provided in this table are actual values. 

*Difference between respondents and nonrespondents is significant at the .05/(c–1) level, where c is the number of categories within the 

primary variable. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

63

Table 6.4. Nonrespondents versus respondents: Chi-square tests for selected NPSAS:2000 

variables 

Variable description Chi-square 

Degrees of 

freedom P-value 

Institutional sector 9.9 4 0.05* 

Institutional control and enrollment category 17.2 12 0.15 

Institution region 26.2 8 0.00* 

Gender 8.4 1 0.00* 

Age 23.4 4 0.00* 

Race 40.6 5 0.00* 

Hispanic 4.3 1 0.04* 

Citizenship 72.7 2 0.00* 

Attendance status 29.9 5 0.00* 

Income of independent students and parents of dependent students 39.2 15 0.00* 

Applied for aid 21.8 1 0.00* 

Receipt of federal aid 24.4 1 0.00* 

Receipt of Pell grant 0.9 1 0.34 

Receipt of Stafford loan 17.2 1 0.00* 

Receipt of state aid 3.1 1 0.08 

Receipt of institution aid 6.0 1 0.01* 

Receipt of any aid 31.5 1 0.00* 

* Significant at the α=.05 level. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Table 6.5. Late respondents versus other respondents: Percentages and bias tests for 

selected B&B:2000/01 variables 

Variable description 

Number of 

other 

respondents

Number of late 

respondents

Percent other 

respondents 

distribution

Percent late 

respondents 

distribution

Late 

respondent 

bias 

Percent 

relative 

bias P-value 

Ever married 

Yes 3,170 460 36 31 0.0078 2.2 0.01* 

No 5,400 970 64 69 –0.0078 –1.2 0.01* 

Have children 

Yes 1,640 180 19 16 0.0045 2.4 0.02* 

No 6,860 940 81 84 –0.0045 –0.6 0.02* 

Military status 

Veteran 270 30 3 3 0.0007 2.1 0.56 

Active duty 90 20 1 2 –0.0016 –15.0 0.14 

Reserves 80 10 1 # 0.0008 8.7 0.00* 

None 7,900 1,040 92 93 –0.0006 –0.1 0.76 

Non-citizen 190 30 3 2 0.0006 2.3 0.48 

Enrolled in 2000–01 

Yes 3,130 440 35 36 0.0000 0.0 1.00 

No 5,410 740 65 65 0.0000 0.0 1.00 

Teacher 

Yes 1,800 210 17 16 0.0020 1.1 0.29 

No 6,700 910 83 84 –0.0020 –0.2 0.29 

# Rounds to zero. 

*Difference between converted refusals and other respondents is significant at the .05/(c–1) level, where c is the number of 

categories within the primary variable. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

64

The chi-square tests of heterogeneity for late-respondents versus other respondents are 

given in table 6.6. Ever married, supports children, and military status have significant 

heterogeneity, while enrollment in 2000–2001 and previous teaching experience do not. These 

results are consistent with those of the t-tests, and suggest the potential for location nonresponse 

bias associated with variable levels with significant tests. 

Table 6.6. Late respondents versus other respondents: Chi-square tests of heterogeneity 

for selected B&B:2000/01 variables 

Variable description Chi-square Degrees of freedom P-value 

Ever married 7.6 1 0.00* 

Have children 5.2 1 0.02* 

Military status 12.5 4 0.02* 

Enrolled in 2000–01 0.0 1 0.99 

Teacher 1.1 1 0.29 

* Significant at the α=.05 level. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

For the comparison between groups of converted refusals versus other respondents who 

never refused, significant differences in means would suggest potential refusal bias among the 

true nonrespondents. Converted refusals are respondents who initially refused to be surveyed but 

later agreed. Results of t-tests and chi-square tests for converted refusals versus other 

respondents for selected B&B:2000/01 CATI variables are given in tables 6.7 and 6.8. These 

tables show that no significance was detected on either t-tests or chi-square tests for any of the 

selected variables. These analyses do not suggest any potential refusal nonresponse bias related 

to these variables. 

Table 6.7. Converted refusals versus other respondents: Percentages and bias tests for 

selected B&B:2000/01 variables 

Variable description 

Number of 

nonrefusals 

Number of 

converted 

refusals 

Percent 

nonrefusal 

distribution 

Percent 

converted 

refusal 

distribution

Converted 

refusal bias 

Percent 

relative 

bias P-value 

Ever married 

Yes 3,210 420 35 38 –0.0040 –1.2 0.12 

No 5,820 550 65 62 0.0040 0.6 0.12 

Have children 

Yes 1,630 200 18 21 –0.0032 –1.8 0.27 

No 7,110 700 82 79 0.0032 0.4 0.27 

Military status 

Veteran 270 20 3 2 0.0010 3.0 0.11 

Active duty 90 10 1 3 –0.0016 –15.0 0.14 

Reserves 80 10 1 1 0.0001 1.2 0.86 

None 8,110 830 92 91 0.0016 0.2 0.31 

Non-citizen 200 20 2 4 –0.0011 –4.4 0.27 

Enrolled in 2000–01 

Yes 3,270 300 35 32 0.0036 1.0 0.21 

No 5,540 610 65 68 –0.0036 –0.6 0.21 

Teacher 

Yes 1,830 180 17 15 0.0024 1.4 0.16 

No 6,890 710 83 85 –0.0024 –0.3 0.16 

NOTE: None of the p-values in this table were significant at the .05(c-1) level, where c is the number of categories within the

primary variable. Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

65

Table 6.8. Converted refusals versus other respondents: Chi-square tests of heterogeneity 

for selected B&B:2000/01 variables 

Variable description Chi-square Degrees of freedom P-value 

Ever married 2.52 1 0.11 

Have children 1.19 1 0.28 

Military status 5.61 4 0.23 

Enrolled in 2000–01 1.57 1 0.21 

Teacher 1.94 1 0.16 

NOTE: None of the p-values in this table were significant at the .05 level. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

All of the above tests were restricted to individuals who were item respondents in the 

CATI interview. There should not be any substantial effect of item nonresponse, as none of the 

selected variables had more than an estimated 2 percent item nonresponse rate. 

6.4 Adjusting for Nonresponse Bias and Poststratification 

The analysis of the previous section suggests some nonresponse bias in a number of the 

NPSAS:2000 variables. This nonresponse bias can be reduced by adjusting individual weights 

using variables whose values are known for both respondents and nonrespondents. Further 

adjustment can be accomplished by poststratification to make the weights consistent with known 

population totals. 

In this section, methods used to perform weight adjustments are described, as well as 

their application to the B&B:2000/01 initial weights. The results and performance of these 

adjustment methods also are discussed. Weight adjustment proceeds in the following stages: 

identification of model predictors, generalized exponential model (GEM) adjustment for 

nonresponse, and finally GEM poststratification adjustment. 

6.4.1 Identification of Model Predictors 

Predictors used in the nonresponse modeling included all variables identified for 

nonresponse analysis in section 6.3.2, as well as certain potentially important interactions. To 

identify these interactions without attempting a methodologically challenging step-wise 

regression procedure, the Chi-square automatic interaction detection (CHAID) algorithm (Kass, 

1980)23 was used. CHAID is a hierarchical clustering algorithm that successively partitions 

individuals according to categorical predictors for a categorical dependent variable. The 

algorithm begins with all study individuals as a whole, and cycles over each predictor, finding 

for each predictor an optimal partition of the individuals according to its levels. The most 

significant optimal partition is then retained, and the CHAID algorithm is again applied to the 

members of that partition to find further partitions using the remaining predictors. The algorithm 

is stopped after a specified number of partitioning steps or if none of the partitions at a given step 

is found to be significant. 

 23Kass, G.V. (1980). An exploratory technique for investigating large quantities of data. Applied Statistics, 119–127. 
Chapter 6 

Weighting and Variance Estimation 

66

Application of the CHAID algorithm provided interaction terms for each of the three 

nonresponse adjustment models: location, refusal, and other. For each model, CHAID was run 

for up to three segments, resulting in identification of two-way and three-way interactions. 

Segments were retained if they were both statistically and practically significant. 

6.4.2 GEM Nonresponse and Poststratification Adjustments 

Four adjustment steps were successively applied to the initial B&B:2000/01 weights to 

adjust for nonresponse bias and known population totals. There were three adjustment steps for 

nonresponse bias: adjustment for inability to locate, adjustment for refusal to respond, and 

adjustment for nonrefusal nonresponse. Since population totals for some variables were 

available through the IPEDS institutional census, there was also a fourth poststratification 

adjustment to make the sample weights consistent with the known postsecondary totals. All 

adjustments were made by successive application of a GEM. 

The RTI-proprietary GEM (Folsom and Singh, 200024; Chen, Penne, and Singh, 200025) 

is a generalization of a logit model. It has several desirable features for weight adjustments, 

including the following: 

1. It is a generalization of the commonly used, well known, and accepted adjustment 

approaches: the raking ratio method and the logit method (see e.g., Deville and 

Särndal, 1992).26 For this reason, initial weights are perturbed minimally, bounds can 

be specified, and poststratification control totals met. 

2. It allows for individual-specific bounds on the weight adjustment factors, allowing for 

the application of special adjustments to those weights identified as having extreme 

values. 

The application of GEM to each adjustment step of the B&B:2000/01 study is described in 

appendix J. 

 24Folsom, R.E. and Singh A.C. (2000). The generalized exponential model for sampling weight calibration for extreme 

values, nonresponse, and poststratification. Proceedings of the American Statistical Association Section on Survey Research 

Method, 598–603. 

25Chen, P., Penne, M.A., and Singh, A.C. (2000). Experience with the generalized exponential model for weight 

calibration for the national household survey on drug abuse. Proceedings of the American Statistical Association Section on 

Survey Research Methods, 604–609. 26Deville, J.C. and Särndal, C.E. (1992). Calibration estimation in survey sampling. Journal of the American 

Statistical Association, 87: 376–382. 
Chapter 6 

Weighting and Variance Estimation 

67

Indexing the eligible individuals in the selected B&B:2000/01 sample from about i = 

1,..., 11620, the four weight adjustments were as follows: 

1

2

3

4

location nonresponse adjustment 

refusal nonresponse adjustment

nonrefusal nonresponse adjustment

poststratification adjustment.

i

i

i

i

a

a

a

a

These weight adjustment factors provide us with successive adjusted weights: 

2 11

3 22

4 33

5 44

location nonresponse adjusted

refusal nonresponse adjusted

nonrefusal nonresponse adjusted

poststratification adjusted.

i ii

i ii

i ii

i ii

w aw

w aw

w aw

w aw

=

=

=

=

Summary statistics for the GEM for each nonresponse adjustment stage are provided in 

tables 6.9, 6.10, and 6.11. Each table lists in its left-most column the levels of predictor 

variables used in the model. The main-effects predictors are the same as those used for the 

nonresponse bias analysis of section 6.3.2. Interaction terms were obtained from the CHAID 

algorithm as described in section 6.4.1 and are listed at the bottom of the tables. For each 

interaction, the variables and their levels are listed in the order of CHAID partitioning. 

For all individuals and by predictor level, the tables provide the number of individuals 

with nonzero weight, number of individuals in the nonresponse category, and the mean weight 

adjustment. These tables again show the general trend, whereby the largest adjustments occur at 

earlier adjustment stages. 
Chapter 6 

Weighting and Variance Estimation 

68

Table 6.9. Location nonresponse sample sizes and mean location weight adjustments at all 

levels of GEM predictor variables 

Variable description 

Number 

located 

Number not 

located 

Mean weight 

adjustment 

All individuals 11,620 760 1.15 

Institutional control 

Public 7,490 500 1.11 

Private not-for-profit 3,990 250 1.21 

Private for-profit 150 20 1.24 

Institutional control and enrollment category 

Public 

Fewer than 2,500 130 10 1.10 

2,500–4,999 420 30 1.25 

5,000–9,999 1,230 60 1.09 

10,000–19,999 2,040 120 1.11 

20,000 or more 3,670 280 1.11 

Private not-for-profit 

Fewer than 1,000 300 20 1.18 

1,000–2,499 950 60 1.15 

2,500–4,999 1,020 60 1.14 

5,000–9,999 690 50 1.18 

10,000 or more 1,030 70 1.35 

Private for-profit 

Fewer than 1,000 30 # 1.11 

1,000 or more 120 10 1.27 

Institution region 

New England 740 50 1.17 

Mid East 2,140 110 1.12 

Great Lakes 1,920 130 1.14 

Plains 980 50 1.13 

South East 2,720 160 1.13 

South West 1,170 100 1.16 

Rocky Mountains 450 20 1.10 

Far West 1,370 130 1.22 

Outlying Area 130 10 1.37 

Gender 

Male 4,560 350 1.17 

Female 7,070 410 1.13 

Age 

21 or younger 3,010 170 1.15 

22 2,890 180 1.12 

23 1,560 120 1.13 

24 to 27 1,910 160 1.17 

28 or older 2,260 140 1.18 

Race 

White 9,350 530 1.12 

Black or African American 930 90 1.23 

Asian 630 90 1.29 

American Indian/Alaska Native 90 10 1.28 

Native Hawaiian/Other Pacific Islander 80 10 1.17 

Other 550 40 1.21 

Hispanic 

Yes 860 100 1.30 

No 10,760 660 1.13 

Citizenship 

U.S. citizen 11,010 660 1.14 

Resident alien 360 40 1.26 

Foreign/international student 250 70 1.58 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

69

Table 6.9. Location nonresponse sample sizes and mean location weight adjustments at all 

levels of GEM predictor variables—Continued 

Variable description 

Number 

located 

Number not 

located 

Mean weight 

adjustment 

Attendance status 

Full-time/full year, 1 institution 5,650 340 1.12 

Full-time/full year, more than 1 institution 420 10 1.23 

Full-time/part year 2,410 150 1.13 

Part-time/full year, 1 institution 1,360 110 1.17 

Part-time/full year, more than 1 institution 160 # 1.15 

Part-time/part year 1,640 140 1.20 

Parents’ income (for dependent students) 

Less than $10,000 220 20 1.15 

$10,000–$19,999 350 30 1.16 

$20,000–$29,999 600 40 1.14 

$30,000–$39,999 590 50 1.13 

$40,000–$49,999 670 40 1.13 

$50,000–$59,999 670 40 1.13 

$60,000–$69,999 670 40 1.11 

$70,000–$79,999 570 30 1.12 

$80,000–$99,999 930 40 1.12 

$100,000 or more 1,420 70 1.13 

Student’s income (for independent students) 

Less than $5,000 800 60 1.17 

$5,000–$9,999 710 60 1.15 

$10,000–$19,999 980 80 1.16 

$20,000–$29,999 680 60 1.18 

$30,000–$49,999 870 60 1.18 

$50,000 or more 890 50 1.18 

Applied for aid 

Yes 6,740 410 1.14 

No 4,880 350 1.15 

Receipt of federal aid 

Yes 5,930 360 1.14 

No 5,690 400 1.15 

Receipt of Pell grant 

Yes 2,690 180 1.14 

No 8,930 580 1.15 

Receipt of Stafford loan 

Yes 5,130 320 1.14 

No 6,490 440 1.15 

Receipt of state aid 

Yes 2,200 130 1.11 

No 9,420 630 1.15 

Receipt of institution aid 

Yes 3,830 220 1.13 

No 7,790 540 1.15 

Receipt of any aid 

Yes 8,050 480 1.14 

No 3,580 280 1.16 

NPSAS response status 

CADE only 1,230 330 1.40 

CATI only 470 30 1.33 

CADE and CATI 9,930 400 1.11 

Telephone numbers available 

0 or 1 number 700 110 1.31 

2 numbers 1,730 120 1.15 

3 numbers 2,580 140 1.14 

4 numbers 2,500 120 1.12 

5 numbers 2,030 90 1.12 

6 numbers 1,130 60 1.11 

7 or more numbers 950 130 1.24 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

70

Table 6.9. Location nonresponse sample sizes and mean location weight adjustments at all 

levels of GEM predictor variables—Continued

Variable description 

Number 

located 

Number not 

located 

Mean weight 

adjustment

Number of times answering machine was encountered 

None 2,350 210 1.19 

Once 1,540 70 1.14 

More than once 7,730 480 1.14 

Student was in field cluster area 

Yes 6,220 390 1.15 

No 5,400 380 1.15 

Interaction segments 

1=CADE respondent, Zero answering machine contacts, In field cluster 

area 170 50 1.52 

2=CADE respondent, Zero answering machine contacts, Not in field 

cluster area 130 70 2.16 

3=CADE respondent, One or more answering machine contacts, Zero or 

one phone numbers available 120 20 1.26 

4=CADE respondent, One or more answering machine contacts, Two or 

more phone numbers available 820 190 1.33 

5=CATI or CADE&CATI respondent, Zero or one phone numbers 

available, US citizen or resident alien 460 20 1.21 

6=CATI or CADE&CATI respondent, Zero or one phone numbers 

available, Foreign/International student 20 # 1.15 

7=CATI or CADE&CATI respondent, Two or more phone numbers 

available, Age 21 or less 2,660 90 1.12 

8=CATI or CADE&CATI respondent, Two or more phone numbers 

available, Age 22 or more 7,250 310 1.12 

# Rounds to zero. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

71

Table 6.10. Refusal nonresponse sample sizes and mean refusal weight adjustments at all 

levels of GEM predictor variables 

Variable description 

Number 

nonrefusals 

Number 

refusals 

Mean weight 

adjustment 

All individuals 10,860 530 1.06 

Institutional control 

Public 6,990 340 1.06 

Private not-for-profit 3,740 180 1.06 

Private for-profit 130 10 1.02 

Institutional control and enrollment category 

Public 

Fewer than 2,500 130 # 1.01 

2,500–4,999 390 30 1.10 

5,000–9,999 1,170 50 1.05 

10,000–19,999 1,920 90 1.05 

20,000 or more 3,390 170 1.06 

Private not-for-profit 

Fewer than 1,000 290 10 1.05 

1,000–2,499 900 30 1.04 

2,500–4,999 960 60 1.06 

5,000–9,999 640 30 1.06 

10,000 or more 950 50 1.05 

Private-for-profit 

Fewer than 1000 20 # 1.03 

1,000 or more 110 10 1.02 

Institution region 

New England 690 50 1.09 

Mid East 2,030 120 1.06 

Great Lakes 1,790 90 1.05 

Plains 930 50 1.06 

South East 2,570 100 1.04 

South West 1,070 50 1.07 

Rocky Mountains 430 20 1.06 

Far West 1,240 60 1.05 

Outlying Area 120 # 1.02 

Gender 

Male 4,200 230 1.06 

Female 6,660 300 1.05 

Age 

21 or younger 2,850 100 1.04 

22 2,710 130 1.04 

23 1,450 80 1.07 

24 to 27 1,740 110 1.08 

28 or older 2,120 120 1.06 

Race 

White 8,820 440 1.05 

Black or African American 840 30 1.05 

Asian 540 40 1.07 

American Indian/Alaska Native 80 # 1.09 

Native Hawaiian/Other Pacific Islander 70 10 1.22 

Other 510 20 1.04 

Hispanic 

Yes 760 30 1.04 

No 10,100 500 1.06 

Citizenship 

U.S. citizen 10,360 490 1.05 

Resident alien 330 20 1.06 

Foreign/international student 180 20 1.14 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

72

Table 6.10. Refusal nonresponse sample sizes and mean refusal weight adjustments at all 

levels of GEM predictor variables—Continued 

Variable description 

Number 

nonrefusals 

Number 

refusals 

Mean weight 

adjustment 

Attendance status 

Full-time/full year, 1 institution 5,300 240 1.05 

Full-time/full year, more than 1 institution 400 10 1.02 

Full-time/part year 2,260 110 1.05 

Part-time/full year, 1 institution 1,250 80 1.08 

Part-time/full year, more than 1 institution 150 # 1.03 

Part-time/part year 1,490 100 1.08 

Parents’ income (for dependent students) 

Less than $10,000 200 10 1.03 

$10,000–$19,999 320 20 1.06 

$20,000–$29,999 560 20 1.04 

$30,000–$39,999 540 20 1.04 

$40,000–$49,999 630 30 1.05 

$50,000–$59,999 630 30 1.05 

$60,000–$69,999 630 30 1.06 

$70,000–$79,999 540 20 1.04 

$80,000–$99,999 890 40 1.04 

$100,000 or more 1,350 60 1.05 

Student’s income (for independent students) 

Less than $5,000 740 40 1.06 

$5,000–$9,999 660 30 1.06 

$10,000–$19,999 900 40 1.05 

$20,000–$29,999 620 40 1.09 

$30,000–$49,999 810 60 1.10 

$50,000 or more 840 50 1.05 

Applied for aid 

Yes 6,330 250 1.05 

No 4,530 280 1.07 

Receipt of federal aid 

Yes 5,570 220 1.04 

No 5,290 310 1.07 

Receipt of Pell grant 

Yes 2,510 100 1.04 

No 8,350 430 1.06 

Receipt of Stafford loan 

Yes 4,810 190 1.04 

No 6,050 350 1.07 

Receipt of state aid 

Yes 2,070 80 1.05 

No 8,790 450 1.06 

Receipt of institution aid 

Yes 3,610 140 1.04 

No 7,260 390 1.06 

Receipt of any aid 

Yes 7,570 300 1.05 

No 3,300 230 1.08 

NPSAS response status 

CADE only 900 180 1.29 

CATI only 440 10 1.03 

CADE and CATI 9,520 340 1.04 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

73

Table 6.10. Refusal nonresponse sample sizes and mean refusal weight adjustments at all 

levels of GEM predictor variables—Continued

Variable description 

Number 

nonrefusals 

Number 

refusals 

Mean weight 

adjustment 

Telephone numbers available 

0 or 1 number 600 70 1.14 

2 numbers 1,610 100 1.07 

3 numbers 2,440 100 1.05 

4 numbers 2,390 90 1.04 

5 numbers 1,940 60 1.03 

6 numbers 1,070 40 1.04 

7 or more numbers 820 80 1.11 

Number of times answering machine was encountered 

None 2,140 70 1.06 

Once 1,480 40 1.03 

More than once 7,250 420 1.06 

Student was in field cluster area 

Yes 5,840 300 1.06 

No 5,020 230 1.05 

Interaction segments 

1=CADE only respondent, Age 27 or less, Receipt of federal aid in base 

year 360 50 1.20 

2=CADE only respondent, Age 27 or less, No receipt of federal aid in base 

year 400 80 1.31 

3= CADE only respondent, Age 28 or more, Receipt of aid in base year 60 10 1.27 

4=CADE only respondent, Age 28 or more, No receipt of aid in base year 80 30 1.78 

5=CATI only or CADE&CATI respondent, Less than two or more than 

six phone numbers available, Age 23 or less 810 50 1.06 

6=CATI only or CADE&CATI respondent, Less than two or more than six 

phone numbers available, Age 24 or more 420 50 1.15 

7=CATI only or CADE&CATI respondent, More than 1 but less than 7 

phone numbers available 8,730 250 1.03 

# Rounds to zero. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

74

Table 6.11. Nonrefusal nonresponse sample sizes and mean nonrefusal weight adjustments at 

all levels of GEM predictor variables 

Variable description 

Number 

respondents 

and nonrefusal 

nonrespondents 

Number other 

nonrespondents 

Mean weight 

adjustment 

All individuals 10,330 300 1.03 

Institutional control 

Public 6,650 190 1.03 

Private not-for-profit 3,560 110 1.03 

Private for-profit 120 10 1.08 

Institutional control and enrollment category 

Public 

Fewer than 2,500 130 # 1.01 

2,500–4,999 360 # 1.02 

5,000–9,999 1,120 30 1.02 

10,000–19,999 1,830 50 1.03 

20,000 or more 3,220 110 1.04 

Private not-for-profit 

Fewer than 1,000 280 10 1.04 

1,000–2,499 870 30 1.04 

2,500–4,999 910 20 1.03 

5,000–9,999 610 20 1.03 

10,000 or more 900 30 1.03 

Private for-profit 

Fewer than 1,000 20 # 1.12 

1,000 or more 100 10 1.07 

Institution region 

New England 640 30 1.05 

Mid East 1,910 60 1.03 

Great Lakes 1,700 30 1.02 

Plains 880 20 1.03 

South East 2,470 60 1.03 

South West 1,020 30 1.04 

Rocky Mountains 410 10 1.03 

Far West 1,180 60 1.06 

Outlying Area 120 # 1.00 

Gender 

Male 3,980 130 1.04 

Female 6,360 180 1.03 

Age 

21 or younger 2,750 90 1.03 

22 2,580 80 1.02 

23 1,360 30 1.03 

24 to 27 1,640 60 1.05 

28 or older 2,000 50 1.04 

Race 

White 8,390 220 1.03 

Black or African American 810 20 1.03 

Asian 500 40 1.12 

American Indian/Alaska Native 80 # 1.02 

Native Hawaiian/Other Pacific Islander 60 # 1.04 

Other 500 20 1.04 

Hispanic 

Yes 730 30 1.04 

No 9,600 270 1.03 

Citizenship 

U.S. citizen 9,860 250 1.03 

Resident alien 310 20 1.18 

Foreign/international student 160 30 1.25 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

75

Table 6.11. Nonrefusal nonresponse sample sizes and mean nonrefusal weight adjustments at 

all levels of GEM predictor variables—Continued 

Variable description 

Number 

respondents and 

nonrefusal 

nonrespondents 

Number other 

nonrespondents 

Mean weight 

adjustment 

Attendance status 

Full-time/full year, 1 institution 5,070 170 1.03 

Full-time/full year, more than 1 institution 390 10 1.05 

Full-time/part year 2,160 60 1.03 

Part-time/full year, 1 institution 1,170 20 1.02 

Part-time/full year, more than 1 institution 150 # 1.05 

Part-time/part year 1,400 40 1.03 

Parents’ income (for dependent students) 

Less than $10,000 200 # 1.02 

$10,000–$19,999 310 10 1.04 

$20,000–$29,999 540 20 1.03 

$30,000–$39,999 520 20 1.03 

$40,000–$49,999 600 10 1.02 

$50,000–$59,999 600 20 1.03 

$60,000–$69,999 600 20 1.04 

$70,000–$79,999 520 20 1.03 

$80,000–$99,999 850 30 1.03 

$100,000 or more 1,290 30 1.02 

Student’s income (for independent students) 

Less than $5,000 700 20 1.04 

$5,000–$9,999 630 20 1.06 

$10,000–$19,999 860 30 1.03 

$20,000–$29,999 580 20 1.04 

$30,000–$49,999 760 20 1.04 

$50,000 or more 790 20 1.03 

Applied for aid 

Yes 6,080 150 1.02 

No 4,250 150 1.04 

Receipt of federal aid 

Yes 5,350 130 1.02 

No 4,980 170 1.04 

Receipt of Pell grant 

Yes 2,410 60 1.03 

No 7,920 240 1.03 

Receipt of Stafford loan 

Yes 4,630 120 1.02 

No 5,700 190 1.04 

Receipt of state aid 

Yes 1,990 40 1.03 

No 8,340 260 1.03 

Receipt of institution aid 

Yes 3,470 110 1.03 

No 6,860 190 1.03 

Receipt of any aid 

Yes 7,260 190 1.03 

No 3,070 120 1.04 

NPSAS response status 

CADE only 720 90 1.03 

CATI only 430 10 1.04 

CADE and CATI 9,180 200 1.03 

Telephone numbers available 

0 or 1 number 530 40 1.10 

2 numbers 1,510 50 1.04 

3 numbers 2,340 60 1.02 

4 numbers 2,300 50 1.02 

5 numbers 1,880 40 1.02 

6 numbers 1,030 30 1.03 

7 or more numbers 740 50 1.07 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

76

Table 6.11. Nonrefusal nonresponse sample sizes and mean nonrefusal weight adjustments 

at all levels of GEM predictor variables—Continued

Variable description 

Number 

respondents and 

nonrefusal 

nonrespondents 

Number other 

nonrespondents 

Mean weight 

adjustment 

Number of times answering machine was encountered 

None 2,070 50 1.04 

Once 1,430 30 1.02 

More than once 6,830 220 1.03 

Student was in field cluster area 

Yes 5,530 190 1.03 

No 4,800 110 1.03 

Interaction segments 

1= CADE only respondent, Zero or one phone numbers available 110 30 1.41 

2= CADE only respondent, Two or more phone numbers available, 

US citizen 560 50 1.12 

3= CADE only respondent, Two or more phone numbers available, 

resident alien or foreign/international student 50 10 1.39 

4= CATI only or CADE&CATI respondent, US citizen or resident 

alien 9,480 190 1.02 

5=CATI only or CADE&CATI respondent, Foreign/International 

student 130 20 1.23 

# Rounds to zero. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

Summary statistics for the poststratification adjustment step can be found in table 6.12. 

The table gives the poststratification categories together with their control totals from IPEDS and 

sample totals from the B&B:2000/01 nonresponse adjusted weights. The population level 

variables that had control totals obtained from IPEDS were institutional control, gender, and 

degree major. Sample totals were additionally poststratified for U.S. citizenship and receipt of 

any aid to preserve those weight totals. The mean of the poststratification weight adjustments a4i

within each category is also provided, and it shows substantially more adjustment than the later 

stages of the nonresponse adjustment. 
Chapter 6 

Weighting and Variance Estimation

77

Table 6.12. GEM poststratification mean weight adjustments 

Variable description Number of 

individuals 

IPEDS control 

total

B&B sample 

total

Mean weight 

adjustment 

Institutional control 

Public 6,460 814,846 844,959 1.00 

Private not-for-profit 3,440 415,444 431,923 0.98 

Private for-profit 120 20,227 17,336 1.26 

Gender 

Male 3,850 533,057 545,113 1.01 

Female 6,180 717,460 749,105 0.98 

Major 

Humanities 1,400 205,832 174,280 1.24 

Social/behavioral sciences 1,860 229,266 219,219 1.08 

Life sciences 830 74,697 103,913 0.75 

Physical sciences 170 21,104 19,301 1.12 

Math 120 12,039 14,211 0.88 

Computer/Information Science 350 36,805 53,241 0.74 

Engineering 510 72,993 68,869 1.10 

Education 1,370 110,759 129,697 0.88 

Business/management 1,190 263,532 250,571 1.09 

Health 1,100 99,155 123,493 0.83 

Vocational/technical 230 29,408 24,243 1.23 

Other Technical/professional 910 94,927 113,181 0.87 

Citizenship 

U.S. Citizen 9,610 1,167,476 1,208,275 0.99 

Noncitizen 420 83,041 85,943 1.07 

Receipt of any aid 

Yes 7,080 839,736 869,081 0.98 

No 2,950 410,782 425,137 1.02 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

6.5 Weighting Adjustment Performance 

The performance of the weight adjustment process is examined in this section. 

Subsections include discussion of distributions of weights and adjustment factors, unequal 

weighting effects, nonresponse bias reduction, receiver operating characteristic (ROC) curves, 

abbreviated interview bias, and overall study response rates. An additional analysis of design 

effects is provided in appendix G. 

6.5.1 Study Weight Distributions 

Table 6.13 provides percentiles and extreme values, for the initial weights. In addition, 

the weights obtained after each step in the adjustment process are provided ending with the 

poststratification adjusted weight. The table shows that the greatest adjustment occurred after 

the first GEM adjustment, in which the maximum was greatly reduced, and the median weight 

shifted by about 10. 
Chapter 6 

Weighting and Variance Estimation 

78

Table 6.13. Percentiles and extremes of study weight distributions 

Percentile 

Weight Min 1% 5% 10% 25% Median 75% 90% 95% 99% Max

Initial 7 17 31 33 42 89 119 240 307 467 2,750 

Location adjusted 8 19 33 36 47 101 133 275 347 435 855 

Location and refusal adjusted 8 20 34 37 48 102 136 299 368 532 725 

All nonresponse adjusted 8 20 34 37 49 103 139 308 386 569 852 

Poststratification adjusted 8 19 30 34 49 99 148 287 373 441 593 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

The percentiles and extreme values of the adjustment distributions are provided in 

table 6.14. Again, this table illustrates that the first GEM produced the most adjustment, with 

many of the individual adjustments near unity. The later GEM nonresponse adjustments were 

not as large. 

Table 6.14. Percentiles and extremes of weight adjustment distributions

Percentile 

Weight adjustment Min 1% 5% 10% 25% Median 75% 90% 95% 99% Max 

Nonresponse 

 Nonrefusal 0.1 0.6 0.9 1.0 1.0 1.1 1.2 1.4 1.6 2.2 2.8 

 Refusal 0.6 1.0 1.0 1.0 1.0 1.0 1.1 1.1 1.2 1.6 2.0 

 Location 0.7 1.0 1.0 1.0 1.0 1.0 1.0 1.1 1.2 1.4 2.2 

Poststratification 0.3 0.6 0.7 0.8 0.8 1.0 1.1 1.3 1.3 1.3 1.3 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

6.5.2 Unequal Weighting Effects 

To assess the effect of the various weight adjustment steps on variance estimates, unequal 

weighting effects were computed at each stage of the weighting process. The unequal weighting 

effect UWEj at step j is defined as follows: 

2

1

1

2





 





=

∑

∑

=

=

n

i

ji

n

i

ji

j j

w

w

UWE n j=1,...,5 

where nj is the number of individuals of nonzero weight at step j, and n is the total number of 

respondents. The larger the unequal weighting effect, the greater the variation among the 

weights and so the greater the potential for extreme weights to inflate variances. 

Table 6.15 provides the unequal weighting effects (UWE) obtained at each stage of the 

adjustment process. From the table it can be seen that there was an initial decrease in the 

unequal weighting effect after location nonresponse adjustment, followed by a gradual increase 

in the unequal weighting effect up to the poststratification step, which again decreased the UWE. 
Chapter 6 

Weighting and Variance Estimation 

79

Table 6.15. Unequal weighting effects by stage of weight adjustment

Weight Number of individuals 

Unequal weighting 

effect 

Initial 11,620 1.88 

Location adjusted 10,860 1.67 

Location and refusal adjusted 10,330 1.74 

All nonresponse adjusted 10,030 1.81 

Poststratification adjusted 10,030 1.66 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

6.5.3 Assessing Bias Reduction 

To evaluate the performance of GEM in adjusting for nonresponse bias, significance tests 

were performed on estimates of population means using both initial (pre-adjustment) and final 

weights. The final weights are zero for nonrespondents, so if the GEM has properly transferred 

the nonrespondent weights to the respondents, estimates based on the final weights should be 

close to estimates based on initial weights for variables known for both respondents and 

nonrespondents. 

For each variable level tested in section 6.3.2, the test of weight adjustment performance 

was as follows: 

H0 : μ F − μ I = 0

: 0 H1 μ F − μ I ≠

where μ F is a group mean based on the final weights, and μ I is the group mean based on the 

initial weights. Mean μ F is estimated using the final weights, while μ I is estimated using the 

initial weights. These means are over all eligible B&B:2000/01 sample members, but the final 

weights are zero for nonrespondents. 

If the GEM adjustments have successfully reduced the bias, then variable levels that 

previously showed significance in section 6.3.2 should not show significance. Table 6.16 gives 

the results of these significance tests for each of the variable levels. The table shows few 

significant findings, suggesting that much of the nonresponse bias has been successfully 

accounted for. The only predictor with remaining significant mean differences was citizenship, 

for which both levels of non-U.S. citizens were significant. This predictor was also the only 

variable with a significant chi-square test (not shown in tables). 
Chapter 6 

Weighting and Variance Estimation 

80

Table 6.16. Comparison of before-adjustment and after-adjustment weighted means for 

selected NPSAS:2000 variables 

Before nonresponse adjustment After weight adjustment 

Variable description 

Unweighted 

respondents

Unweighted 

nonrespondents

Respondent 

percentage, 

original 

weights 

Nonrespondent 

percentage, 

original weights

Difference 

(respondent 

minus 

nonrespondent) 

Percentage, 

final 

adjusted 

weights 

Difference 

(original 

minus final)1

Institutional sector 

Public 4-year 6,460 1,030 65.0 65.5 –0.5 65.2 –0.1 

Non-doctorate-granting 2,060 300 19.2 17.9 0.2 19.3 –0.4 

Doctorate-granting 4,400 730 45.8 47.6 0.3 45.8 0.3 

Private not-for-profit 4-year 3,450 540 33.7 33.2 0.5 33.2 0.4 

Non-doctorate-granting 1,920 260 19.9 16.9 0.5 19.4 # 

Doctorate-granting 1,530 280 13.8 16.3 0.4 13.8 0.4 

Private for-profit 4-year 120 30 1.3 1.3 –0.1 1.6 –0.3 

Institutional control and enrollment category 

Public 

Fewer than 1,000 10 0 # # # # # 

1,000–2,499 120 10 0.8 0.6 0.3 0.8 # 

2,500–4,999 360 60 3.6 3.2 0.4 3.6 –0.1 

5,000–9,999 1,090 150 8.8 7.6 1.2 8.7 –0.1 

10,000–19,999 1,780 260 17.9 17.4 0.4 17.9 –0.1 

20,000 or more 3,110 560 34.0 36.7 -2.8 34.2 0.2 

Private not-for-profit 

Fewer than 1,000 270 30 2.2 1.6 0.5 2.1 # 

1,000–2,499 840 110 8.3 6.8 1.6 8.1 # 

2,500–4,999 880 130 8.8 8.6 0.2 8.6 0.2 

5,000–9,999 590 100 5.8 6.2 –0.3 5.7 0.2 

10,000 or more 870 160 8.5 10.0 –1.5 8.9 –0.1 

Private for-profit 

Fewer than 999 20 10 0.3 0.2 0.1 0.3 –0.1 

1,000 or more 100 20 1.0 1.2 –0.2 1.3 –0.3 

Institution region 

New England 610 130 6.6 8.6 –1.9 6.9 0.1 

Mid East 1,860 280 17.9 17.1 0.8 17.8 –0.1 

Great Lakes 1,670 250 16.2 15.6 0.6 16.1 # 

Plains 860 130 8.9 7.8 1.1 8.5 0.2 

South East 2,410 310 22.5 18.4 4.1* 21.8 –0.1 

South West 990 180 9.8 11.7 –1.9 10.1 # 

Rocky Mountains 400 50 3.7 2.9 0.8 3.6 # 

Far West 1,130 250 13.1 16.9 -3.8* 13.9 –0.2 

Outlying Area 110 20 1.4 1.2 0.2 1.3 # 

Gender 

Male 3,850 710 41.2 46.4 –5.2* 42.6 –0.5 

Female 6,180 890 58.8 53.6 5.2* 57.4 0.5 

Age 

21 or younger 2,660 360 26.1 21.8 4.4* 25.5 –0.2 

22 2,510 380 23.9 21.5 2.4 23.7 –0.2 

23 1,340 230 13.4 13.6 –0.3 13.3 0.1 

24 to 27 1,580 330 16.3 22.1 –5.8* 17.0 0.3 

28 or older 1,950 310 20.3 21.0 –0.7 20.5 # 

Race 

White 8,170 1,180 79.9 72.7 7.2* 78.5 0.1 

Black or African American 790 140 8.4 9.3 –0.9 8.6 # 

Asian 460 170 5.2 11.7 –6.6* 6.1 0.2 

American Indian/Alaska Native 80 10 0.8 0.8 –0.1 0.8 # 

Native Hawaiian/Other Pacific Islander 60 20 0.7 1.4 –0.7 0.8 # 

Other 480 70 5.1 4.0 1.1 5.2 –0.3 

Hispanic 

Yes 700 160 8.3 10.7 –2.4* 8.9 –0.2 

No 9,330 1,440 91.7 89.3 2.4* 91.1 0.2 

Citizenship 

U.S. citizen 9,610 1,400 95.0 85.6 9.4* 93.4 # 

Resident alien 290 70 3.4 5.2 –1.8* 4.2 –0.5* 

Foreign/international student 130 120 1.6 9.2 –7.6* 2.4 0.5* 

 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

81

Table 6.16. Comparison of before-adjustment and after-adjustment weighted means for 

selected NPSAS:2000 variables—Continued 

Before nonresponse adjustment After weight adjustment

Variable description 

Unweighted

respondents

Unweighted

nonrespondents

Respondent

percentage,

original 

weights 

Nonrespondent

percentage, 

original 

weights 

Difference 

(respondent 

minus 

nonrespondent) 

Percentage,

final 

adjusted 

weights 

Difference 

(original 

minus final)1

Attendance status 

Full-time/full year, 1 institution 4,900 740 47.2 43.8 3.4 46.9 –0.3 

Full-time/full year, more than 1 institution 380 40 3.0 2.1 0.9 3.0 -0.2 

Full-time/part year 2,100 310 20.9 17.7 3.2 20.5 –0.2 

Part-time/full year, 1 institution 1,150 210 12.8 14.7 –1.9 12.9 0.2 

Part-time/full year, more than 1 institution 150 10 1.1 0.6 0.5 1.0 –0.1 

Part-time/part year 1,360 280 15.1 21.1 –6.0* 15.6 0.5 

Parent’s income (for dependent students) 

Less than $10,000 190 30 1.7 1.8 # 1.7 # 

$10,000–$19,999 300 50 2.8 3.1 –0.3 3.0 –0.1 

$20,000–$29,999 520 80 5.0 4.7 0.3 5.0 # 

$30,000–$39,999 500 80 4.8 5.3 –0.5 4.7 0.2 

$40,000–$49,999 590 90 5.6 5.2 0.3 5.6 –0.1 

$50,000–$59,999 580 90 6.0 5.6 0.4 5.8 0.1 

$60,000–$69,999 580 90 5.5 5.4 0.1 5.4 0.1 

$70,000–$79,999 500 70 4.9 4.4 0.5 4.8 # 

$80,000–$99,999 820 110 8.2 5.9 2.3 7.9 –0.1 

$100,000 or more 1,260 170 12.8 8.9 3.8* 12.5 –0.4 

Student’s income (for independent 

 students) 

Less than $5,000 680 130 6.3 7.8 –1.5 6.5 # 

$5,000–$9,999 600 110 6.0 7.4 –1.4 6.0 0.2 

$10,000–$19,999 840 140 8.6 8.9 –0.3 8.6 0.1 

$20,000–$29,999 560 120 6.1 7.9 –1.8 6.1 0.3 

$30,000–$49,999 740 130 7.3 9.5 –2.2 7.8 –0.2 

$50,000 or more 770 120 8.6 8.2 0.4 8.6 –0.1 

Applied for aid 

Yes 5,930 810 57.4 49.7 7.7* 56.0 # 

No 4,100 780 42.6 50.4 –7.7* 44.0 # 

Receipt of federal aid 

Yes 5,220 710 51.2 43.2 8.0* 49.7 # 

No 4,810 880 48.8 56.8 –8.0* 50.3 # 

Receipt of Pell grant 

Yes 2,350 340 21.8 20.6 1.2 21.5 0.1 

No 7,680 1,250 78.2 79.4 –1.2 78.5 –0.1 

Receipt of Stafford loan 

Yes 4,510 620 44.5 38.0 6.5* 43.2 0.2 

No 5,520 970 55.5 62.0 –6.5* 56.8 –0.2 

Receipt of state aid 

Yes 1,950 260 17.1 15.1 2.0 16.7 0.1 

No 8,080 1,340 82.9 84.9 –2.0 83.3 –0.1 

Receipt of institution aid 

Yes 3,360 470 31.3 27.5 3.8* 30.4 0.2 

No 6,670 1,120 68.7 72.5 –3.8* 69.6 –0.2 

Receipt of any aid 

Yes 7,080 970 68.8 59.6 9.2* 67.2 # 

No 2,950 620 31.2 40.4 –9.2* 32.9 # 

# Rounds to zero. All zeros provided in this table are actual values. 

*Difference between respondents and nonrespondents is significant at the .05/(c–1) level, where c is the number of categories within the 

primary variable. 

1

“Original” is the weighted average of respondent percentage and nonrespondent percentage. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
Chapter 6 

Weighting and Variance Estimation 

82

6.5.4 ROC Curve Analysis 

The predictive performance of the GEM can be evaluated using an receiver operating 

characteristic curve (Hanley and McNeil, 1982).27 The receiver operating curve (ROC) provides 

a measure of how well a model can correctly classify individuals of known response type.28

An ROC curve was used to evaluate how well the GEM models used for B&B:2000/01 

nonresponse adjustments predict the B&B:2000/01 study response propensities. The ROC curve 

was developed in the following manner. For any specified probability, c, two proportions were 

calculated: 

• the proportion of respondents with a predicted probability of response greater than c, 

and 

• the proportion of nonrespondents with a predicted probability of response greater 

than c. 

These predicted probabilities were obtained as the product of the predicted response probabilities 

obtained at each of the three GEM adjustment steps. For each GEM step, the predicted response 

probability was equal to the inverse of the estimated adjustment factor. Note that for the last two 

GEM steps, predicted probabilities were not directly available for students who had already been 

dropped from the model due to nonresponse in an earlier step. For these students, their predicted 

probability was set equal to the mean of the predicted probabilities of students still in the model. 

The plot of the first probability against the second, for c from 0 to 1, resulted in the ROC 

curve shown in figure 6.1. Numerical integration provided the area under the curve, and this 

area equals the probability that the fitted model will correctly classify two randomly chosen 

individuals—one of which is a true respondent and the other a true nonrespondent—where the 

individual with the higher predicted probability of response is classified as the respondent. An 

area of 0.5 under an ROC curve indicates that a correct classification is a 50:50 proposition, with 

the model providing no predictive benefit. An area of 1 indicates that the true respondent always 

has the higher predicted probability of response, and so the model always classifies the two 

individuals correctly. The area under the ROC curve of figure 6.3 is 0.65, and so 65 percent of 

the time (or for about two of every three pairings) the predicted probabilities give the correct 

classification. Predictive probabilities from ROC curves can also be interpreted in terms of the 

non-parametric Wilcoxon test statistic, where the ROC area of 0.65 equals the value of the 

Wilcoxon test statistic. Viewed in this way, the Wilcoxon test provides a highly significant 

rejection of the null hypothesis of no predictive ability. 

 27Hanley, J.A. and McNeil, B.J. (1982). The meaning and use of the area under a receiver operating characteristic 

curve. Diagnostic Radiology, 143: 29–36. 28 For a more detailed example of ROC curve use in nonresponse modeling see Iannacchione, V. (2003). Sequential 

weight adjustments for location and cooperation propensity for the 1995 national survey of family growth. Journal of Official 

Statistics, 16:31-43. 
Chapter 6 

Weighting and Variance Estimation 

83

Figure 6.1. ROC curve for overall response propensity 

0.0 0.2 0.4 0.6 0.8 1.0

0.0 0.2 0.4 0.6 0.8 1.0

P(response|respondent)

P(response|nonrespondent)

50% predictive ROC

Observed ROC

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 

6.5.5 Analysis of Abbreviated Respondent Bias 

The B&B:2000/01 survey design allowed individuals who could not complete the full 

CATI interview the option of completing an abbreviated interview. Questions present on the 

abbreviated interview were those considered key items about the respondent’s post-baccalaureate 

enrollment and work experiences. Of the about 10,030 B&B:2000/01 study respondents, there 

were about 9,650 full interview respondents, about 370 abbreviated interview respondents, and 

about 10 partial interview respondents.29 

Nonresponse bias can occur if abbreviated interview respondents and full interview 

respondents differ in their response distributions for questions only on the full interview. 

Nonresponse bias associated with questions only on the full interview can be tested as was done 

for respondents and nonrespondents in section 6.3.2. 

Results of significance tests for abbreviated-interview response bias are given in 

table 6.17. These tests reveal significant bias associated with the levels of six variables: 

 29Partial respondents were individuals who only partially completed the full interview. 
Chapter 6 

Weighting and Variance Estimation 

84

institution region, Hispanic origin, attendance status, receipt of Stafford loan, receipt of 

institution aid, and receipt of any aid. These biases were also supported by chi-squared tests. 

The bias suggested by these tests could be adjusted for either by an additional weight 

adjustment, or by imputation. In the case of a weight adjustment, two final sets of analysis 

weights would be obtained: the current set of analysis weights for questions in both the full and 

abbreviated interview, and a new set of weights for questions only in the full interview. This 

additional weight adjustment was not implemented because the statistical gains in bias reduction 

would be more than offset by the additional complexity of having item-specific weights. 

Imputations would require specification of a statistical model for each outcome that is only in the 

full interview. They were not implemented because the B&B:2000/01 contract did not provide 

for imputations. 

6.5.6 Overall Study Response Rates 

The overall weighted response rate is an estimate of the proportion of the study 

population that would have responded if a census had been conducted. Because the 

B&B:2000/01 study includes a subsample of NPSAS:2000 nonrespondents, the overall study 

response rate is the product of the NPSAS:2000 institution level response rate and the 

B&B:2000/01 student level response rate. Therefore, the overall B&B:2000/01 study response 

rates can be estimated directly only for domains defined by institutional characteristics. 

Both weighted and unweighted overall study response rates are shown in table 6.18, 

along with their institution and student response rate components. The institution level response 

rates shown in this table are the percentages of institutions that provided sufficient data to select 

the NPSAS:2000 student level sample. Only the weighted response rates can be interpreted as 

estimates of the proportions of the B&B:2000/01 study population that are represented by the 

study respondents. Hence, this table shows that approximately 74 percent of the B&B:2000/01 

study population is represented by the B&B:2000/01 respondents. Moreover, it shows that the 

rate of population coverage does not vary greatly by institutional control, although it is slightly 

higher for public institutions than for non-public institutions. Weighted rates are somewhat 

lower due to the undersampling of NPSAS:2000 nonrespondents within the B&B:2000/01 

sample. This undersampling led to higher weights for NPSAS:2000 nonrespondents in the final 

B&B:2000/01 sample and subsequent lower overall response rates due to a tendency of 

NPSAS:2000 nonrespondents to remain nonrespondents in the B&B:2000/01 sample (see 

table 6.2).
Chapter 6 

Weighting and Variance Estimation 

85

Table 6.17. Full respondents versus abbreviated respondents: Distributions and bias tests for 

selected NPSAS:2000 variables 

Variable description 

Number of 

full 

respondents

Number of 

abbreviated

respondents

Percent full 

respondent 

distribution 

Percent 

abbreviated 

respondent 

distribution 

Abbreviated 

response bias 

Percent 

relative bias P-value 

Institutional sector 

Public 4-year 6,240 220 66 59 0.0033 0.5 0.05 

Non-doctorate-granting 1,990 60 20 15 0.0020 1.0 0.10 

Doctorate-granting 4,250 150 46 43 0.0013 0.3 0.42 

Private not-for-profit 4-year 3,300 140 33 39 –0.0028 –0.8 0.10 

Non-doctorate-granting 1,830 90 19 25 –0.0028 –0.1 0.07 

Doctorate-granting 1,470 60 14 14 0.0001 0.1 0.94 

Private for-profit 4-year 110 10 2 3 –0.0006 –3.8 0.34 

Institutional control and enrollment 

category 

Public 

Fewer than 1,000 10 0 # 0 0.0000 0.0 0.16 

1,000–2,499 120 # 1 # 0.0003 3.7 0.03 

2,500 – 4,999 350 10 4 2 0.0008 2.2 0.08 

5,000–9,999 1,050 40 9 8 0.0002 0.2 0.73 

10,000–19,999 1,720 60 18 15 0.0015 0.8 0.27 

20,000 or more 2,990 110 34 33 0.0004 0.1 0.77 

Private not-for-profit 

Fewer than 1,000 260 10 2 1 0.0003 1.4 0.58 

1,000–2,499 810 30 8 9 –0.0003 –0.4 0.84 

2,500–4,999 850 40 9 9 –0.0004 –0.5 0.61 

5,000–9,999 550 40 5 11 –0.0025 –4.6 0.09 

10,000 or more 830 40 9 9 0.0001 0.1 0.91 

Private for-profit 

Fewer than 999 20 0 # 0 0.0002 6.1 0.05 

1,000 or more 90 10 1 3 –0.0007 –5.7 0.22 

Institution region 

New England 590 30 7 8 –0.0006 –0.9 0.52 

Mid East 1,740 110 17 28 –0.0049 –2.8 0.00*

Great Lakes 1,630 40 16 11 0.0028 1.7 0.01*

Plains 830 30 9 8 0.0003 0.4 0.68 

South East 2,350 50 22 13 0.0044 2.0 0.00*

South West 960 30 10 9 0.0004 0.4 0.70 

Rocky Mountains 390 10 4 1 0.0011 3.0 0.01 

Far West 1,100 30 14 9 0.0027 1.9 0.01 

Outlying Area 60 60 1 14 –0.0062 –88.6 0.00*

Gender 

Male 3,710 140 43 39 0.0018 0.4 0.24 

Female 5,940 230 57 61 –0.0018 –0.3 0.24 

Age 

21 or younger 2,560 90 25 27 –0.0009 –0.4 0.57 

22 2,410 100 24 27 –0.0014 –0.6 0.31 

23 1,280 50 13 12 0.0009 0.7 0.40 

24 to 27 1,510 70 17 14 0.0015 0.9 0.15 

28 or older 1,880 70 21 21 –0.0001 0.0 0.94 

Race 

White 7,880 270 79 74 0.0021 0.3 0.14 

Black or African American 760 30 9 8 0.0003 0.3 0.72 

Asian 440 20 6 8 –0.0008 –1.3 0.36 

American Indian/Alaska Native 70 # 1 1 –0.0002 –2.6 0.60 

Native Hawaiian/Other Pacific Islander 60 # 1 # 0.0003 3.6 0.02 

Other 440 40 5 9 –0.0017 –3.4 0.04 

Hispanic 

Yes 620 80 8 20 –0.0053 –6.3 0.00*

No 9,030 290 92 81 0.0053 0.6 0.00*

Citizenship 

U.S. citizen 9,250 350 93 94 –0.0004 0.0 0.61 

Resident alien 280 10 4 5 –0.0002 –0.5 0.82 

Foreign/international student 120 # 3 1 0.0006 2.4 0.14 

See notes at end of table.
Chapter 6 

Weighting and Variance Estimation 

86

Table 6.17. Full respondents versus abbreviated respondents: Distributions and bias tests for 

 selected NPSAS:2000 variables—Continued 

Variable description 

Number of

full 

respondents

Number of 

abbreviated

respondents

Percent full

respondent 

distribution

Percent 

abbreviated 

respondent 

distribution 

Abbreviated 

response bias 

Percent 

relative bias P-value 

Attendance status 

Full-time/full year, 1 institution 4,720 170 47 47 0.0000 0.0 0.99 

Full-time/full year, more than 1 institution 370 # 3 1 0.0013 4.2 0.00* 

Full-time/part year 2,020 80 21 18 0.0013 0.6 0.29 

Part-time/full year, 1 institution 1,100 50 13 16 –0.0014 –1.1 0.25 

Part–time/full year, more than 1 institution 150 0 1 0 0.0005 4.7 0.00* 

Part–time/part year 1,290 60 16 19 –0.0016 –1.0 0.22 

Parents’ income (for dependent students) 

Less than $10,000 180 10 2 2 –0.0002 –1.2 0.62 

$10,000–$19,999 280 20 3 4 –0.0007 –2.4 0.26 

$20,000–$29,999 500 20 5 4 0.0006 1.2 0.21 

$30,000–$39,999 480 20 5 5 0.0000 0.0 0.93 

$40,000–$49,999 570 20 6 5 0.0002 0.4 0.77 

$50,000–$59,999 560 20 6 8 –0.0010 –1.8 0.28 

$60,000–$69,999 570 20 6 5 0.0005 0.9 0.50 

$70,000–$79,999 480 20 5 6 –0.0007 –1.5 0.45 

$80,000–$99,999 800 20 8 6 0.0009 1.1 0.20 

$100,000 or more 1,210 50 13 13 –0.0001 –0.1 0.95 

Student’s income (for independent students) 

Less than $5,000 640 30 7 8 –0.0006 –0.9 0.51 

$5,000–$9,999 590 20 6 4 0.0009 1.5 0.17 

$10,000–$19,999 800 40 9 10 –0.0005 –0.6 0.57 

$20,000–$29,999 540 20 6 8 –0.0008 –1.3 0.35 

$30,000–$49,999 720 20 8 6 0.0011 1.4 0.18 

$50,000 or more 740 30 9 8 0.0003 0.3 0.73 

Applied for aid 

Yes 5,710 210 56 52 0.0021 0.4 0.20 

No 3,940 160 44 48 –0.0021 –0.5 0.20 

Receipt of federal aid 

Yes 5,020 190 50 47 0.0014 0.3 0.41 

No 4,630 180 50 53 –0.0014 –0.3 0.41 

Receipt of Pell grant 

Yes 2,240 110 21 24 –0.0012 –0.6 0.48 

No 7,410 260 79 76 0.0012 0.2 0.48 

Receipt of Stafford loan 

Yes 4,370 130 44 34 0.0046 1.1 0.00* 

No 5,280 230 56 66 –0.0046 –0.8 0.00* 

Receipt of state aid 

Yes 1,880 60 17 14 0.0012 0.7 0.32 

No 7,770 300 83 86 –0.0012 –0.1 0.32 

Receipt of institution aid 

Yes 3,250 100 31 24 0.0030 1.0 0.02* 

No 6,400 260 69 76 –0.0030 –0.4 0.02* 

Receipt of any aid 

Yes 6,830 240 68 59 0.0043 0.6 0.01* 

No 2,820 130 32 42 –0.0043 –1.3 0.01* 

# Rounds to zero. All zeros provided in this table are actual values. 

*Difference between respondents and nonrespondents is significant at the .05/(c–1) level, where c is the number of categories within the 

primary variable. 

