NATIONAL CENTER FOR EDUCATION STATISTICS

Technical Report March 2000

Beginning Postsecondary Students

Longitudinal Study

First Follow-up 1996-98 (BPS:96/98)

Methodology Report

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-157
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

National Center for Education Statistics

Gary W. Phillips

Acting 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 fulfils a congressional mandate

to collect, collate, analyze, and report full and complete statistics on the condition of education in the United

States; conduct and publish reports and specialized analyses of the meaning and significance of such

statistics; assist state and local education agencies in improving their statistical systems; and review and

report on education activities in foreign countries.

NCES activities are designed to address high priority education data needs; provide consistent, reliable,

complete, and accurate indicators of education status and trends; and report timely, usefully, and high quality

data to the U.S. Department of Education, the Congress, the state, other education policymaker, practitioners,

data users and the general public. 

We strive to make our products available in a variety of formats and in language that is appropriate to a variety

of audiences. You, as our customer, are the best judge of our success in communicating information

effectively. If you have any comments or suggestions about this or any other NCES product or report, we

would like to hear from you. Please direct your comments to:

National Center for Education Statistics

Office of Educational Research and Improvement

U.S. Department of Education

555 New Jersey Avenue, NW

Washington, DC 20208-5574

March 2000

The NCES World Wide Web