NOTE: Details may not sum to total due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01). 
87

Table 6.18. Overall B&B:2000/01 study response rates 

Institutions1 Students 

Type of institution 

Number 

eligible 

Number 

respondents

Response rate

unweighted

Response 

rate 

weighted 

Number 

eligible 

Number 

respondents

Response 

rate 

unweighted

Response 

rate 

weighted U

All 4-year institutions 710 660 93 90 11,620 10,030 86 82 Public 4-year 350 330 95 95 7,490 6,460 86 82 

Non-doctorate-granting 130 120 97 94 2,360 2,060 87 83 Doctorate-granting 220 210 95 95 5,130 4,400 86 82 

Private not-for-profit 4-year 340 310 91 87 3,990 3,450 87 83 

Non-doctorate-granting 170 150 90 82 2,180 1,920 88 85 Doctorate-granting 170 160 93 97 1,810 1,530 85 80 

Private for-profit 4-year 20 20 96 98 150 120 80 81 

1Includes all eligible NPSAS:2000 4-year doctorate and non-doctorate granting institutions. Less than 4-year institutions do not provide baccalaureate 

excluded.

NOTE: Details may not sum to total due to rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study (B&B
Chapter 6 

Weighting and Variance Estimation 

88

6.6 Variance Estimation 

Since most survey statistics computed from weighted data are nonlinear, it is generally 

not possible to find closed form expressions for their variance estimators. For this reason, RTI 

provides the information needed for two alternative variance estimation methods: Taylor series 

and balanced repeated replication (BRR). This section provides background on how analysis 

strata and weights for each method were created. 

6.6.1 Taylor Series 

The standard method of the variance estimation for nonlinear statistics is Taylor series 

expansion (see, e.g., Wolter, 1985).30 This method obtains a variance estimate for a statistic of 

interest by substituting its first order Taylor series expansion into the appropriate sampling 

design variance formula. 

Since the B&B:2000/01 sample was obtained through a stratified multistage design, a file 

of analysis strata and analysis primary sampling units (PSUs) is needed for application of the 

appropriate sampling design variance formula with Taylor series methods. Starting with the 

NPSAS:2000 institution level sampling strata, institutions were assigned to analysis strata and 

analysis primary sampling units (PSUs) such that each analysis stratum contained at least 2 

analysis PSUs, and each analysis PSU contained at least four B&B:2000/01 respondents. The 

partitioning was done according to the ordering of institutions on the sampling frame and 

preserves much of the implicit stratification induced by the serpentine frame ordering (see 

appendix G of the NPSAS:2000 methodology report). The final analysis file contains 389 

analysis strata and 812 analysis PSUs. 

Software that is currently available for Taylor series variance estimation (e.g., STATA, 

SUDAAN or the NCES DAS) does not accommodate estimating the additional variation due to 

use of sample-based weight adjustment factors because of the complexity of those estimates. 

However, the methodology has been developed31 and may be accommodated by the next 

generation of survey analysis software. 

Instructions for Taylor series variance estimation using the B&B:2000/01 weights are 

found in appendix I, which also specifies the names of the 66 B&B:2000/01 weight variables and 

the files in which they are located. 

6.6.2 Balanced Repeated Replication 

In addition to the Taylor series approximations noted above, another method of variance 

estimation is the balanced repeated replications (BRR) method (Wolter, 1985).32 This approach 

is useful for estimating variances of survey quantile estimates (e.g., medians, quartiles, etc.), and 

works by computing the statistic of interest j y once for each of k replicate sets of BRR weights, 

and then estimating the variance of the full sample stratified estimate strat y as follows: 

 30Wolter, K.N. (1985). Introduction to variance estimation. New York: Springer-Verlag. 31Vaish, A.K., Gordek, H., and Singh, A.C. (2000). Variance estimation for weight calibration via the generalized 

exponential model with applications to the National Household Survey on Drug Abuse. ASA Proceedings of the Section on 

Survey Research Methods, 67–55. 32Wolter. Op cit. 
Chapter 6 

Weighting and Variance Estimation 

89

( )2

1

[ ] ˆ ∑=

− =

k

j

j strat

BRR strat k

y y Var y . 

The BRR approach is based on the idea of partitioning the sample respondents into L

analysis strata such that there are two analysis PSUs per stratum. A half-sample replicate is 

defined as a sample containing one analysis PSU selected from each analysis stratum. There are 

then 2L

 different half-sample replicates that can be drawn from the L analysis strata. If all 2L

possible half-samples are considered, and if j y is the sample mean from the j

th half-sample, and 

strat y the stratified mean from the full sample, then it can be shown that ∑ = − L

j

L

j strat y y

2

1

2 ( ) 2 is 

equal to the stratified variance estimator. The BRR approach provides a method to find k <2L

“balanced” half-sample replicates where this same property holds. 

Obtaining the k <2L

 BRR replicates is accomplished by finding a k-dimensional 

Hadamard matrix, which is a kxk orthogonal matrix H containing only –1s and +1s with the 

property that HT

H=kI. These matrices have been verified to exist where k is a multiple of 4 up 

to k=428. In the B&B:2000/01 study, a k=64 dimensional Hadamard matrix was used to define 

64 BRR replicates. 

To obtain the needed 64 BRR analysis strata, the 389 Taylor series analysis strata were 

collapsed. The first step was to reduce the number of strata to a multiple of 6 by collapsing 10 

strata into 5 strata. The 10 strata of the 389 with the smallest NPSAS:2000 institutional weight 

were randomly paired to produce 5 strata, resulting in 384 (64*6) strata. The collapsing of the 

resulting 384 strata to 64 strata was accomplished by first sorting by stratum ID, labeling the 

sorted strata with repeated sequences of 1 to 6, and then defining the strata into six groups 

according to these labels. Each of the 64 BRR strata was created by merging one stratum 

selected at random without replacement from each of the 6 groups. 

The collapsing of PSUs within strata to obtain the two analysis PSUs per BRR analysis 

stratum started with the 389 Taylor analysis strata. Any analysis stratum with 3 PSUs had 2 

PSUs chosen at random to merge, and any analysis stratum with 4 PSUs was converted to 2 

PSUs by random pairing. This led to all strata having 2 PSUs, as none of the Taylor analysis 

strata contained more than 4 PSUs. When the 389 Taylor analysis strata were collapsed to the 

final 64 BRR analysis strata, all first-replicate PSUs were merged to form the first-replicate PSU 

in each collapsed stratum, and all second-replicate PSUs were similarly merged to form the 

second-replicate PSU. 

Given the 64 collapsed BRR analysis strata, the 64 BRR replicates are obtained by using 

the Hadamard matrix. The columns of the Hadamard matrix identify the replicates, while the 

rows identify the strata. If the element of column k, row j of H was equal to –1, then for 

replicate k, stratum j, the weights of individuals in the first PSU were doubled and the weights of 

individuals in the second PSU were set to zero. If instead the element equaled +1, then the 

individual weights in the first PSU were set to zero, and the individual weights in the second 

PSU were doubled. 
Chapter 6 

Weighting and Variance Estimation 

90

The weights used to produce the BRR replicates were the w4i, the weights after 

nonresponse adjustment but before poststratification. Each BRR replicate was then poststratified 

to the IPEDS control totals, providing the final BRR replicate. In theory, all steps of the GEM 

adjustment should be repeated, although this was determined to not be a cost-effective approach. 

Instructions for BRR variance estimation using the B&B:2000/01 weights are found in 

appendix I, which also specifies the names of the 66 B&B:2000/01 weight variables and the files 

in which they are located. 
91 

Appendix A 

Technical Review Panel 
Appendix A 

Technical Review Panel 

92 
Appendix A 

Technical Review Panel

93 

(B&B:2000/01) 

Technical Review Panel 

Frank Balz 

Vice President for Research & Policy Analysis 

National Association of Independent Colleges & Universities 

1025 Connecticut Avenue, NW 

Suite 700 

Washington, DC 20036 

Telephone: (202)785-8866 

FAX: (202)835-0003 

frank@naicu.edu 

May K.C. Chen 

Assistant Vice Chancellor 

Community College of Baltimore County 

800 South Rolling Road 

Baltimore, MD 21228-5317 

Telephone: (410) 869-1135 

FAX: (410) 869-1265 

mchen@ccbcmd.edu 

Suzanne B. Clery 

Senior Research Associate 

JBL Associates, Inc. 

6900 Wisconsin Ave. 

Suite 606 

Bethesda, MD 20815 

Telephone: (301)654-5154 

FAX: (301)654-6242 

sclery@jblassoc.com 

Melanie Corrigan 

Assistant Director, Center for Policy Analysis 

American Council on Education 

One Dupont Circle NW 

Washington, DC 20036 

Telephone: (202)939-9554 

FAX: (202) 785-2990 

Melanie_Corrigan@ace.nche.edu 

Alisa Federico Cunningham 

The Institute for Higher Education Policy 

1320 19th Street, NW, Suite 400 

Washington, DC 20036 

Telephone: (202)861-8223 

FAX: (202)861-9307 

alisa@ihep.com 

John K. Curtice 

Assistant Vice Chancellor for Financial Aid and Enrollment 

Policy 

State University of New York 

State University Plaza 

Albany, NY 12246 

Telephone: (518)443-5474 

FAX: (518)443-5225 

curticjo@sysadm.suny.edu 

Jerry Davis 

Vice President of Research 

Lumina Foundation for Education 

30 South Meridian Street 

P.O. Box 7039 

Indianapolis, IN 46204-7039 

Telephone: (317)951-5763 

FAX: (317)951-5063 

jsdavis@luminafoundation.org 

Lynda del Castillo 

Sallie Mae, V2532 

11600 Sallie Mae Drive 

Reston, VA 20193 

Telephone: (202)810-7105 

FAX: (202)969-8043 

lynda.delcastillo@slma.com 

Ken Feldman 

Sociology Department 

Department of Sociology (N431-SBS) 

SUNY at Stony Brook 

Stony Brook, NY 11794-4356 

Telephone: (631)632-7743 

FAX: (631)632-8203 

kafeldman@notes.cc.sunysb.edu 

Tally Hart 

Ohio State University 

1800 Cannon Drive 

Lincoln Tower, Room 1100 

Columbus, OH 43210 

Telephone: (614)688-5712 

FAX: (614)688-3888 

hart.149@osu.edu 

Sherwin Hibbets 

Director of Financial Aid 

Regent University 

1000 Regent University Drive- Admin. III 

Virginia Beach, VA 23464 

Telephone: (757)226-4140 

FAX: (757)226-4118 

sherhib@regent.edu 
Appendix A 

Technical Review Panel 

94 

Jacqueline King 

Director, Center for Policy Analysis 

American Council on Education 

One Dupont Circle, NW, Suite 800 

Washington, DC 20036 

Telephone: (202)939-9559 

FAX: (202)785-2990 

jacqueline_king@ace.nche.edu 

John B. Lee 

President 

JBL Associates 

6900 Wisconsin Avenue 

Suite 606 

Bethesda, MD 20814 

Telephone: (301)654-5154 

FAX: (301)654-6242 

jbl@jblassoc.com 

Larry Litten 

Director of Institutional Research 

6004 Parkhurst, Room 204 

Dartmouth College 

Hanover, NH 03755 

Telephone: (603)646-1247 

FAX: (603)646-3773 

larry.h.litten@dartmouth.edu 

Jamie P. Merisotis 

President 

The Institute for Higher Education Policy 

1320 19th Street, NW, Suite 400 

Washington, DC 20036 

Telephone: (202)861-8223 

FAX: (202)861-9307 

jamie@ihep.com 

Catherine Millett 

Assistant Research Scientist 

University of Michigan 

CHSPE, 2400 School of Education 

Ann Arbor, MI 48109 

Telephone: (734)764-9499 

FAX: (734)764-8218 

kmillett@umich.edu 

Antoinette S. Mitchell 

Director of Accreditation Operations 

National Council for Accreditation of Teacher Education 

(NCATE) 

2010 Massachusetts Avenue, NW 

Suite 500 

Washington, DC 20036-1023 

Telephone: (202)466-7496 

FAX: (202)296-6620 

antoinette@ncate.org 

Michael T. Nettles 

Professor 

University of Michigan 

Center for the Study of Higher & Postsecondary Education 

2400 School of Education Building 

Ann Arbor, MI 48109-1259 

Telephone: (734)764-9499 

FAX: (734)764-8218 

nettlesm@umich.edu 

Kent Phillippe 

Research Associate 

American Association of Community Colleges 

One Dupont Circle, NW 

Suite 410 

Washington, DC 20036 

Telephone: (202)728-0200 

FAX: (202)833-2467 

kphillippe@aacc.nche.edu 

Karen Spahn 

Executive Director 

Institutional Research 

University of Phoenix 

4615 East Elwood Street 

Phoenix, AZ 85040 

Telephone: (480)557-1739 

FAX: (480) 968-1159 

kkspahn@apollogrp.edu 

Jacob Stampen 

Professor 

Department of Educational Administration, University of 

Wisconsin-Madison 

1186A Educational Sciences Building 

1025 W. Johnson Street 

Madison, WI 53706-1796 

Telephone: (608)263-4485 

FAX: (608)265-3135 

stampen@macc.wisc.edu 

Jerry Sullivan 

American Association of Collegiate Registrars & Admissions 

Officers 

One Dupont Circle, Suite 330 

Washington, DC 20036-1171 

Telephone: (202)293-9161 

FAX: (202)872-8857 

sullivanj@aacrao.org 

Watson Scott Swail 

Vice President, Planning and Research 

Council for Opportunity in Education 

1025 Vermont Avenue, NW Suite 900 

Washington, DC 20005 

Telephone: (202)347-7430 

FAX: (202)347-0786 

wswail@hqcoe.org 
Appendix A 

Technical Review Panel

95 

Peter Syverson 

Vice President for Research 

Council of Graduate Schools 

Suite 430 

One Dupont Circle, NW 

Washington, DC 20036 

Telephone: (202)223-3791 

FAX: (202)331-7157 

psyverson@cgs.nche.edu 

Dawn Terkla 

Executive Director 

Institutional Research and Planning 

Tufts University 

28 Sawyer Avenue 

Medford, MA 02155 

Telephone: (617)627-3274 

FAX: (617)627-3993 

dawn.terkla@tufts.edu 

Brian Trzebiatowski 

Research Associate 

American Association of State Colleges & Universities 

1307 New York Avenue 

Fifth Floor 

Washington, DC 20005 

Telephone: 202-478-4660 

FAX: (202)296-5819 

briant@aascu.org 

Thomas Turner 

Director of Special Services 

Oregon Student Assistance Commission 

1500 Valley River Drive 

Suite 100 

Eugene, OR 97401 

Telephone: (541)687-7407 

FAX: (541)687-7419 

thostur@teleport.com 
Appendix A 

Technical Review Panel 

96 
97 

Appendix B 

Revised B&B:2000/01 Data Elements 
Appendix B 

Revised B&B:2000/01 Data Elements 

98 
Appendix B 

Revised B&B:2000/01 Data Elements 

99 

Appendix B 

Revised B&B:2000/01 Data Elements (Full-scale survey) 

B&B Eligibility Determination (for base year nonrespondents)

• Receive a bachelor’s degree between July 1, 1999, and June 30, 2000 

• Date received bachelor’s (month/year) 

• Institution granting the degree (confirm NPSAS or add code online) 

High School Education

• Type of high school completion 

(regular diploma/GED/certificate of completion/foreign/none) 

• Year of high school completion 

• Type of high school 

(public/Catholic/other religious/non-religious private) 

Undergraduate Enrollment

1. Is this the first bachelor’s degree ever received (yes/no) 

• If no: date first bachelor’s degree received 

2. First college, first year 

 a. First-year enrollment 

• Term and year first began undergraduate education 

• Name of first undergraduate college attended (online coding) 

• Beginning attendance status (full-time/part-time) 

 b. First-year family status 

• Marital status when began 

• Number of dependent children when began 

 c. First-year academic performance 

• Remedial or noncredit basic math or English courses required first year 

(yes/no) 

• Any advanced placement or other college credits accepted (yes/no) 

 d. First-year residence 

• Local residence first year (on campus/off campus/with parents) 

 e. First-year employment 

• Number of hours/week worked while enrolled first year 

• Worked on campus or off campus 

 f. First-year financial aid 

• Parents pay some or all of the tuition (yes/no) 

• Received grants, scholarships, or employer aid first year (yes/no) 

3. Undergraduate enrollment history 

a. All postsecondary institutions attended 

• Terms/years enrolled at first college 

• Names of other undergraduate colleges attended (online coding) 

• Terms/year attended other colleges 

• Number of transfer credits accepted at other colleges 
Appendix B 

Revised B&B:2000/01 Data Elements 

100 

• Number of undergraduate colleges attended 

• Ever co-enrolled at two institutions 

• Number of enrollment gaps 

• Received a certificate or associate's degree before bachelor’s degree (yes/no) 

• If yes: type of degree and date received 

b. Transfers 

• Reasons for beginning at 2-year college (financial/academic/personal/ 

location) 

• Reasons for transfers (financial/academic/personal/location) 

• Reasons for co-enrollment (financial/academic/personal/location) 

• Reasons for enrollment gaps of 2+ years (financial/academic/personal 

 /location) 

4. Undergraduate academic history 

• Ever withdraw from courses because of academic difficulties (yes/no) 

• Ever receive any incomplete grade (yes/no) 

• Ever repeat a course to obtain a higher grade (yes/no) 

• Receive any type of honors or distinction at graduation (yes/no) 

• Take any foreign language courses (yes/no) 

• Fluent in any foreign languages (yes/no) 

5. Undergraduate student loan debt 

a. Amounts borrowed and owed 

• Total borrowed in undergraduate student loans 

• Amount currently owed on undergraduate student loans 

• Amount borrowed from family or friends 

• Amount still owed family or friends 

b. Repayment 

• Participate in loan forgiveness program (yes/no) 

• If yes, type of program (teaching/nursing/other) 

• Amount of monthly payments 

• Parents helping to repay the loans (yes/no) 

Post-BA Enrollment

1. Currently enrolled in or completed since Bachelor’s degree: 

• Formal program in a college or university leading to graduate or professional 

degree/post-bachelor’s certificate 

• Formal program leading to an additional undergraduate degree 

• Courses for credit at college or university, not in degree program 

• Noncredit courses at educational institution or some other program 

a. Graduate or professional degree or post-bachelor’s degree certificate program 

• Name of institution attending (online coding) 

• Degree program (online coding) 

• Field of study (online coding) 

• Full-time or part-time attendance 

• Type of financial aid 

• Fellowship/loan/assistantship/employer aid 
Appendix B 

Revised B&B:2000/01 Data Elements 

101 

• Number of hours worked per week while enrolled 

• Consider yourself primarily an employee or student 

• Reasons for enrolling 

• Year completed/expect to complete degree 

b. Courses in non-degree or undergraduate programs after bachelor’s degree 

• Reasons for taking these courses 

• Job skills/prepare for license or certificate/earn second bachelor’s 

degree/prepare for graduate school 

• Type of institution/program offering the courses 

• Receiving tuition reimbursement from employer (yes/no) 

c. Future graduate school plans

• Applied to graduate school for next year (yes/no) 

• Expect to attend graduate school in next 5 years (yes/no) 

• Type of degree program applied/expected 

• Expect to attend full-time or part-time 

• Expect to receive employer tuition aid 

• Reasons for delaying graduate school enrollment 

• Reasons for not planning to pursue any higher degree 

d. Lifetime Learning tax credits

• Claimed Lifetime Learning tax credits (yes/no) 

• Use them in the next tax filing (yes/no) 

• Has their availability influenced your decision to continue education 

(yes/no) 

Certification and Licensure

1. Licenses and certificates held 

a. Hold or preparing for occupational certificate/license required by law 

(hold/preparing/neither) 

• Type of certificate/license 

• Intensity of preparation (hours/days/weeks) 

b. Hold or preparing for professional certification (hold/preparing/neither) 

• Type of certificates 

• Intensity of preparation (hours/days/weeks) 

2. Who provides certification/licensure 

(state/industry/company/other) 

• Required for career entry (yes/no) 

• Other reasons for certification exam 

Employment at Time of Interview

1. Employed status (full-time/part-time/looking for work/not looking) 

• Employed as an elementary/secondary school teacher (yes/no) 

a. Characteristics of current job 

• Starting date of current job (month/year) 

• Average number of hours per week worked 

• If part-time: prefer to have a full-time job (yes/no) 

• Working for a temporary agency (yes/no) 
Appendix B 

Revised B&B:2000/01 Data Elements 

102 

• Type of occupation (online coding) 

• Type of duties (specify) 

• Type of industry (online coding) 

• Type of firm (for-profit/non-profit/government/self-employed) 

• Size of the company (number of employees) 

• Related to undergraduate major (closely/somewhat/not at all) 

• Is this job start of a career in this occupation (yes/no) 

• If no, how current job is best characterized 

• Salary (indicate per time period) 

• Type of benefits received 

• Job satisfaction 

• Flexibility of work schedule 

2. Job search activities 

• Actively looking for another job (yes/no) 

• Most effective job search activity 

• Employment status in April 2001 (full-time/part-time/looking for work/not 

looking) 

• Received unemployment compensation (yes/no) 

Job Training

• Any job-related training in current job (yes/no) 

• Required, encouraged or on your own? 

• During working hours (yes/no) 

• At place of work (yes/no) 

• Tuition reimbursement to take courses (yes/no) 

• Purpose of training (for current job/promotion/different job) 

• Will training lead to certification (yes/no) 

Current Demographics

1. Current household demographics 

• Who lives in your household 

• Marital status 

• Number and ages of dependent children 

• Spouse employed or full-time student 

• Spouse’s salary 

• Spouse's level of education 

2. Assets and debt

• Own or rent 

• Monthly mortgage/rent amount 

• Own any motor vehicles (yes/no) 

• Monthly auto payments 

• Credit card balance paid monthly or carried 

• Outstanding balance on last month’s credit cards 

• Undergraduate student loan amount owed by spouse 

• Spouse monthly student loan payments 
Appendix B 

Revised B&B:2000/01 Data Elements 

103 

Civic and Volunteer Activity

1. Citizenship and residence 

• Citizenship status 

• State of legal residence 

2. Voting 

• Registered to vote (yes/no) 

• Voted in last presidential election (yes/no) 

3. Volunteer and community service 

• Perform any community service/volunteer work in last year (yes/no) 

• Type of community service 

• Volunteer hours per month 

4. Veteran or serve in armed forces 

Current or Prospective Teachers

1. Identify those in teacher pipeline: 

• New teachers–taught for first time after NPSAS year bachelor’s (excluding 

substitutes and aides) 

• Trainees who did not teach (took courses toward certification in last 2 years) 

• Currently considering teaching

a. Position(s) held 

• Worked as K-12 teacher, aide, or substitute since bachelor’s degree 

(yes/no) 

• Type of positions held (first job/recent job): 

 Regular elementary/secondary school teacher 

 Substitute teacher 

 Teacher’s aide 

 Itinerant teacher 

 Support teacher 

• Worked as substitute 12 weeks or more (yes/no) 

• Substitute to get permanent job (yes/no) 

• Teacher’s aide to get permanent job (yes/no) 

b. Certification 

• Took courses toward teacher certification in last 2 years (yes/no) 

• Licensed or certified to teach in grades K-12 in any state (yes/no) 

• Date first certified (month year) 

• Highest type of certification (regular/probationary/temporary/emergency) 

• Taken state license/certification exams (yes/no/not required) 

• If yes, passed the exams (yes/no) 

• If no, planning to take exams (yes/no) 

• If no, taking courses toward certification (yes/no) 

• Any other (non-state) type of certification 
Appendix B 

Revised B&B:2000/01 Data Elements 

104 

2. Teaching experiences 

a. Number of teaching jobs held (excluding substitutes or aides) 

• Name and location of school (first job/recent job) [Online coding links to 

public and private school databases] 

• Dates started (first job/recent job) 

• Dates ended (first job/recent job) 

• Characteristics of K-12 teaching jobs: (first job and most recent job) 

• Taught full-time or part-time 

• Highest and lowest grade levels taught 

• Subject areas taught 

• Certified in these subject area fields 

• College major in these fields (yes/no) 

• Number of periods or sections each day 

• Number of students 

• Classes team taught (yes/no) 

b. Experience in first teaching job 

• Participated in formal induction program (yes/no) 

• Participated in teacher internship program (yes/no) 

• Comparable workload with other teachers in school (yes/no) 

• Schools effective in assisting with (yes/no): 

Student discipline 

Instructional methods 

Curriculum 

Adjusting to school environment 

• Effectiveness of preparation for teaching of: (very well/moderately 

well/not at all) 

Student teaching or internship experience 

Education courses in college 

Academic courses in college 

• How well prepared do you feel to (very well/moderately well/not at all): 

Teach the subjects assigned 

Integrate educational technology into grade or subjects that you 

teach 

Manage the classroom 

• Satisfaction with aspects of teaching (very/somewhat/not satisfied): 

Student motivation 

School learning environment 

Student behavior 

Class size 

Support from parents 

Society’s perception of teaching 

Support from school administration 

c. If no longer teaching 

• Primary reason for leaving teaching 

• Plan to return to teaching (yes/no/not sure) 
Appendix B 

Revised B&B:2000/01 Data Elements 

105 

3. Non-teachers 

a. Preparations 

• Currently considering K-12 teaching? (yes/no) 

• Types of preparation for teaching 

b. Applications 

• Applied for teaching jobs since completing degree (yes/no) 

• Number of job applications 

• Number of offers 

• Number of offers accepted 

• Reasons for rejecting offers 

• Reasons did not apply for teaching position 

4. Loan forgiveness

• Aware of any student loan forgiveness programs for those entering teaching (yes/no) 

• If yes, did it serve as an incentive to prepare for teaching (yes/no) 

• Taking advantage of such a loan forgiveness program now (yes/no) 
Appendix B 

Revised B&B:2000/01 Data Elements 

106 
107 

Appendix C 

CATI Facsimile

Preload Student Information................................................................................. 109 

School Information............................................................................................... 115 

CATI Facsimile .................................................................................................... 123 

CATI Abbreviated ................................................................................................ 197 
Appendix C 

Facsimile Instruments 

108 
Appendix C 

Facsimile Instruments 

Preload Student Information 

109 

YBAMM 

Month BA awarded from NPSAS 2000 

A preload variable that is the month the respondent 

completed a bachelor's degree from NPSAS 

school. 

Applies to: NPSAS 2000 respondents. 

Sources: NPSAS 2000 CATI 

YBAYY 

Year BA awarded from NPSAS 2000 

A preload variable that is the year the respondent 

completed a bachelor's degree from NPSAS 

school. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YBANDX 

School index-bachelor's degree awarded 

A preload variable that represents the index of the 

school at which the respondent earned a bachelor's 

degree. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YCPSMAT 

CPS match for financial aid 

A preload variable that indicates whether the 

respondent applied for federal financial aid 

(i.e., they completed the FASFAA) 

Applies to: All respondents. 

Sources: NPSAS 2000 CADE 

YFSTNDX 

Index of first postsec attended 

A preload variable that indicates the first 

postsecondary institution the respondent attended 

since high school graduation. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YHSPRV 

Religious affiliation of high school 

A preload variable that indicates the religious 

affiliation of the private high school the respondent 

attended. The values are: 

<1> Catholic 

<2> Other religious 

<3> No religious affiliation 

Applies to: Respondents that attended a private 

high school. 

Sources: NPSAS 2000 CATI 

YHSSTAT 

High school status 

Indicates what type of diploma or high school 

completion the respondent received. The values 

are: 

<1> Received high school diploma 

<2> Passed a GED test 

<3> Received high school completion 

<4> Did not complete high school 

<5> Attended foreign high school 

<6> Home schooling 

Applies to: All respondents. 

Sources: NPSAS 2000 CADE 

YHSTYP 

Type of high school 

Indicates whether the respondent attended a public, 

private, or foreign high school. 

The values are: 

<1> Public 

<2> Private 

<3> Attended foreign school 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YHSYY 

Year received high school diploma 

Indicates the year the respondent received his/her 

high school diploma. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YMAJOR 

Major for NPSAS 2000. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YNBDIPL 

Type of high school diploma 

Indicates what type of diploma the respondent 

received from high school. See YHSSTAT for 

values. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YNBS1 

Date first attended first PSE 

Date the respondent first attended the first 

postsecondary institution. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 
Appendix C 

Facsimile Instruments 

Preload Student Information 

110 

YNP2KR 

NPSAS 2000 interview completion status 

Indicates the status of the respondent's interview 

for NPSAS 2000. 

The values are: 

<0> NPSAS nonrespondent 

<1> NPSAS abbreviated 

<2> NPSAS partial 

<3> NPSAS full 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YNPSCHL 

NPSAS 2000 school name 

A preload variable that gives the name of the 

school the respondent attended. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YNPSIPD 

NPSAS school IPEDS number 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

Integrated Postsecondary Education Data System 

(IPEDS). For schools that were uncodeable in the 

IPEDS 

user exit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YNPSNDX 

Index to identify NPSAS school 

A preload variable that represents the index of the 

NPSAS school the respondent attended. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YPARST 

Parent status 

Indicates the status of the respondent's parents. The 

values are: 

<1> Parents 

<2> Guardians 

<3> Neither 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YPREP1 

Teacher preparation activities 

A preload variable indicating what types of things 

the respondent has done to prepare him/herself to 

teach. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS1CITY 

First postsecondary city 

A preloaded variable that is the city where the 

school is located. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS1CTRL 

First postsecondary control 

A preload variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS1IPDS 

First postsecondary IPEDS 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. 

For schools that were uncodeable in the IPEDS 

user exit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 
Appendix C 

Facsimile Instruments 

Preload Student Information 

111 

YS1LEVL 

First postsecondary level 

A preloaded variable that indicates the length of 

time it takes to complete the highest level of 

program offered by the school. The values are: 

<1> 4-year 

<2> 2-year 

<3> Less-than-2-year 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS1NAME 

First postsecondary school name 

A preload variable that gives the name of the first 

postsecondary school the respondent attended. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS1STAT 

First postsecondary state 

A preload variable that is a numeric code for the 

state where the school is located. 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI 

YS2CITY 

Second postsecondary city 

A preload variable that is the city where the school 

is located. 

Applies to: Respondents with more than one 

preload school. 

Sources: NPSAS 2000 CATI 

YS2CTRL 

Second postsecondary control 

A preload variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

Applies to: Respondents with more than one 

preload school that have a valid level for preload 

school 2. 

Sources: NPSAS 2000 CATI 

YS2IPDS 

Second postsecondary IPEDS 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. For schools that were uncodeable in the 

IPEDS user exit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: Respondents with more than one 

preload school. 

Sources: NPSAS 2000 CATI 

YS2LEVL 

Second postsecondary level 

A preloaded variable that indicates the length of 

time it takes to complete the highest level of 

program offered by the school. The values are: 

<1> 4-year 

<2> 2-year 

<3> Less-than-2-year 

Applies to: Respondents with more than one 

preload school that have a valid level for preload 

school 2. 

Sources: NPSAS 2000 CATI 

YS2NAME 

Second postsecondary name 

A preload variable that gives the name of the 

second postsecondary school the respondent 

attended. 

Applies to: Respondents with more than one 

preload school that have a valid name for preload 

school 2. 

Sources: NPSAS 2000 CATI 

YS2STAT 

Second postsecondary state 

A preload variable that is a numeric code for the 

state where the school is located. 

Applies to: Respondents with more than one 

preload school that have a valid state for preload 

school 2. 

Sources: NPSAS 2000 CATI 
Appendix C 

Facsimile Instruments 

Preload Student Information 

112 

YS3CITY 

Third postsecondary city 

A preload variable that is the city where the school 

is located. 

Applies to: Respondents with more than two 

preload schools that have a valid city for preload 

school 3. 

Sources: NPSAS 2000 CATI 

YS3CTRL 

Third postsecondary control 

A preload variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

Applies to: Respondents with more than two 

preload schools that have a valid control for 

preload school 3. 

Sources: NPSAS 2000 CATI 

YS3IPDS 

Third postsecondary IPEDS 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. For schools that were uncodeable in the 

IPEDS user exit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: Respondents with more than two 

preload schools. 

Sources: NPSAS 2000 CATI 

YS3LEVL 

Third postsecondary level 

A preloaded variable that indicates the length of 

time it takes to complete the highest level of 

program offered by the school. The values are: 

<1> 4-year 

<2> 2-year 

<3> Less-than-2-year 

Applies to: Respondents with more than two 

preload schools that have a valid level for preload 

school 3. 

Sources: NPSAS 2000 CATI 

YS3NAME 

Third postsecondary name 

A preload variable that gives the name of the third 

postsecondary school the respondent attended. 

Applies to: Respondents with more than two 

preload schools that have a valid name for preload 

school 3. 

Sources: NPSAS 2000 CATI 

YS3STAT 

Third postsecondary state 

A preload variable that is a numeric code for the 

state where the school is located. 

Applies to: Respondents with more than two 

preload schools that have a valid state for preload 

school 3. 

Sources: NPSAS 2000 CATI 

YS4CITY 

Fourth postsecondary city 

A preload variable that is the city where the school 

is located. 

Applies to: Respondents with more than three 

preload schools that have a valid city for preload 

school 4. 

Sources: NPSAS 2000 CATI 

YS4CTRL 

Fourth postsecondary control 

A preload variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

Applies to: Respondents with more than three 

preload schools that have a valid control for 

preload school 4. 

Sources: NPSAS 2000 CATI 
Appendix C 

Facsimile Instruments 

Preload Student Information 

113 

YS4IPDS 

Fourth postsecondary IPEDS 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. For schools that were uncodeable in the 

IPEDS user exit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: Respondents with more than three 

preload schools. 

Sources: NPSAS 2000 CATI 

YS4LEVL 

Fourth postsecondary level 

A preloaded variable that indicates the length of 

time it takes to complete the highest level of 

program offered by the school. The values are: 

<1> 4-year 

<2> 2-year 

<3> Less-than-2-year 

Applies to: Respondents with more than three 

preload schools that have a valid level for preload 

school 4. 

Sources: NPSAS 2000 CATI 

YS4NAME 

Fourth postsecondary name 

A preload variable that gives the name of the fourth 

postsecondary school the respondent attended. 

Applies to: Respondents with more than three 

preload schools that have a valid name for preload 

school 4. 

Sources: NPSAS 2000 CATI 

YS4STAT 

Fourth postsecondary state 

A preload variable that is a numeric code for the 

state where the school is located. 

Applies to: Respondents with more than three 

preload schools that have a valid state for preload 

school 4. 

Sources: NPSAS 2000 CATI 

YS5CITY 

Fifth postsecondary city 

A preload variable that is the city where the school 

is located. 

Applies to: Respondents with more than four 

preload schools that have a valid city for preload 

school 5. 

Sources: NPSAS 2000 CATI 

YS5CTRL 

Fifth postsecondary control 

A preload variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

Applies to: Respondents with more than four 

preload schools that have a valid control for 

preload school 5. 

Sources: NPSAS 2000 CATI 

YS5IPDS 

Fifth postsecondary IPEDS 

A preload variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. For schools that were uncodeable in the 

IPEDS userexit, the values indicate which piece of 

information was missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Applies to: Respondents with more than four 

preload schools. 

Sources: NPSAS 2000 CATI 

YS5LEVL 

Fifth postsecondary level 

A preloaded variable that indicates the length of 

time it takes to complete the highest level of 

program offered by the school. The values are: 

<1> 4-year 

<2> 2-year 

<3> Less-than-2-year 

Applies to: Respondents with more than four 

preload schools that have a valid level for preload 

school 5. 

Sources: NPSAS 2000 CATI 
Appendix C 

Facsimile Instruments 

Preload Student Information 

114 

YS5NAME 

Fifth postsecondary name 

A preload variable that gives the name of the fifth 

postsecondary school the respondent attended. 

Applies to: Respondents with more than four 

preload schools that have a valid name for preload 

school 5. 

Sources: NPSAS 2000 CATI 

YS5STAT 

Fifth postsecondary state 

A preload variable that is a numeric code for the 

state where the school is located. 

Applies to: Respondents with more than four 

preload schools that have a valid state for preload 

school 5. 

Sources: NPSAS 2000 CATI 

YUSCIT 

Citizenship status 

A preload variable that indicated whether the 

respondent was a U.S. citizen, and, if not, the type 

of visa/resident. This variable is used to determine 

whether to ask about current citizenship. The 

values are: 

<1> U.S. Citizen 

<2> Resident alien 

<3> Student visa 

Applies to: Respondents with citizenship 

information. 

Sources: NPSAS 2000 CATI 

YVOTE 

Registered to vote in U.S. elections 

Applies to: Respondents with U.S. citizenship. 

Sources: NPSAS 2000 CATI 

YVTPRS 

Vote in last presidential election 

Applies to: Respondents with U.S. citizenship. 

Sources: NPSAS 2000 CATI 

ZRID 

Case ID number 

Applies to: All respondents. 

Sources: NPSAS 2000 CATI
115 

School Information
Appendix C 

Facsimile Instruments 

School Information 

116 
Appendix C 

Facsimile Instruments 

School Information 

117 

NPSASSCH 

NPSAS school flag 

A flag to identify the NPSAS institution. The 

NPSAS institution is the institution from which the 

student was originally sampled. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

FPSESCH 

First postsecondary school flag 

A flag to identify the first postsecondary institution 

ever attended. 

Note: A value of -7 is shown for respondents who 

completed the abbreviated interview (in which the 

item about the first postsecondary institution was 

not asked) and for whom there was no preloaded 

value for the first postsecondary institution. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

BASCH 

BA school flag 

A flag to identify the institution from which the 

student received his/her bachelor's degree. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

NEWBB01 

New school during B and B 2001 flag 

A flag to identify any new school that was 

collected in the follow-up interview (i.e., that was 

not preloaded from base-year data). 

Sources: B&B:2000/01 CATI 

BADATE 

Bachelor's degree completion date 

This is the date of degree completion at the 

institution that awarded the bachelor's degree. 

Note: Date format is YYYYMM. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL01 

Undergraduate enrollment spell 1 

An enrollment spell is defined as any period of 

enrollment at a single institution not separated by 4 

or more months. ENRSPL01 through ENRSPL13 

each contain a structured set of information (see 

below) describing each enrollment spell in which 

the student attended a given institution. For 

NPSAS respondents, the B&B interview collected 

enrollment data only up until 06/1999 since the 

NPSAS interview collected enrollment data for the 

99/00 academic year (07/1999-06/2000). The 

99/00 enrollment collected during NPSAS were 

then imputed into separate spells for delivery with 

the B&B data. For NPSAS nonrespondents, the 

B&B interview collected enrollment up until the 

date of bachelor's degree completion. There may 

be multiple spells per institution to account for 

breaks. In most cases, any break in enrollment 

exceeding 4 months required multiple spells. If the 

student was a respondent to the base year 

interview, the base year enrollment spells were not 

collected during the B&B followup interview. 

Therefore, the base year enrollment spell was 

derived from the base year data in order for the 

B&B data file to include a comprehensive record 

of enrollment. In such cases, a separate enrollment 

spell has been created, and there may be cases in 

which respondents were continuously enrolled but 

their enrollment is reflected in 2 spells. This will 

not be an issue for NPSAS nonrespondents since 

all enrollment data were collected during the B&B 

interview, and enrollment gaps were split into 

separate spells accordingly. This is a 16 character 

string that has the following structure: 

Columns Contents 

---------------------- 

1-2 School index (1-11) 

3-4 Start month 

5-8 Start year 

9-10 End month 

11-14 End year 

15-16 Any summer enrollment during the spell 

(1=Yes 0=No) 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

School Information 

118 

ENRSPL02 

Undergraduate enrollment spell 2 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL03 

Undergraduate enrollment spell 3 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL04 

Undergraduate enrollment spell 4 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL05 

Undergraduate enrollment spell 5 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL06 

Undergraduate enrollment spell 6 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL07 

Undergraduate enrollment spell 7 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL08 

Undergraduate enrollment spell 8 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL09 

Undergraduate enrollment spell 9 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL10 

Undergraduate enrollment spell 10 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL11 

Undergraduate enrollment spell 11 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL12 

Undergraduate enrollment spell 12 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

ENRSPL13 

Undergraduate enrollment spell 13 

See ENRSPL01 for description. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

FUTRSCH 

Future school flag 

A flag to identify the institution where the student 

plans to enroll for post-baccalaureate education, or 

where the student has applied for enrollment in 

post-baccalaureate education for the 2000/2001 

academic year. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

School Information 

119 

PBSPEL01 

Post-baccalaureate enrollment spell 1 

A derived variable to indicate overall enrollment at 

each post-baccalaureate institution attended. The 

B&B interview collected information about postbaccalaureate enrollment, from the date of 

bachelor's degree completion into the future. There 

may be multiple spells per institution to account for 

breaks. Any break in enrollment exceeding 4 

months required multiple spells. This is a 16 

character string that has the following structure: 

Columns Contents 

---------------------- 

1-2 School index (1-13) 

3-4 Start month 

5-8 Start year 

9-10 End month 

11-14 End year 

15-16 Any summer enrollment during the spell 

(1=Yes 0=No) 

Sources: B&B:2000/01 CATI 

PBSPEL02 

Post-baccalaureate enrollment spell 2 

See PBSPEL01 for description. 

Sources: B&B:2000/01 CATI 

PBSPEL03 

Post-baccalaureate enrollment spell 3 

See PBSPEL01 for description. 

Sources: B&B:2000/01 CATI 

PBSPEL04 

Post-baccalaureate enrollment spell 4 

See PBSPEL01 for description. 

Sources: B&B:2000/01 CATI 

PBAENRL 

Post-baccalaureate enrollment 99/00-00/01 

A derived variable to indicate yearly enrollment 

since completion of the bachelor's degree. This 

variable is a 2 character string which contains the 

following values: 

0 = Not enrolled during the academic year 

1 = 1 to 6 months of enrollment during the 

academic year 

2 = 7 or more months of enrollment during the 

academic year 

Sources: B&B:2000/01 CATI 

POSTBA1 

Post-baccalaureate school 1 flag 

A flag to identify the first post-baccalaureate 

institution attended. 

Sources: B&B:2000/01 CATI 

POSTBA2 

Post-baccalaureate school 2 flag 

A flag to identify the second post-baccalaureate 

institution attended. 

Sources: B&B:2000/01 CATI 

SCHENRL 

Undergraduate enrollment (80/81-99/00) 

A derived variable to indicate yearly enrollment up 

until completion of the bachelor's degree. This is a 

19 character string which contains the following 

values: 

0 = Not enrolled during the academic year 

1 = 1 to 6 months of enrollment during the 

academic year 

2 = 7 or more months of enrollment during the 

academic year 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

SCHINDEX 

School index 

An index to identify institutions. There are 14 

possible values. Values are: 

1-5 Institutions collected during the base-year 

interview and preloaded into the follow-up 

interview 

6-11 Institutions collected in the undergraduate 

history section of the CATI interview in 

Section B. This includes all schools 

attended up until the point of bachelor's 

degree completion 

12-13 Up to 2 post-baccalaureate institutions were 

collected in Section D of the CATI 

interview 

14 The institution where the respondent is 

planning to enroll for post-baccalaureate 

education 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

School Information 

120 

SCHIPEDS 

School IPEDS ID 

A derived variable that is the school identification 

number from the U.S. Department of Education's 

IPEDS. May be preloaded or provided from 

IPEDS when the school is coded in B&B:2000/01 

CATI. For schools that are uncodeable in the 

IPEDS user exit, the values indicate which piece of 

information is missing: 

<999996> Foreign school 

<999997> School name unknown 

<999998> School city unknown 

<999999> State unknown 

Sources: IPEDS-IC, NPSAS:2000 CATI, 

B&B:2000/01 CATI 

SCHLEVEL 

School level 

A derived variable that indicates the length of time 

it takes to complete the highest level of program 

offered by the school. May be preloaded or 

provided from the IPEDS when the school is coded 

in B&B:2000/01 CATI. If the school was 

uncodeable in IPEDS, the school level was keyed 

in B&B:2000/01 CATI. Values are: 

<1> 4-year school 

<2> 2-year school 

<3> Less-than-2-year school 

Sources: IPEDS-IC, NPSAS:2000 CATI, 

B&B:2000/01 CATI 

SCHCITY 

School city 

City where the school is located. This may be 

preloaded or provided from the IPEDS. If the city 

was not available from IPEDS, the city was keyed 

in B&B:2000/01 CATI. 

Sources: IPEDS-IC, NPSAS:2000 CATI, 

B&B:2000/01 CATI 

SCHCTRL 

School control 

A derived variable that refers to the ownership of 

the school. Values are: 

<1> Public 

<2> Private not-for-profit 

<3> Private for-profit 

May be preloaded or provided from the IPEDS 

when the school is coded in B&B:2000/01 CATI. 

If the school was uncodeable in IPEDS, the school 

level was keyed in B&B:2000/01 CATI. 

Sources: IPEDS-IC, NPSAS:2000 CATI, 

B&B:2000/01 CATI 

SCHNAME 

School name 

May be preloaded or provided from IPEDS 

database. If school name was not available from 

the IPEDS, the school name was keyed in 

B&B:2000/01 CATI. 

Sources: IPEDS-IC, NPSAS:2000 CATI, 

B&B:2000/01 CATI 

SCHSTATE 

School state 

Two-letter code for the state where the school is 

located. This may be preloaded or provided from 

IPEDS. If the state was not available 

from the IPEDS, the school state was keyed in 

B&B:2000/01 CATI. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

SCHSEQ 

School sequence number 

A derived variable indicating the chronological 

order of enrollment at all institutions attended. 

Schools are ordered by the date of first attendance. 

If date of first attendance is the same for multiple 

schools, then schools are ordered alphabetically. 

Sources: B&B:2000/01 CATI 

SCHUC 

School upcode flag 

Indicates cases where the school was uncodeable in 

the IPEDS user-exit, but was later coded in the 

editing process. The values are: 

<0> No 

<1> Yes 

Sources: B&B:2000/01 CATI 

ZRID 

Case ID number 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

School Information 

121 

FRSTDATE 

Date of first attendance at each school 

This is a derived variable, taken from the 

enrollment spell strings collected in the enrollment 

user exits for both undergraduate history and postbaccalaureate education. 

Note: Date format is YYYYMM. Values of '-3' are 

listed for future schools because no enrollment 

dates were collected. 

Sources: B&B:2000/01 CATI 

HBCU 

Historically black institution 

Sources: IPEDS:1998 

ASIAN1 

Asian/Pacific Islander enrollment, all levels 

Sources: IPEDS:1998 

ASIAN2 

Asian/Pacific Islander full-time equivalent 

enrollment, all levels 

Sources: IPEDS:1998 

ASIAN3 

Asian/Pacific Islander undergraduate enrollment 

Sources: IPEDS:1998 

ASIAN4 

Asian/Pacific Islander undergraduate full-time 

equivalent enrollment 

Sources: IPEDS:1998 

ASIAN1P 

Asian/Pacific Islander percentage, all levels 

Sources: IPEDS:1998 

ASIAN2P 

Asian/Pacific Islander full-time equivalent 

percentage, all levels 

Sources: IPEDS:1998 

ASIAN3P 

Asian/Pacific Islander undergraduate percentage 

Sources: IPEDS:1998 

ASIAN4P 

Asian/Pacific Islander undergraduate full-time 

equivalent percentage 

Sources: IPEDS:1998 

BLACK1 

Black non-Hispanic enrollment, all levels 

Sources: IPEDS:1998 

BLACK2 

Black non-Hispanic full-time equivalent 

enrollment, all levels 

Sources: IPEDS:1998 

BLACK3 

Black non-Hispanic undergraduate enrollment 

Sources: IPEDS:1998 

BLACK4 

Black non-Hispanic undergraduate full-time 

equivalent enrollment 

Sources: IPEDS:1998 

BLACK1P 

Black non-Hispanic percentage, all levels 

Sources: IPEDS:1998 

BLACK2P 

Black non-Hispanic full-time equivalent 

percentage, all levels 

Sources: IPEDS:1998 

BLACK3P 

Black non-Hispanic undergraduate percentage 

Sources: IPEDS:1998 

BLACK4P 

Black non-Hispanic undergraduate full-time 

equivalent percentage 

Sources: IPEDS:1998 

GRFTE 

Graduate/first professional full-time equivalent 

enrollment 

Sources: IPEDS:1998 

GRTOTAL 

Graduate/first professional total enrollment 

Sources: IPEDS:1998 
Appendix C 

Facsimile Instruments 

School Information 

122 

HISPAN1 

Hispanic enrollment, all levels 

Sources: IPEDS:1998 

HISPAN2 

Hispanic full-time equivalent enrollment, all levels 

Sources: IPEDS:1998 

HISPAN3 

Hispanic undergraduate enrollment 

Sources: IPEDS:1998 

HISPAN4 

Hispanic undergraduate full-time equivalent 

enrollment 

Sources: IPEDS:1998 

HSIPCT1 

Hispanic percentage, all levels 

Sources: IPEDS:1998 

HSIPCT2 

Hispanic full-time equivalent percentage, all levels 

Sources: IPEDS:1998 

HSIPCT3 

Hispanic undergraduate percentage 

Sources: IPEDS:1998 

HSIPCT4 

Hispanic undergraduate full-time equivalent 

percentage 

Sources: IPEDS:1998 

HSITOT1 

Hispanic-serving institution 

Sources: IPEDS:1998 

HSIUG1 

Hispanic-serving undergraduate institution 

Sources: IPEDS:1998 

INDIAN1 

American Indian enrollment, all levels 

Sources: IPEDS:1998 

INDIAN2 

American Indian full-time equivalent enrollment, 

all levels 

Sources: IPEDS:1998 

INDIAN3 

American Indian undergraduate enrollment 

Sources: IPEDS:1998 

INDIAN4 

American Indian undergraduate full-time 

equivalent enrollment 

Sources: IPEDS:1998 

INDIAN1P 

American Indian percentage, all levels 

Sources: IPEDS:1998 

INDIAN2P 

American Indian full-time equivalent percentage, 

all levels 

Sources: IPEDS:1998 

INDIAN3P 

American Indian undergraduate percentage 

Sources: IPEDS:1998 

INDIAN4P 

American Indian undergraduate full-time 

equivalent percentage 

Sources: IPEDS:1998 

TOTALL 

Total enrollment, all levels 

Sources: IPEDS:1998 

TOTFTALL 

Total full-time equivalent enrollment, all levels 

Sources: IPEDS:1998 

TOTFTUG 

Total undergraduate full-time equivalent 

enrollment 

Sources: IPEDS:1998 

TOTUG 

Total undergraduate enrollment 

Sources: IPEDS:1998 
123 

CATI Facsimile 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

124 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

125 

ZRID 

Case ID number 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CABANPMY 

According to your school records, you were expected 

to complete a bachelor's degree from [YNPSCHL] 

sometime between July 1, 1999 and June 30, 2000 

When did you complete your degree? 

F5=RESPONDENT NEVER COMPLETED 

BACHELOR's DEGREE AT NPSAS SCHOOL 

MONTH (1-12): 

YEAR (1999-2000): 

Applies to: All respondents. 

Note: Date format is YYYYMM. If no month was 

given, the month was documented as 00. 

Imputation Note: This variable was imputed from the 

preloaded variables (YBAMM and YBAYY) 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CABBELG 

A flag to indicate B&B eligibility. Eligibility was 

determined in the base year interview for base-year 

respondents. Base-year non-respondents are 

determined to be B&B eligible if they completed a 

bachelor's degree at any time between July 1, 1999 

and June 30, 2000. 

0 = Not B&B eligible 

1 = B&B eligible 

Applies to: All respondents. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CANPELG 

A flag to indicate NPSAS eligibility. Base year nonrespondents are determined to be NPSAS eligible if 

they completed a bachelor's degree at any time 

between July 1, 1999 and June 30, 2000. 

1 = NPSAS eligible 

2 = Not NPSAS eligible 

Applies to: All respondents. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBDIPL 

Did you... 

1 = Receive a high school diploma, 

2 = Pass a GED (General Educational 

Development) test, or 

3 = Receive a high school completion certificate? 

4 = ATTENDED FOREIGN HIGH SCHOOL 

5 = DID NOT COMPLETE HIGH SCHOOL OR 

HIGH SCHOOL EQUIVALENCY PROGRAM 

6 = HOME SCHOOLING 

Applies to: All respondents. 

Imputation Note: This variable was imputed from the 

preload (YNBDIPL). If there was a conflict between 

the preload and the value entered during the 

interview, the value entered during the interview is 

what is represented in the data. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBHSYR 

When did you receive your high school 

diploma/certificate? 

YEAR RANGE (1930-1999) 

Applies to: All respondents. 

Imputation Note: This variable was imputed from the 

preload (YHSYY). If there was a conflict between 

the preload and the value entered during the 

interview, the value entered during the interview is 

what is represented in the data. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBHSTYP 

Was your high school public or private? 

1 = PUBLIC 

2 = PRIVATE 

3 = ATTENDED FOREIGN SCHOOL 

Applies to: All respondents except those who 

attended a foreign high school or were home 

schooled. However, the preloaded value was 

imputed for some cases (see imputation note below). 

CATI CODE description: CBDIPL not = 4,6. 

Imputation Note: This variable was imputed from 

the preload (YHSTYP). If there was a conflict 

between the preload and the value entered during the 

interview, the value entered during the interview is 

what is represented in the data. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI
Appendix C 

Facsimile Instruments 

CATI Facsimile 

126 

CBHSPRV 

Was your high school a Catholic school, other 

religious, or some other type of private school? 

1 = CATHOLIC 

2 = OTHER RELIGIOUS 

3 = NO RELIGIOUS AFFILIATION 

Applies to: Respondents who attended a private 

high school. However, the preloaded value was 

imputed for some cases (see imputation note 

below). 

CATI CODE description: If (CBHSTYP not = 1 or 

3) or (YHSTYP not = 3) 

Imputation Note: This variable was imputed from 

the preload (YHSPRV). If there was a conflict 

between the preload and the value entered during 

the interview, the value entered during the 

interview is what is represented in the data. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBFSTBA 

Now I'd like to ask you some questions about your 

postsecondary enrollment after high school. Was 

the bachelor's degree you received from [bachelor's 

degree school] the first bachelor's degree you've 

ever received? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBSCH1YY 

In what year did you first enroll at [first 

postsecondary institution attended]? 

YYYY (1930-1999): 

Applies to: All respondents. 

Imputation Note: This variable was imputed from 

the preload (YNBS1). 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBFSTMY 

In what month and year did you receive your first 

bachelor's degree? 

Month (1-12): 

Year (1930-2000): 

Applies to: All respondents. 

Imputation Note: This variable was imputed from 

the bachelor's degree date at NPSAS 

(CABANPMY) for cases where the NPSAS 

bachelor’s degree was the first ever received. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBSCH1ST 

During your first year at [first postsecondary 

institution attended] were you a full-time or parttime student? 

1 = FULL-TIME ONLY 

2 = PART-TIME ONLY 

3 = MIXED FULL-TIME/PART-TIME 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Sources: B&B:2000/01 CATI 

CBREM1 

During your first year, did you take any basic or 

remedial English or math courses that did not earn 

credit hours toward your degree? 

1 = YES 

2 = NO 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

127 

CBAP 

When you first enrolled in college, did you have 

any advanced placement credits that were accepted 

by [first postsecondary institution attended]? (By 

that I mean courses that you did not have to take 

because you scored high enough on a placement 

test.) 

1 = YES 

2 = NO 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBCOLCRD 

While you were still in high school, did you take 

any college-level courses that counted towards 

your bachelor's degree? 

1 = YES 

2 = NO 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBRES1 

Again, during your first year at [first postsecondary 

institution attended], did you live on campus, with 

your parents, or some place else? 

IF MORE THAN ONE RESIDENCE, GIVE THE 

PLACE LIVED THE LONGEST 

 1 = ON-CAMPUS 

 2 = WITH PARENTS 

 3 = SOME PLACE ELSE (OFF CAMPUS) 

F5 = PARENTS DECEASED 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Sources: B&B:2000/01 CATI 

CBMARR1 

During your first year, what was your marital 

status? Were you... 

IF RESPONSE IS "SINGLE," PROBE TO 

DETERMINE IF RESPONDENT HAD EVER 

BEEN MARRIED 

1 = Single, never married 

2 = Married 

3 = Separated 

4 = Divorced 

5 = Widowed 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Sources: B&B:2000/01 CATI 

CBDEPS1 

At that time, did you have any children that you 

and your spouse supported financially? 

1 = YES 

2 = NO 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBNUMDP1 

How many (children were you and your spouse 

supporting financially during your first year)? 

RANGE (1-9): 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Imputation Note: If CBDEPS1 = 0 then set 

CBNUMDP1 = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

128 

CBHOURS 

About how many hours did you typically work 

each week for pay during your first year of 

college? 

RANGE (0-80): 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996 . 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Sources: B&B:2000/01 CATI 

CBONOFF 

Was your job on- or off-campus? 

1 = ON-CAMPUS 

2 = OFF-CAMPUS 

3 = BOTH ON- AND OFF-CAMPUS 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996, and who worked their first 

year of college. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

and CBHOURS > 0 or CBHOURS = -1,- 2. 

Sources: B&B:2000/01 CATI 

CBPARTUI 

Did your parents or relatives pay for any of your 

tuition or fees for your first year in college? 

1 = YES 

2 = NO 

F5 = PARENTS DECEASED 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBGRANT1 

To help pay for your tuition and other education 

expenses during your first year, did you receive... 

ENTER 1 = YES 2 = NO. 

Any grants or scholarships? 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBEMP1 

To help pay for your tuition and other education 

expenses during your first year, did you receive... 

Enter 1 = Yes 2 = No 

Any kind of employer aid or tuition 

reimbursement? 

Applies to: Respondents who just completed their 

first bachelor’s degree and enrolled in school 

during or after 1996. 

CATI CODE description: If CBFSTBA = 1 and 

(CBSCH1YY >= 1996 or CBSCH1YY = -1,-6) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBCRTAA 

Had you earned a certificate or an associate's 

degree before you started working on your 

bachelor's degree? 

0 = NO 

1 = CERTIFICATE 

3 = ASSOCIATE's DEGREE. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBCRTMY 

In what month and year was that degree awarded? 

Month (1-12): 

Year (1930-2000): 

Applies to: Respondents who completed a 

certificate or associate's degree before beginning 

work on a bachelor's degree. 

CATI CODE description: If CBCRTAA = -1,1,3. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

129 

CBOTHSCH 

Other than [bachelor's degree school], did you 

attend any other colleges or postsecondary schools 

between the time you graduated from high school 

and the time you graduated from [bachelor's degree 

school]? Please include summer enrollment and 

any other classes you may have taken for credit. 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: if CBFSTBA = 0 then 

CBOTHSCH = 1; 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBOTSC2 

Have you enrolled anywhere else (between high 

school and the time you graduated)? Please include 

summer enrollment and any other classes you may 

have taken for credit. 

1 = YES 

2 = NO 

Applies to: Respondents who attended more than 

one institution between high school and receiving 

bachelor's degree. 

CATI CODE description: If CBOTHSCH = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBOTSC3 

Have you enrolled anywhere else (between high 

school and the time you graduated)? Please include 

summer enrollment and any other classes you may 

have taken for credit. 

1 = YES 

2 = NO 

Applies to: Respondents who attended more than 

two institutions between high school and receiving 

bachelor's degree. 

CATI CODE description: If CBOTHSCH = 1 and 

CBOTSC2 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBOTSC4 

Have you enrolled anywhere else (between high 

school and the time you graduated)? Please include 

summer enrollment and any other classes you may 

have taken for credit. 

1 = YES 

2 = NO 

Applies to: Respondents who attended more than 

three institutions between high school and 

receiving bachelor's degree. 

CATI CODE description: If CBOTHSCH = 1 and 

CBOTSC2 = 1 and CBOTSC3 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBOTSC5 

Have you enrolled anywhere else (between high 

school and the time you graduated)? Please include 

summer enrollment and any other classes you may 

have taken for credit. 

1 = YES 

2 = NO 

Applies to: Respondents who attended more than 

four institutions between high school and receiving 

bachelor's degree. 

CATI CODE description: If CBOTHSCH = 1 and 

CBOTSC2 = 1 and CBOTSC3 = 1 and CBOTSC4 

= 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBOTSC6 

Have you enrolled anywhere else (between high 

school and the time you graduated)? Please include 

summer enrollment and any other classes you may 

have taken for credit. 

1 = YES 

2 = NO 

Applies to: Respondents who attended more than 

five institutions between high school and receiving 

bachelor's degree. 

CATI CODE description: If CBOTHSCH = 1 and 

CBOTSC2 = 1 and CBOTSC3 = 1 and CBOTSC4 

= 1 and CBOTSC5 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

130 

CBNUMSCH 

Total number of postsecondary institutions attended 

for undergraduate study until completion of the 

bachelor's degree in the 1999/2000 school year. This 

number includes institutions that were collected in the 

follow-up interview as well as institutions that were 

preloaded from the base-year interview. This is the 

total number of postsecondary institutions reported. 

Applies to: All respondents. 

Note: Respondents to the abbreviated interview were 

not asked about undergraduate enrollment other than 

at the bachelor’s degree school, so the average value 

of CBNUMSCH may be lower for those who 

completed the abbreviated interview than for those 

who completed the full interview. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CBMULTPL 

Undergrad multiple enrollment indicator 

Indicator of overlapping enrollment, which is defined 

as co-enrollment for a period greater than one month 

within the regular academic year (September-April). 

This is calculated in the enrollment user exit. 

0 = Did not attend more than one school at the same 

time 

1 = Attended more than one school at the same time 

Applies to: All respondents. 

Note: CBMULTPL does not reflect data for the 

1999/2000 academic year for NPSAS respondents. 

The multiple enrollment indicator for NPSAS 

respondents is NAMLTSCH and can be found in the 

NPSAS:2000 CATI file. 

Sources: B&B:2000/01 CATI 

CBGAPMON 

Gap in enrollment greater than 4 months 

A flag set in the enrollment user exit if there is ever a 

gap in undergraduate enrollment exceeding a period of 

4 months. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBGAP2YR 

Gap in enrollment greater than or equal to 24 months 

A flag set in the enrollment user exit if there is ever a 

gap in undergraduate enrollment exceeding a period of 

24 months. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBTRNSCH 

Since you started college, you've enrolled at more than 

one school. Did you.. 

1 = Transfer between schools or 

2 = Enroll at the other school(s) to take additional 

classes 

3 = ENROLLED FOR ADDITIONAL DEGREE 

4 = BOTH TRANSFERRED BETWEEN 

SCHOOLS AND TOOK ADDITIONAL 

CLASSES 

5 = NONE OF THE ABOVE 

Applies to: Respondents who attended multiple 

schools. 

CATI CODE description: CBNUMSCH > 1. 

Sources: B&B:2000/01 CATI 

CBTRNSFR 

Did you attempt to transfer any credits between 

schools? 

1 = YES 

2 = NO 

Applies to: Respondents who transferred institutions 

or enrolled at another institution take additional 

classes. 

CATI CODE description: CBNUMSCH > 1 and 

CBTRNSCH = 1,2,4. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

131 

CBTRNCRD 

Were all, some, or none of those credits accepted? 

0 = NONE 

1 = SOME 

2 = ALL 

Applies to: Respondents who attempted to transfer 

credits. 

CATI CODE description: CBNUMSCH > 1 and 

CBTRNSCH = 1,2,4 and 

CBTRNSFR = 1. 

Sources: B&B:2000/01 CATI 

CBTRNR1 

Why did you decide to transfer to another school? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = OFFERED DESIRED 

PROGRAM/COURSEWORK 

 2 = REPUTATION OF 

PROGRAM/FACULTY/SCHOOL 

 3 = AFFORDABLE/OTHER FINANCIAL 

REASONS 

 4 = ACADEMIC PROBLEMS ELSEWHERE 

 5 = EARN DEGREE/CERTIFICATE 

 7 = RETURNING TO PRIOR SCHOOL 

 8 = PREFERRED LOCATION 

 9 = PERSONAL/FAMILY REASONS 

10 = OTHER 

CBTRNR1 (CBTRNR2) (CBTRNR3) 

Applies to: Respondents who transferred between 

institutions and respondents who did not transfer 

between institutions and took additional classes. 

CATI CODE description: CBNUMSCH > 1 and 

CBTRNSCH = 1 and CBTRNSFR not = 0. 

Sources: B&B:2000/01 CATI 

CBTRNR2 

See CBTRNR1 for description. 

Applies to: Respondents who transferred between 

institutions and respondents who did not transfer 

between institutions and took additional classes. 

CATI CODE description: CBNUMSCH > 1 and 

CBTRNSCH = 1 and 

CBTRNSFR not = 0. 

Sources: B&B:2000/01 CATI 

CBTRNR3 

See CBTRNR1 for description. 

Applies to: Respondents who transferred between 

institutions and respondents who did not transfer 

between institutions and took additional classes. 

CATI CODE description: CBNUMSCH > 1 and 

CBTRNSCH = 1 and 

CBTRNSFR not = 0. 

Sources: B&B:2000/01 CATI 

CB2YRS1 

Why did you enroll at [CBNAM2YR]? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = LEARN JOB SKILLS 

 2 = EARN DEGREE OR CERTIFICATE 

 3 = OFFERED DESIRED 

PROGRAM/COURSEWORK 

 4 = PREPARE FOR TRANSFER TO ANOTHER 

SCHOOL 

 5 = PERSONAL ENRICHMENT 

 6 = CONVENIENT LOCATION/SCHEDULE 

 7 = FINANCIAL REASONS 

 8 = RECEIVED FINANCIAL AID 

 9 = OFFERED LESS EXPENSIVE CLASSES 

10 = OTHER 

CB2YRS1 (CB2YRS2) (CB2YRS3) 

Applies to: Respondents who attended 2-year or lessthan-2-year institutions. 

CATI CODE description: CAS1LEVL = 2,3 or 

CAS2LEVL = 2,3 or 

CAS3LEVL = 2,3 or 

CAS4LEVL = 2,3 or 

CAS5LEVL = 2,3 or 

CBLEVF = 2,3 or 

CBLEV1 = 2,3 or 

CBLEV2= 2,3 or 

CBLEV3 = 2,3 or 

CBLEV4 = 2,3 or 

CBLEV5 = 2,3. or 

CBLEV6 = 2,3. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

132 

CB2YRS2 

See CB2YRS1 for description. 

Applies to: Respondents who attended 2-year or lessthan-2-year institutions. 

CATI CODE description: 

CAS1LEVL = 2,3 or 

CAS2LEVL = 2,3 or 

CAS3LEVL = 2,3 or 

CAS4LEVL = 2,3 or 

CAS5LEVL = 2,3 or 

CBLEVF = 2,3 or 

CBLEV1 = 2,3 or 

CBLEV2= 2,3 or 

CBLEV3 = 2,3 or 

CBLEV4 = 2,3 or 

CBLEV5 = 2,3. or 

CBLEV6 = 2,3 

Sources: B&B:2000/01 CATI 

CB2YRS3 

See CB2YRS1 for description. 

Applies to: Respondents who attended 2-year or lessthan-2-year institutions. 

CATI CODE description: 

CAS1LEVL = 2,3 or 

CAS2LEVL = 2,3 or 

CAS3LEVL = 2,3 or 

CAS4LEVL = 2,3 or 

CAS5LEVL = 2,3 or 

CBLEVF = 2,3 or 

CBLEV1 = 2,3 or 

CBLEV2= 2,3 or 

CBLEV3 = 2,3 or 

CBLEV4 = 2,3 or 

CBLEV5 = 2,3. or 

CBLEV6 = 2,3 

Sources: B&B:2000/01 CATI 

CBMLTS1 

According to the information you just gave me, you've 

attended more than one school at the same time. Could 

you tell me why you decided to enroll at more than 

one school? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NONE, OR NO MORE. 

1 = GET DONE SOONER 

2 = TAKE EASIER CLASSES/FULFILL 

REQUIREMENTS 

3 = BETTER CLASS SCHEDULE AT OTHER 

SCHOOL 

4 = PREPARING TO TRANSFER TO/TRYING OUT 

ANOTHER SCHOOL 

5 = TRYING PROGRAM/MAJOR NOT 

AVAILABLE AT CURRENT SCHOOL 

6 = PARTICIPATED IN CONSORTIUM/TOOK 

CLASSES AT BRANCH CAMPUS 

7 = TAKING EXTRA CLASSES NOT RELATED 

TO MY PROGRAM (PERSONAL 

ENRICHMENT) 

8 = FINANCIAL REASONS 

9 = OTHER 

CBMLTS1 (CBMLTS2) (CBMLTS3) 

Applies to: Respondents who attended 3 or more 

institutions at the same time for a period of at least 2 

months, and respondents who attended 2 institutions 

at the same time for a period of at least 2 months who 

did not attend a 2-year or less-than 2-year institution, 

and who did not transfer between institutions. 

CATI CODE description: (If CBNUMSCH > 2 and 

CBMULTPL = 1) or 

If ((CBNUMSCH =2 and CBMULTPL = 1 and 

CBTRNSCH> 1) and 

(CAS1LEVL not = 2,3 or CAS2LEVL not = 2,3 or 

CAS3LEVL not 

= 2,3 or CAS4LEVL not = 2,3 or CAS5LEVL not = 

2,3 or CBLEVF not 

= 2,3 or CBLEV1 not = 2,3 or CBLEV2 not = 2,3 or 

CBLEV3 not = 2,3 

or CBLEV4 not = 2,3 or CBLEV5 not = 2,3 or 

CBLEV6 not = 2,3)) 

Note: Respondents who attended a 2-year school or 

less-than-2-year school who attended more than one 

school were not asked this question to decrease 

respondent burden. These respondents were instead 

asked why they attended a 2-year school or less-than2-year school (CB2YRS1, CB2YRS2, CB2YRS3). 

Respondents who attended two schools only because 

they transferred between schools were also not asked 

this question; they were asked why they transferred 

(CBTRNR1, CBTRNR2, CBTRNR3). 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

133 

CBMLTS2 

See CBMLTS1 for description. 

Applies to: Respondents who attended 3 or more 

institutions at the same time for a period of at least 2 

months, and respondents who attended 2 institutions 

at the same time for a period of at least 2 months who 

did not attend a 2-year or less-than 2-year institution, 

and who did not transfer between institutions. 

CATI CODE description: (If CBNUMSCH > 2 and 

CBMULTPL = 1) or 

If ((CBNUMSCH =2 and 

CBMULTPL = 1 and 

CBTRNSCH> 1) and 

(CAS1LEVL not = 2,3 or 

CAS2LEVL not = 2,3 or 

CAS3LEVL not = 2,3 or 

CAS4LEVL not = 2,3 or 

CAS5LEVL not = 2,3 or 

CBLEVF not = 2,3 or 

CBLEV1 not = 2,3 or 

CBLEV2 not = 2,3 or 

CBLEV3 not = 2,3 or 

CBLEV4 not = 2,3 or 

CBLEV5 not = 2,3 or 

CBLEV6 not = 2,3)) 

Note: Respondents who attended a 2-year school or 

less-than-2-year school who attended more than one 

school were not asked this question to decrease 

respondent burden. These respondents were instead 

asked why they attended a 2-year school or less-than2-year school (CB2YRS1, CB2YRS2, CB2YRS3). 

Respondents who attended two schools only because 

they transferred between schools were also not asked 

this question; they were asked why they transferred 

(CBTRNR1, CBTRNR2, CBTRNR3). 

Sources: B&B:2000/01 CATI 

CBMLTS3 

See CBMLTS1 for description. 

Applies to: Respondents who attended 3 or more 

institutions at the same time for a period of at least 2 

months, and respondents who attended 2 institutions 

at the same time for a period of at least 2 months who 

did not attend a 2-year or less-than 2-year institution, 

and who did not transfer between institutions. 

CATI CODE description: (If CBNUMSCH > 2 and 

CBMULTPL = 1) or 

If ((CBNUMSCH =2 and 

CBMULTPL = 1 and 

CBTRNSCH> 1) and 

(CAS1LEVL not = 2,3 or 

CAS2LEVL not = 2,3 or 

CAS3LEVL not = 2,3 or 

CAS4LEVL not = 2,3 or 

CAS5LEVL not = 2,3 or 

CBLEVF not = 2,3 or 

CBLEV1 not = 2,3 or 

CBLEV2 not = 2,3 or 

CBLEV3 not = 2,3 or 

CBLEV4 not = 2,3 or 

CBLEV5 not = 2,3 or 

CBLEV6 not = 2,3)) 

Note: Respondents who attended a 2-year school or 

less-than-2-year school who attended more than one 

school were not asked this question to decrease 

respondent burden. These respondents were instead 

asked why they attended a 2-year school or less-than2-year school (CB2YRS1, CB2YRS2, CB2YRS3). 

Respondents who attended two schools only because 

they transferred between schools were also not asked 

this question; they were asked why they transferred 

(CBTRNR1, CBTRNR2, CBTRNR3). 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

134 

CBSTPR1 

According to the information you've given me, you 

took at least 2 years off from school. Why did you 

decide to take a break from school? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NONE, OR NO MORE. 

1 = ACADEMIC PROBLEMS 

2 = TAKING TIME OFF FROM STUDIES 

3 = CONFLICTS WITH JOB/MILITARY 

4 = NEEDED TO WORK 

5 = OTHER FINANCIAL REASONS 

6 = CHANGE IN FAMILY STATUS (MARRIAGE, 

BABY, DEATH IN FAMILY) 

7 = UNSURE OF FUTURE PLANS 

8 = OTHER 

CBSTPR1 (CBSTPR2) (CBSTPR3) 

Applies to: Respondents who took at least 2 years off 

from school. 

CATI CODE description: If CBGAP2YR = 1. 

Sources: B&B:2000/01 CATI 

CBSTPR2 

See CBSTPR1 for description. 

Applies to: Respondents who took at least 2 years off 

from school. 

CATI CODE description: If CBGAP2YR = 1. 

Sources: B&B:2000/01 CATI 

CBSTPR3 

See CBSTPR1 for description. 

Applies to: Respondents who took at least 2 years off 

from school. 

CATI CODE description: If CBGAP2YR = 1. 

Sources: B&B:2000/01 CATI 

CBFAIL 

While you were in college. 

ENTER 1 = YES 2= NO. 

Did you ever have to withdraw from a course because 

you were failing it? 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBINCOMP 

While you were in college. 

ENTER 1 = YES 2= NO. 

Did you ever receive an incomplete grade in a course? 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBREPEAT 

While you were in college. 

ENTER 1 = YES 2= NO. 

Did you ever repeat a course to earn a higher grade? 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBHONORS 

While you were in college. 

ENTER 1 = YES 2= NO. 

When you graduated from [bachelor's degree school], 

did you receive any type of academic honors? 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBFORGN 

As an undergraduate, how many years of instruction 

did you have in a single foreign language? 

INTERVIEWERS: ROUND UP TO NEXT 

HIGHEST YEAR 

RANGE (0-10): 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBFLUENT 

Are you fluent in any foreign languages? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

135 

CBUGLN 

My next few questions are about how you paid for 

your college education. Other than any money you 

may have borrowed from family or friends, how much 

did you borrow in education loans for your 

undergraduate education? 

RANGE ($0 - $150,000): 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBDUGL 

How much of that amount was in federal education 

loans? 

RANGE ($0 - $150,000): 

ENTER F5 FOR ALL OF IT 

Applies to: All respondents. 

Imputation Note: If CBUGLN = 0 then CBDUGL = 0. 

Sources: B&B:2000/01 CATI 

CBFEDUGO 

How much of that amount do you still owe? 

RANGE ($0 - $150,000): 

ENTER F5 FOR ALL OF IT 

Applies to: All respondents. 

Imputation Note: If CBUGLN = 0 then CBFEDUGO 

= 0. 

Sources: B&B:2000/01 CATI 

CBFAMLN 

How much money have you borrowed from family 

and friends to pay for your undergraduate education? 

PLEASE EXCLUDE ANY MONEY BORROWED 

FOR EDUCATION SINCE COLLEGE 

GRADUATION. 

RANGE ($0 - 100,000): 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CBFAMO 

How much of that amount do you still owe? 

ENTER F5 FOR ALL OF IT 

RANGE ($0 - $100,000): 

Applies to: All respondents. 

Imputation Note: If CBFAMLN = 0 then CBFAMO = 

0. 

Sources: B&B:2000/01 CATI 

CBREPAY 

Are you currently repaying any education loans other 

than to family and friends? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CBUGLN = 0 then CBREPAY = 0. 

Sources: B&B:2000/01 CATI 

CBRPYAMT 

How much do you pay each month on your education 

loans? 

RANGE ($25 - $9,999): 

Applies to: All respondents. 

Imputation Note: If CBUGLN = 0 then CBRPYAMT 

= 0. If CBREPAY = 0 then CBRPYAMT = 0. 

Sources: B&B:2000/01 CATI 

CBRPYPAR 

Are your parents helping you to repay your education 

loans? 

 1 = YES 

 2 = NO 

F5 = PARENTS ARE DECEASED 

Applies to: Respondents under 30 and those whose 

parents were not deceased at the time of the NPSAS 

interview. However, some values were imputed (see 

imputation note below) 

CATI code description: If respondent's age was less 

than 30 and YPARST ne 3. 

Imputation Note: If CBUGLN = 0 then CBRPYPAR = 

0. If CBREPAY = 0 then CBRPYPAR = 0. If 

CBRPYAMT = 0 then CBRPYPAR = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

136 

CBFRGVLN 

Are you participating in any type of loan forgiveness 

program? (By that I mean a program in which a 

portion of your education loan is repaid on your behalf 

in return for a commitment to teach, practice law or 

medicine, or to perform volunteer work or military 

service.) 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CBUGLN = 0 then CBFRGVLN 

= 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CBFGVTYP 

What type (of loan forgiveness program)? 

1 = TEACHING 

2 = VOLUNTEER SERVICE (PEACE CORPS, 

AMERICORPS, VISTA) 

3 = LAW 

4 = MEDICINE 

5 = MILITARY 

6 = RESEARCH (NIH) 

7 = TECHNICAL 

8 = OTHER, SPECIFY 

Applies to: Respondents with student loans who are 

participating in a loan forgiveness program. 

CATI CODE description: (CBUGLN > 0 or 

CBFAMLN > 0) and 

CBFRGVLN not = 0. 

Sources: B&B:2000/01 CATI 

CCCITZN 

Are you a U.S. citizen? 

1 = YES - U.S. CITIZEN OR U.S. NATIONAL 

2 = NO - RESIDENT ALIEN- PERMANENT 

RESIDENT OR OTHER ELIGIBLE NONCITIZEN TEMPORARY RESIDENT'S CARD 

3 = NO - STUDENT VISA - IN THE COUNTRY 

ON AN F1 OR F2 VISA OR ON A J1 OR J2 

EXCHANGE VISITOR VISA. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CCRELOC 

Do you live more than 50 miles from there now (that 

is, your residence when you last attended high 

school)? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCRELO1 

Why did you decide to move away from where you 

last attended high school to where you are now? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = GOT JOB HERE 

 2 = BETTER JOB OPPORTUNITIES 

 3 = ATTENDING SCHOOL BEYOND 

BACHELOR's 

 4 = BE CLOSE TO FAMILY/FRIENDS 

 5 = GET AWAY FROM FAMILY/FRIENDS 

 6 = OTHER FAMILY REASONS 

 7 = CHANGE CLIMATES 

 8 = PREFER LOCATION 

 9 = BETTER QUALITY OF LIFE 

10 = OTHER, SPECIFY 

CCRELO1 (CCRELO2) (CCRELO3) 

Applies to: Respondents who live more than 50 miles from 

the area they lived before they started college. 

CATI CODE description: If CCRELOC = 1. 

Sources: B&B:2000/01 CATI 

CCRELO2 

See CCRELO1 for description. 

Applies to: Respondents who live more than 50 miles from 

the area they lived before they started college. 

CATI CODE description: If CCRELOC = 1. 

Sources: B&B:2000/01 CATI 

CCRELO3 

See CCRELO1 for description. 

Applies to: Respondents who live more than 50 miles from 

the area they lived before they started college. 

CATI CODE description: If CCRELOC = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

137 

CCMILIT 

Are you a veteran of the U.S. Armed Forces or 

currently serving in the Armed Forces, either on active 

duty or in the reserves? 

0 = NO 

1 = VETERAN 

3 = ACTIVE DUTY 

4 = RESERVES 

Applies to: U.S. citizens. 

CATI CODE description: If CCCITZN = 1. 

Sources: B&B:2000/01 CATI 

CCVOTE 

Are you registered to vote in U.S. elections? 

1 = YES 

2 = NO 

Applies to: U.S. citizens. 

CATI CODE description: If CCCITZN = 1. 

Imputation Note: This variable was imputed from the 

preload (YVOTE). 

Note: "No" response recoded from 2 to 0. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CCVTPRS 

Did you vote in the 2000 presidential election? 

1 = YES 

2 = NO 

Applies to: All U.S. citizens excluding residents of 

Puerto Rico. 

CATI CODE description: CCCITZN = 1 and 

CCCURST not = 52. 

Imputation Note: This variable was imputed from the 

preload (YVTPRS). 

 If YVTPRS = 1 then CCVTPRS = 1. 

If YVTPRS = 2 then CCVTPRS = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: NPSAS:2000 CATI, B&B:2000/01 CATI 

CCCOMSRV 

In the past year, have you participated in any 

community service or volunteer work? Please exclude 

any court-ordered service you may have done. 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCVLHRS 

On average, how many hours per month did you 

volunteer? 

F5 = ONE TIME EVENT 

RANGE (1-160): 

Applies to: All respondents. 

Imputation Note: If CCOMSRV = 0 then CCVLHRS = 0; 

Sources: B&B:2000/01 CATI 

CCVLTY1 

What did you do? (What was the community service 

or volunteer work that you did?) 

NOTE: DO NOT INCLUDE DONATIONS 

(BLOOD, FOOD, CLOTHING, MONEY, ETC.) 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = TUTORING, OTHER EDUCATION-RELATED 

WITH KIDS 

 2 = OTHER WORK WITH KIDS (COACHING, 

SPORTS, BIG BROTHER/ SISTER ETC.) 

 3 = FUNDRAISING (NOT POLITICAL) 

 4 = FUNDRAISING (POLITICAL) 

 5 = HOMELESS SHELTER/SOUP KITCHEN 

 6 = TELEPHONE CRISIS CENTER/RAPE 

CRISIS/INTERVENTION 

 7 = NEIGHBORHOOD IMPROVEMENT/CLEANUP/HABITAT FOR HUMANITY 

 8 = HEALTH SERVICES/HOSPITAL, NURSING 

HOME, GROUP HOME 

 9 = ADULT LITERACY PROJECT 

10 = SERVICE TO THE CHURCH 

11 = VOLUNTEER FIRE/EMT 

12 = OTHER 

CCVLTY1 (CCVLTY2) (CCVLTY3) 

Applies to: Respondents who volunteered. 

CATI CODE description: If CCCOMSRV = 1. 

Sources: B&B:2000/01 CATI 

CCVLTY2 

See CCVLTY1 for description. 

Applies to: Respondents who volunteered. 

CATI CODE description: If CCCOMSRV = 1. 

Sources: B&B:2000/01 CATI 

CCVLTY3 

See CCVLTY1 for description. 

Applies to: Respondents who volunteered. 

CATI CODE description: If CCCOMSRV = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

138 

CCVLFULL 

As a volunteer, were you working full time for a 

religious organization, or some other type of 

organization such as the Peace Corps, VISTA, or 

AmeriCorps? 

1 = YES - RELIGIOUS ORGANIZATION 

2 = YES - VOLUNTEER ORGANIZATION 

3 = NO - R WAS NOT VOLUNTEERING FULLTIME 

Applies to: Respondents who volunteer more than 120 

hours per month. 

CATI CODE description: If CCCOMSRV = 1 and 

CCVLHRS >= 120. 

Sources: B&B:2000/01 CATI 

CCMAR 

Are you currently... 

IF RESPONSE IS "SINGLE," PROBE TO 

DETERMINE IF RESPONDENT WAS EVER 

MARRIED. 

1 = Single, never married 

2 = Married 

3 = Separated 

4 = Divorced or 

5 = Widowed 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CCMARMY 

In what month and year were you [fill CCMAR]? 

MONTH (1-12): 

YEAR (1930-2001): 

Applies to: Respondents who are or have been 

married. 

CATI CODE description: If CCMAR > 1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CCPRTNER 

I'd like to know who currently lives in your household 

-- I do not need to know their names, just the number 

of people and their relationship to you. 

1=YES 2=NO 

First, do you live with a spouse or partner? 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCCHILD 

I'd like to know who currently lives in your household 

-- I do not need to know their names, just the number 

of people and their relationship to you. 

1=YES 2=NO 

How many children or stepchildren live with you? 

RANGE: (0-9): 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCPARENT 

I'd like to know who currently lives in your household 

-- I do not need to know their names, just the number 

of people and their relationship to you. 

1=YES 2=NO 

(How many) Parents, in-laws, stepparents, or 

guardians? RANGE (0-9): 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCSIB 

I'd like to know who currently lives in your household 

-- I do not need to know their names, just the number 

of people and their relationship to you. 

1=YES 2=NO 

(How many) Brothers or sisters? 

RANGE (0-9): 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCOTREL 

I'd like to know who currently lives in your 

household–I do not need to know their names, just the 

number of people and their relationship to you. 

1=YES 2=NO 

(How many) Grandparents or other relatives? 

RANGE (0-9): 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

139 

CCFRND 

I'd like to know who currently lives in your household 

-- I do not need to know their names, just the number 

of people and their relationship to you. 

1=YES 2=NO 

(How many) Friends or other nonrelatives? 

RANGE (0-9): 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCDEPS 

How many children do you or your spouse support 

financially? 

RANGE (0-9): 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CCAGE1 

How old is that child/are those children? 

IF MORE THAN 6 CHILDREN, COLLECT THE 6 

YOUNGEST AGES. COLLECT AGE IN YEARS. 

ROUND UP TO NEXT HIGHEST YEAR 

CCAGE1 (CCAGE2) (CCAGE3) (CCAGE4) 

(CCAGE5) (CCAGE6) 

Applies to: Respondents with at least one dependent 

child. 

CATI CODE description: If CCDEPS > 0. 

Sources: B&B:2000/01 CATI 

CCAGE2 

See CCAGE1 for description. 

Applies to: Respondents with more than one 

dependent child. 

CATI CODE description: If CCDEPS > 1. 

Sources: B&B:2000/01 CATI 

CCAGE3 

See CCAGE1 for description. 

Applies to: Respondents with more than two 

dependent children. 

CATI CODE description: If CCDEPS > 2. 

Sources: B&B:2000/01 CATI 

CCAGE4 

See CCAGE1 for description. 

Applies to: Respondents with more than three 

dependent children. 

CATI CODE description: If CCDEPS > 3. 

Sources: B&B:2000/01 CATI 

CCAGE5 

See CCAGE1 for description. 

Applies to: Respondents with more than four 

dependent children. 

CATI CODE description: If CCDEPS > 4. 

Sources: B&B:2000/01 CATI 

CCAGE6 

See CCAGE1 for description. 

Applies to: Respondents with more than five 

dependent children. 

CATI CODE description: If CCDEPS > 5. 

Sources: B&B:2000/01 CATI 

CCSPSEMP 

Did your spouse work for pay in (calendar year) 2000? 

1 = YES 

2 = NO 

Applies to: All married respondents. 

CATI CODE description: If CCMAR = 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCINCS00 

How much did your spouse earn from work in 2000? 

RANGE ($1 - $3,000,000): 

Applies to: All married respondents. 

CATI CODE description: If CCMAR = 2. 

Imputation Note: If CSPSEMP = 0 then 

CCINCS00 = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

140 

CCSPSED 

What is the highest level of education your spouse has 

completed? 

1 = DID NOT COMPLETE HIGH SCHOOL 

2 = HIGH SCHOOL DIPLOMA OR EQUIVALENT 

3 = VOCATIONAL/TECHNICAL TRAINING 

4 = LESS THAN 2 YEARS OF COLLEGE 

5 = TWO OR MORE YEARS OF 

COLLEGE/ASSOCIATE's DEGREE 

6 = BACHELOR's DEGREE 

7 = MASTER's DEGREE OR EQUIVALENT 

8 = MD, LLB, JD OR OTHER ADVANCED 

DEGREE 

9 = PHD OR EQUIVALENT 

Applies to: All married respondents. 

CATI CODE description: If CCMAR = 2. 

Sources: B&B:2000/01 CATI 

CCSPED 

Was your spouse enrolled in college or graduate 

school during the 2000-2001 school year? 

IF YES PROBE TO FIND OUT IF FULL-TIME OR 

PART-TIME. 

0 = NO 

1 = YES FULL-TIME 

3 = YES PART-TIME 

4 = YES MIXED ENROLLMENT 

Applies to: All married respondents. 

CATI CODE description: If CCMAR = 2. 

Sources: B&B:2000/01 CATI 

CCSPAID 

Has your spouse ever taken out any student loans to 

help pay for his/her undergraduate education? 

1 = YES 

2 = NO 

Applies to: Married respondents whose spouse has 

had some postsecondary education. 

CATI CODE description: If CCMAR = 2 and 

CCSPSED > 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCSPLON 

Excluding any money borrowed from family or 

friends, how much did he/she borrow in student loans 

for his/her undergraduate education? 

RANGE ($50 - $150,000): 

Applies to: Married respondents whose spouse has 

had some postsecondary education. 

CATI CODE description: If CCMAR = 2 and 

CCSPSED > 2. 

Imputation Note: If CCSPAID = 0 then 

CCSPLON = 0. 

Sources: B&B:2000/01 CATI 

CCSPOWE 

How much of that amount does your spouse still owe? 

F5 = ALL OF IT 

RANGE ($0 - $150,000): 

Applies to: Married respondents whose spouse has 

had some postsecondary education. 

CATI CODE description: If CCMAR = 2 and 

CCSPSED > 2. 

Imputation Note: If CCSPAID = 0 then 

CCSPOWE = 0. 

Sources: B&B:2000/01 CATI 

CCSPRPY 

Is your spouse currently repaying his/her student 

loans? 

1 = YES 

2 = NO 

Applies to: Married respondents whose spouse has 

had some postsecondary education. 

CATI CODE description: If CCMAR = 2 and 

CCSPSED > 2. 

Imputation Note: If CCSPAID = 0 then 

CCSPRPY = 0. If CCSPOWE = 0 then 

CCSPRPY = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

141 

CCSPAMT 

What is your spouse's monthly student loan payment? 

RANGE ($25 - $600): 

Applies to: Married respondents whose spouse has 

had some postsecondary education. 

CATI CODE description: If CCMAR = 2 and 

CCSPSED > 2. 

Imputation Note: If CCSPAID = 0 then 

CCSPAMT = 0. If CCSPOWE = 0 then 

CCSPAMT = 0. If CCSPRPY = 0 then 

CCSPAMT = 0. 

Sources: B&B:2000/01 CATI 

CCCAR 

Do you or your spouse make loan or lease payments 

for a car, truck, motorcycle, or other vehicle? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CCCARPMT 

How much do you or your spouse pay for your auto 

loan or lease each month? 

IF R DOESN'T KNOW, ASK R TO TRY TO 

ESTIMATE A MONTHLY PAYMENT. 

USE F3 ONLY IF R CANNOT MAKE AN 

ESTIMATE. 

IF MORE THAN ONE CAR PAYMENT, REPORT 

TOTAL AMOUNT PAID FOR ALL CAR 

LOANS/LEASES. 

RANGE ($100 - $4,999): 

Applies to: All respondents. 

Imputation Note: If CCCAR = 0 then CCARPMT = 0. 

Sources: B&B:2000/01 CATI 

CCHOME 

Do you own your home or are you paying rent? 

0 = NEITHER OWNS HOME NOR PAYS RENT 

1 = OWNS HOME 

2 = PAYS RENT 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CCMTGAMT 

How much is your monthly mortgage/rent payment? 

RANGE ($0 - $9,999): 

Applies to: All respondents. 

Imputation Note: If CCHOME = 0 then 

CCMTGAMT = 0. 

Sources: B&B:2000/01 CATI 

CCHSTYP 

What type of housing arrangement do you have? 

1 = LIVES WITH PARENTS/OTHER 

RELATIVES/FRIENDS 

2 = MILITARY 

3 = JOB INCLUDES HOUSING (NON-MILITARY) 

4 = RELIGIOUS HOUSING 

(SEMINARY/CONVENT ETC.) 

5 = OTHER 

Applies to: Respondents who neither own a home nor 

pay rent. 

CATI CODE description: If CCHOME = 0. 

Sources: B&B:2000/01 CATI 

CCNUMCRD 

How many credit cards do you or your spouse have in 

your own name(s), that are billed to you? 

NOTE: DETERMINE THE NUMBER OF CREDIT 

CARDS THE RESPONDENT AND HIS/HER 

SPOUSE ARE RESPONSIBLE FOR. 

RANGE (0-20): 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI

CCPAYOFF 

Do you usually pay off your credit card balances each 

month, or carry balances over from month to month? 

1 = PAYOFF BALANCES 

2 = CARRY BALANCES. 

Applies to: Respondents with credit cards. 

CATI CODE description: If CCNUMCRD > 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

142 

CCCRDBAL 

What was the total balance on all cards according to 

your last statement? 

RANGE ($10 - $125,000): 

Applies to: All respondents. 

Imputation Note: If CCNUMCRD = 0 or 

CCPAYOFF = 0 then CCCRDBAL = 0. 

Sources: B&B:2000/01 CATI 

CDPSTGRD 

Now I'd like to ask you some questions about your 

education since earning your bachelor's degree from 

[bachelor's degree school]. Since completing your 

bachelor's degree, have you enrolled in, or recently 

completed, an undergraduate, graduate, or professional 

degree or certificate program? 

IF R HAS JUST TAKEN CLASSES WITHOUT 

BEING ENROLLED, ANSWER "NO." 

 1 = YES 

 2 = NO 

F5 = RESPONDENT HAS BEEN ACCEPTED TO A 

PROGRAM THAT HAS NOT STARTED YET 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDCUGR1 

Are you currently enrolled in an undergraduate, 

graduate, or professional degree or certificate 

program? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CDPSTGRD = 0 then 

CDCUGR1 = 0. If CDPSTGRD = -5 

then CDCUGR1 = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDDEG1 

What degree or certificate are/were you working on 

there? 

UNDERGRADUATE: 

 1 = CERTIFICATE 

 2 = ASSOCIATE's DEGREE (AS, AA) 

 3 = SECOND BACHELOR's DEGREE (BA, BS, 

BFA, etc.) 

GRADUATE: 

 5 = POST-BACCALAUREATE CERTIFICATE 

 6 = MASTER's DEGREE (MA, MS, MBA, MFA, 

MDIV, etc.) 

 7 = DOCTORAL/PROFESSIONAL DEGREE 

(PHD, EDD, JD, MD, DDS, etc.) 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Sources: B&B:2000/01 CATI 

CDMSTR1 

What type of master's degree are/were you working 

on? 

 1 = MBA-BUSINESS ADMINISTRATION 

 2 = MS - SCIENCE 

 3 = MA - ARTS 

 4 = M.ED - EDUCATION 

 5 = MPA - PUBLIC ADMINISTRATION 

 6 = MLS - LIBRARY SCIENCE 

 7 = MPH - PUBLIC HEALTH 

 8 = MFA - FINE ARTS 

 9 = MAA - APPLIED ARTS 

10 = MAT - TEACHING 

11 = M.DIV - DIVINITY 

12 = MSW - SOCIAL WORK 

13 = LANDSCAPE ARCHITECTURE 

14 = PROFESSIONAL MANAGEMENT 

15 = OTHER MASTER’S 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a master’s degree program. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDDEG1 = 6. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

143 

CDPHD1 

What doctoral or professional degree are/were you 

working on? 

16 = PHD 

17 = ED.D - EDUCATION 

18 = THD - THEOLOGY 

19 = DBA - BUSINESS ADMIN 

20 = D.ENG - ENGINEERING 

21 = DFA - FINE ARTS 

22 = DPA - PUBLIC ADMIN 

23 = DSC/SCD - SCIENCE 

24 = PSYD - PSYCHOLOGY 

25 = THEOLOGY (D.MIN) 

26 = CHIROPRACTIC (DC, DCM) 

27 = DENTISTRY (DDS, DMD) 

28 = MEDICINE (MD) 

29 = OPTOMETRY (OD) 

30 = OSTEOPATHIC MEDICINE (DO) 

31 = PHARMACY (PHARM.D) 

32 = PODIATRY (DPM, POD. D) 

33 = VETERINARY MEDICINE (DVM) 

34 = LAW (LLB, JD) 

35 = OTHER DOCTORAL DEGREE 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a doctoral or professional 

degree program. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDDEG1 = 7. 

Sources: B&B:2000/01 CATI 

CDDBLM1 

What will be your primary major or program of study?

 CDDBLM1 

What will be your secondary major? (CDDBMS1) 

Applies to: Respondents who have enrolled in, or 

recently completed an undergraduate, graduate, or 

professional degree or certificate program since 

earning a bachelor's degree, who indicated a double 

major. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDDBMJ1 = 1. 

Note: CDDBMJ1 is an internal variable that indicates 

double major. 

Sources: B&B:2000/01 CATI 

CDDBMS1 

See CDDBLM1 for description. 

Applies to: Respondents who have enrolled in, or 

recently completed an undergraduate, graduate, or 

professional degree or certificate program since 

earning a bachelor's degree, who indicated a double 

major. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDDBMJ1 = 1. 

Note: CDDBMJ1 is an internal variable that indicates 

double major. 

Sources: B&B:2000/01 CATI 

CDMJCD1 

Postbaccalaurate major code-degree 1. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: If CDFLD1 = undeclared then 

CDMJCD1 = 900. All uncodeables were coded to -6. 

Sources: B&B:2000/01 CATI 

CDMJSR1 

Postbaccalaureate major 1-raw string. 

Applies to: Respondents who have enrolled in, or 

recently completed an undergraduate, graduate, or 

professional degree or certificate program since 

earning a bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Sources: B&B:2000/01 CATI 

CDMJST1 

Postbaccalaureate major 1-standard string. 

Applies to: Respondents who have enrolled in an 

undergraduate, graduate, or professional degree or 

certificate program since earning a bachelor’s degree. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

144 

CDENST1 

While working on your [CDDEG1] at [CDSCH1], 

have you been /were you enrolled mainly as a fulltime or part-time student? 

1 = MOSTLY FULL-TIME 

2 = MOSTLY PART-TIME 

3 = MIX OF FULL- AND PART-TIME 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: CDPSTGRD = 1,-5. 

Sources: B&B:2000/01 CATI 

CDRSN1A 

Why did you decide to pursue a [CDDEG1](at 

[CDSCH1]) after earning your bachelor's degree? 

ENTER 0 FOR NO MORE. 

1 = REQUIRED/RECOMMENDED FOR CAREER 

CHOICE 

2 = REQUIRED/RECOMMENDED FOR CAREER 

ADVANCEMENT 

3 = UNDECIDED ABOUT CAREER 

4 = NO JOB PROSPECTS 

5 = ACADEMIC/PERSONAL INTEREST 

6 = AVAILABILITY OF AID 

7 = URGED BY PARENTS/FACULTY/OTHERS 

8 = MARKETABILITY/FINANCIAL GAIN 

(MONEY) 

9 = OTHER 

CDRSN1A (CDRSN1B) (CDRSN1C) 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Sources: B&B:2000/01 CATI 

CDRSN1B 

See CDRSN1A for description. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Sources: B&B:2000/01 CATI 

CDRSN1C 

See CDRSN1A for description. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate program 

since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDRSN1B > 0. 

Sources: B&B:2000/01 CATI 

CDCMPL1 

Have you already completed your [CDDEG1]? 

1 = YES 

2 = NO 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate program 

since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Imputation Note: If CDCUGR1=1 then CDCMPL1=0. If 

CDPSTGRD = -5 then 

CDCUGR1 = 0. 

Sources: B&B:2000/01 CATI 

CDEXPLMY 

In what month and year do you expect to complete 

your [CDDEG1]? 

F5 = RESPONDENT DOES NOT EXPECT TO 

COMPLETE THIS DEGREE 

Month (1-12): 

Year (2001-2010): 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

(CDCUGR1 = 1,-1,-2 or 

(CDCUGR1 = 0 and CDCMPL1 = 0,-1,-3)) 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Imputation Note: If CDSCH1 = -1,-2 and CDCUGR1 

not = 1 then CDCMPL1 = -1. If CDRSN1A = -2,-1 

and CDCUGR1 not = 1 then CDCMPL1 = -1. 

If respondent indicated on this question he/she does 

not expect to complete his/her degree CDEXPLMY = 

-5. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

145 

CDDATLMY

In what month and year did you complete your 

[CDDEG1]? 

Month (1-12): 

Year (1999-2001): 

Applies to: Respondents who have completed a degree 

or certificate program since earning a bachelor's 

degree. 

CATI CODE description: If CDPSTGRD = 1 and 

CDCUGR1 not = 1 and CDCMPL1 = 1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CDSTULNS 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO 

1 = Student loans? 

[endif] 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDOTLNS 

Have you received any of the following types of 

financial aid?

Other bank loans? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDGRTSC 

Have you received any of the following types of 

financial aid? 

Grants or scholarships? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDFELLOW 

Have you received any of the following types of 

financial aid? 

4 = Fellowships? 

[if CDDEG1 ne <1> and CDDEG1 ne <2> and 

CDDEG1 ne <3>]. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDTEACH 

Have you received any of the following types of 

financial aid? 

5 = A teaching assistantship? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree program 

since earning a bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Imputation Note: If CDDEG1 = 1,2,3 then CDTEACH 

= 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDRESEAR 

Have you received any of the following types of 

financial aid? 

6 = A research assistantship?

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Imputation Note: If CDDEG1 = 1,2,3 then 

CDRESEAR = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

146 

CDOTASST 

Have you received any of the following types of 

financial aid? 

Any other type of graduate assistantship?

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Imputation Note: If CDDEG1 = 1,2,3 then 

CDOTASST = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDTUITRM 

Have you received any of the following types of 

financial aid? 

Tuition reimbursement from your employer? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDGIFT 

Have you received any of the following types of 

financial aid? 

A personal loan or gift from your family or other 

individual?

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDOTAID 

Have you received any of the following types of 

financial aid? 

10 = Any other financial aid? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDWRKH1 

About how many hours per week do/did you work for 

pay when you were last enrolled at [CDSCH1] 

RANGE (0-90): 

Applies to: Respondents who have enrolled in or 

completed a degree or certificate program since 

earning a bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1. 

Sources: B&B:2000/01 CATI 

CDWRKS1 

While you are/were enrolled and working, would you 

say you are/were primarily... 

1 = A student working to meet expenses or 

2 = An employee who decided to enroll in school? 

Applies to: Respondents who have enrolled in, or 

recently completed an undergraduate, graduate, or 

professional degree or certificate program since 

earning a bachelor's degree, and who worked while 

enrolled. 

CATI CODE description: If CDPSTGRD = 1 and 

CDWRKH1 > 0. 

Sources: B&B:2000/01 CATI 

CDOTHGRD 

Since completing your bachelor's degree (at 

[bachelor's degree school]), have you enrolled in, or 

recently completed, any other undergraduate, graduate, 

or professional degree or certificate program? 

IF R HAS JUST TAKEN CLASSES WITHOUT 

BEING ENROLLED, ANSWER "NO." 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CDPSTGRD = 0 then 

CDOTHGRD = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

147 

CDCUGR2 

Are you currently enrolled in another undergraduate, 

graduate, or professional degree or certificate 

program? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CDOTHGRD = 0 then CDCUGR2 

= 0. If CDPSTGRD = 0 

then CDCUGR2 = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDDEG2 

What degree or certificate are/were you working on 

there? 

 UNDERGRADUATE: 

 1 = CERTIFICATE 

 2 = ASSOCIATE's DEGREE (AS, AA) 

 3 = SECOND BACHELOR's DEGREE (BA, BS, 

BFA, etc.) 

 GRADUATE: 

 5 = POST-BACCALAUREATE CERTIFICATE 

 6 = MASTER's DEGREE (MA, MS, MBA, MFA, 

MDIV, etc.) 

 7 = DOCTORAL/PROFESSIONAL DEGREE 

(PHD, EDD, JD, MD, DDS, etc.) 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDMSTR2 

What type of master's degree are/were you working 

on? 

 1 = MBA - BUSINESS ADMINISTRATION 

 2 = MS - SCIENCE 

 3 = MA - ARTS 

 4 = M.ED - EDUCATION 

 5 = MPA - PUBLIC ADMINISTRATION 

 6 = MLS - LIBRARY SCIENCE 

 7 = MPH - PUBLIC HEALTH 

 8 = MFA - FINE ARTS 

 9 = MAA - APPLIED ARTS 

 10 = MAT - TEACHING 

 11 = M.DIV - DIVINITY 

 12 = MSW - SOCIAL WORK 

 13 = LANDSCAPE ARCHITECTURE 

 14 = PROFESSIONAL MANAGEMENT 

 15 = OTHER MASTER’S 

Applies to: Respondents who have enrolled in, been 

accepted to, or competed a master’s degree program. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDDEG2 = 6. 

Sources: B&B:2000/01 CATI 

CDPHD2 

What doctoral or professional degree are/were you 

working on? 

16 = PHD 

17 = ED.D - EDUCATION 

18 = THD - THEOLOGY 

19 = DBA - BUSINESS ADMIN 

20 = D.ENG - ENGINEERING 

21 = DFA - FINE ARTS 

22 = DPA - PUBLIC ADMIN 

23 = DSC/SCD - SCIENCE 

24 = PSYD - PSYCHOLOGY 

25 = THEOLOGY (D.MIN) 

26 = CHIROPRACTIC (DC, DCM) 

27 = DENTISTRY (DDS, DMD) 

28 = MEDICINE (MD) 

29 = OPTOMETRY (OD) 

30 = OSTEOPATHIC MEDICINE (DO) 

31 = PHARMACY (PHARM.D) 

32 = PODIATRY (DPM, POD. D) 

33 = VETERINARY MEDICINE (DVM) 

34 = LAW (LLB, JD) 

35 = OTHER DOCTORAL DEGREE 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a doctoral or professional 

degree program. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDDEG2= 7. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

148 

CDDBLM2 

What will be your primary major or program of study?

 CDDBLM2 

What will be your secondary major? 

(CDDBMS2) 

Applies to: Respondents who have enrolled in a 

second undergrauduate, graduate, or professional 

degree or certificate program since earning a 

bachelor's degree, who have a double major. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and (CDFLD2 = F5 (F5 = 

Doublemajor) and CDDBMJ2 = 1). 

Note: CDDBMJ2 is an internal variable that indicates 

double major. 

Sources: B&B:2000/01 CATI 

CDDBMS2 

See CDDBLM2 for description. 

Applies to: Respondents who have enrolled in a 

second undergrauduate, graduate, or professional 

degree or certificate program since earning a 

bachelor's degree, who have a double major. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDDBMJ2 = 1). 

Note: CDDBMJ2 is an internal variable that indicates 

double major. 

Sources: B&B:2000/01 CATI 

CDMJCD2 

Postbaccalaurate major code-degree 2. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDMJSR2 

Postbaccalaurate major 2-raw string. 

Applies to: Respondents who have enrolled in second 

undergraduate, graduate, or professional degree or 

certificate program since earning a bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDMJST2 

Postbaccalaurate major 2-std string. 

Applies to: Respondents who have enrolled in second 

undergraduate, graduate, or professional degree or 

certificate program since earning a bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDENST2 

While working on your [CDDEG2] at [CDSCH2], 

have you been /were you enrolled mainly as a fulltime or part-time student? 

1 = MOSTLY FULL-TIME 

2 = MOSTLY PART-TIME 

3 = MIX OF FULL- AND PART-TIME 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDRSN2A 

Why did you decide to pursue a [CDDEG2] (at 

[CDSCH2]) after earning your bachelor's degree? 

ENTER 0 FOR NO MORE. 

1 = REQUIRED/RECOMMENDED FOR CAREER 

CHOICE 

2 = REQUIRED/RECOMMENDED FOR CAREER 

ADVANCEMENT 

3 = UNDECIDED ABOUT CAREER 

4 = NO JOB PROSPECTS 

5 = ACADEMIC/PERSONAL INTEREST 

6 = AVAILABILITY OF AID 

7 = URGED BY PARENTS/FACULTY/OTHERS 

8 = MARKETABILITY/FINANCIAL GAIN 

(MONEY) 

9 = OTHER 

CDRSN2A (CDRSN2B) (CDRSN2C) 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

149 

CDRSN2B 

See CDRSN2A for description. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDRSN2C 

See CDRSN2A for description. 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDRSN2B > 0. 

Sources: B&B:2000/01 CATI 

CDCMPL2 

Have you already completed your [CDDEG2]? 

1 = YES 

2 = NO 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Imputation Note: If CDCUGR2=1 then CDCMPL2=0. 

Sources: B&B:2000/01 CATI 

CDEXP2MY 

In what month and year do you expect to complete 

your [CDDEG2]? 

F5 = RESPONDENT DOES NOT EXPECT TO 

COMPLETE THIS DEGREE 

Month (1-12): 

Year (2001-2010): 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and (CDCUGR2 = 1 or (CDCUGR2 

= 0 and CDCMPL2 = 0,-1,-3)). 

Imputation Note: If respondent indicated on this 

question he/she does not expect to complete his/her 

degree CDEXP2MY = -3. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CDDAT2MY 

In what month and year did you complete your 

[CDDEG2]? 

Month (1-12): 

Year (1999-2001): 

Applies to: Respondents who have completed their 

second degree or certificate program since earning a 

bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDCUGR2 not = 1 and 

CDCMPL2 = 1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Imputation Note: If CDEXP2MY = -2,-1 then 

CDDAT2MY = -1. 

Sources: B&B:2000/01 CATI 

CDSTUL2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

1 = Student loans? 

 [if CDDEG2 ne <1> and CDDEG2 ne <2> and 

CDDEG2 ne <3>] 

[endif] 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDOTLN2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Other bank loans? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

150 

CDGRTS2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Grants or scholarships? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDFELL2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Fellowships? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDTEAC2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

A teaching assistantship? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Imputation Note: If CDDEG2 = 1,2,3 then 

CDTEAC2 = 0. 

Sources: B&B:2000/01 CATI 

CDRESE2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

A research assistantship? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Imputation Note: If CDDEG2 = 1,2,3 then 

CDRESE2 = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDOTAS2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Any other type of graduate assistantship? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Imputation Note: If CDDEG2 = 1,2,3 then CDOTAS2 

= 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDTUIT2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Tuition reimbursement from your employer? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

151 

CDGIFT2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

A personal loan or gift from your family or other 

individual? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDOTAI2 

Have you received any of the following types of 

financial aid? 

ENTER 1=YES 2=NO. 

Any other financial aid? 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDWRKH2 

About how many hours per week do/did you work for 

pay when you were last enrolled at [CDSCH2]? 

NOTE: WHILE WORKING ON [CDDEG2] 

RANGE (0-90): 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed more than one degree or 

certificate program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1. 

Sources: B&B:2000/01 CATI 

CDWRKS2 

While you are/were enrolled and working, would you 

say you are/were primarily... 

1 = A student working to meet expenses or 

2 = An employee who decided to enroll in school 

Applies to: Respondents who have enrolled in, been 

accepted to, or completed more than one degree or 

certificate program since earning a bachelor’s degree, 

and who worked while enrolled for the second such 

program. 

CATI CODE description: If CDPSTGRD = 1,-5 and 

CDOTHGRD = 1 and CDWRKH2 > 0. 

Sources: B&B:2000/01 CATI 

CDMULTPL 

Multiple enrollment indicator-postbacc 

Indicator of overlapping enrollment, which is defined 

as co-enrollment for a period greater than one month 

within the regular academic year (September-April). 

This is calculated in the enrollment user exit. 

The values are: 

<0> Did not attend more than one school at the same 

time 

<1> Attended more than one school at the same time. 

Applies to: All respondents excluding those that have 

been accepted to a program that has not started yet. 

CATI CODE description: CDPSTGRD not = -5. 

Imputation Note: If CDPSTGRD = 0 then 

CDMULTPL = 0. 

Sources: B&B:2000/01 CATI 

CDGAPMON 

Gap in postbacc enrollment greater than 4 months 

A flag set in the enrollment user exit if there is ever a 

gap in post-baccalaureate enrollment exceeding a 

period of 4 months. 

Applies to: Respondents who enrolled in, or 

completed an degree or certificate program since 

earning a bachelor's degree, excluding respondents 

that have been accepted to a program that has not 

started yet. 

CATI CODE description: If CDPSTGRD = 1. 

Sources: B&B:2000/01 CATI 

CDCOUR1 

Since earning your bachelor's degree from (bachelor's 

degree school), have you taken any courses for credit 

which were not associated with a formal degree or 

certificate program? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

152 

CDSCT11 

From what type of school did you take your courses? 

Was it... 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

1 = A four-year college or university 

2 = A community or other 2-year college 

3 = A vocational or technical school 

4 = Or some other type of school 

CDSCT11 (CDSCT12) (CDSCT13) 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDSCT12 

See CDSCT11 for description. 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDSCT13 

See CDSCT11 for description. 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC1A 

Why did you decide to take individual courses for 

credit? 

COLLECT UP TO 3 REASONS. ENTER 0 FOR NO 

MORE. 

 1 = REQUIRED/RECOMMENDED FOR CAREER 

CHOICE 

 2 = REQUIRED/RECOMMENDED FOR CAREER 

ADVANCEMENT 

 3 = PREPARE FOR GRADUATE SCHOOL 

 4 = PREPARE FOR LICENSING EXAM 

 5 = EXPLORE CAREER OPTIONS 

 6 = ACADEMIC INTEREST/PERSONAL 

ENRICHMENT 

 7 = KEEP LICENSURE/CERTIFICATION 

CURRENT 

 8 = MARKETABILITY/FINANCIAL GAIN 

(MONEY) 

 9 = TO TRANSFER TO ANOTHER 

SCHOOL/PROGRAM 

10 = OTHER 

CDRSC1A (CDRSC1B) (CDRSC1C) 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC1B 

See CDRSC1A for description. 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC1C 

See CDRSC1A for description. 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1 and 

CDRSC1B > 0. 

Sources: B&B:2000/01 CATI 

CDEMPR1 

Did you receive any type of employer aid, such as 

reimbursement, to help pay for your tuition? 

0 = NO TUITION CHARGES/NOT EMPLOYED 

1 = YES 

2 = NO 

3 = EMPLOYER REIMBURSED SOME BUT NOT 

ALL COURSES 

Applies to: Respondents who have taken courses for 

credit which were not associated with a formal degree 

program. 

CATI CODE description: If CDCOUR1 = 1. 

Sources: B&B:2000/01 CATI 

CDCOUR2 

Since earning your bachelor's degree from [bachelor's 

degree school], have you taken any noncredit courses 

that relate to your job or a new career? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

153 

CDSCT21 

From what type of school did you take your courses? 

Was it... 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

1 = A four-year college or university 

2 = A community or other 2-year college 

3 = A vocational or technical school 

4 = Business or industry 

5 = Professional association 

6 = Government agency 

7 = Other 

CDSCT21 (CDSCT22) (CDSCT23) 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDSCT22 

See CDSCT21 for description. 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDSCT23 

See CDSCT21 for description. 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree.

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC2A 

Why did you decide to take noncredit courses? 

COLLECT UP TO 3 REASONS. ENTER 0 FOR NO 

MORE. 

1 = REQUIRED/RECOMMENDED FOR CAREER 

CHOICE 

2 = REQUIRED/RECOMMENDED FOR CAREER 

ADVANCEMENT 

3 = PREPARE FOR GRADUATE SCHOOL 

4 = PREPARE FOR LICENSING EXAM 

5 = EXPLORE CAREER OPTIONS 

6 = ACADEMIC INTEREST/PERSONAL 

ENRICHMENT 

7 = KEEP LICENSURE/CERTIFICATION 

CURRENT 

8 = MARKETABILITY/FINANCIAL GAIN 

(MONEY) 

9 = OTHER 

CDRSC2A (CDRSC2B) (CDRSC2C) 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC2B 

See CDRSC2A for description. 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDRSC2C 

See CDRSC2A for description. 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1 and 

CDRSC2B > 0. 

Sources: B&B:2000/01 CATI 

CDEMPR2 

Did you receive any type of employer aid, such as 

reimbursement, to help pay for your tuition? 

0 = NO TUITION CHARGES/NOT EMPLOYED 

1 = YES 

2 = NO 

3 = EMPLOYER REIMBURSED SOME BUT NOT 

ALL COURSES 

Applies to: Respondents who have taken noncredit 

courses since earning their bachelor's degree. 

CATI CODE description: If CDCOUR2 = 1. 

Sources: B&B:2000/01 CATI 

CDAPPLY 

Have you applied to go back to school for the 2001-

2002 school year? 

1 = YES 

2 = NO 

Applies to: Respondents who have not enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD not = 1, -5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

154 

CDFUTENR 

Do you expect to enroll in a degree program at some 

point in the future? 

1 = YES 

2 = NO 

Applies to: Respondents who have not enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: CDPSTGRD not = 1, -5 and 

CDAPPLY not = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDBEGGRD 

Do you expect to be enrolled... 

1 = in 2 years (2002-2003 ACADEMIC YEAR) 

2 = in 3 to 5 years (2003-2006) or 

3 = in more than 5 years 

Applies to: Respondents who have not enrolled in, been 

accepted to, or completed a degree or certificate 

program since earning a bachelor’s degree. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and CDAPPLY not = 1 and CDFUTENR = 1,-1. 

Sources: B&B:2000/01 CATI 

CDFTRDEG 

What degree or certificate do you intend to pursue? 

UNDERGRADUATE: 

1 = CERTIFICATE 

2 = ASSOCIATE's DEGREE (AS, AA) 

3 = SECOND BACHELOR's DEGREE (BA, BS, 

BFA, etc.) 

GRADUATE: 

5 = POST-BACCALAUREATE CERTIFICATE 

6 = MASTER's DEGREE (MA, MS, MBA, MFA, 

MDIV, etc.) 

7 = DOCTORAL/PROFESSIONAL DEGREE (PHD, 

EDD, JD, MD, DDS, etc.). 

Applies to: Respondents who plan to enroll in a degree 

or certificate program in the future.

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY = 1 or CDFUTENR = 1,-1) 

Sources: B&B:2000/01 CATI 

CDDBLM 

What will be your primary major or program of study?

 CDDBLM 

What will be your secondary major? 

CDDBLMS 

Applies to: Respondents who plan to enroll in an 

undergraduate, graduate, or professional 

degree/certificate program, who indicated a double 

major. 

CATI CODE description: If CDPSTGRD = 0 and 

(CDFUTENR = 1 or CAPPLY = 1) and 

CDDBLMJ = 1. 

Note: CDDBLMJ is an internal variable that indicates 

Double Major. 

Sources: B&B:2000/01 CATI 

CDDBLMS 

See CDDBLM for description. 

Applies to: Respondents who plan to enroll in an 

undergraduate, graduate, or professional 

degree/certificate program, who indicated a double 

major. 

CATI CODE description: If CDPSTGRD = 0 and 

(CDFUTENR = 1 or CAPPLY = 1) and 

CDDBLMJ = 1. 

Note: CDDBLMJ is an internal variable that indicates 

Double Major. 

Sources: B&B:2000/01 CATI 

CDFTRMST 

What master's degree do you wish to pursue? 

 1 = MBA - BUSINESS ADMINISTRATION 

 2 = MS - SCIENCE 

 3 = MA - ARTS 

 4 = M.ED - EDUCATION 

 5 = MPA - PUBLIC ADMINISTRATION 

 6 = MLS - LIBRARY SCIENCE 

 7 = MPH - PUBLIC HEALTH 

 8 = MFA - FINE ARTS 

 9 = MAA - APPLIED ARTS 

10 = MAT - TEACHING 

11 = M.DIV - DIVINITY 

12 = MSW - SOCIAL WORK 

13 = LANDSCAPE ARCHITECTURE 

14 = PROFESSIONAL MANAGEMENT 

15 = OTHER MASTERS. 

Applies to: Respondents who plan to enroll in a 

master's degree program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY= 1 or 

CDFUTENR = 1,-1) and CDFTRDEG = 6. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

155 

CDFTRPHD 

What doctoral or professional degree do you wish to 

pursue? 

16 = PHD 

17 = ED.D - EDUCATION 

18 = THD - THEOLOGY 

19 = DBA - BUSINESS ADMIN 

20 = D.ENG - ENGINEERING 

21 = DFA - FINE ARTS 

22 = DPA - PUBLIC ADMIN 

23 = DSC/SCD - SCIENCE 

24 = PSYD - PSYCHOLOGY 

25 = THEOLOGY (D.MIN) 

26 = CHIROPRACTIC (DC, DCM) 

27 = DENTISTRY (DDS, DMD) 

28 = MEDICINE (MD) 

29 = OPTOMETRY (OD) 

30 = OSTEOPATHIC MEDICINE (DO) 

31 = PHARMACY (PHARM.D) 

32 = PODIATRY (DPM, POD. D) 

33 = VETERINARY MEDICINE (DVM) 

34 = LAW (LLB, JD) 

35 = OTHER DOCTORAL DEGREE 

Applies to: Respondents who plan to enroll in a 

doctoral or professional degree program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY= 1 or CDFUTENR = 1,-1) and 

CDFTRDEG = 7. 

Sources: B&B:2000/01 CATI 

CDMJCOD 

Intended post-baccalaureate major code. 

Applies to: Respondents who plan to enroll in degree 

or certificate program in the future. 

CATI CODE description: If CDPSTGRD = not 1, -5 

and ((CDFUTENR = 1,-1) 

or (CDAPPLY =1) 

Imputation Note: If CDDBLM = -1,-2 then 

CDMJCOD = -1. If CDFUTENR = -2 then 

CDMJCOD = -1. If CDFTRFLD = -1,-2 then 

CDMJCOD = -1. 

Sources: B&B:2000/01 CATI 

CDMJSTR 

Future major-raw string. 

Applies to: Respondents who plan to enroll in school 

(undergraduate, graduate, or professional 

degree/certificate program) within the next 5 years. 

CATI CODE description: If CDPSTGRD = 0,-1,-2 and 

((CDFUTENR = 1,-2 or 

CDAPPLY =1) or (CDDBLM = -1,-2 or 

CDFTRFLD = -1,-2)) 

Imputation Note: If CDDBLM = -1,-2 then CDMJSTR 

= -1. If CDFUTENR = -2 

then CDMJSTR = -1. If CDFTRFLD = -1,-2 then 

CDMJSTR = -1. 

Sources: B&B:2000/01 CATI 

CDMJSTD 

Future major-std string. 

Applies to: Respondents who plan to enroll in school 

(undergraduate, graduate, or professional 

degree/certificate program) within the next 5 years. 

CATI CODE description: If CDPSTGRD = 0,-1,-2 and 

((CDFUTENR = 1,-2 or CDAPPLY =1) or (CDDBLM 

= -1,-2 or CDFTRFLD = -1,-2)) 

Imputation Note: If CDDBLM = -1,-2 then 

CDMJSTD = -1. If CDFUTENR = -2 

then CDMJSTD = -1. If CDFTRFLD = -1,-2 then 

CDMJSTD = -1. 

Sources: B&B:2000/01 CATI 

CDFTRFPT 

When you go back to school, do you expect to be 

enrolled full-time or part-time? 

1 = FULL-TIME 

2 = PART-TIME. 

Applies to: Respondents who are planning to apply for 

a degree or certificate program for the 2001-2002 

academic year. 

CATI CODE description: If CDPSTGRD not = 1 and 

CDAPPLY = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

156 

CDFTREMP 

When you go back to school, do you expect to receive 

tuition reimbursement or some other tuition assistance 

from either your current employer or a future 

employer? 

1 = YES 

2 = NO 

Applies to: Respondents who are planning to apply for 

school (undergraduate, graduate, or professional 

degree/certificate program) for the 2001-2002 

academic year. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and CDAPPLY = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CDDELY1 

Why did you decide to postpone your continued 

education? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = UNDERGRADUATE DEBT 

 2 = COULDN'T GET FINANCIAL AID 

 3 = OTHER FINANCIAL REASONS 

 4 = RAISING CHILDREN 

 5 = OTHER FAMILY 

RESPONSIBILITIES/CONSTRAINTS 

 6 = FAILED TO MEET APPLICATION 

DEADLINE 

 7 = NOT ADMITTED TO SCHOOL OF CHOICE 

 8 = WANT A BREAK FROM SCHOOL 

 9 = HAD GOOD JOB OPPORTUNITY 

 10 = MILITARY COMMITMENT 

 11 = CAREER PLANS INDEFINITE 

 12 = WANT/NEED WORK EXPERIENCE 

 13 = MOVING / RELOCATING 

 14 = OTHER 

CDDELY1 (CDDELY2) (CDDELY3) 

Applies to: Respondents who plan to enroll in degree 

or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY = 1 or CDFUTENR = 1,-1). 

Sources: B&B:2000/01 CATI 

CDDELY2 

See CDDELY1 for description. 

Applies to: Respondents who plan to enroll in a degree 

or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY = -2,-1,1 or 

CDFUTENR = 1,-1). 

Sources: B&B:2000/01 CATI 

CDDELY3 

See CDDELY1 for description. 

Applies to: Respondents who plan to enroll in a degree 

or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and (CDAPPLY = -2,-1,1 or CDFUTENR = 1,-1). 

Sources: B&B:2000/01 CATI 

CDNOGR1 

Why have you decided not to pursue a higher degree? 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE. 

 1 = FINANCIAL REASONS 

 2 = RAISING CHILDREN 

 3 = OTHER FAMILY/PERSONAL REASONS (NOT 

FINANCIAL) 

 4 = TIRED OF SCHOOL/DO NOT LIKE SCHOOL 

 5 = GRADES NOT HIGH ENOUGH 

 6 = NOT REQUIRED FOR CAREER GOALS 

 7 = NOT IN LABOR MARKET 

 8 = NO INTEREST 

 9 = OTHER 

 CDNOGR1 (CDNOGR2) (CDNOGR3) 

Applies to: Respondents who do not plan to enroll in a 

degree or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and CDAPPLY not = 1 and CDFUTENR not = 1. 

Sources: B&B:2000/01 CATI 

CDNOGR2 

See CDNOGR1 for description. 

Applies to: Respondents who do not plan to enroll in a 

degree or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and CDAPPLY not = 1 and 

CDFUTENR not = 1. 

Sources: B&B:2000/01 CATI 

CDNOGR3 

See CDNOGR1 for description. 

Applies to: Respondents who do not plan to enroll in a 

degree or certificate program in the future. 

CATI CODE description: If CDPSTGRD not = 1, -5 

and CDAPPLY not = 1 and CDFUTENR not = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

157 

CDLIFLNG 

When you filed your 2000 taxes, did you claim the 

federal Lifetime Learning tax credit to help offset the 

cost of your tuition and fees as you continued your 

education? 

0 = NEVER HEARD OF IT 

1 = YES 

2 = NO 

Applies to: Respondents who have been enrolled in 

some type of postsecondary education since completing 

their bachelor's degree. 

CATI CODE description: If CDPSTGRD = 1 or 

CDCOUR1 = 1 or CDCOUR2 =1. 

Sources: B&B:2000/01 CATI 

CDCREDIT 

Will you claim it when you file your 2001 taxes next 

year? 

0 = NOT PLANNING TO BE ENROLLED THIS 

CALENDAR YEAR (2001) 

1 = YES 

2 = NO 

Applies to: Respondents who claimed the Lifetime 

Learning tax credit and are currently enrolled, or 

indicated taking credit or noncredit courses, or are 

going to apply for the 2001-2002 academic year. 

CATI CODE description: If CDLIFLNG not = 1 or 

(CDCUGR1 = 1 or CDCUGR2= 1 or CDCOUR1 = 1 

or CDCOUR2 = 1 or CDAPPLY = 1) 

Sources: B&B:2000/01 CATI 

CDCRED2 

Did the availability of the tax credit help you make the 

decision to continue your education beyond your 

bachelor's degree? 

1 = YES 

2 = NO 

Applies to: Respondents who claimed the Lifetime 

Learning tax credit and will claim the credit when filing 

their 2001 taxes and are who are currently enrolled, or 

indicated taking credit or noncredit courses, or are 

going to apply for the 2001-2002 academic year. 

CATI CODE description: CDLIFLNG ne 0 or 

CDCREDIT ne 0 or (CDCREDIT ne 2 and CDLIFLNG 

ne 2) and (CDCUGR1 = 1 or CDCUGR2= 1 or 

CDCOUR1 = 1 or CDCOUR2 = 1 or CDAPPLY = 1) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEEMPCUR 

Now I'd like to ask you some questions about your 

employment. In your primary job, do you... 

INTERVIEWER: PRIMARY JOB IS THE JOB HELD 

MOST OF THE YEAR. 

1 = Work full-time 

2 = Part-time 

3 = Waiting to report to work/temporary layoff 

4 = Not working 

6 = Homemaker 

7 = Disabled 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CELSTMY 

When was the last time you worked for pay? 

0 = NEVER WORKED FOR PAY 

MONTH (1-12): 

YEAR (1920-2001): 

Applies to: Respondents who are not currently working, 

who are waiting to report to work, who are 

homemakers, or who are disabled. 

CATI CODE description: CEEMPCUR >= 3 and 

CELSTMM > 0. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CEUNEMPL 

Have you received unemployment compensation at any 

time since [CELSTMY]? 

1 = YES 

2 = NO 

Applies to: Respondents who are not currently working 

(waiting to report to work, homemakers, or disabled). 

CATI CODE description: CEEMPCUR >= 3 and 

CELSTMM > 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

158 

CECURTCH 

Are you currently employed as a teacher, a teacher's 

aide, or a substitute teacher at the K-12 level? 

INTERVIEWER: IF RESPONDENT IS A TEACHER, 

BUT IS OUT FOR SUMMER BREAK CODE AS 

YES. 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CEEMPCUR = 3,4,6,7 then 

CECURTCH = 0 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEEMPMY 

When did you first start your current job? 

MONTH (1-12): 

YEAR (1920-2001): 

Applies to: Respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2,-1 and 

CECURTCH = 0,-1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CEEMPAPR 

As of April 1, 2001, were you... 

1 = Working full-time 

2 = Part-time 

3 = Waiting to report to work/temporary layoff 

4 = Not working 

6 = Homemaker 

7 = Disabled 

Applies to: Respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0. 

Imputation Note: If CEEMPMY <= 200104 and >= 0 

then CEEMPCUR = CEEMPAPR. 

Sources: B&B:2000/01 CATI 

CEPREFT 

You told me that your current job is part-time. Would 

you have preferred full-time work? 

1 = YES 

2 = NO 

Applies to: Respondents who work part-time, excluding 

teachers. 

CATI CODE description: CEEMPCUR = 2 and 

CECURTCH = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CETEMP 

Are you working for a temporary agency in your 

current job? 

1 = YES 

2 = NO 

Applies to: All respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0. 

Imputation Note: If CEEMPCUR = 3,4,6,7 then 

CETEMP = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CENUMJOB 

How many jobs for pay do you have right now? 

RANGE (1-9): 

COUNT ONLY UNIQUE JOBS. VERIFY NUMBER 

OF JOBS OVER 4. 

Applies to: All respondents who are currently working , 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1, 2 and 

CECURTCH = C. 

Imputation Note: If CEEMPCUR = 3,4,6,7 then 

CENUMJOB = 0. 

Sources: B&B:2000/01 CATI 

CETITLE 

What is your job title? 

Applies to: All respondents who are currently working, 

excluding teachers. 

CATI code: If CEEMPCUR = 2,1,-1 and 

CECURTCH = 0,-1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

159 

CEDUTY 

What do you do? 

Applies to: All respondents who are currently working, 

excluding teachers. 

CATI code: If CEEMPCUR = 2,1,-1 and CECURTCH 

= 0,-1. 

Sources: B&B:2000/01 CATI 

CEXOCCCD 

Current/previous occupation-code. 

Applies to: Respondents who are currently working, 

are homemakers, or are unemployed but currently 

searching for a job. 

CATI code: If (CEEMPCUR = 6,2,1,-1 or 

(CEEMPCUR = 4 and CESEARCH = 1)) and 

CECURTCH = 0,-1. 

Imputation Note: If CECURTCH = 1 then CEXOCCD 

= 24. If CEEMPCUR = 6 then CEXOCCCD = 41 

(HOMEMAKER). If CEEMPCUR = 4 and 

CESEARCH = 1 then CEXOCCCD = 42. 

Sources: B&B:2000/01 CATI 

CEOCSTR 

Current occupation-raw string. 

Applies to: Respondents who are currently working. 

CATI code: If CEEMPCUR = 2,1,-1. 

Sources: B&B:2000/01 CATI 

CEOCSTD 

Current occupation-std string. 

Applies to: Respondents who are currently working. 

CATI code: If CEEMPCUR = 2,1,-1. 

Sources: B&B:2000/01 CATI 

CECURHRS 

[if CECURTCH eq <1>] 

In your job as a teacher, about how many hours do you 

work each week? 

[else] 

In your job as a/an [CEXOCCCD], 

about how many hours do you work each week? 

RANGE (1-80): 

Applies to: All respondents. 

Imputation Note: If CEEMPCUR= 3,4,6,7 then 

CECURHRS = 0. 

Sources: B&B:2000/01 CATI 

CESCHEMP 

Are you self-employed or are you working for someone 

else? 

 1 = SELF-EMPLOYED 

 2 = SOMEONE ELSE 

Applies to: Respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2,-1 and 

CECURTCH = 0,-1. 

Sources: B&B:2000/01 CATI 

CEEMPTYP 

Are you working for... 

READ OPTIONS AS NEEDED. 

1 = A private, for profit company 

2 = A nonprofit or private, not-for-profit company 

3 = A local government 

4 = A state government 

5 = The federal government (including civilian 

employees of the military) 

6 = The military (including the national guard) 

7 = other 

Applies to: Respondents who are not self-employed and 

currently working, excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2,-1 and 

CECURTCH = 0,-1 and CESCHEMP = -2,-1,2. 

Sources: B&B:2000/01 CATI 

CEXINDCD 

Current/previous business/in-code. 

Applies to: Respondents who are currently working, 

excluding students with a teaching or research 

assistantship. 

CATI code: If CEEMPCUR = 2,1,-1 and (CDTEACH 

not = 1 and CDRESEAR not = 1 and CDTEAC2 not = 

1 and CDRESE2 not = 1) 

Imputation Note: If CECURTCH = 1 then CEXINDCD 

= 20. If CEEMPTYP=3 

then CEXINDCD = 14. If CEEMPTYP=6 then 

CEXINDCD = 21. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

160 

CEINSTD 

Occupation/Industry-std string. 

Applies to: Respondents who are currently working, 

excluding students with a teaching or research 

assistantship. 

CATI code: If CEEMPCUR = 2,1,-1 and (CDTEACH 

not = 1 and CDRESEAR not = 1 and CDTEAC2 not = 

1 and CDRESE2 not = 1) 

Sources: B&B:2000/01 CATI 

CECURL 

Would you consider your current job to be the start of 

your career in this occupation or industry? 

1 = YES 

2 = NO 

Applies to: All respondents who are currently working. 

CATI CODE description: CEEMPCUR = 1,2,-1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CECURJOB 

Since it isn't the start of your career, how would you 

describe it? 

NOTE TO INTERVIEWER: READ OPTIONS ONLY 

AS NECESSARY 

1 = WORKING WHILE DECIDING ON YOUR 

FUTURE EDUCATION OR CAREER? 

2 = JUST PAYING THE BILLS? 

3 = CONTINUING IN THE JOB YOU HELD 

BEFORE YOU LEFT SCHOOL? 

4 = CONTINUING IN YOUR CAREER IN THIS 

OCCUPATION OR INDUSTRY? 

5 = WORKING TO PREPARE FOR GRADUATE 

SCHOOL? 

6 = DOING WHAT YOU WANT TO DO? 

7 = EXPLORING CAREER OPTIONS? 

8 = IS THE ONLY JOB AVAILABLE? 

9 = OTHER 

Applies to: Respondents who are currently working and 

who don't feel that their current job is the start of their 

career in their occupation or industry. 

CATI CODE description: CEEMPCUR = 1,2,-1 and 

CECURL = 0,-1,-2. 

Sources: B&B:2000/01 CATI 

CERELMAJ 

INTERVIEWER: REPORTED UG MAJOR 

=[YMAJOR]. 

Would you say your job as a/an [CEXOCCCD] is.... 

1 = Closely related 

2 = Somewhat related or 

3 = Not related to your undergraduate major 

Applies to: All respondents who are currently working. 

CATI CODE description: CEEMPCUR = 1,2,-1. 

Sources: B&B:2000/01 CATI 

CECOSIZE 

How many employees would you estimate work for 

your company or organization? 

INTERVIEWER: WE ARE REFERRING TO THE 

ENTIRE COMPANY-INCLUDING ALL 

LOCATIONS. 

RANGE (2-100,000): 

Applies to: Non-self-employed respondents who are 

currently working for a private or not-for-profit 

company, excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2,-1 and 

CECURTCH = 0,-1 and 

CEEMPTYP = 1,2 and CESCHEMP = 2. 

Sources: B&B:2000/01 CATI 

CECURINC 

[if CECURTCH eq <1>] 

What is your academic year base salary at your current 

job, not including extra pay for things like summer 

teaching, coaching, or extra-curricular activities? 

[else] 

For your current job, about how much do you earn 

annually, before taxes and other deductions? 

RANGE ($0 - $999,999): 

Applies to: All respondents. 

Imputation Note: If CEEMPCUR = 3,4,5,6,7 then 

CECURINC = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

161 

CEAMOUNT 

Can you tell me your hourly, weekly, or monthly wage? 

NOTE: ENTER WHOLE NUMBERS. IF R 

PROVIDES A NUMBER WITH A DECIMAL, 

ROUND UP OR DOWN TO THE NEAREST 

DOLLAR. 

RANGE ($0 -$999,999): 

Applies to: All respondents currently working who 

report earnings in unit other than annual salary. 

CATI CODE description: CEEMPCUR >= 1 and 

CECURINC = -1. 

Imputation Note: If CEEMPCUR = 3,4,5,6,7 then 

CEAMOUNT = 0. 

Sources: B&B:2000/01 CATI 

CETIME 

Can you tell me your hourly, weekly, or monthly wage? 

 1 = HOURLY 

 2 = WEEKLY 

 3 = TWICE MONTHLY/EVERY 2 WEEKS 

 4 = MONTHLY 

 5 = ANNUALLY . 

Applies to: All respondents currently working who 

report earnings in unit other than annual salary. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURINC = -1. 

Sources: B&B:2000/01 CATI 

CEANNERN 

Applies to: All respondents 

Note: This variable is a direct copy of CECURINC 

unless CECURINC= -1, 

in which case it was calculated using CEAMOUNT and 

CETIME. The 

following formula was used to calculate CEANNERN: 

 if CETIME=1 (hourly) 

CEANNERN=CEAMOUNT*2000 

 if CETIME=2 (weekly) 

CEANNERN=CEAMOUNT*52 

 if CETIME=3 (twice/mth) 

CEANNERN=CEAMOUNT*26 

 if CETIME=4 (monthly) 

CEANNERN=CEAMOUNT*12 

 if CETIME=5 (annually) 

CEANNERN=CECURINC 

This formula assumes full-time work and does not take 

number of hours worked per week CECURHRS into 

consideration. 

Imputation Note: If CEEMPCUR = 3,4,5,6,7 then 

CEANNERN = 0. 

Sources: B&B:2000/01 CATI 

CEHEALTH 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Medical insurance 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEOTHMED 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Dental, optical, or other health insurance? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

 Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CELIFINS 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Life insurance? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

162 

CERETIRE 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Retirement or other financial benefits, such as a 401(k)/ 

403(b) ? . 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CESTOCK 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Stock options? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEFLEXSP 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Flexible spending accounts? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEDISCNT 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Employee discount? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CECHCARE 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Childcare facility or subsidy? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CETRANST 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Transit subsidy? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

163 

CEFITNES 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Fitness facility or subsidy? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEEMPAST 

Next, I'd like to ask you some questions about your 

benefits. Does your employer provide you with... 

ENTER 1 = YES 2 = NO 

Employee assistance (COUNSELING/LEGAL)? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEPAY 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Your pay? 

Applies to: Non-self-employed respondents who are 

currently working. 

Note: "No" response recoded from 2 to 0. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Sources: B&B:2000/01 CATI 

CEBEN 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Fringe benefits? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CECHALNG 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Importance and challenge of your work? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEADVAN 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Opportunities for promotion and advancement? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEUSEED 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Opportunities to use training and education? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

164 

CESECUR 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Job security? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEMORED 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Opportunities for further training and education? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CEOVRAL 

Please tell me whether or not you are satisfied with 

each of the following in your current job: 

1 = YES (satisfied) 2 = NO (not satisfied) 

Overall, would you say you are satisfied with your job? 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CECURTCH= 1) or (CEEMPCUR = 1,2 and 

CESCHEMP = 2,-1,-2)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CESEARCH 

Are you looking for a job? 

1 = YES 

2 = NO 

Applies to: Respondents who are not currently working. 

CATI CODE description: CEEMPCUR = 4. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CENWSRCH 

Even though you're currently employed, are you 

actively looking for a different job? 

1 = YES 

2 = NO 

Applies to: Respondents who are currently working. 

CATI CODE description: CEEMPCUR = 1,2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CESRCH1 

What are some of the things you're doing to look for a 

job? 

CODE UP TO 3 RESPONSES -- ENTER 0 FOR 

NONE OR NO MORE 

 1 = USING SCHOOL's PLACEMENT OFFICE 

(REFERRAL, POSTED JOB NOTICE) 

 2 = RESPONDING TO INTERNET/WWW JOB 

NOTICE - ANY SOURCE 

 3 = RESPONDING TO NEWSPAPER/OTHER 

ADVERTISEMENT 

 4 = SENDING OUT RESUME/CONTACTED 

EMPLOYERS DIRECTLY 

 5 = NETWORKING WITH FRIENDS, RELATIVES, 

OR ACQUAINTANCES 

 6 = TALKING TO FACULTY/STAFF 

 7 = ATTENDING RECRUITING FAIRS, 

PROFESSIONAL MEETINGS 

 8 = VISITING UNEMPLOYMENT OFFICE, 

EMPLOYMENT COMMISSION 

POSTING/REFERRAL 

 9 = CONTACTING EMPLOYMENT 

AGENCY/PROFESSIONAL RECRUITER 

10 = VOLUNTEERING 

11 = OTHER 

 CESRCH1 (CESRCH2) (CESRCH3). 

Applies to: Respondents who are looking for a job. 

CATI CODE description: CESEARCH = 1 or 

CENWSRCH = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

165 

CESRCH2 

See CESRCH1 for description. 

Applies to: Respondents who are looking for a job. 

CATI CODE description: CESEARCH = 1 or 

CENWSRCH = 1. 

Sources: B&B:2000/01 CATI 

CESRCH3 

See CESRCH1 for description. 

Applies to: Respondents who are looking for a job. 

CATI CODE description: CESEARCH = 1 or 

CENWSRCH = 1. 

Sources: B&B:2000/01 CATI 

CEOSRC1 

What are some of the things you did to find your 

current job? 

CODE UP TO 3 RESPONSES -- ENTER 0 FOR 

NONE OR NO MORE 

 1 = USED SCHOOL's PLACEMENT OFFICE 

(REFERRAL, POSTED JOB NOTICE) 

 2 = RESPONDED TO INTERNET/WWW JOB 

NOTICE - ANY SOURCE 

 3 = RESPONDED TO NEWSPAPER/OTHER 

ADVERTISEMENT 

 4 = SENT OUT RESUME/CONTACTED 

EMPLOYERS DIRECTLY 

 5 = NETWORKED WITH FRIENDS, RELATIVES, 

OR ACQUAINTANCES 

 6 = TALKED TO FACULTY/STAFF 

 7 = ATTENDED RECRUITING FAIRS, 

PROFESSIONAL MEETINGS 

 8 = VISITED UNEMPLOYMENT OFFICE, 

EMPLOYMENT COMMISSION 

POSTING/REFERRAL 

 9 = CONTACTED EMPLOYMENT 

AGENCY/PROFESSIONAL RECRUITER 

10 = VOLUNTEERED 

11 = OTHER 

 CEOSRC1 (CEOSRC2) (CEOSRC3). 

Applies to: Non-self-employed respondents who are 

currently working who are not currently searching for a 

new job. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CENWSRCH = 0 and CESCHEMP= 2) or 

(CEEMPCUR = 1,2 and CECURTCH = 1 and 

CENWSRCH = 0)). 

Sources: B&B:2000/01 CATI 

CEOSRC2 

See CEOSRC1 for description. 

Applies to: Non-self-employed respondents who are 

currently working who are not currently searching for a 

new job. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CENWSRCH = 0 and CESCHEMP= 2) or 

(CEEMPCUR = 1,2 and CECURTCH = 1 and 

CENWSRCH = 0)). 

Sources: B&B:2000/01 CATI 

CEOSRC3 

See CEOSRC1 for description. 

Applies to: Non-self-employed respondents who are 

currently working who are not currently searching for a 

new job. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CENWSRCH = 0 and CESCHEMP= 2) or 

(CEEMPCUR = 1,2 and CECURTCH = 1 and 

CENWSRCH = 0)). 

Sources: B&B:2000/01 CATI 

CEBSTSRH 

Which one job search activity led to your current job? 

 1 = USED SCHOOL's PLACEMENT OFFICE 

(REFERRAL, POSTED JOB NOTICE) 

 2 = RESPONDED TO INTERNET/WWW JOB 

NOTICE - ANY SOURCE 

 3 = RESPONDED TO NEWSPAPER/OTHER 

ADVERTISEMENT 

 4 = SENT OUT RESUME/CONTACTED 

EMPLOYERS DIRECTLY 

 5 = NETWORKED WITH FRIENDS, RELATIVES, 

OR ACQUAINTANCES 

 6 = TALKED TO FACULTY/STAFF 

 7 = ATTENDED RECRUITING FAIRS, 

PROFESSIONAL MEETINGS 

 8 = VISITED UNEMPLOYMENT OFFICE, 

EMPLOYMENT COMMISSION 

POSTING/REFERRAL 

 9 = CONTACTED EMPLOYMENT 

AGENCY/PROFESSIONAL RECRUITER 

10 = VOLUNTEERED 

11 = OTHER 

Note: Not all responses were displayed for this item. 

The responses for this question were displayed 

depending on what the respondent had previously 

reported. For example, if in CEOSRC1, the respondent 

reported that options 2, 3, and 4 were used in the search 

to find the current job, then 2, 3, and 4 were displayed 

in this item and the respondent was asked to choose the 

best of the three. 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

166 

Applies to: Non-self-employed respondents who are 

currently working who are not currently searching for a 

new job. 

CATI CODE description: ((CEEMPCUR = 1,2 and 

CENWSRCH = 0 and CESCHEMP 

= 2) or (CEEMPCUR = 1,2 and CECURTCH = 1 and 

CENWSRCH = 0)) and 

CEOSRC1 > 0 and CEOSRC2 > 0. 

Sources: B&B:2000/01 CATI 

CEFLEX 

Would you say your work schedule is very flexible, 

somewhat flexible, or not flexible at all? (Sometimes 

personal circumstances require that your work schedule 

be flexible. 

Some employers are responding to this need by 

allowing their employees greater flexibility in the hours 

that they work and 

by allowing employees to telecommute or work from 

home.) 

1 = VERY FLEXIBLE 

2 = SOMEWHAT FLEXIBLE 

3 = NOT FLEXIBLE AT ALL 

Applies to: All respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0. 

Sources: B&B:2000/01 CATI 

CEFLXCUR 

Would you be able to work at this job if you did not 

have the scheduling flexibility you have? 

1 = YES 

2 = NO 

Applies to: Respondents who are currently working and 

who have flexibile work schedules, excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0 and CEFLEX = 1,2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CETELCOM 

Does your employer allow you to telecommute; that is, 

work from a location other than the office? 

F5 = TELECOMMUTING DOES NOT MAKE 

SENSE FOR R's JOB 

1 = YES 

2 = NO 

Applies to: All respondents who are currently working, 

excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CETELOFN 

About how often do you work from home or a location 

other than the office? Is it... 

1 = Often - (MORE THAN ONCE A MONTH), 

2 = Sometimes - (UP TO ONCE A MONTH) or 

3 = Rarely or never 

Applies to: Respondents who are currently working and 

who sometimes telecommute during a typical working 

month, excluding teachers. 

CATI CODE description: CEEMPCUR = 1,2 and 

CECURTCH = 0 and CETELCOM = 1. 

Sources: B&B:2000/01 CATI 

CFLICE1 

Do you hold an occupational license that is required by 

the federal, state, or local government before you may 

practice in a profession? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

167 

CFLIC1 

PLEASE CODE LICENSE: [CFLICS1] 

1=Agriculture/Forestry/Pest 13=Education/Library/Admin 

2=Architecture 14=Cosmetology/Beautician/ 

Barber 

3=Construction/Repair 15=Personal Services (Massage,etc) 

4=Engineer/Engr In Training 16=Social Work/Therapy/Counseling 

5=Mechanic-Auto/Air 17=Physician/Dentist/ 

Pharmacist 

6=Transportation 18=Chiroprac/Optometrist/ 

Podiatrist 

7=Communications/Broadcast 19=Nursing/Midwife/Phys Asst 

8=Real Estate 20=Med/Dent Tech/Therapy 

9=Insurance/Underwriting 21=Emt/Paramedic 

10=Cpa/Auditor/Broker 22=Other Health 

11=Law/Mediation 23=Veterinarian/Vet Tech 

12=Public Safety/Law 

Enforcement 

24=Other 

Applies to: Respondents who hold an occupational 

license. 

CATI CODE description: CFLICE1 = 1. 

Sources: B&B:2000/01 CATI 

CFLAMT1 

See CFL1TIM for description. 

Applies to: Respondents who hold an occupational 

license. 

CATI CODE description: CFLICE1 = 1. 

Sources: B&B:2000/01 CATI 

CFLTIM1 

About how much time was required for you to 

prepare for your license? 

INCLUDE ANY ADDITIONAL COURSE 

WORK, APPRENTICESHIP/INTERNSHIP, 

OR PREPARATION BEYOND THE FORMAL 

DEGREE PROGRAM TO OBTAIN THE 

CERTIFICATION. EXCLUDE CLASS TIME 

NOT DIRECTLY RELATED TO OBTAINING/ 

TESTING FOR THE CERTIFICATION. 

ENTER AMOUNT: 

RANGE (0-10,000): 

(CFLTIM1) 

RECORD THE TIME SCALE OF THE 

AMOUNT. (FOR EXAMPLE: 2 MONTHS) 

1 = HOURS 

2 = DAYS 

3 = WEEKS 

4 = MONTHS 

5 = YEARS 

(CFLAMT1) 

Applies to: Respondents who hold an occupational 

license and who indicated an amount of time to 

prepare for the license. 

CATI CODE description: CFLICE1 = 1 and 

CFLAMT1 > 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

168 

CFL1TIM 

Total hours-preparation-license 1. 

Applies to: Respondents who hold an occupational 

license and who indicated an amount of time to 

prepare for the license. 

CATI CODE description: CFLICE1 = 1 and 

CFLAMT1 > 0 and CFLTIM1 > 0. 

Note: All responses were converted to hours. The 

following formula 

was used to calcluate CFL1TIM 

 if CFLTIM1=1 (hours) CFL1TIM = CFLAMT1 

 if CFLTIM1=2 (days) CFL1TIM = 

 CFLAMT1 * 8 

 if CFLTIM1=3 (weeks) CFL1TIM = 

 CFLAMT1 * 40 

 if CFLTIM1=4 (months) CFL1TIM = 

 CFLAMT1 *173.33 

 if CFLTIM1=5 (years) CFL1TIM = 

 CFLAMT1 * 2080 

Decimal amount rounded to the nearest integer. 

Sources: B&B:2000/01 CATI 

CFLICE2 

Do you hold any other occupational license that is 

required by the federal, state, or local government 

before you may practice in a profession? 

1 = YES 

2 = NO 

Applies to: Respondents who hold an occupational 

license. 

CATI CODE description: CFLICE1 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFLIC2 

PLEASE CODE LICENSE: [CFLICS2] 

1=Agriculture/Forestry/Pest 13=Education/Library/Admin 

2=Architecture 14=Cosmetology/Beautician/ 

Barber 

3=Construction/Repair 15=Personal Services (Massage,Etc) 

4=Engineer/Engr In Training 16=Social Work/Therapy/Counseling 

5=Mechanic-Auto/Air 17=Physician/Dentist/ 

Pharmacist 

6=Transportation 18=Chiroprac/Optometrist/ 

Podiatrist 

7=Communications/Broadcast 19=Nursing/Midwife/Phys Asst 

8=Real Estate 20=Med/Dent Tech/Therapy 

9=Insurance/Underwriting 21=Emt/Paramedic 

10=Cpa/Auditor/Broker 22=Other Health 

11=Law/Mediation 23=Veterinarian/Vet Tech 

12=Public Safety/Law Enforcement 24=Other 

Applies to: Respondents who hold a second 

occupational license. 

CATI CODE description: CFLICE1 = 1 and 

CFLICE2 = 1. 

Sources: B&B:2000/01 CATI 

CFLAMT2 

See CFLTIM2 for description. 

Applies to: Respondents who hold a second 

occupational license. 

CATI CODE description: CFLICE1 = 1 and 

CFLICE2 = 1. 

Sources: B&B:2000/01 CATI 

CFLTIM2

About how much time was required for you to 

prepare for your license? 

INCLUDE ANY ADDITIONAL COURSE 

WORK, APPRENTICESHIP/INTERNSHIP, 

OR PREPARATION BEYOND THE FORMAL 

DEGREE PROGRAM TO OBTAIN THE 

LICENSE. EXCLUDE CLASS TIME NOT 

DIRECTLY RELATED TO OBTAINING/ 

TESTING FOR THE LICENSE. 

ENTER AMOUNT: 

RANGE (0-10,000) 

(CFLTIM2) 

RECORD THE TIME SCALE OF THE 

AMOUNT. 

 (FOR EXAMPLE: 2 MONTHS) 

1 = HOURS 

2 = DAYS 

3 = WEEKS 

4 = MONTHS 

5 = YEARS 

(CFLAMT2) 

Applies to: Respondents who hold a second 

occupational license and who indicated an amount 

of time to prepare for the license. 

CATI CODE description: CFLICE1 = 1 and 

CFLICE2 = 1 and CFLAMT2 > 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

169 

CFL2TIM 

Total hours-preparation time-license 2. 

Applies to: Respondents who hold a second 

occupational license and who indicated an amount 

of time to prepare for the license. 

CATI CODE description: CFLICE1 = 1 and 

CFLICE2 = 1 and CFLAMT2 > 0 and 

CFLTIM2 > 0. 

Note: All responses were converted to hours. The 

following formula was used to calculate CFL2TIM: 

if CFLTIM2=1 (hours) CFL2TIM = CFLAMT2 

if CFLTIM2=2 (days) CFL2TIM = CFLAMT2 * 

8 if CFLTIM2=3 (weeks) CFL2TIM = CFLAMT2 

*40 if CFLTIM2=4 (months) CFL2TIM = 

CFLAMT2 *173.33 if CFLTIM2=5 (years) 

CFL2TIM = CFLAMT2 * 2080 

Decimal amount rounded to the nearest integer. 

Sources: B&B:2000/01 CATI 

CFCRTF1 

Do you hold professional certification in an 

occupational area? (By professional certification, I 

mean certification that allows you to qualify or 

advance in an occupational area, but is not required 

by law before you can actually begin work.) 

1 = YES 

2 = NO 

Applies to: All respondents. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFCERT1 

 PLEASE CODE CERTIFICATION: [CFCRSP1] 

1=Agriculture/Forestry/Wildlife 13=Automotive/Mechanic Repair 

2=Archit/Construction/Bldg 14=Electronics/Electronics 

Repair 

3=Business/Purchasing/Mngmt 15=Engineering Technician 

4=Human Rel/Benefits 16=Manufacturing 

5=Financial 17=Welding/Stone/Bldg 

Craftsman 

6=Insurance 18=Jewelry/Watch/Lens 

Cfaftsman 

7=Communications/Broadcast 19=Professional Arts/ 

Photography 

8=Real Estate 20=Fitness/Personal 

Training/Sports 

9=Vendor-Specific 

Computer Tech 

21=Medical/Dental 

10=Other Health-Related 22=Other Health-Related 

11=Law/Public Safety 23=Child Care/Teacher Aide 

12=Food Services 24=Other 

Applies to: Respondents who hold a professional 

certification. 

CATI CODE description: CFCRTF1 = 1. 

Sources: B&B:2000/01 CATI 

CFCROR1 

Were you certified by an industry, a company, or 

some other organization? 

1 = INDUSTRY 

2 = COMPANY 

3 = OTHER. 

Applies to: Respondents who hold a professional 

certification. 

CATI CODE description: CFCRTF1 = 1. 

Sources: B&B:2000/01 CATI 

CFCAMT1 

See CFC1TIM for description. 

Applies to: Respondents who hold a professional 

certification. 

CATI CODE description: CFCRTF1 = 1. 

Sources: B&B:2000/01 CATI 

CFCTIM1 

About how much time was required for you to 

prepare for your certification? 

INCLUDE ANY ADDITIONAL COURSE 

WORK, APPRENTICESHIP/INTERNSHIP, 

OR PREPARATION BEYOND THE FORMAL 

DEGREE PROGRAM TO OBTAIN THE 

CERTIFICATION. EXCLUDE CLASS TIME 

NOT DIRECTLY RELATED TO OBTAINING/ 

TESTING FOR THE CERTIFICATION. 

ENTER AMOUNT: 

RANGE (0-10,000) (CFCTIM1) 

RECORD THE TIME SCALE OF THE 

AMOUNT. (FOR EXAMPLE: 2 MONTHS) 

 1 = HOURS 

 2 = DAYS 

 3 = WEEKS 

 4 = MONTHS 

 5 = YEARS 

(CFCAMT1) 

Applies to: Respondents who hold a professional 

certification and who indicated an amount of time 

to prepare for the certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCAM1 > 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

170 

CFC1TIM 

Total hours-preparation-certification 1. 

Applies to: Respondents who hold a professional 

certification and who indicated an amount of time 

to prepare for the certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCAM1 > 0 and CFCTIM1 > 0. 

Note: All responses were converted to hours. The 

following formula was used to calculate CFC1TIM: 

if CFCTIM1=1 (hours) CFC1TIM = CFCAMT1 

if CFCTIM1=2 (days) CFC1TIM = CFCAMT1 

* 8 

if CFCTIM1=3 (weeks) CFC1TIM = CFCAMT1 

* 40 

if CFCTIM1=4 (months) CFC1TIM = 

CFCAMT1 *173.33 

if CFCTIM1=5 (years) CFC1TIM = CFCAMT1 * 

2080 

Decimal amount rounded to the nearest integer. 

Sources: B&B:2000/01 CATI 

CFREQ1 

Was this certification required by your employer for 

entry into your job? 

1 = YES 

2 = NO 

Applies to: Respondents who hold a professional 

certification. 

CATI CODE description: CFCRTF1 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFCRNO1 

COLLECT UP TO 3 RESPONSES. ENTER 0 FOR 

NO MORE REASONS. 

Why did you take the certification exam? 

1 = BETTER 

OPPORTUNITIES/ADVANCEMENT IN JOB 

2 = CHANGE CAREERS 

3 = INCREASED INCOME 

4 = PERSONAL INTEREST 

5 = OTHER 

 CFCRNO1 (CFCRNO2) (CFCRNO3) 

Applies to: Respondents who hold a professional 

certification that was not required for his/her job. 

CATI CODE description: CFCRTF1 = 1 and 

CFREQ1 = 0,-1. 

Sources: B&B:2000/01 CATI 

CFCRNO2 

See CFCRNO1 for description. 

Applies to: Respondents who hold a professional 

certification that was not required for his/her job. 

CATI CODE description: CFCRTF1 = 1 and 

CFREQ1 = 0,-1. 

Sources: B&B:2000/01 CATI 

CFCRNO3 

See CFCRNO1 for description. 

Applies to: Respondents who hold a professional 

certification that was not required for his/her job.

CATI CODE description: CFCRTF1 = 1 and 

CFREQ1 = 0,-1. 

Sources: B&B:2000/01 CATI 

CFCRTF2 

Do you hold any other professional certification in 

an occupational area? 

1 = YES 

2 = NO 

Applies to: Respondents who hold a professional 

certification. 

CATI CODE description: CFCRTF1 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFCERT2 

In what area are you certified? 

1=Agriculture/Forestry/Wildlife 13=Automotive/Mechanic Repair 

2=Archit/Construction/Bldg 14=Electronics/Electronics 

Repair 

3=Business/Purchasing/Mngmt 15=Engineering Technician 

4=Human Rel/Benefits 16=Manufacturing 

5=Financial 17=Welding/Stone/Bldg 

Craftsman 

6=Insurance 18=Jewelry/Watch/Lens 

Cfaftsman 

7=Communications/Broadcast 19=Professional Arts/ 

Photography 

8=Real Estate 20=Fitness/Personal 

Training/Sports 

9=Vendor-Specific 

Computer Tech 

21=Medical/Dental 

10=Other Health-Related 22=Other Health-Related 

11=Law/Public Safety 23=Child Care/Teacher Aide 

12=Food Services 24=Other 

Applies to: Respondents who hold a second 

professional certification 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

171 

CFCROR2 

Were you certified by an industry, a company, or 

some other organization? 

1 = INDUSTRY 

2 = COMPANY 

3 = OTHER 

Applies to: Respondents who hold a second 

professional certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1. 

Sources: B&B:2000/01 CATI 

CFCAMT2 

See CFC2TIM for description. 

Applies to: Respondents who hold a second 

professional certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1. 

Sources: B&B:2000/01 CATI 

CFCTIM2 

About how much time was required for you to 

prepare for your certification? 

INCLUDE ANY ADDITIONAL COURSE 

WORK, APPRENTICESHIP/INTERNSHIP, OR 

PREPARATION BEYOND THE FORMAL 

DEGREE PROGRAM TO OBTAIN THE 

CERTIFICATION. EXCLUDE CLASS TIME 

NOT DIRECTLY RELATED TO 

OBTAINING/TESTING FOR THE 

CERTIFICATION. 

ENTER AMOUNT: 

RANGE (0-10,000) (CFCTIM2) 

RECORD THE TIME SCALE OF THE 

AMOUNT. (FOR EXAMPLE: 2 MONTHS) 

 1 = HOURS 

 2 = DAYS 

 3 = WEEKS 

 4 = MONTHS 

 5 = YEARS 

(CFCAMT2) 

Applies to: Respondents who hold a second 

professional certification and who indicated an 

amount of time to prepare for the certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1 and CFCAMT2 > 0. 

Sources: B&B:2000/01 CATI 

CFC2TIM 

Total hours-preparation-certification 1. 

Applies to: Respondents who hold a second 

professional certification and who indicated an 

amount of time to prepare for the certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2= 1 and CFCAMT2 > 0 and 

CFCTIM2 > 0. 

Note: All responses were converted to hours. The 

following formula was used to calculate CFC2TIM: 

if CFCTIM2=1 (hours) CFC2TIM = CFCAMT2 

if CFCTIM2=2 (days) CFC2TIM = CFCAMT2 

* 8 

 if CFCTIM2=3 (weeks) CFC2TIM = 

CFCAMT2 * 40 

 if CFCTIM2=4 (months) CFC2TIM = 

CFCAMT2 *173.33 

 if CFCTIM2=5 (years) CFC2TIM = CFCAMT2 

* 2080 

Decimal amount rounded to the nearest integer. 

Sources: B&B:2000/01 CATI 

CFREQ2 

Was this certification required by your employer for 

entry into your job? 

1 = YES 

2 = NO 

Applies to: Respondents who hold a second 

professional certification. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFCER21 

COLLECT UP TO 3 RESPONSES. ENTER 0 

FOR NO MORE REASONS. 

Why did you take the certification exam? 

1 = BETTER 

OPPORTUNITIES/ADVANCEMENT IN JOB 

2 = CHANGE CAREERS 

3 = INCREASED INCOME 

4 = PERSONAL INTEREST 

5 = OTHER 

 CFCER21 (CFCER22) (CFCER23) 

Applies to: Respondents who hold a second 

professional certification that was not required for 

his/her job. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1 and CFREQ2 = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

172 

CFCER22 

See CFCER21 for description. 

Applies to: Respondents who hold a second 

professional certification that was not required for 

his/her job. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1 and CFREQ2 = 0. 

Sources: B&B:2000/01 CATI 

CFCER23 

See CFCER21 for description. 

Applies to: Respondents who hold a second 

professional certification that was not required for 

his/her job. 

CATI CODE description: CFCRTF1 = 1 and 

CFCRTF2 = 1 and CFREQ2 = 0. 

Sources: B&B:2000/01 CATI 

CFTRNOFR 

Is job-related or professional development training 

available through your current job? 

1 = YES 

2 = NO 

Applies to: Non-self-employed respondents who are 

currently working. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2,-1,-2, or CECURTCH = 1). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFTRAIN 

Have you participated in any job-related training 

provided by your current employer in the past 12 

months? 

1 = YES 

2 = NO 

Applies to: Non-self-employed respondents who are 

currently working in a place where job-related 

training is available. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2,-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFTRNREQ 

Thinking about your last job-related training, was 

the training... 

1 = Required by your employer, 

2 = Encouraged by your employer, or 

3 = Taken at your own initiative 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2,-1,-2 

or CECURTCH = 1) and CFTRNOFR = 1 and 

CFTRAIN = 1. 

Sources: B&B:2000/01 CATI 

CFTRNON 

ENTER 1 = YES 2 = NO 

Does your employer... 

Give you time off from work to attend training at 

your workplace? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year.

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFOFFTRN 

ENTER 1 = YES 2 = NO 

Does your employer... 

Give you time off from work to attend training 

away from your workplace? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

173 

CFCOST 

ENTER 1 = YES 2 = NO 

Does your employer... 

Pay all or part of the cost of training, including 

tuition or books? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFTRNWHY 

What is the primary purpose of your job-related 

training? 

1 = TO KEEP UP TO DATE ON CURRENT JOB 

2 = TO IMPROVE OR ADVANCE IN CURRENT 

JOB 

3 = TO TRAIN FOR A NEW JOB OR A NEW 

CAREER 

4 = OTHER 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Sources: B&B:2000/01 CATI 

CFTRNCRT 

Will this training lead to some type of occupational 

license or professional certification? 

0 = NO 

1 = OCCUPATIONAL LICENSE 

3 = PROFESSIONAL CERTIFICATON 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Sources: B&B:2000/01 CATI 

CFTRTTP1 

What type of license will you earn? 

1=Agriculture/Forestry/Pest 13=Education/Library/Admin 

2=Architecture 14=Cosmetology/Beautician/ 

Barber 

3=Construction/Repair 15=Personal Services (Massage,Etc) 

4=Engineer/Engr In Training 16=Social Work/Therapy/Counseling 

5=Mechanic-Auto/Air 17=Physician/Dentist/ 

Pharmacist 

6=Transportation 18=Chiroprac/Optometrist/ 

Podiatrist 

7=Communications/Broadcast 19=Nursing/Midwife/Phys Asst 

8=Real Estate 20=Med/Dent Tech/Therapy 

9=Insurance/Underwriting 21=Emt/Paramedic 

10=Cpa/Auditor/Broker 22=Other Health 

11=Law/Mediation 23=Veterinarian/Vet Tech 

12=Public Safety/Law Enforcement 24=Other 

Applies to: Non-self-employed respondents who are 

currently working who have participated in 

training/development in the past year and whose 

training/development will lead to some form of 

licensure. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1 and 

CFTRNCRT = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

174 

CFCRTTP1 

What type of certificate will you earn? 

1=Agriculture/Forestry/ Wildlife 13=Automotive/Mechanic Repair 

2=Archit/Construction/Bldg 14=Electronics/Electronics Repair 

3=Business/Purchasing/Mngmt 15=Engineering Technician 

4=Human Rel/Benefits 16=Manufacturing 

5=Financial 17=Welding/Stone/Bldg Craftsman 

6=Insurance 18=Jewelry/Watch/Lens Craftsman 

7=Communications/Broadcast 19=Professional Arts/ Photography 

8=Real Estate 20=Fitness/Personal Training/Sports 

9=Vendor-Specific Computer 

Tech 

21=Medical/Dental 

10=Other Health-Related 22=Other Health-Related 

11=Law/Public Safety 23=Child Care/Teacher Aide 

12=Food Services 24=Other 

Applies to: Non-self-employed respondents who are 

currently working who have participated in 

training/development in the past year and whose 

training/development will lead to some form of 

professional certificate. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1 and 

CFTRNCRT = 3. 

Sources: B&B:2000/01 CATI 

CFPRVOPP 

ENTER 1 = YES 2 = NO. 

Would you say that the job-related training you 

have received in the past year has ... 

Provided you with opportunities for other jobs you 

could not have gotten without training? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFSALARY 

ENTER 1 = YES 2 = NO. 

Would you say that the job-related training you 

have received in the past year has ... 

Allowed you to earn higher salaries? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFRESP 

ENTER 1 = YES 2 = NO. 

Would you say that the job-related training you 

have received in the past year has ... 

Enabled you to take on more responsibility on the 

job? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFPROMO 

ENTER 1 = YES 2 = NO. 

Would you say that the job-related training you 

have received in the past year has ... 

Resulted in more opportunities for promotion? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CFIMPROV 

ENTER 1 = YES 2 = NO. 

Would you say that the job-related training you 

have received in the past year has ... 

Improved your performance at your job? 

Applies to: Non-self-employed respondents who are 

currently working, who have participated in 

training/development in the past year. 

CATI CODE description: CEEMPCUR = 1,2 and 

(CESCHEMP = 2-1,-2 or CECURTCH = 1) and 

CFTRNOFR = 1 and CFTRAIN = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

175 

CGFSPUPR 

Was this school... 

INTERVIEWER: PROBE FOR AFFILIATION IF 

PRIVATE SCHOOL 

1 = A public school operated by a local school district (or 

county district)? 

2 = A PRIVATE CATHOLIC SCHOOL 

3 = PRIVATE - OTHER RELIGIOUSLY AFFILIATED 

4 = PRIVATE - NOT RELIGIOUSLY AFFILIATED 

5 = A PUBLIC SCHOOL OPERATED BY STATE OR 

FEDERAL AGENCY (e.g., BIA, DOD, PRISON 

SCHOOL)? 

6 = OTHER (CHARTER SCHOOL, HOSPITAL 

SCHOOL) 

CGFSPUPR 

[if CGCRPUPR eq <1>] 

What is the school district? CGFSDIST 

What county is the school in? CGFSCNT0Y. 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one teaching 

job, excluding those whose first position was a substitute 

teachers, teachers' aides, and support teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGCURPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGCRPUPR 

Is this school... 

INTERVIEWER: PROBE FOR AFFILIATION IF 

PRIVATE SCHOOL. 

1 = A public school operated by a local school 

district (or county district)? 

2 = A PRIVATE CATHOLIC SCHOOL 

3 = PRIVATE - OTHER RELIGIOUSLY 

AFFILIATED 

4 = PRIVATE - NOT RELIGIOUSLY 

AFFILIATED 

5 = A PUBLIC SCHOOL OPERATED BY STATE 

OR FEDERAL AGENCY (e.g., BIA, DOD, 

PRISON SCHOOL)? 

6 = OTHER (CHARTER SCHOOL, HOSPITAL 

SCHOOL) 

 CGCRPUPR 

[if CGCRPUPR eq <1>] 

What is the school district? 

 (CGCRDIST) 

What county is the school in? 

 (CGCRCNTY) 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teachers' aides, and support teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGCURPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGTCHPST 

I'd like to ask you some questions about any 

experiences you may have had as a teacher. Have 

you worked as a teacher, a teacher's aide, or a 

substitute teacher at the K-12 level since you 

graduated from [bachelor's degree school]? 

1 = YES 

2 = NO 

Applies to: All respondents. 

Imputation Note: If CECURTCH = 1 then 

CGTCHPST = 1. If CGTCHPST in 

(-3,-7) and CECURTCH = 1 then CGTCHPST = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGPSTNUM 

[if CECURTCH eq <1>] 

You told me earlier that you are currently working 

as a teacher. How many K-12 teaching jobs have 

you held since graduating from [bachelor's degree 

school]? 

[else] 

How many K-12 teaching jobs have you held since 

graduating from [bachelor's degree school]? 

RANGE (1-5): 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGCURPOS 

What position do you currently hold / did you hold 

in your last teaching job? Were you... 

1 = An elementary or secondary school teacher 

2 = A substitute teacher 

3 = A teacher's aide 

4 = An itinerant teacher or 

5 = A support teacher 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

176 

CGSUBL2 

Are/Were you in a long-term substitute teaching 

position that has lasted 12 weeks or more? 

1 = YES 

2 = NO 

Applies to: Respondents who are/were a substitute 

teacher. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGCURPOS = 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGSUBREG 

Did you accept that teaching position as a way to 

gain entry into a permanent teaching position? 

1 = YES 

2 = NO 

Applies to: Respondents who are/were a substitute 

teacher. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGCURPOS = 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGAIDREG 

Did you accept a teacher's aide position as way to 

gain entry into a permanent teaching position? 

1 = YES 

2 = NO 

Applies to: Respondents who are/were a teacher's 

aide. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGCURPOS = 3. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGCURMY 

When did you begin your current teaching job? 

INTERVIEWER: EXCLUDE STUDENT 

TEACHING. IF THIS JOB IS PART OF AN 

ITINERANT ASSIGNMENT, ENTER THE 

DATES THE RESPONDENT BEGAN 

WORKING AS AN ITINERANT TEACHER FOR 

THE DISTRICT, NOT THE SCHOOL. 

MONTH (1-12): 

YEAR (1980-2001): 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CGLSTMY 

When did that job end? 

Month (1-12): 

Year (1999-2001): 

Applies to: Respondents who are no longer 

teaching. 

CATI CODE description: CGTCHPST = 1 and 

CECURTCH = 0. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CGFTPT 

Do / Did you work full-time or part-time in your 

current / most recent teaching job? 

1 = FULL-TIME 

2 = PART-TIME 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGCRCODE 

CCD/PSS code-current school. A derived variable 

that is the elementary or secondary school's 

identification number from the U.S. Department of 

Education's Common Core of Data (CCD) or the 

Private School Survey (PSS). The code is collected 

when the school is coded in B&B:2000/01 fullscale CATI. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, support teachers, and itinerant 

teachers. 

CATI CODE description: ((CECURTCH = 1 or 

CGTCHPST = 1) and (CGCURPOS = 1,-1,-2). 

Sources: B&B:2000/01 CATI, CCD:97-98, PSS:98 

CGCRSTAT 

State-Elem/Secondary school 2. 

Applies to: Respondents who have taught or are 

currently teaching, excluding short term substitute 

teachers and itinerant teachers. 

CATI CODE description: ((CECURTCH = 1 or 

CGTCHPST = 1) and (CGCURPOS = 1,3,5 or 

(CGCURPOS = 2 and CGSUBL = 1))). 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

177 

CGLOGRD 

What are the lowest and highest grade(s) you 

teach/you were teaching at your most recent 

school? 

 0 = KINDERGARTEN 

 1 = FIRST GRADE 

 2 = SECOND GRADE 

 3 = THIRD GRADE 

 4 = FOURTH GRADE 

 5 = FIFTH GRADE 

 6 = SIXTH GRADE 

 7 = SEVENTH GRADE 

 8 = EIGHTH GRADE 

 9 = NINTH GRADE 

10 = TENTH GRADE 

11 = ELEVENTH GRADE 

12 = TWELFTH GRADE 

13 = UNGRADED 

LOWEST: CGLOGRD 

HIGHEST: CGHIGRD 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Sources: B&B:2000/01 CATI 

CGHIGRD 

See CGLOGRD for description. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Sources: B&B:2000/01 CATI 

CGLOW2 

What are the lowest and highest grades taught at 

this school? 

 0 = KINDERGARTEN 

 1 = FIRST GRADE 

 2 = SECOND GRADE 

 3 = THIRD GRADE 

 4 = FOURTH GRADE 

 5 = FIFTH GRADE 

 6 = SIXTH GRADE 

 7 = SEVENTH GRADE 

 8 = EIGHTH GRADE 

 9 = NINTH GRADE 

10 = TENTH GRADE 

11 = ELEVENTH GRADE 

12 = TWELFTH GRADE 

13 = UNGRADED 

LOWEST: CGLOW2 

HIGHEST: CGHIGH2 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or . 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Note: NCES PSS/CCD data were merged with this 

question. There are some missing data in PSS/CCD. 

Sources: B&B:2000/01 CATI 

CGHIGH2 

See CGLOW2 for description. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Note: NCES PSS/CCD data were merged with this 

question. There are some missing data in PSS/CCD. 

Sources: B&B:2000/01 CATI 

CGTCHS1 

What subject(s) do/did you teach at your most 

recent school? 

COLLECT UP TO 3. ENTER 0 FOR NO MORE. 

 1 = ART/DRAMA/MUSIC 

 2 = BUSINESS 

 3 = ECONOMICS/POLITICAL SYSTEMS 

 4 = ELEMENTARY/EARLY CHILDHOOD 

EDUCATION 

 5 = ENGLISH/JOURNALISM/ 

READING/CREATIVE WRITING 

 6 = ESL/BILINGUAL 

 7 = FOREIGN LANGUAGES 

 8 = HEALTH/PHYSICAL EDUCATION 

 9 = MATH 

10 = SCIENCE 

11 = SECONDARY EDUCATION 

12 = SPECIAL EDUCATION 

13 = SOCIAL STUDIES/ HISTORY/CIVICS 

14 = VOCATIONAL/OCCUPATIONAL 

15 = OTHER 

CGTCHS1 (CGTCHS2) (CGTCHS3) 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

178 

CGTCHS2 

See CGTCHS1 for description. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Sources: B&B:2000/01 CATI 

CGTCHS3 

See CGTCHS1 for description. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not =2,3,5. 

Sources: B&B:2000/01 CATI 

CGSBCR1 

[if CGTCHPST eq <1>] 

When you last taught, were you certified to teach 

[CGTCHS1]? 

[else] 

Are you certified to teach [CGTCHS1]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching at least one subject, excluding 

substitute teachers, teacher’s aides, and support 

teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGTCHS1 > 0 

and CGTCHS1 not = 15 and CGCURPOS not = 

2,3,5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGSBCR2 

[if CGTCHPST eq <1>] 

When you last taught, were you certified to teach 

[CGTCHS2]? 

[else] 

Are you certified to teach [CGTCHS2]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching at least two subjects, excluding 

substitute teachers, teacher’s aides, and support 

teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGTCHS1 > 0 

and CGTCHS2 > 0 and CGTCHS2 not = 15 and 

CGCURPOS not = 2,3,5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGSBCR3 

[if CGTCHPST eq <1>] 

When you last taught, were you certified to teach 

[CGTCHS3]? 

[else] 

Are you certified to teach [CGTCHS3]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching at least three subjects, excluding 

substitute teachers, teacher’s aides, and support 

teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGTCHS1 > 0 

and CGTCHS2 > 0 and CGTCHS3 > 0 and 

CGTCHS3 not = 15 and CGCURPOS not = 2,3,5. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGCRTF1 

In what other field(s) are/were you certified? 

F5 = NOT CERTIFIED IN ANY AREA. 

ENTER 0 FOR NO MORE. COLLECT UP TO 3. 

 1 = ART/DRAMA/MUSIC 

 2 = BUSINESS 

 3 = ECONOMICS/POLITICAL SYSTEMS 

 4 = ELEMENTARY/EARLY 

 CHILDHOOD EDUCATION 

 5 = ENGLISH/JOURNALISM/ 

 READING/CREATIVE WRITING 

 6 = ESL/BILINGUAL 

 7 = FOREIGN LANGUAGES 

 8 = HEALTH/PHYSICAL EDUCATION 

 9 = MATH 

10 = SCIENCE 

11 = SECONDARY EDUCATION 

12 = SPECIAL EDUCATION 

13 = SOCIAL STUDIES/ HISTORY/CIVICS 

14 = VOCATIONAL/OCCUPATIONAL 

15 = OTHER 

CGCRTF1 (CGCRTF2) (CGCRTF3) 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not = 2,3,5. 

Note: If CGCRTF1 = -5 respondent is not certified 

in any area. If CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

179 

CGCRTF2 

See CGCRTF1 for description. 

Applies to: Respondents who have taught or are 

currently teaching and who are certified in other 

fields, excluding substitute teacher, teacher’s aides, 

and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCRTF1 not 

= -5 and CGCURPOS not = 2,3,5. 

Note: If CGCRTF1 = -5 respondent is not certified 

in any area. If 

CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 

CGCRTF3 

See CGCRTF1 for description. 

Applies to: Respondents who have taught or are 

currently teaching and who are certified in other 

fields, excluding substitute teachers, teacher’s 

aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCRTF1 not = -5 and 

CGCURPOS not = 2,3,5. 

Note: If CGCRTF1 = -5 respondent is not certified 

in any area. If CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 

CGNUMCLS 

(In your current teaching job,) / (In your last 

teaching job,) How many periods or sections do / 

did you teach per day? 

RANGE (1-10): 

F5 = SELF-CONTAINED CLASSROOM 

NOTE: IF R IS AN ITINERANT TEACHER, 

ANSWER THE FOLLOWING QUESTIONS 

ABOUT HIS/HER STATUS AS A WHOLE - NOT 

AT INDIVIDUAL SCHOOLS 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGNUMSTU 

What is/was the average size of your classes? 

RANGE (1-240): 

PER CLASS 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGNUMSP 

What is/was the average size of your classes? 

PER DAY 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, and support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and CGCURPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGTEAM 

In your job as a/an [CGCURPOS], do / did you 

teach your classes with another teacher? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGFSTPOS 

Now I have some questions about the school in 

which you first taught. What type of position did 

you hold in your first teaching job? Were you... 

1 = An elementary or secondary school teacher 

2 = A substitute teacher 

3 = A teacher's aide 

4 = An itinerant teacher or 

5 = A support teacher 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

180 

CGFSUBL2 

In your first teaching job, were you in a long-term 

substitute position that lasted 12 weeks or more? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, who worked as a substitute in their 

first position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS = 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGFSUBRG 

Did you accept that teaching position as a way to 

gain entry into a permanent teaching position? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, who worked as a substitute in their 

first position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1 and 

CGFSTPOS = 2. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGAFIDRG 

Did you accept a teacher's aide position as way to 

gain entry into a regular teaching position? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, who worked as a teacher's aide their 

first position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS = 3. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGFSTBMY 

When did you begin your first teaching job? 

INTERVIEWER: EXCLUDE STUDENT 

TEACHING. IF THIS JOB WAS PART OF 

AN ITINERANT ASSIGNMENT, ENTER THE 

DATES THE RESPONDENT BEGAN 

WORKING AS AN ITINERANT TEACHER FOR 

THE DISTRICT, NOT THE SCHOOL. 

MONTH (1-12): 

YEAR (1980-2001): 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CGFSTEMY 

When did that job (your first job) end? 

MONTH (1-12): 

YEAR (1999-2001): 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CGFSTFPT 

Did you work full-time or part-time in your first 

teaching job? 

1 = FULL-TIME 

2 = PART-TIME 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

181 

CGFSCODE 

CCD/PSS code-first school 

A derived variable that is the elementary or 

secondary school's identification number from the 

U.S. Department of Education's Common Core of 

Data (CCD) or the Private School Survey (PSS). 

The code is collected when the school is coded in 

B&B:2000/01 full-scale CATI. 

Applies to: Respondents who have taught or are 

currently teaching, excluding substitute teachers, 

teacher’s aides, support teachers and itinerant 

teachers, who have had more than one teaching 

job. 

CATI CODE description: ((CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and (CGFSTPOS = 1,-1). 

Sources: B&B:2000/01 CATI, CCD:97-98, PSS:98 

CGFSSTAT 

State-Elem/Secondary school 1. 

Applies to: Respondents who have taught or are 

currently teaching, excluding short-term substitute 

teachers and itinerant teachers, who have had more 

than one teaching job. 

CATI CODE description: ((CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

(CGFSTPOS = 1,3,5,-1 or (CGFSTPOS = 2 and 

CGFSUBL2 = 1))). 

Sources: B&B:2000/01 CATI 

CGLOW1 

What were the lowest and highest grades taught at 

your first school? 

 0 = KINDERGARTEN 

 1 = FIRST GRADE 

 2 = SECOND GRADE 

 3 = THIRD GRADE 

 4 = FOURTH GRADE 

 5 = FIFTH GRADE 

 6 = SIXTH GRADE 

 7 = SEVENTH GRADE 

 8 = EIGHTH GRADE 

 9 = NINTH GRADE 

10 = TENTH GRADE 

11 = ELEVENTH GRADE 

12 = TWELFTH GRADE 

13 = UNGRADED 

LOWEST: CGLOW1 

HIGHEST: CGHIGH1 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teachers's aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGHIGH1 

See CGLOW1 for description. 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGLOGR1 

What were the lowest and highest grade(s) you 

taught at your first school? 

 0 = KINDERGARTEN 

 1 = FIRST GRADE 

 2 = SECOND GRADE 

 3 = THIRD GRADE 

 4 = FOURTH GRADE 

 5 = FIFTH GRADE 

 6 = SIXTH GRADE 

 7 = SEVENTH GRADE 

 8 = EIGHTH GRADE 

 9 = NINTH GRADE 

10 = TENTH GRADE 

11 = ELEVENTH GRADE 

12 = TWELFTH GRADE 

13 = UNGRADED 

LOWEST: CGLOGR1 

HIGHEST: CGHIGR1 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

182 

CGHIGR1 

See CGLOGR1 for description. 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM >1 and 

CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGFSTS1 

What subject(s) did you teach at your first school? 

COLLECT UP TO 3. ENTER 0 FOR NO MORE. 

 1 = ART/DRAMA/MUSIC 

 2 = BUSINESS 

 3 = ECONOMICS/POLITICAL SYSTEMS 

 4 = ELEMENTARY/EARLY CHILDHOOD 

EDUCATION 

 5 = ENGLISH/JOURNALISM/READING/ 

CREATIVE WRITING 

 6 = ESL/BILINGUAL 

 7 = FOREIGN LANGUAGES 

 8 = HEALTH/PHYSICAL EDUCATION 

 9 = MATH 

10 = SCIENCE 

11 = SECONDARY EDUCATION 

12 = SPECIAL EDUCATION 

13 = SOCIAL STUDIES/ HISTORY/CIVICS 

14 = VOCATIONAL/OCCUPATIONAL 

15 = OTHER 

CGFSTS1 (CGFSTS2) (CGFSTS3) 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGFSTS2 

See CGFSTS1 for description. 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGFSTS3 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGSB1C1 

In your first teaching job, were you certified to 

teach [CGFSTS1]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTS1 > 0 and CGFSTS1 not = 15 and 

CGCRTF1 not = -5 and CGFSTPOS not = 2,3,5. 

Note: "No" response recoded from 2 to 0. If 

CGCRTF1 = -5 respondent is not certified in any 

area. If CGCRTF1 = -5 then CGSB1C1 = -3. 

If CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

183 

CGSB1C2 

In your first teaching job, were you certified to 

teach [CGFSTS2]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTS1 > 0 and CGFSTS2 > 0 and 

CGFSTS2 not = 15 and CGCRTF1 

not = -5 and CGFSTPOS not = 2,3,5. 

Note: "No" response recoded from 2 to 0. If 

CGCRTF1 = -5 respondent is not certified in any 

area. If CGCRTF1 = -5 then CGSB1C2 = -3. 

If CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 

CGSB1C3 

In your first teaching job, were you certified to 

teach [CGFSTS3]? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTS1 > 0 and CGFSTS2 > 0 and CGFSTS3 > 

0 and CGFSTS3 not = 15 and CGCRTF1 not = -5 

and CGFSTPOS not = 2,3,5. 

Note: "No" response recoded from 2 to 0. 

If CGCRTF1 = -5 respondent is not certified in any 

area. 

If CGCRTF1 = -5 then CGSB1C3 = -3. 

If CGCRTF1 = -5 then CGCRTF1 = 0. 

Sources: B&B:2000/01 CATI 

CGFSTCLS 

In your first teaching job, how many periods or 

sections did you teach per day? 

F5 = SELF-CONTAINED CLASSROOM 

RANGE (1-10): 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGFSTSTU 

(In your first teaching job,) What was the average 

size of your classes? 

RANGE (1-240): 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1 and 

CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 

CGFSTSP 

(In your first teaching job,) What was the average 

size of your classes? 

1 = PER CLASS 

2 = PER DAY 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job, excluding those whose first position 

was a substitute, teacher’s aides, or support 

position. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 

1 and CGFSTPOS not = 2,3,5. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

184 

CGFSTTEM 

(In your first teaching job,) Did you teach your 

classes with another teacher? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have had more than one 

teaching job. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPSTNUM > 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGPRGCMP 

Before you started teaching, did you complete a 

teacher education program? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who are not currently certified 

to teach. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and (CGSBCR1 not = 1 and 

CGSBCR2 not = 1 and CGSBCR3 not = 1 and 

CGSB1C1 not = 1 and CGSB1C2 not = 1 and 

CGSB1C3 not = 1). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGCRTMY 

In what month and year were you first certified to 

teach? 

MONTH (1-12): 

YEAR (1999-2001): 

Applies to: Respondents who have taught or are 

currently teaching, who are currently licensed or 

certified to teach grades K-12. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and ((CGSBCR1 = 1 or 

CGSBCR2 = 1 or CGSBCR3 = 1 or CGSB1C1 = 1 

or CGSB1C2 = 1 or CGSB1C3 = 1) and 

CGPRGCMP not = 1. 

Note: Date format is YYYYMM. If no month was 

given, the month is documented as 00. 

Sources: B&B:2000/01 CATI 

CGCRTTYP 

What is the highest certificate you hold? 

1 = REGULAR/STANDARD STATE 

 CERTIFICATE 

2 = PROBATIONARY CERTIFICATE 

3 = TEMPORARY CERTIFICATE 

4 = EMERGENCY CERTIFICATE 

5 = OTHER. 

Applies to: Respondents who have taught or are 

currently teaching, who are currently licensed or 

certified to teach grades K-12. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and ((CGSBCR1 = 1 or 

CGSBCR2 = 1 or CGSBCR3 = 1 or CGSB1C1 = 1 

or CGSB1C2 = 1 or 

CGSB1C3 = 1) and CGPRGCMP not = 1. 

Sources: B&B:2000/01 CATI 

CGEXAM 

Have you already taken the national or a state-level 

teacher certification exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have not completed a 

teacher education program and are not currently 

certified to teach or who currently hold an 

emergency certificate. 

CATI CODE description: ((CECURTCH = 1 or 

CGTCHPST = 1) and CGPRGCMP 

not = 1 and ((CGSBCR1 not = 1 and CGSBCR2 not 

= 1 and CGSBCR3 not = 1 and CGSB1C1 not = 1 

and CGSB1C2 not = 1 and CGSB1C3 not = 1) or 

((CGSBCR1 = 1 or CGSBCR2 = 1 or CGSBCR3 = 

1 or CGSB1C1 = 1 or CGSB1C2 = 1 or CGSB1C3 

= 1) and CGCRTTYP = 4))). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

185 

CGPASS 

Did you pass the exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have not completed a 

teacher education program and are not currently 

certified to teach or who currently hold an 

emergency certificate and who have taken the 

national or state-level teacher certification exam. 

CATI CODE description: (((CECURTCH = 1 or 

CGTCHPST = 1) and CGPRGCMP 

not = 1 and ((CGSBCR1 not = 1 and CGSBCR2 not 

= 1 and CGSBCR3 not = 

1 and CGSB1C1 not = 1 and CGSB1C2 not = 1 and 

CGSB1C3 not = 1) or 

((CGSBCR1 = 1 or CGSBCR2 = 1 or CGSBCR3 = 

1 or CGSB1C1 = 1 or CGSB1C2 = 1 or CGSB1C3 

= 1) and CGCRTTYP = 4))) and CGEXAM = 1). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGPLAN 

Are you planning to take either exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have not completed a 

teacher education program and are not currently 

certified to teach or who currently hold an 

emergency certificate and who have not taken the 

national or state-level teacher certification exam. 

CATI CODE description: (((CECURTCH = 1 or 

CGTCHPST = 1) and CGPRGCMP 

not = 1 and ((CGSBCR1 not = 1 and CGSBCR2 not 

= 1 and CGSBCR3 not = 

1 and CGSB1C1 not = 1 and CGSB1C2 not = 1 and 

CGSB1C3 not = 1) or 

((CGSBCR1 = 1 or CGSBCR2 = 1 or CGSBCR3 = 

1 or CGSB1C1 = 1 or CGSB1C2 = 1 or CGSB1C3 

= 1) and CGCRTTYP = 4))) and CGEXAM = 0). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGCRTCRS 

In the past 2 years, have you taken any courses that 

would prepare you to be certified as a teacher? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have not completed a 

teacher education program and not taken any 

exams. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPRGCMP not = 1 and 

CGEXAM = 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGSTDTCH 

(Before you started teaching), Did you complete 

your student teaching? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, who have not completed a 

teacher education program, have not taken the 

national or state-level teacher certification exams, 

have not taken any courses that would prepare 

them for certification, and who currently hold an 

emergency certificate. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and CGPRGCMP not = 1 and 

CGEXAM = 0 and CGCRTTYP not = 1,2,3,5 and 

CGCRTCRSnot = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGOTHCRT 

Do you have certification from any other 

accrediting organizations? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGINTRN 

Now I'd like to ask you about your experiences as a 

teacher. In your first teaching job, did you 

participate in a teacher internship program? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

186 

CGINDUCT 

(In your first teaching job), Did you participate in a 

formal teacher induction program that assigns new 

teachers to master or mentor teachers for their first 

year? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGDISPLN 

1 = AGREE 2 = DISAGREE 

Do you agree or disagree that your school is 

effective in helping new teachers... 

With student discipline? 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Sources: B&B:2000/01 CATI 

CGINSTRC 

1 = AGREE 2 = DISAGREE 

Do you agree or disagree that your school is 

effective in helping new teachers... 

With instructional methods? 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Sources: B&B:2000/01 CATI 

CGCURRCL 

1 = AGREE 2 = DISAGREE 

Do you agree or disagree that your school is 

effective in helping new teachers... 

With the curriculum? 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS 

not = 2,3,5 and CGFSTPOS not = 2,3,5) or 

(CGPSTNUM > 1 and CGCURPOS not = 2,3,5)). 

Sources: B&B:2000/01 CATI 

CGADJUST 

1 = AGREE 2 = DISAGREE 

Do you agree or disagree that your school is 

effective in helping new teachers... 

Adjust to school environment? 

Applies to: Respondents who have taught or are 

currently teaching, excluding respondents who have 

only been a substitute teacher, a teacher’s aide, or 

a support teacher in their first and current 

positions. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and ((CGCURPOS 

not = 2,3,5 and CGFSTPOS not = 2,3,5) or 

(CGPSTNUM > 1 and CGCURPOS not = 2,3,5)). 

Sources: B&B:2000/01 CATI 

CGMAJSAM 

Earlier, you gave me a list of subjects you've taught 

since graduating from [bachelor's degree school]. 

In college, did you major in any of these subjects? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching who have taught one or more 

subjects and for whom there is no preloaded major, 

excluding substitute teachers, teacher’s aides, and 

support teachers. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1 and YMAJOR = -9 and 

(CGTCHS1 > 0 or CGTCHS2 > 0 or CGTCHS3 > 

0 or CGFSTS1 > 0 or CGFSTS2 > 0 or CGFSTS3 

> 0) and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

187 

CGSBM1 

What did you major in? 

COLLECT UP TO 3. ENTER 0 WHEN DONE. 

 1 = ART/DRAMA/MUSIC 

 2 = BUSINESS 

 3 = ECONOMICS/POLITICAL SYSTEMS 

 4 = ELEMENTARY/EARLY CHILDHOOD 

EDUCATION 

 5 = ENGLISH/JOURNALISM/READING/ 

CREATIVE WRITING 

 6 = ESL/BILINGUAL 

 7 = FOREIGN LANGUAGES 

 8 = HEALTH/PHYSICAL EDUCATION 

 9 = MATH 

10 = SCIENCE 

11 = SECONDARY EDUCATION 

12 = SPECIAL EDUCATION 

13 = SOCIAL STUDIES/ HISTORY/CIVICS 

14 = VOCATIONAL/OCCUPATIONAL 

15 = OTHER 

CGSBM1 (CGSBM2) (CGSBM3) 

Applies to: Respondents who have taught or are 

currently teaching who have taught one or more 

subjects and for whom there is no preloaded major, 

excluding substitute teachers, teacher’s aides, and 

support teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and YMAJOR = -9 and 

(CGTCHS1 > 0 or CGTCHS2 > 0 or CGTCHS3 > 

0 or CGFSTS1 > 0 or CGFSTS2 > 0 or CGFSTS3 

> 0) and ((CGCURPOS not = 2,3,5 and 

CGFSTPOS not = 2,3,5) or (CGPSTNUM > 1 and 

CGCURPOS not = 2,3,5)). 

Sources: B&B:2000/01 CATI 

CGSBM2 

See CGSBM1 for description. 

Applies to: Respondents who have taught or are 

currently teaching who have taught one or more 

subjects and for whom there is no preloaded major, 

excluding substitute teachers, teacher’s aides, and 

support teachers. 

CATI CODE description: (CECURTCH = 1 or 

CGTCHPST = 1) and YMAJOR = -9 

and (CGTCHS1 > 0 or CGTCHS2 > 0 or 

CGTCHS3 > 0 or CGFSTS1 > 0 or CGFSTS2 > 0 

or CGFSTS3 > 0) and ((CGCURPOS not = 2,3,5 

and CGFSTPOS 

not = 2,3,5) or (CGPSTNUM > 1 and CGCURPOS 

not = 2,3,5)). 

Note: If CGTCHS2 = -1,-2 then CGSBM2 = -1. 

Sources: B&B:2000/01 CATI 

CGSTTCH 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well did each of the following prepare you for 

teaching? 

Would you say very well, moderately well, or not at 

all? 

Your student teaching or internship experience? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: 

CECURTCH = 1 or CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGEDCRS 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well did each of the following prepare you for 

teaching? 

Would you say very well, moderately well, or not at 

all? 

Your education courses/TEACHING METHODS? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGACDMC 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well did each of the following prepare you for 

teaching? 

Would you say very well, moderately well, or not at 

all? 

Your academic courses in college/SUBJECT 

MATTER? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or . 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

188 

CGSUBJCT 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well prepared do/did you feel to.. 

Teach the subjects that you teach/taught? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGTECH 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well prepared do/did you feel to... 

Integrate educational technology into the 

grade or subjects that you teach/taught? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGMANAGE 

ENTER 1=VERY WELL 2=MODERATELY 

WELL 3=NOT AT ALL. 

How well prepared do/did you feel to... 

Manage classroom discipline? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGMTVTN 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

Student motivation to learn? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGENVMNT 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

School learning environment? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGBEHAVE 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

Student discipline and behavior? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGCLSIZE 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

Class size? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

189 

CGPARSUP 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

Support from parents? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGESTEEM 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

How society feels about the teaching profession? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGADMSUP 

ENTER 1=VERY SATISFIED 2=SOMEWHAT 

SATISFIED 3=NOT SATISFIED. 

In your most recent teaching job, are/were you very 

satisfied, somewhat satisfied, or not satisfied with 

each of the following aspects of teaching? 

Support from the school administration? 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGLFTTCH 

What is the primary reason you decided to leave 

teaching? 

 1 = WORKLOAD/HOURS REQUIRED 

 OUTSIDE CLASSROOM 

 2 = LOW PAY 

 3 = LAID OFF/WORK FORCE REDUCTION 

 4 = DISSATISFIED WITH TEACHING 

 5 = CHANGE JOBS OUT OF EDUCATION 

 6 = CHANGE JOBS WITHIN EDUCATION 

 7 = TAKE CLASSES FOR OTHER ED CAREER 

 8 = TAKE CLASSES FOR NEW CAREER 

 9 = RELOCATED 

10 = RAISE FAMILY/OTHER FAMILY 

 DEMANDS 

11 = HEALTH REASONS 

12 = OTHER 

Applies to: Respondents who are no longer 

teaching. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST = 1. 

Sources: B&B:2000/01 CATI 

CGTCHFTR 

[if CECURTCH ne <1>] 

Do you plan to return to classroom teaching? 

[else] 

Do you plan to continue classroom teaching? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught or are 

currently teaching. 

CATI CODE description: CECURTCH = 1 or 

CGTCHPST = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGCONSDR 

Have you ever considered doing so? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

190 

CGMAJ1 

What was your major in college? 

COLLECT UP TO 3. ENTER 0 WHEN DONE. 

 1 = ART/DRAMA/MUSIC 

 2 = BUSINESS 

 3 = ECONOMICS/POLITICAL SYSTEMS 

 4 = ELEMENTARY/EARLY CHILDHOOD 

EDUCATION 

 5 = ENGLISH/JOURNALISM/READING/ 

CREATIVE WRITING 

 6 = ESL/BILINGUAL 

 7 = FOREIGN LANGUAGES 

 8 = HEALTH/PHYSICAL EDUCATION 

 9 = MATH 

10 = SCIENCE 

11 = SECONDARY EDUCATION 

12 = SPECIAL EDUCATION 

13 = SOCIAL STUDIES/ HISTORY/CIVICS 

14 = VOCATIONAL/OCCUPATIONAL 

15 = OTHER 

CGMAJ1 (CGMAJ2) (CGMAJ3) 

Applies to: NPSAS:2000 nonrespondents who have 

never taught, but have considered doing so. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and YNP2KR= 0 and 

CGCONSDR = 1,-1. 

Sources: B&B:2000/01 CATI 

CGMAJ2 

See CGMAJ1 for description. 

Applies to: NPSAS 2000 nonrespondents who have 

never taught, but have considered doing so. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and YNP2KR = 0 and 

CGCONSDR = 1,-1 

Sources: B&B:2000/01 CATI 

CGOTPREP 

Have you done anything to prepare yourself to 

teach? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and CGCONSDR = 1,-1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGEDPGM 

Have you completed a teacher education program? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGTCHEXM 

Have you taken the national or a state-level teacher 

certification exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach and who 

have not completed a teacher education program. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1 and 

CGEDPGM not = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGPASS2 

Did you pass the exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach and who 

have not completed a teacher education program 

and who have taken the national or state-level 

teacher certification exams. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1 and 

CGEDPGM not = 1 and CGTCHEXM = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

191 

CGPLAN2 

Are you planning to take either exam? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach and who 

have not completed a teacher education program 

and who have not taken the national or state-level 

teacher certification exams. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1 and 

CGEDPGM not = 1 and CGTCHEXM =0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGPRPCRS 

Have you taken any courses to prepare for 

certification in the past 2 years? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach and who 

have not completed a teacher education program 

and who have not taken the national or state-level 

teacher certification exams. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1 and 

CGEDPGM not = 1 and CGTCHEXM =0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGSTTC2 

Have you already completed your student teaching? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have indicated 

they have prepared themselves to teach and who 

have not completed a teacher education program 

and who have not taken the national or state-level 

teacher certification exams and have not taken 

courses to prepare for certification. 

CATI CODE description: CECURTCH not = 1 and 

CTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGOTPREP = 1,-1 and 

CGEDPGM not = 1 and CGTCHEXM = 

0 and CGPRPCRS = 0,-1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGTCHAPP 

[if CGCURPOS eq <2> or CGCURPOS eq <3>] 

Have you applied for a permanent teaching position 

since completing your degree? 

[else] 

Have you applied for a teaching position since 

completing your degree? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGNUMAPP 

How many applications have you submitted? 

RANGE (1-25): 

Applies to: Respondents who have never taught, but 

are considering teaching. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1,0. 

Imputation Note: If CGTCHAPP = 0 then 

CGNUMAPP = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

192 

CGOFRNUM 

How many offers for teaching positions have you 

received? 

RANGE (0-10): 

Applies to: Respondents who have never taught, but 

are considering teaching and who have applied for 

a teaching position since completing their degree. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1 and 

(CGNUMAPP > 0 or CGNUMAPP = -1) 

Sources: B&B:2000/01 CATI 

CGOFRACC 

Did you accept that offer/any of those offers? 

1 = YES 

2 = NO 

Applies to: Respondents who have never taught, but 

are considering teaching and who have applied for 

a teaching position since completing their degree 

and who have been offered at least one teaching 

position. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1 and 

(CGNUMAPP > 0 or CGNUMAPP = -1) 

and CGOFRNUM > 0. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGNACW1 

Why didn't you accept a teaching position? 

COLLECT UP TO 3. ENTER 0 FOR NONE OR 

NO MORE. 

1 = LOW SALARY/BENEFITS OFFERED 

2 = ALREADY ACCEPTED OTHER JOB 

3 = OTHER JOB OFFERED BETTER 

SALARY/BENEFITS 

4 = OTHER JOB MORE 

INTERESTING/CHALLENGING 

5 = TOO FAR FROM HOME 

6 = DANGEROUS/DIFFICULT SCHOOL OR 

DISTRICT 

7 = NOT QUALIFIED TO TEACH CLASSES 

OFFERED 

8 = OTHER 

CGNACW1 (CGNACW2) (CGNACW3) 

Applies to: Respondents who have never taught, but 

are considering teaching and who have applied for 

a teaching position since completing their degree 

and who have been offered at least one teaching 

position, but did not accept that job. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1 and 

(CGNUMAPP > 0 or CGNUMAPP = -1) 

and CGOFRNUM > 0 and CGOFRACC = 0. 

Sources: B&B:2000/01 CATI 

CGNACW2 

See CGNACW1 for description. 

Applies to: Respondents who have never taught, but 

are considering teaching and who have applied for 

a teaching position since completing their degree 

and who have been offered at least one teaching 

position, but did not accept that job. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1 and 

(CGNUMAPP > 0 or CGNUMAPP = -1) 

and CGOFRNUM > 0 and CGOFRACC = 0. 

Sources: B&B:2000/01 CATI 

CGNACW3 

See CGNACW1 for description. 

Applies to: Respondents who have never taught, but 

are considering teaching and who have applied for 

a teaching position since completing their degree 

and who have been offered at least one teaching 

position,but did not accept that job. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 1 and 

(CGNUMAPP > 0 or CGNUMAPP = -1) 

and CGOFRNUM > 0 and CGOFRACC = 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

193 

CGNAPW1 

What are the reasons you did not apply for a 

teaching position? 

COLLECT UP TO 3. ENTER 0 FOR NONE OR 

NO MORE. 

1 = NOT INTERESTED IN TEACHING 

2 = POOR TEACHING CONDITIONS 

3 = WANT HIGHER SALARY 

4 = ALREADY IN TEACHING JOB 

5 = ALREADY IN OTHER JOB 

6 = RECEIVED BETTER JOB OFFER 

7 = UNABLE TO PASS TESTS 

8 = HAVEN'T TAKEN REQUIRED TESTS 

9 = NOT YET CERTIFIED 

10 = OTHER 

CGNAPW1 (CGNAPW2) (CGNAPW3) 

Applies to: Respondents who have never taught, but 

are considering teaching and who have not applied 

for a teaching position since completing their 

degree. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 0. 

Note: If CGOFRACC = -1 then CGNAPW1 = -1. 

Sources: B&B:2000/01 CATI 

CGNAPW2 

See CGNAPW1 for description. 

Applies to: Respondents who have never taught, but 

are considering teaching and who have not applied 

for a teaching position since completing their 

degree. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 0. 

Note: If CGOFRACC = -1 then CGNAPW1 = -1. 

Sources: B&B:2000/01 CATI 

CGNAPW3 

See CGNAPW1 for description. 

Applies to: Respondents who have never taught, but 

are considering teaching and who have not applied 

for a teaching position since completing their 

degree. 

CATI CODE description: CECURTCH not = 1 and 

CGTCHPST not = 1 and 

CGCONSDR = 1,-1 and CGTCHAPP = 0. 

Note: If CGOFRACC = -1 then CGNAPW1 = -1. 

Sources: B&B:2000/01 CATI 

CGLNFRGV 

In some areas, programs are available to cancel all 

or part of a student's education loans in return for 

service to the community through teaching, 

medicine, and other professions. Are you aware of 

any sort of loan forgiveness program? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught since 

graduating, excluding anyone who previously 

mentioned participating in a loan forgiveness 

program. 

CATI CODE description: CECURTCH = 1. 

Imputation Note: If CBFGVTYP = -3, -7 then 

CGLNFRGV = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGLNDSCN 

[if CBFGVTYP eq <1>] 

Earlier, you told me that you are participating in a 

student loan forgiveness program for teachers. 

[else] 

Did the availability of loan forgiveness programs 

help you make the decision to prepare for teaching? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught since 

graduating and mentioned participating or being 

aware of a loan forgiveness program for teachers. 

CATI CODE description: CECURTCH = 1 and 

CGLNFRGV = 1) 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 

CGLNFNOW 

Are you taking advantage of a student loan 

forgiveness program now? 

1 = YES 

2 = NO 

Applies to: Respondents who have taught since 

graduating and mentioned participating or being 

aware of a loan forgiveness program for teachers. 

CATI CODE description: CECURTCH = 1 and 

CBFGVTYP not = 1 and CGLNFRGV = 1. 

Note: "No" response recoded from 2 to 0. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

194 

CBFGTPUC 

Upcode flag for CBFGVTYP 

Indicates cases where the respondent entered an 

uncodeable string in the other/specify, but was later 

coded in the editing process. 

Sources: B&B:2000/01 CATI 

CCREL1UC 

Upcode flag for CCRELOC1 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CCREL2UC 

Upcode flag for CCRELOC2 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CCREL3UC 

Upcode flag for CCRELOC3 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CDMJ1UC 

Upcode flag for CDMJCD1 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CDMJ2UC 

Upcode flag for CDMJCD2 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CDMJUC 

Upcode flag for CDMJCOD 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CEINDUC 

Upcode flag for CEXINDCD 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CEOCCUC 

Upcode flag for CEXOCCCD 

Indicates cases where the entered string was 

uncodeable in the user-exit, but was later coded in 

the editing process. 

Sources: B&B:2000/01 CATI 

CFCT1UC 

Upcode flag for CFCERT1 

Indicates cases where the respondent entered an 

uncodeable string in the other/specify, but was later 

coded in the editing process. 

Sources: B&B:2000/01 CATI 

CFCT2UC 

Upcode flag for CFCERT2 

Indicates cases where the respondent entered an 

uncodeable string in the other/specify, but was later 

coded in the editing process. 

Sources: B&B:2000/01 CATI 

CFLC1UC 

Upcode flag for CFLIC1 

Indicates cases where the respondent entered an 

uncodeable string in the other/specify, but was later 

coded in the editing process. 

Sources: B&B:2000/01 CATI 

CFLC2UC 

Upcode flag for CFLIC2 

Indicates cases where the respondent entered an 

uncodeable string in the other/specify, but was later 

coded in the editing process. 

Sources: B&B:2000/01 CATI 
Appendix C 

 Facsimile Instruments 

CATI Facsimile 

195 

CDMJ1RC 

Recode flag for CDMJCD1 

Indicates cases that were recoded as part of an 

evaluation that examines the accuracy of the on-line 

coding system. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CDMJ2RC 

Recode flag for CDMJCD2 

Indicates cases that were recoded as part of an 

evaluation that examines the accuracy of the on-line 

coding system. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CDMJRC 

Recode flag for CDMJCOD 

Indicates cases that were recoded as part of an 

evaluation that examines the accuracy of the on-line 

coding system. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CEINDRC 

Recode flag for CEXINDCD 

Indicates cases that were recoded as part of an 

evaluation that examines the accuracy of the on-line 

coding system. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 

CEOCCRC 

Recode flag for CEXOCCCD 

Indicates cases that were recoded as part of an 

evaluation that examines the accuracy of the on-line 

coding system. 

Applies to: All respondents. 

Sources: B&B:2000/01 CATI 
Appendix C 

Facsimile Instruments 

CATI Facsimile 

196 
197 

Abbreviated Interview 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

198 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

199 

>CSABANPS< 

According to your school records, you were expected 

to complete a bachelor's degree from [fill csynpschl] 

some time between July 1, 1999 and June 30, 2000. 

When did you complete your degree? 

F5 = RESPONDENT NEVER COMPLETED 

BACHELOR'S DEGREE AT NPSAS SCHOOL 

 MONTH (1-12): 

YEAR (1999-2000): 

>CSABAOTH< 

Were you awarded a bachelor's degree by any other 

school at anytime between July 1, 1999 and June 30, 

2000? 

 1 = YES 

 2 = NO 

>CSASCHUX< 

Where did you earn your bachelor's degree? 

 1 = RE-ENTER USEREXIT 

 2 = SKIP OVER USEREXIT 

>CSADGO< 

When did you complete your degree? 

 MONTH (1-12): 

 YEAR (1999-2000): 

Applies to: Bachelor’s recipients.

>CSAELCRD< 

At [fill csynpschl], were you enrolled in a course for 

credit that could be transferred to another school? 

 1 = YES 

 2 = NO 

If 1, got to CSBENROLL; Else go to CSABYE. 

>CSABYE< 

Based on the information you've given me, it seems 

you may not be eligible for this survey. After checking 

with my supervisor, I may need to call you back. 

Thank you for your time. 

>CSBENROLL< 

When we spoke with you last year, we collected your 

enrollment dates for the 99/00 school year. Now I 

need to collect the dates of your enrollment up until 

that time at the schools you've told me about... 

[else] 

Now I need to ask you some questions about the dates 

of your enrollment at the schools you've told me 

about... 

INTERVIEWER: PLEASE ENTER THE 

RESPONSES IN THE USER EXIT. 

 1 = RE-ENTER THE USEREXIT 

 2 = SKIP OVER THE USEREXIT 

>CSCINTRO< 

Now I'd like to ask you some questions about your 

background and current status. 

>CSCCURZIP< 

What is the zip code for your current legal residence? 

F5 = LIVING OUTSIDE UNITED STATES 

If F3, go to CSSCURST. Else go to CSCCITZN 

>CSCCURST< 

What is your state of legal residence? 

>CSCCITZN< 

Are you a U.S. citizen? 

1 = YES - U.S. CITIZEN OR U.S. NATIONAL 

2 = NO - RESIDENT ALIEN PERMANENT 

RESIDENT OR OTHER ELIGIBLE NONCITIZEN TEMPORARY RESIDENT'S 

CARD 

3 = NO - STUDENT VISA - IN THE COUNTRY 

ON AN F1 OR F2 VISA OR ON AJ1 J2 

EXCHANGE VISITOR VISA 

Does not equal 1 go to CSCMAR. 

Applies to: Respondents with no preloaded value. 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

200 

>CSCMAR< 

Are you currently... 

IF RESPONSE IS "SINGLE," PROBE TO 

DETERMINE IF RESPONDENT WAS EVER 

MARRIED. 

1 = Single, never married 

2 = Married 

3 = Separated 

4 = Divorced or 

5 = Widowed 

Applies to: All respondents. 

>CSCHOME< 

Do you own your home or are you paying rent? 

0 = NEITHER OWNS HOME NOR PAYS RENT 

1 = OWNS HOME 

2 = PAYS RENT 

If 0, go to CSCHSTYP, Else go to CSCPSTGRD. 

Applies to: All respondents. 

>CSCHSTYP< 

What type of housing arrangement do you have? 

1 = LIVES WITH PARENTS/OTHER 

RELATIVES/FRIENDS 

2 = MILITARY 

3 = JOB INCLUDES HOUSING (NONMILITARY) 

4 = RELIGIOUS HOUSING 

(SEMINARY/CONVENT, ETC.) 

5 = OTHER 

>CSDPSTGRD< 

Now I'd like to ask you some questions about your 

education since earning your bachelor's degree from 

[fill CSSBANAM]. 

Since completing your bachelor's degree, have you 

enrolled in, or recently completed, an undergraduate, 

graduate, or professional degree or certificate program? 

IF R HAS JUST TAKEN CLASSES WITHOUT 

BEING ENROLLED, ANSWER "NO." 

 1 = YES 

 2 = NO 

F5 = RESPONDENT HAS BEEN 

ACCEPTED TO A PROGRAM THAT 

HAS NOT STARTED YET 

If 1 go to CSDCURGR1; else go to CSDAPPLY 

>CSDCURGR1< 

Are you currently enrolled in an undergraduate, 

graduate, or professional degree or certificate program? 

 1 = YES 

 2 = NO 

>CSDAPPLY< 

Have you applied to go back to school for the 2001-

2002 school year? 

 1 = YES 

 2 = NO 

If 1 go to CSDSCH1; else go to CSDFTRENR. 

>CSDFTRENR< 

Do you expect to enroll in a degree program at some 

point in the future? 

1 = YES 

2 = NO 

If 1 go to CSDBEGGRD; else go to CSDEMPCUR. 

>CSDBEGGRD< 

Do you expect to be enrolled... 

1 = in 2 years (2002-2003 ACADEMIC YEAR) 

2 = in 3 to 5 years (2003-2006) or 

3 = in more than 5 years 

>CSDSCH1< 

(If currently enrolled) Where are you enrolled? 

(If not currently enrolled) Where were you enrolled? 

(If planning to enroll) Where do you plan to enroll? 

SCHOOLS WE KNOW ABOUT SO FAR ARE: 

 99 = NEW SCHOOL 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

201

>CSDDEG1< 

(If currently enrolled or S_PSTGRD@pstgrd=5) What 

degree or certificate are you working on there? 

(If not currently enrolled) What degree or certificate 

were you working on there? 

UNDERGRADUATE: 

 1 = CERTIFICATE 

 2 = ASSOCIATE'S DEGREE (AS, AA) 

 3 = SECOND BACHELOR'S DEGREE (BA, BS, 

BFA, etc.) 

GRADUATE: 

 5 = POST-BACCALAUREATE CERTIFICATE 

 6 = MASTER'S DEGREE (MA, MS, MBA, 

 MFA, MDIV, etc.) 

 7 = DOCTORAL/PROFESSIONAL DEGREE 

 (PHD, EDD, JD, MD, DDS, etc.) 

If 6 go to CSDMASTR1; If 7 go to CSDPHD1; Else go 

to CSDFIELD1. 

>CSDMASTR1< 

(If currently enrolled or PSTGRD=5) What type of 

master's degree are you working on? 

(If not currently enrolled) What type of master's degree 

were you working on there? 

 1 = MBA- BUSINESS ADMINISTRATION 

 2 = MS- SCIENCE 

 3 = MA- ARTS 

 4 = M.ED- EDUCATION 

 5 = MPA- PUBLIC ADMINISTRATION 

 6 = MLS- LIBRARY SCIENCE 

 7 = MPH- PUBLIC HEALTH 

 8 = MFA- FINE ARTS 

 9 = MAA- APPLIED ARTS 

 10 = MAT- TEACHING 

 11 = M.DIV- DIVINITY 

 12 = MSW - SOCIAL WORK 

 13 = LANDSCAPE ARCHITECTURE 

 14 = PROFESSIONAL MANAGEMENT 

 15 = OTHER MASTERS 

>CSDPHD1< 

(If currently enrolled or PSTGRD=5) What type of 

doctoral or professional degree are you working on? 

(If not currently enrolled) What type of doctoral or 

professional degree were you working on there? 

16 = PHD 

17 = ED.D- EDUCATION 

18 = THD- THEOLOGY 

19 = DBA- BUSINESS ADMIN 

20 = D.ENG- ENGINEERING 

21 = DFA- FINE ARTS 

22 = DPA- PUBLIC ADMIN 

23 = DSC/SCD- SCIENCE 

24 = PSYD- PSYCHOLOGY 

25 = THEOLOGY(D.MIN) 

26 = CHIROPRACTIC (DC, DCM) 

27 = DENTISTRY (DDS, DMD) 

28 = MEDICINE (MD) 

29 = OPTOMETRY (OD) 

30 = OSTEOPATHIC MEDICINE (DO) 

31 = PHARMACY (PHARM.D) 

32 = PODIATRY (DPM, POD. D) 

33 = VETERINARY MEDICINE DVM) 

34 = LAW (LLB, JD) 

35 = OTHER DOCTORAL DEGREE 

>CSDFIELD1< 

(If currently enrolled of if PSTGRD=5) What is your 

field of study or major at [fill CSDSCH1]? 

(If not currently enrolled) What was your field of study 

or major at [fill CSDSCH1]? 

 F5 = DOUBLE MAJOR 

F6 = UNDECLARED 

If F5 CSDDBLM1; else go to CSDENRST1. 

>CSDDBLM1< 

What is/was your primary major or program of study? 

What is/was your secondary major? 

Go to D_ENRST1 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

202 

>CSDFTRSCH< 

I'd like to learn more about your future education 

plans. Where do you plan to enroll? 

SCHOOLS WE KNOW ABOUT SO FAR ARE: 

 99 = NEW SCHOOL 

>CSDFTRDEG< 

What degree or certificate do you intend to pursue? 

UNDERGRADUATE: 

 1 = CERTIFICATE 

 2 = ASSOCIATE'S DEGREE (AS, AA) 

 3 = SECOND BACHELOR'S DEGREE 

 (BA, BS, BFA, etc.) 

GRADUATE: 

 5 = POST-BACCALAUREATE CERTIFICATE 

 6 = MASTER'S DEGREE (MA, MS, MBA, 

 MFA, MDIV, etc.) 

 7 = DOCTORAL/PROFESSIONAL DEGREE 

 (PHD, EDD, JD, MD, DDS, etc.) 

>CSDFTRMST< 

What master's degree do you wish to pursue? 

 1 = MBA - BUSINESS ADMINISTRATION 

 2 = MS - SCIENCE 

 3 = MA - ARTS 

 4 = M.ED - EDUCATION 

 5 = MPA - PUBLIC ADMINISTRATION 

 6 = MLS - LIBRARY SCIENCE 

 7 = MPH - PUBLIC HEALTH 

 8 = MFA - FINE ARTS 

 9 = MAA - APPLIED ARTS 

 10 = MAT - TEACHING 

 11 = M.DIV - DIVINITY 

 12 = MSW - SOCIAL WORK 

 13 = LANDSCAPE ARCHITECTURE 

 14 = PROFESSIONAL MANAGEMENT 

 15 = OTHER MASTERS 

>CSDFTRPHD< 

What doctoral or professional degree do you wish to 

pursue? 

16 = PHD 

17 = ED.D- EDUCATION 

18 = THD- THEOLOGY 

19 = DBA- BUSINESS ADMIN 

20 = D.ENG- ENGINEERING 

21 = DFA- FINE ARTS 

22 = DPA- PUBLIC ADMIN 

23 = DSC/SCD- SCIENCE 

24 = PSYD- PSYCHOLOGY 

25 = THEOLOGY(D.MIN) 

26 = CHIROPRACTIC (DC, DCM) 

27 = DENTISTRY (DDS, DMD) 

28 = MEDICINE (MD) 

29 = OPTOMETRY (OD) 

30 = OSTEOPATHIC MEDICINE (DO) 

31 = PHARMACY (PHARM.D) 

32 = PODIATRY (DPM, POD. D) 

33 = VETERINARY MEDICINE DVM) 

34 = LAW (LLB, JD) 

35 = OTHER DOCTORAL DEGREE 

>CSDFTRFLD2< 

What do you plan to study? 

F5 = DOUBLE MAJOR 

F6 = UNDECLARED 

If F5 CSDDBLM2; Else go to CSDEMPCUR 

>CSDDBLM2< 

What will be your primary major or program of study? 

What will be your secondary major? 

>SDENRST1< 

 (If currently enrolled)While working on your master's 

degree at [fill CSDSCH1], have you been enrolled 

mainly as a full-time or part-time student? 

 (If not currently enrolled) While working on your (fill 

in CSSDEGR1) at [fill CSDSCH1], were you enrolled 

mainly as a full-time or part-time student? 

1 = MOSTLY FULL-TIME 

 2 = MOSTLY PART-TIME 

 3 = MIX OF FULL- AND PART-TIME 
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

203

>CSDAIDTY1< 

Have you received any of the following types of 

financial aid to help cover educational expenses for 

your [fill CSDDEG1]? 

ENTER 1=YES 2=NO. 

 1 = Student loans 

 2 = Other bank loans 

 3 = Grants or scholarships 

 4 = Fellowships 

 5 = A teaching assistantship 

 6 = A research assistantship 

 7 = Any other type of graduate assistantship 

 8 = Tuition reimbursement from your employer 

 9 = A personal loan or gift from your family or 

 other individual 

 10 = Any other financial aid? 

>CSDENRGRD< 

Now I need to ask you some questions about the dates 

of your enrollment at the schools you've told me 

about... 

INTERVIEWER: PLEASE ENTER THE 

RESPONSES IN THE USER EXIT 

 1 = RE-ENTER USEREXIT 

 2 = SKIP OVER USEREXIT 

[else] 

 1 = ENTER USEREXIT 

Applies to: Rs who attended graduate schools. 

>CSEEMPCUR< 

Now I'd like to ask you some questions about your 

employment. In your primary job, do you... 

INTERVIEWER: PRIMARY JOB IS THE JOB 

HELD MOST OF THE YEAR. 

INTERVIEWER: PROBE FOR WORK STATUS. 

1 = WORK FULL-TIME? 

2 = PART-TIME 

3 = WAITING TO REPORT TO WORK 

TEMPORARY LAYOFF 

4 = NOT WORKING 

6 = HOMEMAKER 

7 = DISABLED. 

Applies to: All respondents. 

>CSECURTCH< 

Are you currently employed as a teacher, a teacher's 

aide, or a substitute teacher at the K-12 level? 

INTERVIEWER: IF RESPONDENT IS A 

TEACHER, BUT IS OUT FOR SUMMER BREAK 

CODE AS YES. 

 1 = YES 

 2 = NO 

Applies to: Respondents who are currently working 

full or part time. 

>CSECURINC< 

[if CSECURTCH=1] What is your academic year base 

salary at your current job, not including extra pay for 

things like summer teaching, coaching, or extracurricular activities? 

[else] For your current job, about how much do you 

earn annually, before taxes and other deductions? 

RANGE ($0 - $999,999): 

Applies to: All respondents who are currently 

working. 

>CSESALEST< 

Can you tell me your hourly, weekly, or monthly 

wage? 

NOTE: ENTER WHOLE NUMBERS. IF R 

PROVIDES A NUMBER WITH A 

DECIMAL,ROUND UP OR DOWN TO THE 

NEAREST DOLLAR. 

RANGE ($0 - $999,999): 

1 = HOURLY 

2 = WEEKLY 

3 = TWICE MONTHLY/EVERY 2 WEEKS 

4 = MONTHLY 

5 = ANNUALLY 

Applies to: Rs who report income in unit other than 

annual salary.
Appendix C 

Facsimile Instruments 

Abbreviated Interview 

204 
205 

Appendix D 

Mailout Materials

Student information leaflet ..............................................................................................207 

Letter to NPSAS respondents English .............................................................................209 

Letter to NPSAS respondents Spanish.............................................................................210 

Letter to NPSAS nonrespondents English .......................................................................211 

Letter to NPSAS nonrespondents Spanish.......................................................................212 

Address update sheet English ..........................................................................................213 

Address update sheet Spanish..........................................................................................214 
Appendix D 

Mailout Materials

206 
Appendix D 

Mailout Materials

207 

Student Information Leaflet (side 1)
Appendix D 

Mailout Materials

208 

Student Information Leaflet (side 2) 
Appendix D 

Mailout Materials

209 

Letter to NPSAS Respondents 

Dear «p_fname» «p_lname»: 

I am writing to urge your participation in the Baccalaureate and Beyond Longitudinal Study: 2000/2001. 

The U.S. Department of Education initiated the study to better understand what happens to students after 

earning their bachelor’s degree. The study provides data about the early career experiences and 

educational achievements of students who graduated from four-year colleges and universities in 1999-

2000. Results of previous studies have been used by policymakers to better understand graduates’ 

decisions concerning graduate school, employment, and family formation. 

The study is being conducted for the U.S. Department of Education’s National Center for Education 

Statistics (NCES) by the Research Triangle Institute (RTI), a nationally recognized research organization 

located in North Carolina. Please be assured that both NCES and RTI follow strict confidentiality 

procedures to protect the privacy of study participants and the confidentiality of the information collected. 

An interviewer [not a telemarketer!] from RTI will call to conduct a telephone interview with you in the 

near future. The interview will take about 20 minutes. Your participation is completely voluntary. 

However, we do need your assistance in collecting these data. Your responses are important to make the 

results of this study accurate and timely.

Enclosed you will find a leaflet with a brief description of B&B, how you were selected, and 

confidentiality procedures. We would also like your help in updating our records. Please take a few 

minutes to verify, correct, or update the enclosed Address Update Information Sheet and return it 

to RTI in the enclosed postage-paid envelope. If you have any questions about the study, please 

contact Dr. John Riccobono, Project Director, at RTI. The toll free number is 1-800-334-8571. 

Persons who are hearing or speech impaired may call us at 1-919-541-6538 (TTY/TDD). 

We sincerely appreciate your assistance and thank you for helping us conduct this important study. 

 Sincerely, 

 Gary W. Phillips 

 Acting Commissioner 

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 information collection is 1850-0666. 
Appendix D 

Mailout Materials

210 

«caseid» 

Por medio de la presente lo instamos a que participe en el estudio de investigación Más Allá de los 

Estudios Universitarios: 2000/2001. El Departamento de Educación de los Estados Unidos inició este 

estudio con el propósito de entender mejor qué sucede con los estudiantes después de graduarse de la 

universidad. El estudio proporcionará información acerca de las primeras experiencias en la carrera y los 

logros educativos de los estudiantes que se graduaron de un programa universitario de cuatro años en 

1999-2000. Las personas encargadas de formular la política han utilizado los resultados de estudios 

anteriores para entender mejor las decisiones de egresados con respecto a los estudios graduados, el 

empleo y la formación de una familia. 

Research Triangle Institute (RTI) está realizando el estudio para el Centro Nacional de Estadísticas sobre 

la Educación (NCES), parte del Departamento de Educación de los Estados Unidos. RTI es una 

organización de investigación reconocida a nivel nacional que está ubicada en Carolina del Norte. Tenga 

la seguridad en saber que NCES y RTI exigen el mantenimiento de confidencialidad para proteger la 

privacidad de los participantes en estudios de investigación y la confidencialidad de la información 

recopilada. 

Un entrevistador de RTI, que no es un vendedor lo llamará para realizar una entrevista con usted por 

teléfono pronto. La entrevista durará aproximadamente 20 minutos. Su participación es completamente 

voluntaria. Sin embargo necesitamos su ayuda para recopilar estos datos. Sus respuestas son importantes

para asegurar que los resultados de este estudio sean precisos. 

Adjunto encontrará un folleto que contiene una descripción breve del estudio, así como la manera en que 

usted fue seleccionado y el procedimiento de confidencialidad. Además, nos gustaría su ayuda para 

actualizar nuestros archivos. Favor de tomar unos minutos para verificar, corregir, o poner al día el 

Formulario para Actualizar la Dirección y devolverlo a RTI en el sobre con franqueo postal ya pagado. 

Si tiene cualquier pregunta acerca del estudio, favor de comunicarse con el director del proyecto, Dr. John 

Riccobono de RTI. El número telefónico gratuito es 1-800-334-8571. Personas con un impedimento 

auditivo o de habla pueden llamar al número 1-919-541-6538 (TTY/TDD). 

Le agradecemos sinceramente su asistencia y su ayuda en la realización de este estudio importante. 

De acuerdo a la Ley de Reducción de Papeleo de 1995, ninguna persona está requerida a responder a una encuesta a menos 

que tenga un número válido de control otorgado por el OMB. El número válido de control otorgado por el OMB para esta 

recolección de datos es el 1850-0666. 
Appendix D 

Mailout Materials

211 

Letter to NPSAS Nonrespondents 

Dear «p_fname» «p_lname»: 

I am writing to urge your participation in the Baccalaureate and Beyond Longitudinal Study: 2000/2001. 

The U.S. Department of Education initiated the study to better understand what happens to students after 

earning their bachelor’s degree. The study provides data about the early career experiences and 

educational achievements of students who graduated from four-year colleges and universities in 1999-

2000. Results of previous studies have been used by policymakers to better understand graduates’ 

decisions concerning graduate school, employment, and family formation. 

The study is being conducted for the U.S. Department of Education’s National Center for Education 

Statistics (NCES) by the Research Triangle Institute (RTI), a nationally recognized research organization 

located in North Carolina. Please be assured that both NCES and RTI follow strict confidentiality 

procedures to protect the privacy of study participants and the confidentiality of the information collected. 

An interviewer [not a telemarketer!] from RTI will call to conduct a telephone interview with you in the 

near future. The interview will take about 20 minutes. Your participation is completely voluntary. 

However, we do need your assistance in collecting these data. Your responses are important to make the 

results of this study accurate and timely. As a thank you for your participation in the interview, we will 

send you $20.

Enclosed you will find a leaflet with a brief description of B&B, how you were selected, and 

confidentiality procedures. We would also like your help in updating our records. Please take a few 

minutes to verify, correct, or update the enclosed Address Update Information sheet and return it to 

RTI in the enclosed postage-paid envelope. If you have any questions about the study, please contact 

Dr. John Riccobono, Project Director, at RTI. The toll free number is 1-800-334-8571. Persons who 

are hearing or speech impaired may call us at 1-919-541-6538 (TTY/TDD). 

We sincerely appreciate your assistance and thank you for helping us conduct this important study. 

 Sincerely, 

 Gary W. Phillips 

 Acting Commissioner 

 BB_FS1/«Addr_ID» 

«fname» «mname» «lname» «suffix» «caseid» 

«addr1» 

«addr2» 

«city», «state» «zip» «zip4» 

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 information collection is 1850-0666. 
Appendix D 

Mailout Materials

212 

 <CASEID> 

Por medio de la presente lo instamos a que participe en el estudio de investigación Más Allá de los Estudios 

Universitarios: 2000/2001. El Departamento de Educación de los Estados Unidos inició este estudio con el 

propósito de entender mejor qué sucede con los estudiantes después de graduarse de la universidad. El estudio 

proporcionará información acerca de las primeras experiencias en la carrera y los logros educativos de los 

estudiantes que se graduaron de un programa universitario de cuatro años en 1999-2000. Las personas encargadas 

de formular la política han utilizado los resultados de estudios anteriores para entender mejor las decisiones de 

egresados con respecto a los estudios graduados, el empleo y la formación de una familia. 

Research Triangle Institute (RTI) está realizando el estudio para el Centro Nacional de Estadísticas sobre la 

Educación (NCES), parte del Departamento de Educación de los Estados Unidos. RTI es una organización de 

investigación reconocida a nivel nacional que está ubicada en Carolina del Norte. Tenga la seguridad en saber que 

NCES y RTI exigen el mantenimiento de confidencialidad para proteger la privacidad de los participantes en 

estudios de investigación y la confidencialidad de la información recopilada. 

Un entrevistador de RTI, que no es un vendedor lo llamará para realizar una entrevista con usted por teléfono 

pronto. La entrevista durará aproximadamente 20 minutos. Su participación es completamente voluntaria. Sin 

embargo necesitamos su ayuda para recopilar estos datos. Sus respuestas son importantes para asegurar que los 

resultados de este estudio sean precisos. Para demostrar nuestro agradecimiento por su participación en la 

entrevista, le enviaremos $20.

Adjunto encontrará un folleto que contiene una descripción breve del estudio, así como la manera en que usted 

fue seleccionado y el procedimiento de confidencialidad. Además, nos gustaría su ayuda para actualizar nuestros 

archivos. Favor de tomar unos minutos para verificar, corregir, o poner al día el Formulario para Actualizar 

la Dirección y devolverlo a RTI en el sobre con franqueo postal ya pagado. Si tiene cualquier pregunta acerca 

del estudio, favor de comunicarse con el director del proyecto, Dr. John Riccobono de RTI. El número telefónico 

gratuito es 1-800-334-8571. Personas con un impedimento auditivo o de habla pueden llamar al número 1-919-

541-6538 (TTY/TDD). 

Le agradecemos sinceramente su asistencia y su ayuda en la realización de este estudio importante. 

De acuerdo a la Ley de Reducción de Papeleo de 1995, ninguna persona está requerida a responder a una encuesta a menos 

que tenga un número válido de control otorgado por el OMB. El número válido de control otorgado por el OMB para esta 

recolección de datos es el 1850-0666. 
Appendix D 

Mailout Materials

213 

BACCALAUREATE AND BEYOND LONGITUDINAL STUDY 

Address Update Information

Address and Telephone Information

A. Previously, you provided us with the following address. If not currently correct, please update in 

the space provided.

Name: 

Address: 

 

 

 Home phone: ( ) Work: ( ) 

 Please check here if all information pre-printed in this section is currently correct. 

 Please check here if you do not know if this information is currently correct. 

 

B. Please provide us with information on the best times (in your time zone) and dates for us to call. 

a. Best time to call (in your time zone): ____:____  am  pm through ____:____  am  pm 

b. Which days are best for us to reach you?  Sun  Mon  Tues  Wed  Thur  Fri  Sat 

 

C. If you have an electronic mail address that we can use to contact you, please provide it below. 

 

Electronic Mail Address: 

 Thank you for your assistance and participation. This information is completely confidential. 

 Please return this page in the enclosed postage paid envelope. 

 BB_FS2/«Addr_ID» 

«fname» «mname» «lname» «suffix» «caseid» 

«addr1» 

«addr2» 

«city», «state» «zip» «zip4» 

*«CASEID»*

«fname» «mname» «lname» «suffix» 

«addr1» 

«addr2» 

«city», «state» «zip»«zip4» 

«sarea1» «sphone1» 

BB FS1/«Addr_ID» 
Appendix D 

Mailout Materials

214 

MÁS ALLÁ DE LOS ESTUDIOS UNIVERSITARIOS 

Formulario para Actualizar la Dirección del Domicilio 

Datos de Dirección y Número de Teléfono

A. Nos dio anteriormente la siguiente dirección. Si no es correcto en la actualidad, favor de poner 

al día la información en el espacio proporcionado..

Nombre: 

Dirección: 

 

 

 Teléfono particular: ( ) 

 Trabajo: ( ) 

 Favor de marcar aquí si toda la información ya imprimida en esta sección es actualmente correcta. 

 Favor de marcar aquí si no sabe usted si toda la información es actualmente correcta. 

 

B) Por favor nos provea con información acerca de la hora más conveniente (en su huso horario) recibir 

nuestra llamada.. 

 a. La hora más conveniente (en su huso horario): _____:_____  am  pm hasta 

 _____:_____  am  pm 

b. Los días más convenientes? 

  Domingo  Lunes  Martes  Miércoles  Jueves  Viernes  Sábado 

 

C. Si tiene una dirección de correo electrónico que podemos usar para ponernos en contacto con usted, por 

favor escribala en el espacio a continuación. 

Dirección de Correo Electrónico: 

Le agradecemos su asistencia y su participación. Esta información se mantendrá estrictamente confidencial. 

Favor de devolver esta página en el sobre sellado adjuntado.

*«CASEID»*

«fname» «mname» «lname» «suffix» 

«addr1» 

«addr2» 

«city», «state» «zip»«zip4» 

«sarea1» «sphone1» 

BB FS1/«Addr_ID» 
215 

Appendix E 

Training of Interviewers 
Appendix E 

Training of Interviewers 

216 
Appendix E 

Training of Interviewers 

217 

Table of Contents 

Page

1.0 INTRODUCTION ........................................................................................................ 1-1 

1.1 What is the the Baccalaureate and Beyond Longitudinal Study 

 (B&B:2000/2001)? ..................................................................................... 1-1 

 1.2 What is the Purpose of B&B:2000/2001?......................................................... 1-4 

 1.3 Who is Supporting B&B:2000/2001?............................................................... 1-5 

 1.4 Who Will You Be Interviewing........................................................................ 1-5 

 1.5 Project Staff ...................................................................................................... 1-6 

2.0 GENERAL INTERVIEWING TECHNIQUES ........................................................... 2-1 

 2.1 Overview........................................................................................................... 2-1 

 2.2 Best Practices in Conducting the Interview..................................................... 2-2 

 2.2.1 Asking Questions................................................................................... 2-3 

 2.2.2 Using Feedback...................................................................................... 2-5 

 2.2.3 Recording Responses Accurately .......................................................... 2-7 

 2.2.4 Use of Judgement in Coding.................................................................. 2-7 

 2.3 Sample Members’ Rights................................................................................. 2-9 

 2.4 Confidentiality ................................................................................................ 2-11 

 2.5 Obtaining Cooperation.................................................................................... 2-14 

 2.6 Refusals........................................................................................................... 2-16 

 2.7 Answers to Questions ..................................................................................... 2-17 

3.0 LOCATING AND CONTACATING SAMPLE MEMBERS ..................................... 3-1 

 3.1 Pre-CATI Tracing Activities............................................................................. 3-1 

 3.2 Locating and Contacting Procedures ................................................................ 3-1 

 3.3 Overview of TOPS Tracing Procedures ........................................................... 3-4 

 3.3.1 Sample Member Profile Considerations ................................................. 3-4 

 3.3.2 Some of the Resources Used by TOPS for Intensive Tracing................ 3-5 

 3.4 Initial Contact.................................................................................................... 3-7 

 3.5 Scheduling a Callback....................................................................................... 3-8 

 3.6 Telephone Answering Machine Message Protocol........................................... 3-9 

 3.7 The CATI Instrument...................................................................................... 3-10 

 3.8 Status Codes.................................................................................................... 3-10 

4.0 QUALITY CONTROL................................................................................................. 4-1 

 4.1 Assuring Quality in the Interview..................................................................... 4-1 

 4.1.1 Performance Monitoring......................................................................... 4-1 

 4.1.2 Coding Quality Control........................................................................... 4-6 

 4.2 Electronic Problem Reports .............................................................................. 4-6 

 4.3 Quality Circles ................................................................................................ 4-11 

 4.4 Conclusion ...................................................................................................... 4-12 
Appendix E 

Training of Interviewers 

218 

Table of Contents (continued) 

 

 .........................................................................................................................Page

List of Exhibits 

Exhibit 1-1 – B&B:2000/2001 Flow of Data Collection.......................................................... 1-2 

Exhibit 1-2 – B&B:2000/2001 Field Test Study Calendar....................................................... 1-6 

Exhibit 2-1 – Confidentiality Agreement ............................................................................... 2-12 

Exhibit 2-2 – Affidavit of Nondisclosure ............................................................................... 2-13 

Exhibit 2-3 – Answering Questions and Dealing with Reluctant B&B Sample Members .... 2-18 

Exhibit 4-1 – B&B:2000/2001 Monitoring Form..................................................................... 4-2 

Exhibit 4-2 – Problem Reporting System (Opening Screen).................................................... 4-7 

List of Appendices 

Appendix A – Glossary Terms ................................................................................................ A-1 

Appendix B – List of Degrees ..................................................................................................B-1 

Appendix C – List of Acronyms and Abbreviations ................................................................C-1 

Appendix D – Locator and Initial Mailing Documents ........................................................... D-1 

Appendix E – Event and Status Codes .....................................................................................E-1 

Appendix F – Call Scheduler Queues, QIDs, Menu Options, and Mapping of Events 

 To Line-Level and Summary Status Codes ...................................................... F-1 

Appendix G – Refusal Conversion Procedures ....................................................................... G-1 

Appendix H – Trace Review Procedures................................................................................. H-1 
Appendix E 

Training of Interviewers 

219 

B&B: 2001 

TELEPHONE INTERVIEWER TRAINING AGENDA 

(July 7-8, 2001) 

Saturday 480 minutes 9:00a-5:00p

 Welcome and Introduction of TIs 5 minutes 9:00a-9:05a 

Topic 1 Overview of B&B (Powerpoint presentation) 20 minutes 9:05a-9:25a

Topic 2 Overview of the Training Session 5 minutes 9:25a-9:30a 

 - Training agenda and rules 

Topic 3 Confidentiality and Informed Consent 15 minutes 9:30a-9:45a 

 - Review signed forms 

Topic 4 Demonstration Interview: audiotaped with 20 minutes 9:45a-10:05a 

 dataview projection of screens 

Topic 5 Question and Answer sheet review (round robin) 25 minutes 10:05a-10:30a 

 

BREAK 15 minutes 10:30a-10:45a 

Topic 6 Questionnaire Review of Q-by-Qs 90 minutes 10:45a-12:15p 

 Round Robin Mock Interview 

 (conduct section by section) 

LUNCH BREAK 60 minutes 12:15p-1:15p 

Topic 6 Questionnaire Review of Q-by-Qs 90 minutes 1:15p-2:45p 

 Round Robin Mock Interview 

(Conduct section by section) 

BREAK 15 minutes 2:45p-3:00p 

Topic 7 UserExit Review and Practice 60 minutes 3:00p-4:00p 

 - For each (IPEDS; Major; Occ/Industry): 

 Conceptual overview diagram 

 Screen-by-screen review on dataview 

 Hands-on navigation practice 

Topic 8 Round Robin Mock #2 45 minutes 4:15p-5:00p 
Appendix E 

Training of Interviewers 

220 

Sunday (Until lunch, new TIs only) 360 minutes 9:00a-3:00a

 Question and Answer sheet review (round robin) 15 minutes 9:00a-9:15a 

 Round Robin Mock 60 minutes 9:15a-10:15a 

BREAK 15 minutes 10:15a-10:30a 

 User Exits Review and Written Exercises 45 minutes 10:30a-11:15a 

Topic 9 B&B Front End Module 45 minutes 11:15a-12:00p 

 Overview of Contacting/locating procedures 

 Intro to roster line concept (on data view) 

 QxQ Review 

 Examples on Dataview 

 B&B Front End Practice 

LUNCH BREAK 60 minutes 12:00p-1:00p 

 B&B Front End Review/Practice 45 minutes 1:00p-1:45p 

Topic 10 Round Robin Mock #3 45 minutes 1:45p-2:30p 

Topic 11 Refusal Avoidance 30 minutes 2:30p-3:00p 

BREAK 15 minutes 3:00p-3:15p 

Topic 13 Quality Control Procedures 15 minutes 3:15p-3:30p 

 - Monitoring 

 - Reporting problems/Electronic Problem Sheets-QC Meetings 

Topic 14 More UserExit Practice and Coding 30 minutes 3.30p-4:00p 

Topic 15 Certification Interview 45 minutes 4:00p-4:45p 

 - paired mock 

Topic 16 Question and Answer Session/Final Remarks 15 minutes 4:45p-5:00p 

 
221 

Appendix F 

B&B:2000/01 Analysis Variables 

Note: This list of B&B:2000/01 analysis variables is current as this report is being published. However, it 

is anticipated that additional variables will be created and added in the future. Links to the most recent 

B&B:2000/01 Data Analysis Systems, which contain the B&B:2000/01 analysis variables, can be found 

at the National Center for Education Statistics web site: http://nces.ed.gov. 
Appendix F 

B&B:2000/01 Analysis Variables 

222 
223 

Variable name DAS/ECB ECB label BACITY Institution_Characteristics BA institution city BANAME Institution_Characteristics BA institution name BASAME Institution_Characteristics BA institution same as NPSAS institution BASTATE Institution_Characteristics BA institution state BBFIPS Institution_Characteristics BA institution state FIPS code BCONTROL Institution_Characteristics BA institution control BENRLCAT Institution_Characteristics BA institution enrollment and control BENRLSZE Institution_Characteristics BA institution total enrollment BHSIPT1 Institution_Characteristics BA institution Hispanic percent total BHSIPT2 Institution_Characteristics BA institution Hispanic percent FTE total BHSIPT3 Institution_Characteristics BA institution Hispanic percent undergrad BHSIPT4 Institution_Characteristics BA institution Hispanic percent FTE undergrad BHSITOT1 Institution_Characteristics BA institution Hispanic-serving total BHSIUG1 Institution_Characteristics BA institution Hispanic-serving undergrad BIPEDS Institution_Characteristics BA institution IPEDS ID BLEVEL Institution_Characteristics BA institution level BOBEREG Institution_Characteristics BA institution OBE region BSECTOR Institution_Characteristics BA institution sector BSECTOR9 Institution_Characteristics BA institution sector w/ doctorate COMMCOLL Institution_Characteristics Ever attended community/other 2 year G1CITY Institution_Characteristics Post-BA: first institution city G1CTRL Institution_Characteristics Post-BA: first institution control G1IPEDS Institution_Characteristics Post-BA: first institution IPEDS ID G1LEVEL Institution_Characteristics Post-BA: first institution level G1NAME Institution_Characteristics Post-BA: first institution name G1SECT Institution_Characteristics Post-BA: first institution sector G1STATE Institution_Characteristics Post-BA: first institution state HBCUANY Institution_Characteristics Ever attended an HBCU HBCUBA Institution_Characteristics BA institution is HBCU I1CITY Institution_Characteristics First PSE institution city I1CTRL Institution_Characteristics First PSE institution control I1IPEDS Institution_Characteristics First PSE institution IPEDS ID I1LEVEL Institution_Characteristics First PSE institution level I1NAME Institution_Characteristics First PSE institution name I1SECT Institution_Characteristics First PSE institution sector I1SECT9 Institution_Characteristics First PSE institution sector w/doctorate 
224 

Variable name DAS/ECB ECB label I1STATE Institution_Characteristics First PSE institution state I2CTRL Institution_Characteristics Second PSE institution control I2LEVEL Institution_Characteristics Second PSE institution level I2SECT Institution_Characteristics Second PSE institution sector I3CTRL Institution_Characteristics Third PSE institution control I3LEVEL Institution_Characteristics Third PSE institution level I3SECT Institution_Characteristics Third PSE institution sector SAMEINST Institution_Characteristics BA institution same as first PSE WHICHBA Institution_Characteristics BA institution source of information EDPCT Student Aid_Status_Total Aid Currently repaying, share of monthly inc STAFFCT3 Student_Aid_Federal Loans Stafford unsubsidized maximum 1999-00 STAFTYP2 Student_Aid_Federal Loans Stafford loan type combination 1999-00 PBANYAS Student_Aid_Status Total Aid Post-BA: any assistantships PBFELL Student_Aid_Status Total Aid Post-BA: any fellowships PBGIFT Student_Aid_Status Total Aid Post-BA: any loan/gift from family PBGRTS Student_Aid_Status Total Aid Post-BA: any grants/scholarships PBOTAI Student_Aid_Status Total Aid Post-BA: any unspecified other aid PBOTAS Student_Aid_Status Total Aid Post-BA: any assistantships, other PBOTLN Student_Aid_Status Total Aid Post-BA: any bank loans PBRESE Student_Aid_Status Total Aid Post-BA: any assistantships, research PBSTULN Student_Aid_Status Total Aid Post-BA: any student loans PBTEAC Student_Aid_Status Total Aid Post-BA: any assistantships, teaching PBTUIT Student_Aid_Status Total Aid Post-BA: any tuition reimbursement AGENBA Student_Background Age received BA from NPSAS institution DISABLTY Student_Background Reported having a disability FRGNLANG Student_Background Foreign language fluency CMP1MY Student_Education_Attainment Post-BA: date of first completion CRTAA Student_Education_Attainment Certificate/associate before bachelor’s HIOTHDEG Student_Education_Attainment Highest prior attainment MACMPL Student_Education_Attainment Post-BA: master’s degree completed PBATT Student_Education_Attainment Post-BA: highest degree completed LICENSE Student_Education_Certificate Any occupational/professional license OLTIM Student_Education_Certificate License, total prep time OLTIMC Student_Education_Certificate License, total prep time, categorical PCTIM Student_Education_Certificate Certification, total prep time PCTIMC Student_Education_Certificate Certification, total prep time, category 
225 

Variable name DAS/ECB ECB label BAFSTDT Student_Education_Enrollment Date first began BA institution BMAJORS3 Student_Education_Enrollment Undergrad major field of study 1 DCTR2001 Student_Education_Enrollment Post-BA degree: enrolled for doctorate DEG1 Student_Education_Enrollment Post-BA 1: degree type, collapsed DEG2 Student_Education_Enrollment Post-BA 2: degree type, collapsed ENRCUR Student_Education_Enrollment Post-BA degree: current enrollment FTRDEG Student_Education_Enrollment Post-BA future: degree type, collapsed FUTDEG Student_Education_Enrollment Post-BA future: degree type, detailed FUTMC Student_Education_Enrollment Post-BA future: major code, collapsed G1FSTDT Student_Education_Enrollment Date first began post-baccalaureate GRDPIP Student_Education_Enrollment Post-BA degree: grad school pipeline HIDEG Student_Education_Enrollment Post-BA degree: highest, detailed HIDEGC Student_Education_Enrollment Post-BA degree: highest, collapsed HIDEGMJ Student_Education_Enrollment Post-BA degree: highest, detailed major HS_BA Student_Education_Enrollment Time between HS grad and BA completion HS_PSE Student_Education_Enrollment Time between HS grad and PSE I1FSTDT Student_Education_Enrollment Date first began first PSE institution JOBLOC Student_Education_Enrollment First year employment location MAJORS4 Student_Education_Enrollment Undergrad major field of study 2 MJCAT1 Student_Education_Enrollment Post-BA 1: major, collapsed MJCAT2 Student_Education_Enrollment Post-BA 2: major, collapsed MJCD1 Student_Education_Enrollment Post-BA 1: major, detailed MJCOD Student_Education_Enrollment Post-BA future: major code, detailed MSTR2001 Student_Education_Enrollment Post-BA degree: enrolled for masters NDCR2YR Student_Education_Enrollment Post-BA: credit courses at 2-year NDCR4YR Student_Education_Enrollment Post-BA: credit courses at 4-year NDCROTH Student_Education_Enrollment Post-BA: credit courses other location NDCRVOC Student_Education_Enrollment Post-BA: credit courses at voc/tech NDNC2YR Student_Education_Enrollment Post-BA: noncredit courses at 2-year NDNC4YR Student_Education_Enrollment Post-BA: noncredit courses at 4-year NDNCBUS Student_Education_Enrollment Post-BA: noncredit courses at business NDNCGOV Student_Education_Enrollment Post-BA: noncredit courses at gov’t NDNCOTH Student_Education_Enrollment Post-BA: noncredit courses at other NDNCPROF Student_Education_Enrollment Post-BA: noncredit courses prof. assoc. NDNCVOC Student_Education_Enrollment Post-BA: noncredit courses at voc/tech PBDEG1 Student_Education_Enrollment Post-BA 1: degree type, detailed 
226 

Variable name DAS/ECB ECB label PBDEG2 Student_Education_Enrollment Post-BA 2: degree type, detailed PBENST Student_Education_Enrollment Post-BA degree: enrollment summary PSE_BA Student_Education_Enrollment Time between PSE and BA completion STOPTOT Student_Education_Enrollment Undergrad total months stopped out 1 STOPTOT2 Student_Education_Enrollment Undergrad total months stopped out 2 TAKENGRE Student_Education_Enrollment Post-BA degree: took admissions test TXFR Student_Education_Enrollment Undergrad transfer, any TXFRTYP Student_Education_Enrollment Undergrad type of transfer EDEXP Student_Education_Goals Highest degree plans MSDEGRB Student_Education_Goals Planning masters or higher degree, B&B MSDEGRN Student_Education_Goals Planning masters or higher degree, NPSAS HSTYP Student_Education_High School Detailed high school type GPAMAJ Student_Education_Performance GPA in undergraduate major CERT1CAR Student_Education_Reasons Certification exam for career change CERT1INC Student_Education_Reasons Certification exam for increased income CERT1OPP Student_Education_Reasons Certification exam for advancement CERT1OTH Student_Education_Reasons Certification exam for other reason CERT1PER Student_Education_Reasons Certification exam for personal interest EDPSTAID Student_Education_Reasons Delay grad school b/c no financial aid EDPSTAPP Student_Education_Reasons Delay grad school b/c missed deadline EDPSTBRK Student_Education_Reasons Delay grad school because wants a break EDPSTCAR Student_Education_Reasons Delay grad school b/c indefinite plans EDPSTDEB Student_Education_Reasons Delay grad school b/c undergraduate debt EDPSTFAM Student_Education_Reasons Delay grad school b/c family constraint EDPSTFIN Student_Education_Reasons Delay grad school for other financial EDPSTJOB Student_Education_Reasons Delay grad school for good job EDPSTKID Student_Education_Reasons Delay grad school b/c raising children EDPSTMIL Student_Education_Reasons Delay grad school for military EDPSTMOV Student_Education_Reasons Delay grad school b/c moving/relocating EDPSTOTH Student_Education_Reasons Delay grad school due to other reason EDPSTSCH Student_Education_Reasons Delay grad school because not admitted EDPSTWRK Student_Education_Reasons Delay grad school to gain experience NDCRACAD Student_Education_Reasons Post-BA: credit course due to interest NDCRADVA Student_Education_Reasons Post-BA: credit course to advance career NDCRCARR Student_Education_Reasons Post-BA: credit course for career choice NDCRCERT Student_Education_Reasons Post-BA: credit course for license/cert 
227 

Variable name DAS/ECB ECB label NDCREXAM Student_Education_Reasons Post-BA: credit course for license exam NDCREXPL Student_Education_Reasons Post-BA: credit course explore options NDCRGRAD Student_Education_Reasons Post-BA: credit course prep for school NDCRMARK Student_Education_Reasons Post-BA: credit course for marketability NDCROTR Student_Education_Reasons Post-BA: credit course for other reason NDCRTRAN Student_Education_Reasons Post-BA: credit course to transfer NDNCACAD Student_Education_Reasons Post-BA: noncredit course to interest NDNCADVA Student_Education_Reasons Post-BA: noncredit course to advance NDNCCARR Student_Education_Reasons Post-BA: noncredit course for career NDNCCERT Student_Education_Reasons Post-BA: noncredit course for license NDNCEXAM Student_Education_Reasons Post-BA: noncredit course for exam NDNCEXPL Student_Education_Reasons Post-BA: noncredit course to explore NDNCGRAD Student_Education_Reasons Post-BA: noncredit course for grad sch NDNCMARK Student_Education_Reasons Post-BA: noncredit course to market self NDNCOTR Student_Education_Reasons Post-BA: noncredit course for other NHDGCAR Student_Education_Reasons No grad degree because not needed NHDGFAM Student_Education_Reasons No grad degree due to family/personal NHDGGRA Student_Education_Reasons No grad degree because grades too low NHDGINT Student_Education_Reasons No grad degree because no interest NHDGKID Student_Education_Reasons No grad degree because raising children NHDGLAB Student_Education_Reasons No grad degree since not in labor market NHDGOTH Student_Education_Reasons No grad degree due to other reason NHDGRFIN Student_Education_Reasons No grad degree due to financial reasons NHDGSCH Student_Education_Reasons No grad degree since do not like school PBAC1ACA Student_Education_Reasons Post-BA degree due to academic/personal PBAC1ADV Student_Education_Reasons Post-BA degree for career advancement PBAC1AID Student_Education_Reasons Post-BA degree due to aid availability PBAC1CAR Student_Education_Reasons Post-BA degree for career choice PBAC1FIN Student_Education_Reasons Post-BA degree for marketability/money PBAC1NOJ Student_Education_Reasons Post-BA degree because no job prospects PBAC1OTH Student_Education_Reasons Post-BA degree due to other reason PBAC1UNS Student_Education_Reasons Post-BA degree because of uncertainty PBAC1URG Student_Education_Reasons Post-BA degree because urged by others TRNR1 Student_Education_Reasons Undergrad transfer 1st reason TRNRAC Student_Education_Reasons Undergrad transfer due to any academic TWOYRAC Student_Education_Reasons Attended 2-year due to any academic 
228 

Variable name DAS/ECB ECB label TWOYRFIN Student_Education_Reasons Attended 2-year due to any financial UG2YCONV Student_Education_Reasons Attended 2-year for convenience UG2YDEGR Student_Education_Reasons Attended 2-year to earn degree/cert UG2YENRI Student_Education_Reasons Attended 2-year for personal enrichment UG2YEXPC Student_Education_Reasons Attended 2-year for less expense UG2YFAID Student_Education_Reasons Attended 2-year for financial aid UG2YFINR Student_Education_Reasons Attended 2-year for financial reasons UG2YOTHR Student_Education_Reasons Attended 2-year for other unspecified UG2YPROG Student_Education_Reasons Attended 2-year due to desired program UG2YSKIL Student_Education_Reasons Attended 2-year to learn job skills UG2YTRAN Student_Education_Reasons Attended 2-year to prepare for transfer UGBRKACA Student_Education_Reasons Took 2-year break b/c academic problems UGBRKFAM Student_Education_Reasons Took 2-year break b/c change in family UGBRKFIN Student_Education_Reasons Took 2-year break b/c other financial UGBRKFUT Student_Education_Reasons Took 2-year break b/c unsure of future UGBRKJOB Student_Education_Reasons Took 2-year break b/c job conflicts UGBRKOTH Student_Education_Reasons Took 2-year break b/c other unspecified UGBRKSTU Student_Education_Reasons Took 2-year break for time off UGBRKWRK Student_Education_Reasons Took 2-year break b/c needed to work UGMULCLA Student_Education_Reasons Multiple schools for extra classes UGMULCON Student_Education_Reasons Multiple schools for consortium/classes UGMULDNE Student_Education_Reasons Multiple schools to get done sooner UGMULEAS Student_Education_Reasons Multiple schools to fill requirements UGMULFIN Student_Education_Reasons Multiple schools for financial reasons UGMULOTH Student_Education_Reasons Multiple schools for other unspecified UGMULPRO Student_Education_Reasons Multiple schools to try different major UGMULSCH Student_Education_Reasons Multiple schools for scheduling UGMULTRN Student_Education_Reasons Multiple schools to prepare to transfer UGTRNACA Student_Education_Reasons Undergrad transfer for academic problems UGTRNDEG Student_Education_Reasons Undergrad transfer to earn degree/cert UGTRNFIN Student_Education_Reasons Undergrad transfer for financial reasons UGTRNLOC Student_Education_Reasons Undergrad transfer preferred location UGTRNOTH Student_Education_Reasons Undergrad transfer for other unspecified UGTRNPER Student_Education_Reasons Undergrad transfer for personal/family UGTRNREP Student_Education_Reasons Undergrad transfer for school reputation UGTRPRI Student_Education_Reasons Undergrad transfer back to prior school 
229 

Variable name DAS/ECB ECB label UGTRPRO Student_Education_Reasons Undergrad transfer for desired program HLTHINS Student_Employment_Benefit Medical insurance COSIZ Student_Employment_Jobs Number of employees, categories EMPAPR Student_Employment_Jobs Employment status April 2001 EMPCUR Student_Employment_Jobs Current employment status EMPLOY1 Student_Employment_Jobs Current employment status at least part-time EMPLOY2 Student_Employment_Jobs Current employment status full-time EMPMY Student_Employment_Jobs Date began current job, all respondents EMPOLF Student_Employment_Jobs Current employment status, with OLF INDCD Student_Employment_Jobs Current industry code, collapsed JBRELMJR Student_Employment_Jobs Job related to undergraduate major, closely MOEMP Student_Employment_Jobs Months employed in current job MOSNOEMP Student_Employment_Jobs Months since last worked for pay OCCD Student_Employment_Jobs Current occupation code, collapsed AVGSAT Student_Employment_Satisfaction Overall index, all items JOBSATIS Student_Employment_Satisfaction Satisfied-job overall (single item) SATJBSAL Student_Employment_Satisfaction Satisfied-job pay JFINDEMP Student_Employment_Strategies Previous job search,agencies/recruiters JFINDFAC Student_Employment_Strategies Previous job search, faculty/staff JFINDOTH Student_Employment_Strategies Previous job search, other methods JFINDSCH Student_Employment_Strategies Previous job search, placement office JFINDUNE Student_Employment_Strategies Previous job search,unemployment office JFINDVOL Student_Employment_Strategies Previous job search, volunteered JFINDWWW Student_Employment_Strategies Previous job search, Internet/WWW JFINNET Student_Employment_Strategies Previous job search, friends/relatives JFINNEW Student_Employment_Strategies Previous job search, newspaper/ads JFINREC Student_Employment_Strategies Previous job search, fairs/meetings JFINRES Student_Employment_Strategies Previous job search, resume/contacts JOBSR Student_Employment_Strategies Current job search all JSRCHEMP Student_Employment_Strategies Current job search, agencies/recruiters JSRCHFAC Student_Employment_Strategies Current job search, faculty/staff JSRCHOTH Student_Employment_Strategies Current job search, other methods JSRCHSCH Student_Employment_Strategies Current job search, placement office JSRCHUNE Student_Employment_Strategies Current job search, unemployment office JSRCHVOL Student_Employment_Strategies Current job search, volunteering JSRCHWWW Student_Employment_Strategies Current job search, Internet/WWW 
230 

Variable name DAS/ECB ECB label JSRCNET Student_Employment_Strategies Current job search, friends/relatives JSRCNEW Student_Employment_Strategies Current job search, newspaper/ads JSRCREC Student_Employment_Strategies Current job search, fairs/meetings JSRCRES Student_Employment_Strategies Current job search, resume/contacts ADSBPERM Student_Employment_Teaching Ever took aide/sub job CNDRTCHG Student_Employment_Teaching Pipeline, never taught but considered CRLEV97 Student_Employment_Teaching Current, el/sec school level CRLOC97 Student_Employment_Teaching Current, el/sec school locale CRPMIN97 Student_Employment_Teaching Current, el/sec school percent minority CRSIZE97 Student_Employment_Teaching Current, el/sec school enrollment size CRSTAT Student_Employment_Teaching Current, el/sec school state, recoded CRTYPE97 Student_Employment_Teaching Current, el/sec school type EMPLTCHR Student_Employment_Teaching Employed at K-12 level in 2001 FIRSTPOS Student_Employment_Teaching First position type FRLEV97 Student_Employment_Teaching First, el/sec school level FRLOC97 Student_Employment_Teaching First, el/sec school locale FRPMIN97 Student_Employment_Teaching First, el/sec school percent minority FRSIZE97 Student_Employment_Teaching First, el/sec school enrollment size FRTYPE97 Student_Employment_Teaching First, el/sec school type FSSTAT Student_Employment_Teaching First, el/sec school state, recoded NTAPPCER Student_Employment_Teaching Reason no apply not yet certified NTAPPCON Student_Employment_Teaching Reason no apply poor teaching conditions NTAPPINT Student_Employment_Teaching Reason no apply not interested NTAPPJOB Student_Employment_Teaching Reason no apply already in another job NTAPPOFF Student_Employment_Teaching Reason no apply got better job offer NTAPPOTH Student_Employment_Teaching Reason no apply other NTAPPREQ Student_Employment_Teaching Reason no apply not taken required tests NTAPPSAL Student_Employment_Teaching Reason no apply wants higher salary NTAPTEA Student_Employment_Teaching Reason no apply already teaching NTAPTES Student_Employment_Teaching Reason no apply unable to pass tests NTEACBET Student_Employment_Teaching Reason not teaching better offer NTEACDAN Student_Employment_Teaching Reason not teaching dangerous/difficult NTEACFAR Student_Employment_Teaching Reason not teaching too far from home NTEACINT Student_Employment_Teaching Reason not teaching more interesting NTEACJOB Student_Employment_Teaching Reason not teaching accepted other job NTEACLOW Student_Employment_Teaching Reason not teaching low salary/benefits 
231 

Variable name DAS/ECB ECB label NTEACOTH Student_Employment_Teaching Reason not teaching other NTEACQUA Student_Employment_Teaching Reason not teaching not qualified PIPELINE Student_Employment_Teaching Pipeline, location in teacher pipeline STATUS Student_Employment_Teaching Teacher status TCHPIPLN Student_Employment_Teaching Pipeline, whether in teacher pipeline TCURART Student_Employment_Teaching Currently teach art/drama/music TCURBUS Student_Employment_Teaching Currently teach business TCURECO Student_Employment_Teaching Currently teach economics/politics TCURELE Student_Employment_Teaching Currently teach elementary/early child TCURENG Student_Employment_Teaching Currently teach English/reading/writing TCURESL Student_Employment_Teaching Currently teach ESL/bilingual TCURFOR Student_Employment_Teaching Currently teach foreign languages TCURMAT Student_Employment_Teaching Currently teach math TCUROTH Student_Employment_Teaching Currently teach other unspecified TCURPHY Student_Employment_Teaching Currently teach health/physical ed TCURSCI Student_Employment_Teaching Currently teach science TCURSEC Student_Employment_Teaching Currently teach secondary education TCURSOC Student_Employment_Teaching Currently teach social studies/history TCURSPE Student_Employment_Teaching Currently teach special education TCURVOC Student_Employment_Teaching Currently teach vocational/occupational TFIRSART Student_Employment_Teaching First, taught art/drama/music TFIRSBUS Student_Employment_Teaching First, taught business TFIRSECO Student_Employment_Teaching First, taught economics/politics TFIRSELE Student_Employment_Teaching First, taught elementary/early child TFIRSENG Student_Employment_Teaching First, taught English/reading/writing TFIRSESL Student_Employment_Teaching First, taught ESL/bilingual TFIRSFOR Student_Employment_Teaching First, taught foreign languages TFIRSMAT Student_Employment_Teaching First, taught math TFIRSOTH Student_Employment_Teaching First, taught other type of education TFIRSPHY Student_Employment_Teaching First, taught health/physical ed TFIRSSCI Student_Employment_Teaching First, taught science TFIRSSEC Student_Employment_Teaching First, taught secondary education TFIRSSOC Student_Employment_Teaching First, taught social studies/history TFIRSSPE Student_Employment_Teaching First, taught special education TFIRSVOC Student_Employment_Teaching First, taught vocational/occupational JBRELTRN Student_Employment_Training Any job training in past year 
232 

Variable name DAS/ECB ECB label JTSUPP Student_Employment_Training Employer accommodations for job training TRNCRT Student_Employment_Training Job training leading to license ENREMPC 

Student_Employment_Work & Education Enrollment/employment, current 

CHILDREN Student_Family Dependents: any dependent children DEP14P Student_Family Dependents: number age 14 or older DEP4B Student_Family Dependents: number age 4 or below DEP5T13 Student_Family Dependents: number age 5-13 HSFAM Student_Family Household-number of family members total HSNUM Student_Family Household-number of people total MARRIED Student_Family Current marital status, married SPSED Student_Family Spouse highest level of education SPSENR Student_Family Spouse enrolled in 2000-2001 EDCTNDBT Student_Finances_Debt Have/had education debt OWNHOME Student_Finances_Debt Home, arrangement is ownership SPAID Student_Finances_Debt Spouse borrowed, any undergrad SPAMT Student_Finances_Debt Spouse borrowed, payment amount SPLON Student_Finances_Debt Spouse borrowed, undergrad loan amount SPOWE Student_Finances_Debt Spouse borrowed, undergrad amount owed SPSRPY Student_Finances_Debt Spouse borrowed, in repayment ANERNC Student_Finances_Income Job income, annual, categories ANERNP Student_Finances_Income Job income, annual, percentile EARN30K Student_Finances_Income Job income, at least $30,000 annually INCSP00 Student_Finances_Income Spouse job income 2000 MOINC Student_Finances_Income Job income, monthly amount 2001 SPSEMP Student_Finances_Income Spouse employed in 2000 FGVTYP Student_Finances_Strategies Loan forgiveness, program type collapsed LFTMTXCR Student_Finances_Strategies Lifetime learning credit 1999,2000,2001 VOTE2000 Student_Public Service_Civic Voted in 2000 presidential election COMMALIT Student_Public Service_Community Type-adult literacy project COMMCHUR Student_Public Service_Community Type-service to church COMMCRIS Student_Public Service_Community Type-telephone/rape crisis center COMMFIRE Student_Public Service_Community Type-volunteer fire/EMT COMMFUND Student_Public Service_Community Type-nonpolitical fundraising COMMHLTH Student_Public Service_Community Type-health service/hospital/home COMMHOME Student_Public Service_Community Type-homeless shelter/soup kitchen COMMNEIG Student_Public Service_Community Type-neighborhood improvement 
233 

Variable name DAS/ECB ECB label COMMOKID Student_Public Service_Community Type-other work with kids/coaching COMMOTHR Student_Public Service_Community Type-other unspecified COMMPOLI Student_Public Service_Community Type-political fundraising COMMSERV Student_Public Service_Community Any community service COMMTUTR Student_Public Service_Community Type-tutoring/education with kids VOLBASIS Student_Public Service_Community Time commitment, all MILIT Student_Public Service_Military Military status 2001 CCNPCUR Student_Residence Distance NPSAS institution to current home CCNPHOM Student_Residence Distance NPSAS home to NPSAS institution CCZIPDST Student_Residence Distance high school to current home CURRUCA Student_Residence Rural urban code-current residence HSRUCA Student_Residence Rural urban code-high school residence LIVWPRNT Student_Residence Housing, neither own/rent, with parents MOVEAFAM Student_Residence Reason moved to get away from family MOVECFAM Student_Residence Reason moved to stay close to family MOVECLIM Student_Residence Reason moved to change climates MOVEJOB Student_Residence Reason moved got a job MOVEJOPP Student_Residence Reason moved for better job opportunity MOVELOCA Student_Residence Reason moved preferred location MOVEOFAM Student_Residence Reason moved for other family reasons MOVEOTHR Student_Residence Reason moved other unspecified MOVEQUAL Student_Residence Reason moved for better quality of life MOVESCHL Student_Residence Reason moved for further education REGION Student_Residence Current home region SMSTATE Student_Residence BA institution in residence state 2001 
234 
235 

Appendix G 

Design Effects
Appendix G 

Design Effects

236 
237 

Appendix G 

Design Effects 

A common approach to evaluating the efficiency of the survey design for estimating any 

population parameter, θ , using a survey statistic, say θ

ˆ, is to compute the design effect, 

designated as DEFF, and defined as 

)ˆ ( ˆ

)ˆ ( ˆ

θ

θ

SRS

design

V

V

DEFF =

where )ˆ ( Vˆ

design θ is the variance estimate of estimator θ

ˆ under the design, and )ˆ ( Vˆ

SRS θ is 

the variance estimate of θ

ˆ for a simple random sample of equal size. The square root of 

the design effect, or root design effect (DEFT), is also useful as it provides a statistic with 

units on the same scale as the estimate,θ . 

The design effect is unity (1.00), by definition, for simple random samples. For most 

practical sampling designs, the survey design effect is greater than unity, reflecting that 

the precision is less than could be achieved with a simple random sample of the same size 

(if such a design were practical). The size of the survey design effect depends largely on 

the sample size and intracluster correlation within the primary sampling units (e.g., 

number of students per institution and within-institution correlations). Hence, statistics 

that are based on observations that are highly correlated within institutions will have 

higher design effects for the B&B:2000/01 study. 

Design effects and root design effects were computed for respondents in the following 

analysis domains: 

• All respondents 

• Sex: male and female 

• Race1: Asian, Black, and White 

• Ethnicity: Hispanic 

• Institutional control: public and private not-for-profit 

Within these domains, design effects were estimated for 30 outcomes, mostly B&B CATI 

variables, identified in consultation with NCES. All required variance estimates were 

made by the Taylor series approach, using SUDAAN. These design effects can be found 

in tables G.1 through G.9. 

 1

Students may be of more than one race and therefore may be represented in more than one table. 
Appendix G 

Design Effects

238 

Using Design Effects to Estimate Standard Errors 

Design effects can be used when it is necessary to perform an analysis of the 

B&B:2000/01 data using a software package that is not designed for analysis of complex 

survey data (see appendix I). In such a situation, the design effects given here can 

provide a rough guide to the adjustment needed for the resulting standard errors for any 

of the domains for which design effect tables are provided in this appendix (e.g., all, 

male, female, Asian,...). Each of these domains has design effects given for 30 variables, 

providing a range of design effects one might expect to see. This range of design effects 

can then be easily converted to a range of possible standard errors for any variable not 

among the 30. If the minimum standard error were required, for example, the 

computation would be 

min design SRS min , SE SE DEFT = ×

where min design , SE is the minimum of the range of standard errors, DEFTmin is the 

minimum root design effect found in the tables for the domain of interest, and SRS SE is 

the estimated standard error computed using the study weights and a standard statistical 

package that ignores sample stratification and clustering (i.e., multistage sampling). The 

maximum would be found similarly. 

For example, table G.2 shows design effects for male respondents. If one had 

computed a statistic (e.g., mean Pell grant amount) for male students using the study 

weights and a standard statistical analysis package, then the summary statistics from table 

G.2 suggest that the computed standard error should be multiplied by a root design effect 

somewhere around 1.18 to 1.43 (the minimum and the maximum of DEFT for variables 

given in the table). This product would be a rough approximation to the range of possible 

standard errors. However, whenever possible, a software package specifically designed 

for analysis of data from complex sample surveys should be used to directly compute the 

design-based standard error.
Appendix G 

Design Effects 

239

Table G.1. Design effects for all respondents

Variable description 

Percent

estimate 

Design 

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 51.5 0.79 0.50 1.58 2.48 

Live in same state where BA institution is located 69.2 0.74 0.46 1.60 2.56 

Living with parent(s) or other relatives 16.3 0.52 0.37 1.40 1.95 

Own home or making mortgage payments 24.3 0.67 0.43 1.57 2.46 

Employed at least part-time 87.4 0.46 0.33 1.37 1.89 

Employed full-time 76.5 0.56 0.42 1.32 1.75 

Employed in a job that offers health insurance 81.2 0.59 0.43 1.35 1.83 

Employed in a job closely related to the student’s major 54.0 0.72 0.54 1.32 1.75 

Earning $30,000 or more per year of those employed full or part-time 58.1 0.81 0.57 1.41 2.00 

Received employer training in the past year 72.9 0.84 0.59 1.41 1.99 

Satisfied with job salary 65.7 0.68 0.53 1.29 1.67 

Ever considered teaching of those who have never taught 40.4 0.74 0.57 1.31 1.72 

In the teacher pipeline 50.6 0.71 0.51 1.38 1.91 

Employed as a teacher 11.9 0.44 0.33 1.33 1.77 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 83.8 0.62 0.40 1.56 2.42 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 70.3 0.62 0.46 1.35 1.83 

Have taken the GRE or some other graduate admissions test 10.4 0.38 0.33 1.17 1.36 

Voted in 2000 presidential election 76.8 0.62 0.43 1.43 2.06 

Did any community service work in 2001 43.0 0.69 0.50 1.36 1.85 

Enrolled in a Master’s program in 2001 16.5 0.48 0.37 1.30 1.70 

Enrolled in a Doctoral program in 2001 5.1 0.27 0.22 1.22 1.50 

Have/had education debt 65.6 0.67 0.49 1.38 1.90 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.5 0.80 0.63 1.28 1.63 

Graduated from same institution where they began their 

postsecondary education 54.6 0.88 0.53 1.65 2.72 

Can speak a foreign language 21.8 0.68 0.42 1.62 2.64 

Have a disability 8.5 0.39 0.29 1.36 1.85 

Married 29.7 0.72 0.46 1.58 2.50 

Have children 18.2 0.62 0.39 1.57 2.47 

Satisfied with job 85.0 0.53 0.40 1.34 1.79 

Has occupational or professional license 29.7 0.61 0.47 1.30 1.69 

SUMMARY STATISTICS 

Mean † † † 1.40 1.99 

Minimum † † † 1.17 1.36 

Maximum † † † 1.65 2.72 

†Not applicable. 

1

 DEFT is the root design effect, given by DEFT = DEFF . 

2

 DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01).
Appendix G 

Design Effects

240 

Table G.2. Design effects for male respondents

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 49.3 1.15 0.81 1.42 2.01 

Live in same state where BA institution is located 66.7 1.05 0.76 1.38 1.91 

Living with parent(s) or other relatives 14.8 0.77 0.57 1.33 1.78 

Own home or making mortgage payments 21.6 0.94 0.67 1.41 2.00 

Employed at least part-time 89.2 0.65 0.50 1.29 1.66 

Employed full-time 80.4 0.78 0.64 1.22 1.48 

Employed in a job that offers health insurance 82.7 0.89 0.68 1.32 1.73 

Employed in a job closely related to the student’s major 52.2 1.08 0.87 1.24 1.53 

Earning $30,000 or more per year of those employed full or part-time 67.7 1.05 0.86 1.21 1.47 

Received employer training in the past year 72.2 1.25 0.97 1.28 1.64 

Satisfied with job salary 71.2 0.97 0.81 1.20 1.43 

Ever considered teaching of those who have never taught 38.5 1.12 0.87 1.29 1.66 

In the teacher pipeline 45.7 1.07 0.82 1.31 1.71 

Employed as a teacher 7.5 0.51 0.43 1.18 1.38 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 81.8 0.96 0.68 1.42 2.02 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 70.8 0.91 0.73 1.24 1.55 

Have taken the GRE or some other graduate admissions test 9.5 0.58 0.51 1.14 1.31 

Voted in 2000 presidential election 75.2 0.95 0.72 1.33 1.77 

Did any community service work in 2001 41.4 1.06 0.81 1.30 1.70 

Enrolled in a Master’s program in 2001 15.0 0.74 0.58 1.28 1.63 

Enrolled in a Doctoral program in 2001 6.1 0.46 0.39 1.19 1.41 

Have/had education debt 64.4 1.02 0.80 1.29 1.66 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.5 1.32 1.01 1.31 1.72 

Graduated from same institution where they began their 

postsecondary education 54.6 1.23 0.86 1.43 2.04 

Can speak a foreign language 21.3 0.94 0.67 1.39 1.94 

Have a disability 7.3 0.53 0.44 1.21 1.47 

Married 27.7 0.99 0.72 1.36 1.86 

Have children 16.3 0.86 0.61 1.42 2.03 

Satisfied with job 86.2 0.74 0.62 1.20 1.43 

Has occupational or professional license 26.8 0.89 0.73 1.22 1.50 

SUMMARY STATISTICS 

Mean † † † 1.29 1.68 

Minimum † † † 1.14 1.31 

Maximum † † † 1.43 2.04 

†Not applicable. 

1

 DEFT is the root design effect, given by DEFT = DEFF . 

2

 DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

241

Table G.3. Design effects for female respondents 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 53.1 0.98 0.64 1.53 2.35 

Live in same state where BA institution is located 71.0 0.87 0.58 1.51 2.27 

Living with parent(s) or other relatives 17.4 0.65 0.48 1.35 1.82 

Own home or making mortgage payments 26.2 0.84 0.56 1.50 2.26 

Employed at least part-time 86.1 0.60 0.44 1.36 1.86 

Employed full-time 73.6 0.73 0.56 1.29 1.67 

Employed in a job that offers health insurance 80.2 0.76 0.57 1.34 1.79 

Employed in a job closely related to the student’s major 55.4 0.94 0.69 1.35 1.83 

Earning $30,000 or more per year of those employed full or part-time 50.7 1.08 0.74 1.45 2.11 

Received employer training in the past year 73.5 1.10 0.75 1.47 2.16 

Satisfied with job salary 61.5 0.94 0.69 1.36 1.85 

Ever considered teaching of those who have never taught 42.0 0.97 0.75 1.30 1.69 

In the teacher pipeline 54.3 0.89 0.65 1.36 1.86 

Employed as a teacher 15.2 0.62 0.47 1.33 1.77 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 85.2 0.69 0.49 1.41 1.99 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 69.9 0.79 0.58 1.35 1.84 

Have taken the GRE or some other graduate admissions test 11.0 0.49 0.43 1.14 1.30 

Voted in 2000 presidential election 78.0 0.74 0.54 1.37 1.87 

Did any community service work in 2001 44.2 0.90 0.64 1.40 1.95 

Enrolled in a Master’s program in 2001 17.5 0.64 0.48 1.31 1.73 

Enrolled in a Doctoral program in 2001 4.5 0.31 0.26 1.17 1.36 

Have/had education debt 66.6 0.89 0.62 1.43 2.05 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.6 1.05 0.80 1.31 1.72 

Graduated from same institution where they began their 

postsecondary education 54.6 1.04 0.68 1.53 2.35 

Can speak a foreign language 22.2 0.84 0.54 1.56 2.43 

Have a disability 9.3 0.54 0.38 1.41 1.99 

Married 31.2 0.89 0.59 1.51 2.29 

Have children 19.7 0.77 0.52 1.48 2.19 

Satisfied with job 84.0 0.72 0.52 1.38 1.89 

Has occupational or professional license 31.9 0.77 0.61 1.27 1.62 

SUMMARY STATISTICS 

Mean † † † 1.39 1.93 

Minimum † † † 1.14 1.30 

Maximum † † † 1.56 2.43 

†Not applicable. 

1

 DEFT is the root design effect, given by DEFT = DEFF . 

2

 DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

242 

Table G.4. Design effects for Asian respondents 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 55.5 3.05 2.29 1.33 1.77 

Live in same state where BA institution is located 73.7 2.48 2.02 1.23 1.51 

Living with parent(s) or other relatives 24.7 2.21 1.98 1.12 1.25 

Own home or making mortgage payments 13.8 2.10 1.58 1.33 1.76 

Employed at least part-time 80.7 2.02 1.81 1.12 1.25 

Employed full-time 69.4 2.30 2.11 1.09 1.19 

Employed in a job that offers health insurance 86.7 2.12 1.84 1.15 1.33 

Employed in a job closely related to the student’s major 55.6 2.91 2.59 1.12 1.26 

Earning $30,000 or more per year of those employed full or parttime 70.5 2.90 2.58 1.12 1.26 

Received employer training in the past year 71.2 3.80 3.07 1.24 1.53 

Satisfied with job salary 74.0 2.69 2.37 1.14 1.29 

Ever considered teaching of those who have never taught 30.3 2.67 2.23 1.20 1.43 

In the teacher pipeline 33.9 2.54 2.23 1.14 1.29 

Employed as a teacher 2.3 0.67 0.70 0.96 0.92 

Was planning to get a Master’s or higher degree when interviewed 

in NPSAS 84.7 2.42 1.85 1.31 1.71 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 73.6 2.46 2.02 1.22 1.48 

Have taken the GRE or some other graduate admissions test 14.7 2.18 1.78 1.22 1.50 

Voted in 2000 presidential election 58.8 2.88 2.60 1.11 1.22 

Did any community service work in 2001 34.6 2.55 2.23 1.15 1.31 

Enrolled in a Master’s program in 2001 17.4 2.36 1.74 1.36 1.85 

Enrolled in a Doctoral program in 2001 6.6 1.03 1.14 0.90 0.82 

Have/had education debt 57.7 2.96 2.34 1.26 1.60 

Used lifetime learning tax credit in 1999, 2000, or 2001 45.1 3.42 2.96 1.16 1.34 

Graduated from same institution where they began their 

postsecondary education 54.2 2.85 2.51 1.14 1.29 

Can speak a foreign language 65.8 2.65 2.22 1.19 1.43 

Have a disability 4.9 1.43 1.07 1.35 1.81 

Married 19.4 2.17 1.81 1.20 1.45 

Have children 8.4 1.65 1.30 1.27 1.61 

Satisfied with job 85.6 2.36 1.90 1.24 1.54 

Has occupational or professional license 18.8 2.35 1.83 1.28 1.64 

SUMMARY STATISTICS 

Mean † † † 1.19 1.42 

Minimum † † † 0.90 0.82 

Maximum † † † 1.36 1.85 

†Not applicable. 

1

DEFT is the root design effect, given by DEFT = DEFF . 

2

DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( ˆ DEFF = Vdesign θ VSRS θ . 

NOTE: Students may be of more than one race and therefore may be represented in more than one table. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

243

Table G.5. Design effects for Black respondents 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 52.4 2.18 1.78 1.22 1.50 

Live in same state where BA institution is located 69.3 2.45 1.64 1.49 2.22 

Living with parent(s) or other relatives 18.8 1.58 1.39 1.14 1.30 

Own home or making mortgage payments 20.3 1.95 1.43 1.36 1.84 

Employed at least part-time 87.3 1.59 1.18 1.35 1.82 

Employed full-time 76.1 2.09 1.51 1.38 1.90 

Employed in a job that offers health insurance 82.4 1.98 1.50 1.33 1.76 

Employed in a job closely related to the student’s major 56.8 2.88 1.92 1.50 2.26 

Earning $30,000 or more per year of those employed full or parttime 55.6 2.78 2.09 1.33 1.76 

Received employer training in the past year 71.1 2.86 2.04 1.40 1.97 

Satisfied with job salary 48.1 2.58 1.95 1.32 1.74 

Ever considered teaching of those who have never taught 50.7 2.92 2.07 1.41 2.00 

In the teacher pipeline 60.2 2.61 1.79 1.46 2.12 

Employed as a teacher 11.6 1.50 1.16 1.29 1.67 

Was planning to get a Master’s or higher degree when interviewed 

in NPSAS 

92.7 1.07 1.00 1.07 1.15 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 

78.9 1.72 1.45 1.18 1.40 

Have taken the GRE or some other graduate admissions test 10.5 1.45 1.16 1.25 1.56 

Voted in 2000 presidential election 79.5 1.85 1.49 1.24 1.53 

Did any community service work in 2001 49.6 2.29 1.81 1.26 1.60 

Enrolled in a Master’s program in 2001 22.3 2.06 1.48 1.39 1.92 

Enrolled in a Doctoral program in 2001 4.3 0.88 0.72 1.23 1.51 

Have/had education debt 80.5 2.15 1.45 1.48 2.19 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.4 2.60 2.12 1.22 1.50 

Graduated from same institution where they began their 

postsecondary education 

53.2 2.82 1.89 1.49 2.22 

Can speak a foreign language 19.7 1.98 1.44 1.37 1.89 

Have a disability 7.8 1.26 0.99 1.27 1.60 

Married 24.5 1.95 1.53 1.28 1.64 

Have children 34.5 2.27 1.72 1.32 1.73 

Satisfied with job 78.3 1.95 1.61 1.21 1.46 

Has occupational or professional license 29.3 2.15 1.65 1.30 1.68 

SUMMARY STATISTICS 

Mean † † † 1.32 1.75 

Minimum † † † 1.07 1.15 

Maximum † † † 1.50 2.26 

†Not applicable. 

1

DEFT is the root design effect, given by DEFT = DEFF . 

2

DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

NOTE: Students may be of more than one race and therefore may be represented in more than one table. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

244 

Table G.6. Design effects for White respondents 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 50.4 0.89 0.56 1.60 2.55 

Live in same state where BA institution is located 68.2 0.84 0.51 1.63 2.64 

Living with parent(s) or other relatives 14.8 0.56 0.39 1.43 2.04 

Own home or making mortgage payments 25.5 0.74 0.48 1.54 2.36 

Employed at least part-time 88.3 0.48 0.36 1.37 1.86 

Employed full-time 77.6 0.63 0.46 1.36 1.85 

Employed in a job that offers health insurance 81.0 0.65 0.48 1.37 1.87 

Employed in a job closely related to the student’s major 53.8 0.79 0.60 1.33 1.77 

Earning $30,000 or more per year of those employed full or part-time 57.3 0.88 0.63 1.41 1.98 

Received employer training in the past year 73.3 0.88 0.65 1.36 1.84 

Satisfied with job salary 67.1 0.75 0.57 1.30 1.70 

Ever considered teaching of those who have never taught 40.1 0.80 0.63 1.28 1.64 

In the teacher pipeline 50.7 0.77 0.56 1.37 1.88 

Employed as a teacher 12.5 0.49 0.37 1.32 1.75 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 82.4 0.70 0.46 1.54 2.36 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 68.8 0.68 0.51 1.33 1.77 

Have taken the GRE or some other graduate admissions test 10.1 0.41 0.36 1.15 1.32 

Voted in 2000 presidential election 77.8 0.69 0.47 1.47 2.17 

Did any community service work in 2001 42.7 0.75 0.56 1.35 1.81 

Enrolled in a Master’s program in 2001 15.6 0.50 0.40 1.24 1.54 

Enrolled in a Doctoral program in 2001 5.0 0.30 0.24 1.24 1.54 

Have/had education debt 64.2 0.76 0.54 1.39 1.93 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.3 0.90 0.69 1.29 1.66 

Graduated from same institution where they began their 

postsecondary education 55.3 0.98 0.59 1.67 2.79 

Can speak a foreign language 15.5 0.64 0.41 1.56 2.44 

Have a disability 8.9 0.42 0.32 1.28 1.64 

Married 31.2 0.80 0.51 1.56 2.42 

Have children 17.1 0.65 0.42 1.55 2.40 

Satisfied with job 85.5 0.61 0.43 1.41 1.99 

Has occupational or professional license 30.8 0.67 0.52 1.29 1.67 

SUMMARY STATISTICS 

Mean † † † 1.40 1.97 

Minimum † † † 1.15 1.32 

Maximum † † † 1.67 2.79 

†Not applicable. 

1

DEFT is the root design effect, given by DEFT = DEFF . 

2

DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

NOTE: Students may be of more than one race and therefore may be represented in more than one table. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

245

Table G.7. Design effects for Hispanic respondents 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 51.0 2.70 1.96 1.38 1.90 

Live in same state where BA institution is located 80.0 2.08 1.51 1.38 1.89 

Living with parent(s) or other relatives 21.4 1.92 1.55 1.24 1.53 

Own home or making mortgage payments 24.7 2.12 1.63 1.30 1.70 

Employed at least part-time 87.2 1.62 1.26 1.28 1.64 

Employed full-time 76.2 2.15 1.61 1.33 1.78 

Employed in a job that offers health insurance 80.8 2.33 1.73 1.35 1.83 

Employed in a job closely related to the student’s major 57.8 2.71 2.12 1.28 1.63 

Earning $30,000 or more per year of those employed full or parttime 54.5 3.08 2.19 1.41 1.99 

Received employer training in the past year 70.7 2.69 2.36 1.14 1.30 

Satisfied with job salary 63.9 2.75 2.10 1.31 1.71 

Ever considered teaching of those who have never taught 44.2 2.85 2.33 1.22 1.49 

In the teacher pipeline 58.3 2.77 1.99 1.39 1.94 

Employed as a teacher 18.7 2.46 1.55 1.59 2.52 

Was planning to get a Master’s or higher degree when interviewed 

in NPSAS 90.0 1.67 1.31 1.28 1.64 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 75.1 2.01 1.64 1.23 1.52 

Have taken the GRE or some other graduate admissions test 10.2 1.43 1.30 1.10 1.21 

Voted in 2000 presidential election 70.2 2.40 1.92 1.25 1.57 

Did any community service work in 2001 40.9 2.30 1.97 1.17 1.36 

Enrolled in a Master’s program in 2001 19.3 1.61 1.49 1.08 1.16 

Enrolled in a Doctoral program in 2001 4.6 0.85 0.79 1.07 1.15 

Have/had education debt 71.8 2.08 1.80 1.15 1.33 

Used lifetime learning tax credit in 1999, 2000, or 2001 54.3 2.90 2.45 1.18 1.40 

Graduated from same institution where they began their 

postsecondary education 51.7 2.95 2.15 1.37 1.88 

Can speak a foreign language 69.3 2.68 1.85 1.45 2.10 

Have a disability 8.1 1.47 1.10 1.34 1.80 

Married 30.1 2.15 1.73 1.24 1.54 

Have children 21.6 1.98 1.65 1.20 1.44 

Satisfied with job 84.2 2.22 1.59 1.39 1.94 

Has occupational or professional license 29.5 2.26 1.83 1.23 1.52 

SUMMARY STATISTICS 

Mean † † † 1.28 1.65 

Minimum † † † 1.07 1.15 

Maximum † † † 1.59 2.52 

†Not applicable. 

1

DEFT is the root design effect, given by DEFT = DEFF . 

2

DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

246 

Table G.8. Design effects for respondents who received their degree from a public 

institution 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 53.4 0.97 0.62 1.55 2.40 

Live in same state where BA institution is located 74.0 0.88 0.55 1.61 2.59 

Living with parent(s) or other relatives 15.8 0.64 0.45 1.42 2.01 

Own home or making mortgage payments 24.4 0.80 0.54 1.50 2.24 

Employed at least part-time 87.9 0.58 0.41 1.43 2.04 

Employed full-time 76.8 0.71 0.53 1.34 1.80 

Employed in a job that offers health insurance 81.6 0.72 0.53 1.36 1.85 

Employed in a job closely related to the student’s major 54.3 0.90 0.67 1.34 1.80 

Earning $30,000 or more per year of those employed full or part-time 58.2 0.97 0.71 1.37 1.87 

Received employer training in the past year 73.3 1.03 0.73 1.41 1.99 

Satisfied with job salary 65.4 0.84 0.65 1.29 1.66 

Ever considered teaching of those who have never taught 38.6 0.89 0.70 1.27 1.60 

In the teacher pipeline 49.4 0.87 0.64 1.37 1.88 

Employed as a teacher 12.4 0.58 0.42 1.38 1.90 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 82.6 0.78 0.51 1.52 2.31 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 68.2 0.72 0.58 1.25 1.56 

Have taken the GRE or some other graduate admissions test 10.8 0.47 0.41 1.13 1.29 

Voted in 2000 presidential election 75.9 0.81 0.55 1.47 2.17 

Did any community service work in 2001 40.9 0.81 0.62 1.30 1.70 

Enrolled in a Master’s program in 2001 15.5 0.57 0.45 1.25 1.57 

Enrolled in a Doctoral program in 2001 4.6 0.33 0.26 1.29 1.65 

Have/had education debt 63.4 0.85 0.62 1.38 1.91 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.6 1.00 0.78 1.28 1.63 

Graduated from same institution where they began their 

postsecondary education 53.5 1.00 0.66 1.51 2.27 

Can speak a foreign language 21.2 0.90 0.52 1.74 3.03 

Have a disability 8.1 0.48 0.35 1.38 1.89 

Married 30.0 0.85 0.57 1.49 2.21 

Have children 17.8 0.70 0.48 1.45 2.09 

Satisfied with job 85.6 0.64 0.48 1.32 1.74 

Has occupational or professional license 30.2 0.75 0.58 1.29 1.66 

SUMMARY STATISTICS 

Mean † † † 1.39 1.94 

Minimum † † † 1.13 1.29 

Maximum † † † 1.74 3.03 

†Not applicable. 

1

DEFT is the root design effect, given by DEFT = DEFF . 

2

DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( DEFF = Vˆ

design θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

247 

Table G.9. Design effects for respondents who received their degree from a private not-forprofit institution 

Variable description 

Percent

estimate 

Design

standard

error 

Simple 

random 

sample 

standard 

error DEFT1 DEFF2

Ever attended a community college or other 2-year college 47.0 1.44 0.86 1.68 2.83 

Live in same state where BA institution is located 59.7 1.31 0.84 1.57 2.46 

Living with parent(s) or other relatives 17.5 0.90 0.65 1.38 1.91 

Own home or making mortgage payments 22.9 1.20 0.72 1.67 2.80 

Employed at least part-time 86.3 0.74 0.59 1.27 1.60 

Employed full-time 75.5 0.96 0.73 1.31 1.72 

Employed in a job that offers health insurance 80.2 1.04 0.76 1.36 1.84 

Employed in a job closely related to the student’s major 53.3 1.21 0.94 1.29 1.67 

Earning $30,000 or more per year of those employed full or part-time 56.5 1.46 0.99 1.47 2.16 

Received employer training in the past year 71.8 1.49 1.05 1.42 2.01 

Satisfied with job salary 66.7 1.16 0.90 1.28 1.63 

Ever considered teaching of those who have never taught 43.4 1.35 0.97 1.39 1.94 

In the teacher pipeline 53.0 1.25 0.87 1.43 2.05 

Employed as a teacher 11.4 0.69 0.55 1.25 1.57 

Was planning to get a Master’s or higher degree when interviewed in 

NPSAS 86.0 1.08 0.65 1.67 2.80 

Currently working on or planning to pursue a Master’s or higher 

degree within the next 5 years when interviewed in B&B 74.7 1.09 0.74 1.47 2.17 

Have taken the GRE or some other graduate admissions test 9.8 0.65 0.54 1.20 1.44 

Voted in 2000 presidential election 78.0 0.99 0.73 1.36 1.86 

Did any community service work in 2001 47.3 1.24 0.87 1.42 2.03 

Enrolled in a Master’s program in 2001 18.0 0.86 0.66 1.32 1.73 

Enrolled in a Doctoral program in 2001 6.6 0.48 0.42 1.14 1.31 

Have/had education debt 69.6 1.11 0.81 1.37 1.89 

Used lifetime learning tax credit in 1999, 2000, or 2001 48.0 1.33 1.07 1.25 1.55 

Graduated from same institution where they began their 

postsecondary education 58.5 1.79 0.90 1.98 3.93 

Can speak a foreign language 22.5 0.94 0.73 1.29 1.67 

Have a disability 9.2 0.69 0.51 1.36 1.84 

Married 28.2 1.33 0.77 1.74 3.02 

Have children 17.8 1.13 0.67 1.69 2.86 

Satisfied with job 84.3 0.93 0.70 1.33 1.78 

Has occupational or professional license 28.8 1.07 0.79 1.36 1.85 

SUMMARY STATISTICS 

Mean † † † 1.43 2.06 

Minimum † † † 1.14 1.31 

Maximum † † † 1.98 3.93 

†Not applicable. 

1

 DEFT is the root design effect, given by DEFT = DEFF . 

2

 DEFF is the design effect, given by )ˆ ( ˆ ) / ˆ ( ˆ DEFF = Vdesign θ VSRS θ . 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond Longitudinal Study 

(B&B:2000/01). 
Appendix G 

Design Effects

248 
249 

Appendix H 

Item Nonresponse Analysis
Appendix H 

Item Nonresponse Analysis

250 
251 

Appendix H 

Item Nonresponse Analysis 

Item nonresponse occurs when a responding individual completes the interview but does not 

answer some of the survey questions. For these items, the individual is a nonrespondent. This 

differs from unit nonresponse (see chapter 6), in which a sampled individual fails to answer all of 

the interview questions. In this appendix, a brief analysis of item nonresponse among B&B 

CATI respondents is given. 

An item nonresponse occurs when a full-interview respondent1 fails to answer an item, and the 

failure is not due to legitimate skip. The item nonresponse rate is then the sum of the weights of 

item respondents over the sum of the weights of all eligible individuals. This rate is found using 

the final study weights. A variable was considered to have high item nonresponse if its weighted 

item nonresponse rate exceeded 0.15. 

All variables with high item nonresponse rates were identified, and those with at least 1,000 

eligible sample members were considered for further analysis. The identified variables are given 

in table H.1, together with counts and unweighted and weighted item nonresponse rates. All of 

these variables have well less than 9,650 eligible full-interview respondents because of 

legitimate skips. The table shows that the percent weighted item nonresponse rate varies 

between 17 percent and 61 percent. 

Table H.1. Item nonresponse rates for selected B&B:2000/01 CATI variables 

Variable description 

Number 

eligible 

Number of 

item 

respondents 

Number of item 

nonrespondents 

Unweighted 

item 

nonresponse 

rate 

Weighted 

item 

nonresponse 

rate 

Education tax credits: Claim lifetime learning tax in 2001 4,170 3,460 710 17 17 

Spouse information: Spouse’s income in 2000 3,090 2,400 690 22 23 

Education tax credits: Tax credit help to continue 

education 2,690 1,720 970 36 35 

Current income: Hourly/weekly/monthly wage 2,480 1,720 750 30 33 

Spouse information: Spouse repaying student loans 2480 2,040 440 18 18 

Spouse information: Amount spouse owes on student 

loans 2,480 2,040 440 18 18 

Spouse information: Amount spouse borrowed in loans 2,480 2,070 410 17 17 

Spouse information: Spouse’s monthly student loan 

payment 2,270 1,810 460 20 21 

Current teaching job: Sections taught per day-current job 1,500 1,060 450 30 29 

Current income: Time scale of pay—hourly/weekly/ 

monthly1 1,290 540 750 58 61 

1

Is not applicable for students who reported an annual salary. 

NOTE: Statistics are based on sample members for whom specific items were applicable and asked. Details may not sum to total due to 

rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001Baccalaureate and Beyond Longitudinal Study (B&B: 

2000/01). 

 1

There were 9,650 full-interview respondents. Other types of respondents are 370 abbreviated-interview respondents 

and 10 partial-interview respondents. 
Appendix H 

Item Nonresponse Analysis

252 

Nonresponse bias analysis was then conducted for each of the variables with a high level of item 

nonresponse using the same methodology described in chapter 6 for unit nonresponse. The 

results of these analyses are presented in tables H.2 through H.11. 

Table H.2. Comparison of item respondents and nonrespondents for “Claim lifetime 

learning tax in 2001” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 2,730 2,270 460 66 66 65 0.1113 

Non-doctorate-granting 830 690 140 19 19 19 0.0569 

Doctorate-granting 1,910 1,590 320 47 47 47 0.0691 

Private not-for-profit 4-year 1,400 1,150 250 33 32 34 –0.3628 

Non-doctorate-granting 740 610 130 18 18 19 -0.2055 

Doctorate-granting 650 540 120 14 14 15 -0.1719 

Private for-profit 4-year 50 40 # 2 2 0 0.2514* 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 50 50 10 1 1 1 0.0614 

2,500–4,999 150 130 10 3 4 2 0.3606* 

5,000–9,999 450 370 80 8 8 9 –0.0478 

10,000–19,999 730 610 120 17 17 17 0.1288 

20,000 or more 1,350 1,110 240 36 36 38 –0.3918 

Private not-for-profit 

Fewer than 1,000 100 80 20 2 2 2 –0.0553 

1,000–2,499 310 250 60 7 7 8 –0.2305 

2,500–4,999 370 310 70 9 9 10 –0.2256 

5,000–9,999 240 200 40 5 5 5 0.0686 

10,000 or more 380 320 60 9 10 10 0.0800 

Private for-profit 

Fewer than 999 10 10 0 # 1 0 0.0834 

1,000 or more 40 30 # 1 1 # 0.1681 

Institution region 

New England 220 190 20 6 6 4 0.3525 

Mid East 720 570 140 16 16 18 –0.4442 

Great Lakes 720 600 120 17 17 18 –0.0501 

Plains 370 310 60 9 9 10 –0.1890 

South East 1,000 820 180 21 21 23 –0.3824 

South West 430 370 60 11 11 8 0.4323 

Rocky Mountains 180 150 30 4 4 3 0.1376 

Far West 510 420 80 16 16 15 0.1213 

Outlying Area 30 20 10 1 1 1 0.0220 

Gender 

Male 1,590 1,350 240 43 44 37 1.2292* 

Female 2,590 2,110 470 57 56 63 –1.2292* 

Age 

21 or younger 1,110 870 240 25 24 34 –1.7566* 

22 1,010 820 200 23 22 28 –0.9216 

23 520 440 80 12 12 12 0.0410 

24 to 27 630 540 90 17 18 12 1.0043* 

28 or older 900 790 110 23 24 15 1.6329* 

Race 

White 3,370 2,800 560 78 78 75 0.4780 

Black or African American 350 290 70 9 9 11 –0.3499 

Asian 190 170 30 6 6 6 0.1178 

American Indian/Alaska Native 40 40 # 1 1 1 0.0691 

Native Hawaiian/Other Pacific 

Islander 20 20 10 1 1 1 –0.0149 

Other 200 150 50 5 5 7 –0.3001 

Hispanic 

Yes 280 240 40 9 10 6 0.6465* 

No 3,890 3,220 670 91 90 94 –0.6465* 

Citizenship 

U.S. citizen 3,980 3,300 680 93 92 94 –0.2236 

Resident alien 120 100 20 5 5 4 0.1557 

Foreign/international student 70 60 10 3 3 3 0.0679 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

253 

Table H.2. Comparison of item respondents and nonrespondents for “Claim lifetime 

learning tax in 2001”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 2,010 1,650 370 47 46 50 –0.7722 

Full-time/full year, more than 1 

institution 200 150 50 4 3 7 –0.5808* 

Full-time/part year 830 700 120 19 20 16 0.6106 

Part-time/full year, 1 institution 460 390 70 13 13 12 0.2391 

Part-time/full year, more than 1 

institution 80 70 10 2 2 1 0.1279 

Part-time/part year 590 500 90 16 16 14 0.3753 

Parents’ income (for dependent 

students) 

Less than $10,000 80 70 20 2 2 2 –0.0866 

$10,000–$19,999 110 90 30 3 3 4 –0.3239 

$20,000–$29,999 220 180 40 5 5 6 –0.1105 

$30,000–$39,999 210 170 40 5 5 6 –0.1827 

$40,000–$49,999 240 190 50 5 5 6 –0.0809 

$50,000–$59,999 250 200 60 6 5 8 –0.5255 

$60,000–$69,999 220 180 40 5 5 5 –0.0163 

$70,000–$79,999 210 170 50 5 4 6 –0.2901 

$80,000–$99,999 310 250 60 7 7 9 –0.3501 

$100,000 or more 520 420 100 12 12 14 –0.4066 

Student’s income (for independent 

students) 

Less than $5,000 250 210 50 6 6 6 –0.1002 

$5,000–$9,999 240 210 30 6 6 4 0.4155 

$10,000–$19,999 330 280 50 9 9 7 0.3098 

$20,000–$29,999 250 220 30 6 7 4 0.4314 

$30,000–$49,999 360 320 40 9 10 6 0.6649 

$50,000 or more 370 320 50 10 10 7 0.6519 

Applied for aid 

Yes 2,400 1,990 410 55 55 57 –0.4722 

No 1,770 1,470 300 45 46 43 0.4722 

Receipt of federal aid 

Yes 2,070 1,720 350 47 47 49 –0.2324 

No 2,100 1,740 360 53 53 51 0.2324 

Receipt of Pell grant 

Yes 930 780 150 20 21 21 –0.0986 

No 3,250 2,690 560 79 80 79 0.0986 

Receipt of Stafford loan 

Yes 1,810 1,500 310 42 41 43 –0.2845 

No 2,360 1,960 400 59 59 57 0.2845 

Receipt of state aid 

Yes 800 650 150 17 16 20 –0.6133 

No 3,370 2,820 560 84 84 81 0.6133 

Receipt of institution aid 

Yes 1,390 1,130 260 31 30 35 –0.9133* 

No 2,780 2,330 440 69 70 65 0.9133* 

Receipt of any aid 

Yes 2,960 2,460 500 68 68 68 0.0189 

No 1,220 1,010 210 32 32 32 –0.0189 

Ever married 

Yes 1,580 1,380 200 37 39 27 2.0063* 

No 2,580 2,080 490 64 62 73 –2.0063* 

Dependents other than spouse 

Yes 820 720 100 19 20 14 0.9841* 

No 3,330 2,740 590 81 80 86 –0.9841* 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

254 

Table H.2. Comparison of item respondents and nonrespondents for “Claim lifetime 

learning tax in 2001”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student’s state of legal residence 

1999–2000 

 

New England 200 170 30 5 5 4 0.2729 

Mid East 730 580 150 17 16 20 –0.5794 

Great Lakes 710 590 120 17 17 18 –0.1482 

Plains 350 290 60 8 8 8 0.0400 

Southeast 970 800 170 20 20 21 –0.2145 

Southwest 430 370 60 11 11 9 0.2434 

Rocky Mountains 180 150 30 4 4 3 0.1567 

Far West 550 460 90 17 17 16 0.1317 

Outlying Areas 60 50 10 2 2 2 0.0973 

Current employment status for 

B&B interview 

Work full-time 2,930 2,500 430 72 73 62 1.9538* 

Work part-time 660 520 130 15 15 20 –0.8390 

Waiting to report to work/layoff 30 30 10 1 1 1 –0.0220 

Not working 510 400 120 12 11 18 –1.1359* 

Homemaker 10 10 # # # # 0.0284 

Disabled # # 0 # # 0 0.0148 

Cumulative amount of Federal loans 

$0 2,100 1,740 360 53 53 52 0.2301 

$1 to $2,499 480 410 70 11 11 10 0.2157 

$3,500 to $7,499 860 700 160 19 20 21 –0.4096 

$7,500 or more 710 600 120 17 17 17 –0.0362 

# Rounds to zero. All zeros provided in this table are actual values. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

255 

Table H.3. Comparison of item respondents and nonrespondents for “Spouse’s income in 

2000” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 2,100 1,630 460 66 67 64 0.6981 

Non-doctorate-granting 740 570 180 23 23 23 0.1443 

Doctorate-granting 1,350 1,060 290 43 44 40 0.8424 

Private not-for-profit 4-year 950 730 220 31 31 34 –0.6716 

Non-doctorate-granting 650 500 160 22 22 25 -0.8399 

Doctorate-granting 290 230 60 9 9 8 0.1682 

Private for-profit 4-year 50 40 10 3 2 3 -0.0265 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 50 40 10 1 1 1 –0.0195 

2,500–4,999 170 130 40 5 5 6 –0.2541 

5,000–9,999 390 310 80 10 11 8 0.5557 

10,000–19,999 580 460 120 19 21 16 0.8919 

20,000 or more 900 690 210 32 31 33 –0.4758 

Private not-for-profit 

Fewer than 1,000 130 90 40 3 3 3 0.1226 

1,000–2,499 240 180 60 8 7 10 –0.5840 

2,500–4,999 290 220 70 10 9 12 –0.6181 

5,000–9,999 130 110 30 4 4 4 0.0985 

10,000 or more 160 130 30 6 7 5 0.3094 

Private for-profit 

Fewer than 999 10 10 # 1 1 1 0.0106 

1,000 or more 40 30 10 2 2 2 –0.0371 

Institution region 

New England 90 60 30 3 3 5 –0.4965 

Mid East 360 270 100 11 10 13 –0.5965 

Great Lakes 520 380 140 18 16 22 –1.1713 

Plains 310 250 60 10 10 9 0.2669 

South East 880 690 200 26 27 24 0.5220 

South West 400 320 80 13 13 13 –0.0090 

Rocky Mountains 190 170 20 6 7 3 0.7400* 

Far West 310 250 60 13 14 11 0.6324 

Outlying Area 20 20 # 1 1 1 0.1120 

Gender 

Male 1,120 910 220 40 42 35 1.4703* 

Female 1,970 1,490 480 60 58 65 –1.4703* 

Age 

21 or younger 400 310 90 11 11 11 –0.0405 

22 560 440 120 16 17 14 0.6837 

23 370 300 80 11 12 10 0.4419 

24 to 27 600 480 120 21 22 18 0.7595 

28 or older 1,170 880 290 41 39 47 –1.8446* 

Race 

White 2,650 2,070 580 83 84 80 0.8017 

Black or African American 190 140 50 7 7 8 –0.4327 

Asian 80 70 20 4 4 4 0.0371 

American Indian/Alaska Native 30 20 10 1 1 1 0.0250 

Native Hawaiian/Other Pacific 

Islander 10 10 # 1 # 1 –0.1008 

Other 120 100 30 5 5 6 –0.3304 

Hispanic 

Yes 190 150 40 8 9 7 0.4941 

No 2,900 2,250 660 92 91 93 –0.4941 

Citizenship 

U.S. citizen 2,980 2,320 660 94 95 93 0.3897 

Resident alien 80 60 20 4 4 5 –0.3200 

Foreign/international student 30 20 10 2 2 2 –0.0698 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

256 

Table H.3. Comparison of item respondents and nonrespondents for “Spouse’s income in 

2000”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 1,180 940 240 36 36 34 0.5007 

Full-time/full year, more than 1 

institution 90 70 20 3 3 3 –0.0535 

Full-time/part year 770 610 160 25 26 21 0.9877 

Part-time/full year, 1 institution 440 320 120 16 15 20 –1.1400 

Part-time/full year, more than 1 

institution 60 50 20 2 2 2 –0.0872 

Part-time/part year 550 410 140 20 19 20 –0.2078 

Parents’ income (for dependent 

students) 

Less than $10,000 30 30 10 1 1 1 –0.1014 

$10,000–$19,999 50 40 10 2 2 1 0.0531 

$20,000–$29,999 70 50 20 2 2 2 –0.1515 

$30,000–$39,999 90 60 30 3 2 4 –0.3084 

$40,000–$49,999 120 100 20 4 4 2 0.5427* 

$50,000–$59,999 110 80 30 3 3 4 –0.2434 

$60,000–$69,999 110 80 30 3 3 4 –0.2082 

$70,000–$79,999 80 60 20 2 3 1 0.3000 

$80,000–$99,999 120 90 30 4 4 3 0.1040 

$100,000 or more 150 120 30 5 5 5 0.0895 

Student’s income (for independent 

students) 

Less than $5,000 160 130 40 5 5 5 0.1547 

$5,000–$9,999 170 130 30 5 5 4 0.1796 

$10,000–$19,999 360 300 70 11 12 8 0.8179 

$20,000–$29,999 310 250 60 10 10 8 0.5194 

$30,000–$49,999 520 420 100 17 18 16 0.3715 

$50,000 or more 650 460 180 24 22 31 –2.1198* 

Applied for aid 

Yes 1,750 1,420 320 54 57 45 2.4983* 

No 1,350 970 370 46 44 55 –2.4983* 

Receipt of federal aid 

Yes 1,550 1,270 280 48 50 40 2.4034* 

No 1,550 1,130 410 52 50 60 –2.4034* 

Receipt of Pell grant 

Yes 800 660 140 24 26 19 1.6084* 

No 2,290 1,740 550 76 74 82 –1.6084* 

Receipt of Stafford loan 

Yes 1,290 1,050 230 40 42 34 1.9540* 

No 1,810 1,340 460 60 58 66 –1.9540* 

Receipt of state aid 

Yes 570 460 110 16 16 13 0.8179* 

No 2,520 1,940 580 85 84 87 –0.8179* 

Receipt of institution aid 

Yes 860 690 180 25 26 21 0.9920* 

No 2,230 1,710 520 75 74 79 –0.9920* 

Receipt of any aid 

Yes 2,240 1,790 450 70 72 64 1.7662* 

No 850 610 240 30 28 36 –1.7662* 

Dependents other than spouse 

Yes 1,350 1,080 270 44 45 43 0.5005 

No 1,720 1,320 400 56 55 58 –0.5005 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

257 

Table H.3. Comparison of item respondents and nonrespondents for “Spouse’s income in 

2000”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 90 60 30 3 3 6 –0.6514 

Mid East 360 270 100 11 11 12 –0.3491 

Great Lakes 520 390 140 17 16 20 –0.9698 

Plains 290 220 60 9 9 9 0.0356 

Southeast 880 690 190 27 26 24 0.5179 

Southwest 410 330 80 13 13 13 0.1764 

Rocky Mountains 180 160 20 6 6 4 0.5755 

Far West 330 260 70 13 14 12 0.5469 

Outlying Areas 40 30 10 2 2 2 0.1179 

Current employment status for 

B&B interview 

Work full-time 2,390 1,890 500 79 80 76 0.8666 

Work part-time 320 240 80 9 9 10 –0.2704 

Waiting to report to work/layoff 30 20 10 1 1 1 –0.1091 

Not working 260 190 70 9 9 9 –0.1372 

Homemaker 70 50 20 2 2 3 –0.2295 

Disabled 10 # # 1 # 1 –0.1204 

Cumulative amount of Federal loans 

$0 1,550 1,130 410 52 50 61 –2.3541* 

$1 to $2,499 440 360 80 13 14 9 1.0432* 

$3,500 to $7,499 630 510 120 19 20 16 0.9577 

$7,500 or more 470 380 80 15 16 14 0.3531 

# Rounds to zero. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

258 

Table H.4. Comparison of item respondents and nonrespondents for “Tax credit help to 

continue education” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,730 1,110 620 65 65 65 –0.2508 

Non-doctorate-granting 540 350 200 19 20 19 0.4102 

Doctorate-granting 1,190 760 430 45 45 46 -0.6379 

Private not-for-profit 4-year 930 590 340 34 33 34 –0.3588 

Non-doctorate-granting 490 310 180 19 19 20 -0.2565 

Doctorate-granting 430 280 160 15 15 15 -0.1252 

Private for-profit 4-year 30 20 10 2 2 0 0.6094* 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 40 30 10 1 1 1 0.1426 

2,500–4,999 80 60 20 3 3 2 0.5838 

5,000–9,999 300 180 120 8 8 9 –0.1215 

10,000–19,999 460 300 160 17 17 17 0.0444 

20,000 or more 860 550 320 36 35 38 –0.9001 

Private not-for-profit 

Fewer than 1,000 60 40 30 2 2 2 –0.2076 

1,000–2,499 210 130 80 8 8 8 –0.0075 

2,500–4,999 250 160 90 9 9 10 –0.5028 

5,000–9,999 160 100 60 5 5 5 0.0535 

10,000 or more 250 160 80 10 10 9 0.3055 

Private for-profit 

Fewer than 999 10 10 0 # 1 0 0.2091 

1,000 or more 20 20 10 1 2 # 0.4006 

Institution region 

New England 140 90 40 5 6 5 0.2906 

Mid East 490 290 200 18 17 20 –1.1262 

Great Lakes 470 300 170 17 17 18 –0.2966 

Plains 250 160 90 9 9 9 0.0668 

South East 630 400 230 20 19 22 –0.9331 

South West 260 180 80 10 11 8 0.9686 

Rocky Mountains 120 90 40 5 5 3 0.5576 

Far West 310 200 110 16 16 15 0.5236 

Outlying Area 20 10 10 1 1 1 –0.0513 

Gender 

Male 1,010 680 330 42 44 38 2.4106* 

Female 1,670 1,040 640 58 56 62 –2.4106* 

Age 

21 or younger 740 420 320 26 23 33 –3.7275* 

22 630 370 270 23 20 27 –2.4247* 

23 340 230 110 12 12 12 0.2342 

24 to 27 410 300 120 17 20 12 2.6521* 

28 or older 570 410 160 22 25 16 3.2658* 

Race 

White 2,140 1,360 780 76 76 77 –0.3196 

Black or African American 250 170 80 11 11 10 0.4868 

Asian 110 70 40 6 6 6 –0.0179 

American Indian/Alaska Native 20 20 10 1 1 1 0.0944 

Native Hawaiian/Other Pacific 

Islander 20 10 10 1 1 1 –0.1198 

Other 140 90 50 6 6 6 –0.1239 

Hispanic 

Yes 200 140 60 9 11 6 1.5560* 

No 2,490 1,580 910 91 89 94 –1.5560* 

Citizenship 

U.S. citizen 2,570 1,640 930 93 92 94 –0.4973 

Resident alien 80 60 30 5 5 4 0.4881 

Foreign/international student 30 20 10 3 3 3 0.0092 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

259 

Table H.4. Comparison of item respondents and nonrespondents for “Tax credit help to 

continue education”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 1,360 850 500 49 48 50 –0.7550 

Full-time/full year, more than 1 

institution 150 80 70 5 4 6 –0.7881 

Full-time/part year 490 330 170 19 20 17 0.9750 

Part-time/full year, 1 institution 300 200 100 13 13 12 0.5431 

Part-time/full year, more than 1 

institution 50 40 10 2 2 2 0.0040 

Part-time/part year 350 230 120 14 14 14 0.0210 

Parents’ income (for dependent 

students) 

Less than $10,000 40 30 20 2 1 2 –0.1637 

$ 10,000–$19,999 80 50 30 3 3 4 –0.3286 

$ 20,000–$29,999 150 90 60 6 5 6 –0.3437 

$ 30,000–$39,999 140 90 50 5 5 5 –0.1619 

$ 40,000–$49,999 160 100 60 5 5 5 –0.1188 

$ 50,000–$59,999 180 110 70 7 6 8 –0.5123 

$ 60,000–$69,999 140 80 60 5 4 6 –0.4663 

$ 70,000–$79,999 130 70 60 4 4 6 –0.9176 

$ 80,000–$99,999 190 110 80 7 6 9 –1.1374 

$ 100,000 or more 310 170 140 11 9 14 –1.7611* 

Student’s income (for independent 

students) 

Less than $5,000 170 110 60 6 6 6 –0.0469 

$ 5,000–$9,999 160 110 50 6 7 5 0.7779 

$ 10,000–$19,999 220 160 60 9 10 7 1.1468 

$ 20,000–$29,999 160 120 40 6 8 4 1.2170 

$ 30,000–$49,999 250 180 60 10 12 7 1.6693* 

$ 50,000 or more 210 150 60 9 10 7 1.1474 

Applied for aid 

Yes 1,660 1,110 550 60 62 55 2.6030* 

No 1,030 610 420 40 38 45 –2.6030* 

Receipt of federal aid 

Yes 1,450 970 480 52 55 47 2.7909* 

No 1,240 750 490 48 45 53 –2.7909* 

Receipt of Pell grant 

Yes 630 430 200 22 23 20 0.8867 

No 2,060 1,290 770 78 77 80 –0.8867 

Receipt of Stafford loan 

Yes 1,290 870 420 47 50 42 2.7983* 

No 1,400 850 550 53 50 58 –2.7983* 

Receipt of state aid 

Yes 540 350 200 18 17 19 –0.5179 

No 2,140 1,370 770 82 83 82 0.5179 

Receipt of institution aid 

Yes 940 580 360 32 31 34 –1.1556 

No 1,750 1,140 610 68 69 66 1.1556 

Receipt of any aid 

Yes 1,980 1,290 690 70 72 67 2.0158* 

No 710 430 280 30 28 34 –2.0158* 

Ever married 

Yes 1,030 730 300 37 42 27 5.1391* 

No 1,650 990 660 63 58 73 –5.1391* 

Dependents other than spouse 

Yes 530 380 150 19 22 15 2.4986* 

No 2,140 1,340 810 81 78 85 –2.4986* 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

260 

Table H.4. Comparison of item respondents and nonrespondents for “Tax credit help to 

continue education”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 120 80 40 5 5 4 0.4734 

Mid East 500 290 210 18 17 21 –1.2878 

Great Lakes 470 310 160 17 17 17 –0.1660 

Plains 240 160 80 8 8 8 0.1817 

Southeast 610 390 220 19 18 21 –0.9714 

Southwest 260 180 80 10 11 9 0.6991 

Rocky Mountains 130 90 40 5 6 4 0.6213 

Far West 330 210 120 16 16 15 0.2632 

Outlying Areas 30 20 10 2 2 2 0.1866 

Current employment status for 

B&B interview 

Work full-time 1,850 1,240 610 70 73 64 3.3609* 

Work part-time 450 270 180 17 16 19 –0.9908 

Waiting to report to work/layoff 20 20 10 1 1 1 0.1973 

Not working 330 180 150 12 10 17 –2.6332* 

Homemaker # # # # # # 0.0423 

Disabled # # # # # # 0.0234 

Cumulative amount of Federal loans 

$0 1,240 750 490 48 46 53 –2.7784* 

$1 to $2,499 300 200 100 11 11 9 0.6979 

$3,500 to $7,499 610 400 210 22 23 21 0.5966 

$7,500 or more 520 360 160 19 21 17 1.4840 

# Rounds to zero. All zeros provided in this table are actual values. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

261 

Table H.5. Comparison of item respondents and nonrespondents for “Hourly/weekly/monthly 

wage” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,530 1,040 490 64 63 65 –0.5913 

Non-doctorate-granting 470 310 160 18 18 18 –0.1663 

Doctorate-granting 1,060 730 340 46 45 47 –0.5044 

Private not-for-profit 4-year 920 670 250 35 36 33 1.0331 

Non-doctorate-granting 470 320 150 20 18 22 –1.3186 

Doctorate-granting 450 350 90 15 18 10 2.4241* 

Private for-profit 4-year 30 10 20 2 1 2 –0.4348 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 20 20 # 1 1 # 0.1573 

2,500–4,999 70 50 30 3 2 3 –0.2405 

5,000–9,999 240 160 80 8 7 8 –0.2809 

10,000–19,999 450 290 160 18 18 19 –0.1431 

20,000 or more 750 520 230 35 34 35 –0.0842 

Private not-for-profit 

Fewer than 1,000 70 50 20 2 3 2 0.2237 

1,000–2,499 220 160 60 9 9 8 0.2240 

2,500–4,999 230 160 70 9 9 10 –0.3085 

5,000–9,999 150 100 50 6 5 6 –0.3320 

10,000 or more 250 200 50 9 11 7 1.2259 

Private for-profit 

Fewer than 999 # # # # # # –0.0584 

1,000 or more 30 10 10 1 1 2 –0.3834 

Institution region 

New England 140 100 40 7 7 6 0.1206 

Mid East 470 330 140 18 18 17 0.4751 

Great Lakes 380 250 140 16 14 20 –1.9217 

Plains 200 130 70 8 8 10 –0.6210 

South East 620 420 200 22 23 22 0.3260 

South West 240 160 80 10 9 11 –0.6199 

Rocky Mountains 100 80 20 3 4 3 0.1122 

Far West 310 240 80 15 17 12 1.8344* 

Outlying Area 20 10 # 1 1 # 0.2944 

Gender 

Male 880 550 330 41 36 51 –5.1618* 

Female 1,590 1,170 420 59 65 49 5.1618* 

Age 

21 or younger 710 570 140 27 32 18 4.5815* 

22 570 410 160 21 22 19 0.9888 

23 300 190 110 12 10 16 –1.9783* 

24 to 27 370 250 120 16 17 15 0.4705 

28 or older 530 310 220 23 19 31 –4.0625* 

Race 

White 1,930 1,360 570 74 75 74 0.3233 

Black or African American 220 140 90 10 9 11 –0.5113 

Asian 160 110 50 8 8 9 –0.1496 

American Indian/Alaska Native 20 20 # 1 1 # 0.3259* 

Native Hawaiian/Other Pacific 

Islander 10 10 10 1 1 1 0.0329 

Other 130 90 40 6 6 6 –0.0211 

Hispanic 

Yes 160 110 50 8 8 6 0.5941 

No 2,320 1,610 710 92 92 94 –0.5941 

Citizenship 

U.S. citizen 2,330 1,620 710 90 90 92 –0.6309 

Resident alien 90 70 30 6 6 4 0.5580 

Foreign/international student 50 40 20 4 4 4 0.0729 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

262 

Table H.5. Comparison of item respondents and nonrespondents for “Hourly/weekly/monthly 

wage”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 1,230 920 310 48 52 38 4.8458* 

Full-time/full year, more than 1 

institution 140 100 40 4 4 4 0.0370 

Full-time/part year 450 290 150 19 17 23 –1.8350 

Part-time/full year, 1 institution 280 180 100 13 12 15 –0.9936 

Part-time/full year, more than 1 

institution 50 30 20 1 1 2 –0.2757 

Part-time/part year 330 200 140 15 13 19 –1.7784 

Parents’ income (for dependent 

students) 

Less than $10,000 40 30 10 1 1 1 –0.0522 

$10,000–$19,999 80 50 30 3 3 4 –0.3664 

$20,000–$29,999 120 80 40 5 4 6 –0.6767 

$30,000–$39,999 120 90 30 4 5 4 0.0883 

$40,000–$49,999 130 100 30 5 6 4 0.5672 

$50,000–$59,999 150 120 30 6 6 5 0.6321 

$60,000–$69,999 140 90 40 5 5 6 –0.1854 

$70,000–$79,999 120 90 30 5 5 4 0.2574 

$80,000–$99,999 210 160 50 8 9 6 1.0731 

$100,000 or more 310 240 70 12 13 9 1.5415 

Student’s income (for independent 

students) 

Less than $5,000 200 130 60 8 8 6 0.6776 

$5,000–$9,999 160 120 40 6 7 5 0.6491 

$10,000–$19,999 180 130 50 7 8 6 0.4926 

$20,000–$29,999 130 80 50 5 5 5 –0.1381 

$30,000–$49,999 180 100 80 8 6 12 –1.9012* 

$50,000 or more 240 120 120 11 8 17 –2.6587* 

Applied for aid 

Yes 1,320 970 350 50 51 46 1.8096 

No 1,160 760 400 51 49 54 –1.8096 

Receipt of federal aid 

Yes 1,130 830 310 44 45 40 1.6588 

No 1,340 890 450 56 55 60 –1.6588 

Receipt of Pell grant 

Yes 540 400 140 20 22 18 1.3843 

No 1,940 1,330 610 80 78 82 –1.3843 

Receipt of Stafford loan 

Yes 950 690 260 37 38 36 0.8265 

No 1,520 1,030 490 63 62 64 –0.8265 

Receipt of state aid 

Yes 460 340 120 16 17 14 0.8809 

No 2,020 1,380 630 84 83 86 –0.8809 

Receipt of institution aid 

Yes 810 610 200 29 32 23 2.8667* 

No 1,660 1,110 550 71 68 77 –2.8667* 

Receipt of any aid 

Yes 1,650 1,150 500 63 62 65 –0.8851 

No 820 570 250 37 38 35 0.8851 

Ever married 

Yes 870 560 320 34 31 41 –3.1920* 

No 1,580 1,160 420 66 69 59 3.1920* 

Dependents other than spouse 

Yes 460 300 160 18 17 21 –1.1835 

No 1,990 1,420 570 82 83 79 1.1835 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

263 

Table H.5. Comparison of item respondents and nonrespondents for “Hourly/weekly/monthly 

wage”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 130 90 40 6 6 6 –0.1038 

Mid East 460 320 140 17 17 18 –0.3219 

Great Lakes 380 250 130 16 14 18 –1.1095 

Plains 190 130 60 8 3 9 –0.5255 

Southeast 610 420 200 22 23 21 0.3953 

Southwest 240 160 80 10 9 12 –0.7650 

Rocky Mountains 90 70 20 3 3 4 –0.1189 

Far West 340 260 80 17 19 13 1.9770* 

Outlying Areas 40 30 10 2 3 1 0.5722 

Current employment status for 

B&B interview 

Work full-time 910 290 620 39 16 87 –23.2064* 

Work part-time 360 250 110 14 14 14 0.1508 

Cumulative amount of Federal loans 

$0 1,340 890 450 57 55 60 –1.6497 

$1 to $2,499 260 180 80 10 10 9 0.0467 

$3,500 to $7,499 480 350 130 18 19 17 0.4751 

$7,500 or more 390 290 90 16 17 14 1.1279 

# Rounds to zero. 

†Not Applicable.

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

264 

Table H.6. Comparison of item respondents and nonrespondents for “Spouse repaying 

student loans” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,680 1,390 290 67 68 64 0.7361 

Non-doctorate-granting 570 470 100 22 22 22 –0.1260 

Doctorate-granting 1,120 920 190 45 46 42 0.8621 

Private not-for-profit 4-year 760 630 140 31 31 34 –0.5661 

Non-doctorate-granting 520 420 100 22 21 26 –0.9292 

Doctorate-granting 250 200 40 9 10 8 0.3631 

Private for-profit 4-year 30 20 10 2 2 2 –0.1700 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 40 30 10 2 1 1 –0.0290 

2,500–4,999 130 120 20 5 6 4 0.3254 

5,000–9,999 290 240 50 10 10 8 0.2726 

10,000–19,999 460 380 80 19 19 20 –0.1244 

20,000 or more 760 620 130 33 33 31 0.2914 

Private not-for-profit 

Fewer than 1,000 100 80 20 3 3 3 –0.0377 

1,000–2,499 190 160 40 8 8 8 –0.1222 

2,500–4,999 230 180 50 9 9 12 –0.6637 

5,000–9,999 110 200 10 5 5 3 0.3448 

10,000 or more 130 110 20 6 6 7 –0.0872 

Private for-profit 

Fewer than 999 10 # # # # 1 –0.1483 

1,000 or more 30 20 10 1 1 2 –0.0217 

Institution region 

New England 71 60 20 3 3 4 –0.2472 

Mid East 272 200 70 10 9 14 –0.8455 

Great Lakes 429 350 80 18 18 17 0.1674 

Plains 262 220 50 10 10 13 –0.6088 

South East 690 580 110 26 27 22 0.8376 

South West 322 280 50 13 14 9 0.9039 

Rocky Mountains 162 150 20 6 6 6 0.0818 

Far West 248 200 50 13 13 15 –0.4280 

Outlying Area 19 20 # 1 1 1 0.1388 

Gender 

Male 950 800 150 41 42 40 0.4052 

Female 1,530 1,240 290 59 58 60 –0.4052 

Age 

21 or younger 320 280 50 12 12 10 0.4756 

22 460 390 70 17 18 14 0.7619 

23 310 260 50 12 12 11 0.2467 

24 to 27 480 410 80 21 21 16 0.9280 

28 or older 900 700 200 39 36 50 –2.4123* 

Race 

White 2,130 1,770 360 83 84 78 0.9978 

Black or African American 140 100 40 7 6 12 –1.1493* 

Asian 70 60 10 4 5 3 0.3180 

American Indian/Alaska Native 20 20 # 1 1 1 0.0120 

Native Hawaiian/Other Pacific 

Islander 10 10 # 1 # 1 –0.0348 

Other 100 80 20 5 4 5 –0.1437 

Hispanic 

Yes 140 120 30 8 8 8 –0.0282 

No 2,330 1,920 410 92 92 92 0.0282 

Citizenship 

U.S. citizen 2,380 1,960 420 94 95 93 0.1885 

Resident alien 70 50 10 4 4 4 –0.0867 

Foreign/international student 30 20 10 2 2 2 –0.1018 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

265 

Table H.6. Comparison of item respondents and nonrespondents for “Spouse repaying 

student loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 960 790 170 37 37 34 0.5475 

Full-time/full year, more than 1 

institution 70 60 10 3 3 4 –0.1850 

Full-time/part year 620 520 100 25 25 23 0.3967 

Part-time/full year, 1 institution 350 280 70 16 15 19 –0.7943 

Part-time/full year, more than 1 

institution 50 40 10 2 1 2 –0.1722 

Part-time/part year 430 350 80 19 19 18 0.2073 

Parents’ income (for dependent 

students) 

Less than $10,000 20 20 10 1 1 2 –0.1275 

$10,000–$19,999 40 30 10 2 2 3 –0.1989 

$20,000–$29,999 60 50 10 2 2 2 –0.0528 

$30,000–$39,999 80 70 10 3 3 2 0.2141 

$40,000–$49,999 100 90 10 4 4 2 0.3409 

$50,000–$59,999 90 80 10 3 4 2 0.2571 

$60,000–$69,999 90 70 20 4 4 4 –0.0726 

$70,000–$79,999 70 50 20 3 3 3 –0.0537 

$80,000–$99,999 110 90 20 4 4 4 0.0723 

$100,000 or more 130 110 20 5 5 4 0.3255 

Student’s income (for independent 

students) 

Less than $5,000 140 110 20 6 6 4 0.3641 

$5,000–$9,999 140 110 30 5 5 5 0.0601 

$10,000–$19,999 290 240 40 11 11 9 0.3459 

$20,000–$29,999 230 190 40 9 9 9 –0.0034 

$30,000–$49,999 380 310 70 16 16 16 –0.0571 

$50,000 or more 530 410 110 23 22 30 –1.4142 

Applied for aid 

Yes 1,390 1,150 240 54 55 52 0.6011 

No 1,090 890 200 46 45 48 –0.6011 

Receipt of federal aid 

Yes 1,220 1,010 210 48 48 45 0.5619 

No 1,250 1,030 230 52 52 55 –0.5619 

Receipt of Pell grant 

Yes 630 530 110 24 24 23 0.2219 

No 1,840 1,510 330 76 76 77 –0.2219 

Receipt of Stafford loan 

Yes 1,020 830 180 40 40 39 0.1501 

No 1,460 1,200 260 60 60 61 –0.1501 

Receipt of state aid 

Yes 450 370 90 16 16 16 0.0532 

No 2,020 1,670 350 84 84 84 –0.0532 

Receipt of institution aid 

Yes 710 600 120 26 26 24 0.3907 

No 1,760 1,440 320 74 74 76 –0.3907 

Receipt of any aid 

Yes 1,790 1,480 310 70 70 69 0.3118 

No 690 560 130 30 30 32 –0.3118 

Dependents other than spouse 

Yes 1,020 830 190 41 40 46 –1.0602 

No 1,430 1,200 230 59 60 54 1.0602 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

266 

Table H.6. Comparison of item respondents and nonrespondents for “Spouse repaying 

student loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 80 60 20 3 3 4 –0.1989 

Mid East 270 200 70 10 9 15 –1.1113 

Great Lakes 430 350 80 17 17 18 –0.0764 

Plains 240 190 50 9 9 12 –0.6802 

Southeast 690 590 100 26 27 21 1.0505 

Southwest 320 270 50 13 14 9 0.8478 

Rocky Mountains 150 140 10 6 6 5 0.2114 

Far West 270 220 50 13 13 15 –0.2916 

Outlying Areas 40 30 10 2 3 1 0.2486 

Current employment status for 

B&B interview 

Work full-time 1,870 1,560 310 77 77 76 0.2937 

Work part-time 270 210 60 10 9 13 –0.6247 

Waiting to report to work/layoff 30 30 10 1 1 2 –0.2235 

Not working 220 180 40 9 10 9 0.1841 

Homemaker 60 50 10 2 3 1 0.4240* 

Disabled # # # # # # –0.0537 

Cumulative amount of Federal loans 

$0 1,250 1,030 230 52 52 55 –0.5423 

$1 to $2,499 340 290 50 13 14 11 0.5627 

$3,500 to $7,499 510 410 100 20 19 21 –0.4318 

$7,500 or more 370 310 60 15 15 13 0.4115 

# Rounds to zero. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

267 

Table H.7. Comparison of item respondents and nonrespondents for “Amount spouse 

owes on student loans” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,680 1,390 290 67 68 64 0.7425 

Non-doctorate-granting 570 470 100 22 22 22 –0.1103 

Doctorate-granting 1,120 920 190 45 46 42 0.8528 

Private not-for-profit 4-year 760 630 140 31 31 34 –0.5722 

Non-doctorate-granting 520 420 100 22 21 26 –0.9333 

Doctorate-granting 250 200 40 9 10 8 0.3612 

Private for-profit 4-year 30 20 10 2 2 2 –0.1704 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 40 30 10 1 1 1 –0.0292 

2,500–4,999 130 120 20 5 6 4 0.3243 

5,000–9,999 290 240 50 10 10 8 0.2908 

10,000–19,999 460 380 80 19 19 20 –0.1282 

20,000 or more 760 620 130 33 33 31 0.2848 

Private not-for-profit 

Fewer than 1,000 100 80 20 3 3 3 –0.0384 

1,000–2,499 190 160 40 8 8 8 –0.1238 

2,500–4,999 230 180 50 9 9 12 –0.6655 

5,000–9,999 110 100 10 5 5 3 0.3438 

10,000 or more 130 110 20 6 6 7 –0.0884 

Private for-profit 

Fewer than 999 10 # # # # 1 –0.1484 

1,000 or more 30 20 10 1 1 2 –0.0220 

Institution region 

New England 70 60 20 3 3 4 –0.2478 

Mid East 270 200 70 10 9 14 –0.8272 

Great Lakes 430 350 80 18 18 17 0.1638 

Plains 260 210 50 10 10 13 –0.6107 

South East 690 580 110 26 27 22 0.8322 

South West 320 280 50 13 14 9 0.9011 

Rocky Mountains 160 150 20 6 6 6 0.0805 

Far West 250 200 50 13 13 15 –0.4306 

Outlying Area 20 20 # 1 1 1 0.1385 

Gender 

Male 950 800 150 41 42 40 0.3968 

Female 1,530 1,240 290 59 58 60 –0.3968 

Age 

21 or younger 320 280 50 12 12 10 0.4933 

22 460 390 70 17 18 14 0.7583 

23 3010 260 50 12 12 11 0.2443 

24 to 27 480 410 80 21 21 16 0.9237 

28 or older 900 700 200 39 36 50 –2.4196* 

Race 

White 2,130 1,770 360 83 84 78 0.9809 

Black or African American 140 100 40 7 6 12 –1.1504* 

Asian 70 60 10 4 5 3 0.3170 

American Indian/Alaska Native 20 20 # 1 1 1 0.0118 

Native Hawaiian/Other Pacific 

Islander 10 10 # 1 # 1 –0.0349 

Other 100 80 20 5 4 5 –0.1245 

Hispanic 

Yes 140 120 30 8 8 8 –0.0298 

No 2,330 1,920 410 92 92 92 0.0298 

Citizenship 

U.S. citizen 2,380 1,970 420 94 95 93 0.1897 

Resident alien 70 50 10 4 4 4 –0.0875 

Foreign/international student 30 20 10 2 2 2 –0.1022 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

268 

Table H.7. Comparison of item respondents and nonrespondents for “Amount spouse 

owes on student loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 960 790 170 37 37 34 0.5400 

Full-time/full year, more than 1 

institution 70 60 10 3 3 4 –0.1855 

Full-time/part year 620 520 100 25 25 23 0.4118 

Part-time/full year, 1 institution 350 280 70 16 15 19 –0.7973 

Part-time/full year, more than 1 

institution 50 40 10 2 1 2 –0.1725 

Part-time/part year 430 350 80 19 19 18 0.2034 

Parents’ income (for dependent 

students) 

Less than $10,000 20 20 10 1 1 2 –0.1276 

$10,000–$19,999 40 30 10 2 2 3 –0.1992 

$20,000–$29,999 60 50 10 2 2 2 –0.0532 

$30,000–$39,999 80 70 10 3 3 2 0.2135 

$40,000–$49,999 100 90 10 4 4 2 0.3400 

$50,000–$59,999 90 80 10 3 4 2 0.2564 

$60,000–$69,999 90 70 20 4 4 4 –0.0733 

$70,000–$79,999 70 50 20 3 3 3 –0.0542 

$80,000–$99,999 110 90 20 4 4 4 0.0715 

$100,000 or more 130 110 20 5 5 4 0.3245 

Student’s income (for independent 

students) 

Less than $5,000 140 110 20 6 6 4 0.3629 

$5,000–$9,999 140 110 30 5 5 5 0.0591 

$10,000–$19,999 290 240 40 11 11 9 0.3638 

$20,000–$29,999 230 190 40 9 9 9 –0.0053 

$30,000–$49,999 380 310 70 16 16 16 –0.0603 

$50,000 or more 530 410 110 23 22 30 –1.4186 

Applied for aid 

Yes 1,390 1,150 240 54 55 52 0.6102 

No 1,090 890 200 46 45 48 –0.6102 

Receipt of federal aid 

Yes 1,220 1,010 210 48 49 45 0.5722 

No 1,250 1,030 230 52 52 55 –0.5722 

Receipt of Pell grant 

Yes 630 530 110 24 24 23 0.2371 

No 1,840 1,510 330 76 76 77 –0.2371 

Receipt of Stafford loan 

Yes 1,020 830 180 40 40 39 0.1622 

No 1,460 1,200 260 60 60 61 –0.1622 

Receipt of state aid 

Yes 450 370 90 16 16 16 0.0701 

No 2,020 1,670 350 84 84 85 –0.0701 

Receipt of institution aid 

Yes 710 600 110 26 26 24 0.4055 

No 1,760 1,440 320 74 74 76 –0.4055 

Receipt of any aid 

Yes 1,790 1,480 300 70 70 69 0.3178 

No 690 560 130 30 30 32 –0.3178 

Dependents other than spouse 

Yes 1,020 830 190 41 40 46 –1.0475 

No 1,430 1,200 230 59 60 54 1.0475 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

269 

Table H.7. Comparison of item respondents and nonrespondents for “Amount spouse 

owes on student loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 80 60 20 3 3 4 –0.1995 

Mid East 270 200 70 10 9 15 –1.0930 

Great Lakes 430 350 80 17 17 18 –0.0798 

Plains 240 190 50 9 9 12 –0.6819 

Southeast 690 590 100 26 27 21 1.0450 

Southwest 320 270 50 13 14 9 0.8450 

Rocky Mountains 150 140 10 6 6 5 0.2103 

Far West 270 220 50 13 13 15 –0.2942 

Outlying Areas 40 30 10 2 3 1 0.2481 

Current employment status for 

B&B interview 

Work full-time 1,870 1,560 310 77 77 76 0.2985 

Work part-time 270 210 60 10 9 13 –0.6266 

Waiting to report to work/layoff 30 30 10 1 1 2 –0.2237 

Not working 220 180 40 9 10 9 0.1821 

Homemaker 60 50 10 2 3 1 0.4234* 

Disabled # # # # # # –0.0537 

Cumulative amount of Federal loans 

$0 1,250 1,030 230 52 52 55 –0.5528 

$1 to $2,499 340 290 50 13 14 11 0.5599 

$3,500 to $7,499 510 410 100 20 19 21 –0.4155 

$7,500 or more 370 310 60 15 15 13 0.4084 

# Rounds to zero. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

270 

Table H.8. Comparison of item respondents and nonrespondents for “Amount spouse 

borrowed in loans” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,680 1,410 2,710 67 68 63 0.8360 

Non-doctorate-granting 570 480 90 22 22 22 0.0436 

Doctorate-granting 1,120 930 180 45 46 42 0.7924 

Private not-for-profit 4-year 760 630 130 31 30 34 –0.6470 

Non-doctorate-granting 520 430 90 22 21 26 –0.9166 

Doctorate-granting 250 210 40 9 10 8 0.2696 

Private for-profit 4-year 30 20 10 2 2 3 –0.1890 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 40 30 10 1 1 1 0.0350 

2,500–4,999 130 120 10 5 6 4 0.3228 

5,000–9,999 290 240 50 10 10 8 0.2503 

10,000–19,999 460 390 80 19 19 20 –0.0736 

20,000 or more 760 630 130 33 33 31 0.3017 

Private not-for-profit 

Fewer than 1,000 100 80 20 3 3 3 –0.0369 

1,000–2,499 190 160 30 8 8 8 –0.1152 

2,500–4,999 230 180 40 9 9 12 –0.6424 

5,000–9,999 110 100 10 5 5 3 0.3108 

10,000 or more 130 110 20 6 6 7 –0.1634 

Private for-profit 

Fewer than 999 10 # # # # 1 –0.1499 

1,000 or more 30 20 10 1 1 2 –0.0391 

Institution region 

New England 70 60 20 3 3 4 –0.2802 

Mid East 270 210 60 10 9 13 –0.6513 

Great Lakes 430 360 70 18 18 17 0.1660 

Plains 260 210 50 10 10 13 –0.5707 

South East 690 590 100 26 27 23 0.7642 

South West 320 280 50 13 14 9 0.7463 

Rocky Mountains 160 150 20 6 6 6 0.0633 

Far West 250 200 40 13 13 15 –0.4063 

Outlying Area 20 20 # 1 1 # 0.1687 

Gender 

Male 950 810 140 41 42 40 0.4018 

Female 1,530 1,260 270 59 58 61 –0.4018 

Age 

21 or younger 30 280 40 12 12 10 0.4998 

22 460 400 70 17 18 13 0.8095 

23 310 270 40 12 12 11 0.2525 

24 to 27 480 420 80 21 21 16 0.9283 

28 or older 900 700 190 39 36 51 –2.4901* 

Race 

White 2,130 1,800 340 83 84 79 0.8761 

Black or African American 140 100 40 7 6 11 –0.9610 

Asian 70 60 10 4 5 3 0.2603 

American Indian/Alaska Native 20 20 # 1 1 1 –0.0033 

Native Hawaiian/Other Pacific 

Islander 10 10 # 1 # 1 –0.0401 

Other 100 80 20 5 4 5 –0.1321 

Hispanic 

Yes 140 120 20 8 8 8 0.0666 

No 2,330 1,950 390 92 92 92 –0.0666 

Citizenship 

U.S. citizen 2,380 1,990 390 94 94 94 0.1115 

Resident alien 70 50 10 4 4 5 –0.1345 

Foreign/international student 30 20 10 2 2 2 0.0229 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

271 

Table H.8. Comparison of item respondents and nonrespondents for “Amount spouse 

borrowed in loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 960 810 150 37 37 34 0.5188 

Full-time/full year, more than 1 

institution 70 60 10 3 2 4 –0.2157 

Full-time/part year 620 520 90 25 25 22 0.4472 

Part-time/full year, 1 institution 350 280 70 16 15 19 –0.7378 

Part-time/full year, more than 1 

institution 50 40 10 2 1 2 –0.1605 

Part-time/part year 430 350 70 19 19 18 0.1480 

Parents’ income (for dependent 

students) 

Less than $10,000 20 20 # 1 1 1 –0.0216 

$10,000–$19,999 40 30 10 2 2 3 –0.1725 

$20,000–$29,999 60 50 10 2 2 2 –0.0298 

$30,000–$39,999 80 70 10 3 3 2 0.2366 

$40,000–$49,999 100 90 10 4 4 3 0.2877 

$50,000–$59,999 90 80 100 3 4 2 0.2685 

$60,000–$69,999 90 80 10 4 4 4 0.0284 

$70,000–$79,999 70 60 10 3 3 3 –0.0494 

$80,000–$99,999 110 100 20 4 4 4 0.0491 

$100,000 or more 130 110 20 5 5 4 0.2602 

Student’s income (for independent 

students) 

Less than $5,000 140 110 20 6 6 4 0.2907 

$5,000–$9,999 140 110 30 5 5 5 0.0242 

$10,000–$19,999 290 250 40 11 11 9 0.4727 

$20,000–$29,999 230 190 40 9 9 10 –0.1018 

$30,000–$49,999 380 320 60 16 16 16 –0.0550 

$50,000 or more 530 420 110 23 22 31 –1.4880 

Applied for aid 

Yes 1,390 1,170 220 54 55 50 0.8481 

No 1,090 900 190 46 45 50 –0.8481 

Receipt of federal aid 

Yes 1,220 1,030 190 48 49 44 0.7318 

No 1,250 1,040 220 52 51 56 –0.7318 

Receipt of Pell grant 

Yes 630 540 90 24 25 22 0.4371 

No 1,840 1,530 320 76 75 78 –0.4371 

Receipt of Stafford loan 

Yes 1,020 850 170 40 41 38 0.3662 

No 1,460 1,220 240 60 60 62 –0.3662 

Receipt of state aid 

Yes 450 370 80 16 16 15 0.1769 

No 2,020 1,690 330 84 84 85 –0.1769 

Receipt of institution aid 

Yes 710 610 100 26 26 23 0.5828 

No 1,760 1,460 310 74 74 77 –0.5828 

Receipt of any aid 

Yes 1,790 1,500 280 70 70 69 0.2533 

No 690 560 130 30 30 31 –0.2533 

Ever married 

Yes 0 0 0 0 0 0 0.0000 

No 2,450 2,070 380 100 100 100 0.0000 

Dependents other than spouse 

Yes 1,020 840 180 41 40 47 –1.1658 

No 1,430 1,220 210 59 60 53 1.1658 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

272 

Table H.8. Comparison of item respondents and nonrespondents for “Amount spouse 

borrowed in loans”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 80 60 20 3 3 4 –0.2358 

Mid East 270 210 60 10 9 14 –0.9069 

Great Lakes 430 350 80 17 17 18 –0.0663 

Plains 240 190 50 9 9 12 –0.6314 

Southeast 690 590 90 26 27 21 0.9664 

Southwest 320 270 50 13 14 10 0.6914 

Rocky Mountains 150 140 10 6 6 5 0.1940 

Far West 270 220 50 13 13 15 –0.2745 

Outlying Areas 40 30 10 2 3 1 0.2631 

Current employment status for 

B&B interview 

Work full-time 1,870 1,580 290 77 77 76 0.2477 

Work part-time 270 220 60 10 9 13 –0.6266 

Waiting to report to work/layoff 30 30 10 1 1 2 –0.0868 

Not working 220 190 30 9 10 9 0.1317 

Homemaker 60 50 10 2 3 1 0.3885* 

Disabled # # # # # # –0.0546 

Cumulative amount of Federal loans 

$0 1,250 1,040 220 52 52 56 –0.7154 

$1 to $2,499 340 290 50 13 14 10 0.6585 

$3,500 to $7,499 510 420 90 20 19 21 –0.2920 

$7,500 or more 370 310 60 15 15 13 0.3490 

# Rounds to zero. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

273 

Table H.9. Comparison of item respondents and nonrespondents for “Spouse’s monthly 

student loan payment” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,540 1,230 310 67 68 65 0.6588 

Non-doctorate-granting 560 460 110 22 22 23 –0.3323 

Doctorate-granting 1,120 920 200 45 46 41 1.0189 

Private not-for-profit 4-year 700 560 140 31 31 33 –0.4928 

Non-doctorate-granting 520 420 100 22 21 25 –0.8947 

Doctorate-granting 250 200 40 9 10 8 0.3801 

Private for-profit 4-year 30 20 10 2 2 2 –0.1720 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 40 30 10 1 1 1 –0.0323 

2,500–4,999 130 110 20 5 6 4 0.4161 

5,000–9,999 260 210 60 9 9 9 –0.0047 

10,000–19,999 430 340 90 20 19 20 –0.0943 

20,000 or more 690 550 140 33 33 31 0.3740 

Private not-for-profit 

Fewer than 1,000 90 70 20 3 3 3 –0.0417 

1,000–2,499 180 140 40 8 8 8 –0.0731 

2,500–4,999 210 160 50 9 9 12 –0.7228 

5,000–9,999 110 90 20 5 5 3 0.3774 

10,000 or more 120 100 20 6 6 6 –0.0327 

Private for-profit 

Fewer than 999 10 # # # # 1 –0.1575 

1,000 or more 20 20 10 1 1 2 –0.0085 

Institution region 

New England 70 50 20 3 3 4 –0.2216 

Mid East 250 180 70 10 9 14 –0.9895 

Great Lakes 390 300 80 18 18 17 0.1924 

Plains 230 170 60 10 9 13 –0.8049 

South East 650 540 110 27 28 22 1.3194 

South West 290 240 50 13 14 10 0.8340 

Rocky Mountains 140 130 20 6 6 6 0.0601 

Far West 230 180 50 13 12 15 –0.5641 

Outlying Area 20 10 # 1 1 1 0.1742 

Gender 

Male 850 700 160 41 41 40 0.2129 

Female 1,410 1,120 300 59 59 60 –0.2129 

Age 

21 or younger 290 230 60 12 12 11 0.2530 

22 420 340 80 17 18 14 0.7865 

23 280 230 50 12 12 11 0.2062 

24 to 27 440 360 80 20 21 16 1.0546 

28 or older 850 650 200 40 38 49 –2.3002* 

Race 

White 1,960 1,580 380 83 84 79 1.0693 

Black or African American 130 90 40 7 6 12 –1.2531* 

Asian 70 60 10 4 5 3 0.3943 

American Indian/Alaska Native 20 20 # 1 1 1 –0.0193 

Native Hawaiian/Other Pacific 

Islander 10 # # # # 1 –0.0587 

Other 90 70 20 5 4 5 –0.1324 

Hispanic 

Yes 140 110 30 8 8 8 0.0220 

No 2,130 1,700 430 92 92 92 –0.0220 

Citizenship 

U.S. citizen 2,190 1,750 440 95 95 94 0.2431 

Resident alien 60 40 20 4 4 4 –0.1094 

Foreign/international student 20 20 10 2 2 2 –0.1337 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

274 

Table H.9. Comparison of item respondents and nonrespondents for “Spouse’s monthly 

student loan payment”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 850 680 180 35 36 34 0.2465 

Full-time/full year, more than 1 

institution 70 50 20 3 3 4 –0.2060 

Full-time/part year 570 460 110 24 25 23 0.2761 

Part-time/full year, 1 institution 320 250 70 16 15 19 –0.7873 

Part-time/full year, more than 1 

institution 50 40 10 2 1 2 –0.1913 

Part-time/part year 410 340 80 21 21 18 0.6620 

Parents’ income (for dependent 

students) 

Less than $10,000 20 10 10 1 1 2 –0.1287 

$10,000–$19,999 40 30 10 2 1 3 –0.2451 

$20,000–$29,999 50 40 10 2 2 2 –0.0773 

$30,000–$39,999 60 50 10 3 3 2 0.1316 

$40,000–$49,999 80 70 10 4 4 3 0.3052 

$50,000–$59,999 80 70 10 3 4 2 0.2443 

$60,000–$69,999 80 60 20 4 4 4 –0.0413 

$70,000–$79,999 70 50 20 3 2 3 –0.2103 

$80,000–$99,999 100 80 20 4 4 4 0.0639 

$100,000 or more 120 100 20 5 6 4 0.3829 

Student’s income (for independent 

students) 

Less than $5,000 120 90 20 5 6 5 0.2063 

$5,000–$9,999 120 90 30 5 4 5 –0.0674 

$10,000–$19,999 250 200 50 10 10 9 0.1404 

$20,000–$29,999 210 170 40 9 9 9 0.0440 

$30,000–$49,999 360 300 70 16 17 16 0.2273 

$50,000 or more 520 400 120 25 24 29 –0.9759 

Applied for aid 

Yes 1,220 970 250 52 52 52 0.0806 

No 1,040 840 200 48 48 48 –0.0806 

Receipt of federal aid 

Yes 1,070 850 220 46 46 46 –0.0232 

No 1,200 960 240 54 55 54 0.0232 

Receipt of Pell grant 

Yes 540 430 110 22 22 23 –0.1501 

No 1,730 1,380 350 78 78 77 0.1501 

Receipt of Stafford loan 

Yes 890 690 190 38 37 40 –0.5345 

No 1,380 1,120 260 62 63 60 0.5345 

Receipt of state aid 

Yes 400 310 90 15 14 16 –0.3566 

No 1,870 1,510 370 85 86 84 0.3566 

Receipt of institution aid 

Yes 630 510 120 25 26 24 0.2969 

No 1,640 1,300 340 75 75 76 –0.2969 

Receipt of any aid 

Yes 1,610 1,290 320 69 69 69 –0.0090 

No 660 520 140 31 31 31 0.0090 

Dependents other than spouse 

Yes 930 740 190 41 40 46 –1.2412 

No 1,310 1,070 240 59 60 54 1.2412 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

275 

Table H.9. Comparison of item respondents and nonrespondents for “Spouse’s monthly 

student loan payment”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student’s state of legal residence 

1999–2000 

 

New England 70 60 20 3 3 4 –0.1875 

Mid East 250 180 70 10 9 15 –1.2487 

Great Lakes 380 300 90 17 17 18 –0.1606 

Plains 210 160 50 9 8 12 –0.8074 

Southeast 640 540 100 27 28 21 1.4805 

Southwest 290 240 50 13 14 10 0.7701 

Rocky Mountains 140 120 20 6 6 5 0.2372 

Far West 240 190 50 13 13 15 –0.3911 

Outlying Areas 30 30 10 2 3 1 0.3074 

Current employment status for 

B&B interview 

Work full-time 1,720 1,400 330 77 78 76 0.3792 

Work part-time 250 180 70 9 9 12 –0.7918 

Waiting to report to work/layoff 30 20 10 1 1 2 –0.2175 

Not working 200 160 40 10 10 9 0.2231 

Homemaker 50 50 10 2 3 1 0.4634* 

Disabled # # # # # # –0.0565 

Cumulative amount of Federal loans 

$0 1,200 960 240 55 55 54 0.0423 

$1 to $2,499 300 250 60 13 13 11 0.3986 

$3,500 to $7,499 450 350 100 19 18 21 –0.6774 

$7,500 or more 310 250 60 14 14 13 0.2365 

# Rounds to zero. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

276 

Table H.10. Comparison of item respondents and nonrespondents for “Sections taught 

per day—current job” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 1,020 730 290 68 69 65 0.9440 

Non-doctorate-granting 430 300 120 27 28 26 0.5400 

Doctorate-granting 590 420 170 40 41 39 0.4040 

Private not-for-profit 4-year 480 330 150 32 31 34 –0.8670 

Non-doctorate-granting 330 230 100 22 21 25 -1.0493 

Doctorate-granting 150 100 50 10 10 9 0.1823 

Private for-profit 4-year # # # # # # –0.0770 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 20 20 10 1 1 0 0.1017 

2,500–4,999 80 60 20 6 6 6 0.1237 

5,000–9,999 230 170 60 13 14 11 0.8714 

10,000–19,999 310 230 90 21 21 20 0.1723 

20,000 or more 370 260 110 27 27 28 –0.3251 

Private not-for-profit 

Fewer than 1,000 60 40 20 3 3 5 –0.6041 

1,000–2,499 120 100 30 8 9 5 1.1645 

2,500–4,999 150 100 60 10 8 13 –1.3248 

5,000–9,999 80 50 20 5 5 5 0.2264 

10,000 or more 70 50 20 6 6 7 –0.3290 

Private for-profit 

Fewer than 999 # # 0 # # 0 0.0181 

1,000 or more # 0 # # 0 # –0.0951 

Institution region 

New England 80 50 30 6 6 6 0.0400 

Mid East 270 180 80 16 17 15 0.3263 

Great Lakes 240 170 60 18 19 16 0.6883 

Plains 150 100 40 9 9 9 –0.1996 

South East 430 320 120 25 25 24 0.3632 

South West 180 120 50 13 13 14 –0.3551 

Rocky Mountains 50 40 10 3 3 3 0.0406 

Far West 110 60 50 10 9 13 –1.3076 

Outlying Area 10 10 0 1 1 0 0.4040 

Gender 

Male 370 310 60 28 32 19 3.7080* 

Female 1,130 750 390 72 68 81 –3.7080* 

Age 

21 or younger 360 240 120 22 21 24 –0.8458 

22 420 300 120 26 26 24 0.7371 

23 220 170 60 16 17 12 1.4465 

24 to 27 240 170 70 18 17 20 –0.9659 

28 or older 270 190 80 19 19 20 –0.3720 

Race 

White 1,280 920 360 82 84 76 2.1173 

Black or African American 120 80 40 9 9 10 –0.2173 

Asian 20 10 10 1 2 –0.4571 

American Indian/Alaska Native 10 10 # 1 1 1 –0.0841 

Native Hawaiian/Other Pacific 

Islander 10 # # 1 # 1 –0.2559 

Other 80 50 30 7 6 9 –1.1029 

Hispanic 

Yes 130 90 40 13 12 15 –1.1161 

No 1,380 970 400 87 88 85 1.1161 

Citizenship 

U.S. citizen 1,470 1,040 440 96 96 97 –0.4949 

Resident alien 30 20 10 3 4 2 0.4810 

Foreign/international student # # # 1 1 1 0.0139 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

277 

Table H.10. Comparison of item respondents and nonrespondents for “Sections taught 

per day—current job”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 710 490 220 44 42 47 –1.4680 

Full-time/full year, more than 1 

institution 50 40 20 3 3 3 0.0501 

Full-time/part year 430 310 120 28 29 26 0.7231 

Part-time/full year, 1 institution 140 100 40 11 11 11 0.0705 

Part-time/full year, more than 1 

institution 20 20 # 2 2 1 0.4841 

Part-time/part year 150 100 40 13 13 12 0.1401 

Parents’ income (for dependent 

students) 

Less than $10,000 30 20 10 2 2 2 0.0255 

$10,000–$19,999 40 30 10 3 3 3 0.1995 

$20,000–$29,999 70 50 20 4 4 5 –0.4716 

$30,000–$39,999 80 50 30 6 5 6 –0.3169 

$40,000–$49,999 90 70 20 6 6 4 0.8390 

$50,000–$59,999 100 70 30 6 6 6 –0.0533 

$60,000–$69,999 100 70 30 7 7 7 0.1211 

$70,000–$79,999 90 60 30 5 6 5 0.2454 

$80,000–$99,999 100 70 30 6 6 5 0.2879 

$100,000 or more 150 100 50 9 9 9 0.0360 

Student’s income (for independent 

students) 

Less than $5,000 120 90 40 8 8 8 0.1865 

$5,000–$9,999 110 80 30 8 7 9 –0.5451 

$10,000–$19,999 140 100 40 9 9 9 0.0265 

$20,000–$29,999 110 80 30 7 7 7 –0.0913 

$30,000–$49,999 120 80 30 8 8 7 0.3577 

$50,000 or more 70 50 20 6 5 8 –0.8470 

Applied for aid 

Yes 1,040 720 320 69 68 73 –1.4705 

No 470 340 130 31 33 27 1.4705 

Receipt of federal aid 

Yes 900 630 280 60 59 63 –1.0389 

No 600 430 170 40 41 37 1.0389 

Receipt of Pell grant 

Yes 460 330 130 30 29 32 –0.7415 

No 1,050 730 310 70 71 68 0.7415 

Receipt of Stafford loan 

Yes 770 530 240 52 50 55 –1.5828 

No 740 530 210 49 50 45 1.5828 

Receipt of state aid 

Yes 370 260 110 21 21 22 –0.3446 

No 1,130 800 330 79 79 78 0.3446 

Receipt of institution aid 

Yes 550 400 150 33 34 32 0.7520 

No 960 660 300 67 66 68 –0.7520 

Receipt of any aid 

Yes 1,140 800 340 73 73 74 –0.2587 

No 370 260 110 27 27 26 0.2587 

Ever married 

Yes 700 510 190 44 45 41 1.4111 

No 790 550 240 56 55 59 –1.4111 

Dependents other than spouse 

Yes 380 270 110 25 24 27 –0.9323 

No 1,120 790 330 75 76 73 0.9323 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

278 

Table H.10. Comparison of item respondents and nonrespondents for “Sections taught 

per day—current job”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 70 40 30 5 5 4 0.0892 

Mid East 270 180 90 17 18 17 0.2028 

Great Lakes 250 190 70 19 19 18 0.3560 

Plains 120 90 30 7 7 5 0.6483 

Southeast 430 310 120 24 25 24 0.1197 

Southwest 170 120 50 13 13 14 –0.3820 

Rocky Mountains 50 40 10 3 3 3 0.1068 

Far West 120 70 50 11 9 15 –1.7000 

Outlying Areas 10 10 # 2 2 # 0.5593* 

Current employment status for 

B&B interview 

Work full-time 1,360 970 380 91 90 91 –0.2527 

Work part-time 70 50 20 5 5 4 0.4418 

Waiting to report to work/layoff 10 10 0 1 1 0 0.2272 

Not working 40 20 20 4 3 5 –0.5067 

Homemaker 10 10 0 # # 0 0.0903 

Cumulative amount of Federal loans 

$0 600 430 170 40 41 38 0.9937 

$1 to $2,499 260 170 80 15 16 15 0.1149 

$3,500 to $7,499 400 280 120 28 28 27 0.2893 

$7,500 or more 240 170 80 17 16 20 –1.3979 

# Rounds to zero. All zeros provided in this table are actual values. 

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

279 

Table H.11. Comparison of item respondents and nonrespondents for “Time scale of 

pay—hourly/weekly/monthly” 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Institutional sector 

Public 4-year 810 320 490 63 61 65 –2.0440 

Non-doctorate-granting 260 100 160 18 17 18 -0.3207 

Doctorate-granting 550 220 340 46 44 47 –1.8344 

Private not-for-profit 4-year 460 220 240 35 37 33 2.8054 

Non-doctorate-granting 290 140 150 23 25 23 1.4579 

Doctorate-granting 180 80 90 11 13 10 1.4469 

Private for-profit 4-year 20 # 20 2 1 2 –0.7497 

Institutional control and 

enrollment category 

Public 

Fewer than 2,500 10 10 # 1 1 # 0.5552 

2,500–4,999 40 10 30 3 1 3 –1.1477 

5,000–9,999 140 60 80 8 8 8 –0.0281 

10,000–19,999 250 100 160 19 19 19 0.0687 

20,000 or more 370 150 230 33 32 34 –1.4920 

Private not-for-profit 

Fewer than 1,000 50 30 20 3 4 2 1.3439 

1,000–2,499 120 60 60 9 10 8 1.1896 

2,500–4,999 130 60 70 10 10 10 0.2419 

5,000–9,999 80 30 50 6 6 6 –0.3369 

10,000 or more 100 50 50 7 8 7 0.3669 

Private for-profit 

Fewer than 999 # # # # # # –0.0933 

1,000 or more 20 # 10 2 1 2 –0.6681 

Institution region 

New England 70 30 40 6 6 6 –0.4574 

Mid East 240 100 140 17 19 17 1.3078 

Great Lakes 230 100 130 19 17 20 –1.9522 

Plains 120 60 70 10 10 10 0.4432 

South East 330 130 200 22 23 22 0.5786 

South West 130 50 80 10 8 11 –2.2838 

Rocky Mountains 40 20 20 3 3 3 –0.1798 

Far West 130 60 70 12 14 11 1.7496 

Outlying Area 10 10 # 1 1 # 0.7939 

Gender 

Male 490 160 330 44 33 51 –11.1173* 

Female 800 380 420 56 67 49 11.1173* 

Age 

21 or younger 310 180 140 23 33 17 9.7241* 

22 310 150 160 21 24 19 2.7459 

23 180 70 110 15 12 16 –2.4961 

24 to 27 190 70 120 16 16 16 0.0116 

28 or older 300 80 220 25 15 32 –9.9855* 

Race 

White 1,020 450 570 76 78 74 2.7546 

Black or African American 130 50 90 11 11 11 0.1064 

Asian 70 20 50 7 4 9 –3.1094* 

American Indian/Alaska Native 10 10 # 1 1 # 0.6151 

Native Hawaiian/Other Pacific 

Islander 10 # 10 1 1 1 0.1788 

Other 60 20 40 5 5 6 –0.5456 

Hispanic 

Yes 80 30 50 7 8 6 1.3063 

No 1,220 510 710 93 92 94 –1.3063 

Citizenship 

U.S. citizen 1,220 520 710 91 91 91 –0.3423 

Resident alien 50 20 30 5 5 5 0.4517 

Foreign/international student 30 10 20 4 4 4 –0.1095 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

280 

Table H.11. Comparison of item respondents and nonrespondents for “Time scale of 

pay—hourly/weekly/monthly”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Attendance status 

Full-time/full year, 1 institution 610 310 300 45 57 38 11.8537* 

Full-time/full year, more than 1 

institution 70 30 40 4 4 4 –0.4853 

Full-time/part year 240 90 150 20 15 23 -4.5966* 

Part-time/full year, 1 institution 150 50 100 14 11 15 –2.5997 

Part-time/full year, more than 1 

institution 30 10 20 1 # 2 –0.9117* 

Part-time/part year 190 60 140 16 13 18 –3.2604 

Parents’ income (for dependent 

students) 

Less than $10,000 20 10 10 1 2 1 0.6395* 

$10,000–$19,999 50 20 30 4 3 4 –0.5192* 

$20,000–$29,999 70 30 40 6 5 6 –0.9832 

$30,000–$39,999 60 30 30 4 5 4 0.7944 

$40,000–$49,999 70 40 30 5 7 4 1.7741 

$50,000–$59,999 80 50 30 6 8 5 1.7748 

$60,000–$69,999 70 30 40 5 4 6 –1.0113 

$70,000–$79,999 60 30 30 5 7 4 1.8085 

$80,000–$99,999 100 50 50 7 9 6 1.9046 

$100,000 or more 140 80 70 11 14 9 3.3712 

Student’s income (for independent 

students) 

Less than $5,000 110 50 60 8 10 6 2.1374 

$5,000–$9,999 70 30 40 6 7 5 0.7952 

$10,000–$19,999 80 30 50 6 6 7 –0.1246 

$20,000–$29,999 60 20 50 4 2 5 –1.7866 

$30,000–$49,999 110 30 80 10 7 12 –3.2168 

$50,000 or more 140 20 120 12 5 17 -7.3581* 

Applied for aid 

Yes 660 310 350 48 52 45 3.7668 

No 630 230 400 52 49 55 –3.7668 

Receipt of federal aid 

Yes 580 270 300 43 47 40 4.2548 

No 720 270 450 58 53 60 -4.2548 

Receipt of Pell grant 

Yes 270 130 140 19 23 17 3.7764* 

No 1030 410 610 81 77 83 –3.7764* 

Receipt of Stafford loan 

Yes 500 240 260 38 41 36 3.5187 

No 800 310 490 62 59 64 –3.5187 

Receipt of state aid 

Yes 240 120 120 15 18 13 3.1255* 

No 1,060 430 630 85 82 87 –3.1255* 

Receipt of institution aid 

Yes 410 210 200 28 37 23 8.5329* 

No 880 330 550 72 63 77 -8.5329* 

Receipt of any aid 

Yes 880 380 500 65 65 65 0.0878 

No 420 160 250 35 35 35 –0.0878 

Ever married 

Yes 460 150 310 35 25 41 -9.5585* 

No 810 400 420 65 75 59 9.5585* 

Dependents other than spouse 

Yes 230 80 160 18 13 21 -4.7552* 

No 1,040 470 570 82 87 79 4.7552* 

See notes at end of table. 
Appendix H 

Item Nonresponse Analysis

281 

Table H.11. Comparison of item respondents and nonrespondents for “Time scale of 

pay—hourly/weekly/monthly”—Continued 

Sample size Percent estimate 

Variable description Total Respondent Nonrespondent Total Respondent Nonrespondent Bias 

Student's state of legal residence 

1999–2000 

 

New England 70 20 40 5 4 6 –1.3318 

Mid East 250 110 140 18 20 18 1.3114 

Great Lakes 220 90 130 17 16 18 –0.9344 

Plains 120 60 60 9 9 9 0.4107 

Southeast 320 120 200 22 21 22 –0.3971 

Southwest 130 50 80 11 9 12 –1.8302 

Rocky Mountains 40 20 20 3 2 4 –0.8048 

Far West 140 70 80 13 15 12 1.7147 

Outlying Areas 20 10 10 2 4 1 1.8615 

Current employment status for 

B&B interview 

Work full-time 910 290 620 74 55 86 –20.1531* 

Work part-time 360 250 110 26 46 14 20.1531* 

Cumulative amount of Federal loans 

$0 720 270 450 58 53 60 –4.2938 

$1 to $2,499 130 60 80 9 8 9 –0.7430 

$3,500 to $7,499 260 120 130 19 21 17 2.0223 

$7,500 or more 190 90 90 15 18 13 3.0145 

# Rounds to zero. 

†Not Applicable.

*Bias is significant at the .05/(c–1) level, where c is the number of categories within the primary variable. 

NOTE: Details may not sum to 100 due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B: 2000/01). 
Appendix H 

Item Nonresponse Analysis

282 
283 

Appendix I

Using the B&B:2000/01 Survey Weights 
Appendix I

Using the B&B:2000/01 Survey Weights 

284 
285 

Appendix I 

Using the B&B:2000/01 Survey Weights 

The B&B sampling design consisted of three stratified stages. A stratified sample of 

postsecondary institutions was selected with probabilities proportional to a composite measure of 

size at the first stage, a stratified systematic sample of students was selected from sample 

institutions at the second stage, and a stratified sample of individuals identified as confirmed or 

potential baccalaureate recipients was selected at the third stage. With three sample stages and 

stratified sampling at each stage, the B&B data were obtained from a complex sampling design 

and require specialized software for appropriate estimation. In this appendix, sample code from 

SUDAAN, one such package, is provided to show how the estimation can be done. Also 

provided are the names and locations of available weight variables, and a description of a design 

effects based approach that can be used as a rough guide in situations in which appropriate 

software is not available. 

I.1 B&B:2000/01 Weight Variables and Location 

The B&B:2000/01 weight variables can be found in two files on the ECB: the Weights 

file and the Analysis file. 

The Analysis file contains, in addition to many other variables, the final Taylor series 

weight variable BB01AWT, together with its analysis strata variable BB01ASTR and analysis 

PSU variable BB01APSU. 

The Weights file contains the above three Analysis file variables and also contains BRR 

weights BB1BRR01 through BB1BRR64, and the initial NPSAS institution weight INSTWT. 

The student ID variable ZRID is provided for merging, as well as an indicator of B&B:2000/01 

respondent status, B01INT. 

I.2 Using the B&B:2000/01 Survey Weights in Practice 

Most commonly used statistical computing packages (e.g., SAS and SPSS) assume 

independent, identically distributed observations from a population of infinite size. When the 

data come from a finite population and have been collected using a complex sampling design, 

then the assumptions of the commonly used packages usually lead to an underestimate of the 

sampling variance, producing artificially small confidence intervals and nonconservative 

hypothesis test results (i.e., rejecting the null hypothesis when it is in fact true more often than 

indicated by the nominal Type I error level) (Carlson et al, 1993).1

 

 

1

Carlson, B.L., Johnson, A.E., and Cohen, S.B. (1993). An evaluation of the use of personal computers for variance 

estimation with complex survey data. Journal of Official Statistics, 9: 795-814. 
Appendix I

Using the B&B:2000/01 Survey Weights 

286 

Statistical strategies that have been developed to address this issue include first-order 

Taylor series expansion, balanced repeated replication, and the Jackknife approach. The first 

two of these approaches are described briefly in chapter 6; all are covered in-depth in Wölter 

(1985).2

 

Special-purpose software packages that have been developed for analysis of complex 

sample survey data include SUDAAN, WesVar, and Stata. Evaluations of the relative 

performances of these packages are reported by Cohen (1997).3

 SUDAAN is a commercial 

product developed by RTI, and information regarding the features of this package is available 

from http://www.rti.org/sudaan Information regarding WesVar, a product of Westat, Inc., is 

available from the website http://www.westat.com/wesvar; and information regarding Stata, a 

product of Stata Corporation, is available at http://www.stata.com NCES also has developed a 

software tool called the DAS for analysis of complex survey data. Information about using the 

DAS is available from http://nces.ed.gov/das

For Taylor series approximation of standard errors using SUDAAN or Stata, analysis 

strata and analysis PSUs for the baccalaureate recipients of the B&B study are provided in the 

B&B:2000/01 ECB Weights file by variables BB01ASTR and BB01APSU, respectively. The 

study weights used with these strata and PSUs are the final weights (the rounded w5i of chapter 

6) given by the variable BB01AWT . 

Below is an example of generic SUDAAN code to produce estimates and standard errors 

using Taylor Series approximation for baccalaureate recipients. The symbols /* and */ in the 

code indicate the beginning and end of a comment. The data set must already be sorted by 

analysis strata and analysis PSUs within strata. 

proc descript data=/* insert dataset filename*/ design=wr; 

nest bb01astr bb01apsu; 

weight bb01awt; 

var /*insert NPSAS:2000 or B&B:2000/2001 variables*/; 

subpopn /* insert domain of interest if domain is a subset of baccalaureates*/; 

print nsum mean semean / style=nchs; 

run; 

For BRR approximation of standard errors using SUDAAN or WesVar, there are 64 

separate BRR weights, and these are provided in the B&B:2000/01 ECB Weights file by the 

variables BB1BRR01 through BB1BRR64. 

Below is an example of generic SUDAAN code to produce BRR standard errors for 

baccalaureate recipients. For the BRR approach, the data set does not need to be sorted by 

analysis strata and PSUs. 

proc descript data=/* insert dataset filename*/ design=brr; 

repwgt bb1brr01-bb1brr64; 

weight bb01awt; 

var /*insert NPSAS:2000 or B&B:2000/2001 variables*/;

 

2

Wölter, K.N. (1985). Introduction to variance estimation. New York, Springer-Verlag. 3

Cohen, S.B. (1997). An evaluation of alternative PC-based software packages developed for the analysis of 

complex survey data. The American Statistician, 57:285–292. 
Appendix I

Using the B&B:2000/01 Survey Weights 

287 

subpopn /* insert domain of interest if domain is a subset of baccalaureates*/; 

print nsum mean semean / style=nchs; 

run; 

I.3 Using Design Effects Without Analysis Software 

If one must perform an analysis of B&B:2000/01 data using a software package that does 

not allow for complex survey data analysis, the design effects in appendix G can provide a rough 

guide to the adjustment needed for the resulting standard errors. See appendix G for more 

details. 
Appendix I

Using the B&B:2000/01 Survey Weights 

288 
289 

Appendix J 

GEM Adjustment Procedure 
Appendix J 

GEM Adjustment Procedure 

290 
291 

Appendix J 

GEM Adjustment Procedure 

Weight adjustments are obtained using a generalized exponential model (GEM) 

with weight adjustment at adjustment step j for individual i having the following form: 

( ) ( ) exp( ' )

( ) ( ) exp( ' ) ( )

ji ji ji ji ji ji j

ji ji ji ji ji ji ji ji j

ji j u c c l A x

l u c u c l A x

a

λ

λ

λ − + −

− + − =

where the lji, uji are lower and upper bounds on aji, the cji are pre-specified centering 

constants such that lji<cji<uji, xji is a px1 covariate-vector, and , Aji=uji-lji/(uji-cji)(cji-lji) is 

a scale factor.1

 The p-dimensional parameter vector λj is estimated by solving 

∑ ( ) − = 0 ∈

x

i A

x jiwjia ji λ j T (1) 

where Tx is a control total vector and A is the set of individuals whose weights are being 

adjusted. 

To fit a GEM, at adjustment step j, individuals are first stratified and then grouped 

according to extreme weights within strata: low-extreme, normal, or high-extreme 

weights. Depending on the strata and extreme weight group they are in, each individual 

is then assigned a bounds adjustment multiple. Furthermore, across all strata, each 

extreme weight group is given group-specific bounds. Each individual’s final adjustment 

bounds for model fitting is obtained by multiplying their individual adjustment multiple 

by the group-specific bounds. The GEM can then be fit with individual weight 

adjustments constrained to lie within the obtained bounds 

The first step in finding individual bounds was to stratify individuals by 

institutional sector, the five level cross of institutional control, and highest level of 

offering.2

 These strata were used in the sampling design, as outlined in section 2.1, and so 

should group similar weights together. 

For each stratum, individuals were then further partitioned into extreme weight 

groups: low-extreme, normal, and high-extreme. This partitioning was accomplished 

using a standard nonparametric approach to outlier detection based on the interquartile 

range. Within stratum k for k=1,...,5, the interquartile range, IQRk is as follows: 

 1

To see the relationship to a logit model, let the lower bound lji equal 1, the centering constant cji equal 2, and 

let the upper bound uji go to infinity. In the limit there is aji =1+exp(xji ́λj), a logit model in which aji is the reciprocal of 

a response probability. 2

At institution where degree was received. 
Appendix J 

GEM Adjustment Procedure 

292 

,75 ,25 ˆ ˆ jk Pjk Pjk IQR = − , 

the difference of the estimated 75th and 25th percentiles (the third and first quartiles). 

Using ,50 ˆ

Pjk , the estimated stratum k sample median, outlier bounds bjk1, bjk2 were 

computed where 

jk jk jk b 1 = Pˆ ,50 − 3IQR

jk jk jk b 2 = Pˆ ,50 + 3IQR

and the weights in stratum k could then be grouped: wji is considered low-extreme if 

wji<bjk1, wji is considered high-extreme if wji>bjk2, and wji is considered normal otherwise. 

The individual i bounds adjustment multiple, mji, is then obtained as follows: 

1

2

if is low-extreme

1 if is normal

if is high-extreme

jk

ji ji

ji

ji

jk

ji

ji

b

m w

w

w

b

w

w

=

=

=

 

and so mji >1 for low-extreme weights and mji<1 for high-extreme weights. This has the 

desirable effect of increasing the lower bound for low-extreme weights and decreasing 

the upper bound for high-extreme weights. 

To obtain the extreme weight group bounds, let g give the grouping, with g=1

being low-extreme, g=2 being normal, and g=3 being high-extreme. The group bounds 

are then a lower bound *

jg l , and an upper bound *jg u , and also a centering constant *j c . 

To reduce the total number of bounds in the model and so simplify the fitting process, *

3

*

j2 j l = l , and *2

*

j1 j u = u was always constrained. Extreme weight group bounds were then 

further constrained depending on whether the adjustment step was for nonresponse or 

poststratification. 

The additional constraints on the extreme weight group bounds for nonresponse 

adjustment are that ** *

123 1 jj j lll === because individual weight adjustments were 

restricted to be greater than 1. This is desirable as nonresponse adjustments represent the 

inverse of response probabilities. The centering constant *

j c is then set equal to the 

reciprocal of the estimated weighted response rate. 

The additional constraints on the extreme weight group bounds for 

poststratification, the fourth adjustment step, are that centering constant 1 * c4 = in order to 

not adjust the weights too far away from the original design weight. This forces *

4 1 g l <
Appendix J 

GEM Adjustment Procedure 

293 

and *

4 1

g u > , which are consistent with the control totals being either larger or smaller 

than the estimated totals based on the design weights. 

Subject to all of the above constraints, the extreme weight group bounds used in 

adjusting the B&B initial weights are provided in table J.1. All further specifications of 

these bounds were made to ensure model convergence. 

Table J.1. Bounds and centering constants for group weight adjustments for each 

GEM adjustment step 

Lower Bounds Upper bounds 

Lowextreme Normal High 

extreme 

Centering 

constant Lowextreme Normal High 

extreme 

Adjustment 

step *

j1 l *j 2 l *j3 l *j c *j1 u *j 2 u *j3 u

Location 

adjustment, j=1 1.00 1.00 1.00 1.09 1.10 3.00 3.00 

Refusal 

adjustment, j=2 1.00 1.00 1.00 1.08 1.80 2.00 2.00 

Other 

nonresponse 

adjustment, j=3

1.00 1.00 1.00 1.05 2.20 2.20 2.20 

Poststratification 

adjustment, j=4 0.70 0.70 0.90 1.00 1.10 1.30 1.30 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2000–2001 Baccalaureate and Beyond 

Longitudinal Study (B&B:2000/01).

Once the group bounds had been determined, individual weight adjustment 

bounds were found by multiplying the individual bounds adjustment multiples by the 

appropriate group specific bounds: 

ji jgmji l l

* =

ji jmji c c* =

ji jgmji u u* =

where g is determined by the group to which wji belongs. 

GEM adjustment for nonresponse and poststratification also differs by choice of 

covariate vector xji , and the composition of control total vector Tx. 

For nonresponse adjustment, the components of xji are the predictors of 

nonresponse. Vector Tx is in this case the full sample (respondents and nonrespondents) 

weight totals for the levels of the predictors in xji. Solution of equation (1) is then 

equivalent to finding the λj for which x

i A

∑x jiwjia ji j = T ∈

(λ ) where A is the set of all 

respondents. That is, the lambda is found such that its associated adjustments have the 

property that sums of adjusted weights for respondents equal sums of the current weights 

over the entire sample. Since nonrespondents have adjusted weights set equal to zero, it 

is then also true that over all sampled individuals, sums of adjusted weights equal those 

of current weights. 
Appendix J 

GEM Adjustment Procedure 

294 

For poststratification adjustment, the components of xji are the levels of the 

selected variables for which population level control totals are available. In this case, 

vector Tx contains these IPEDS totals, and the resulting weights have been adjusted to 

preserve the totals.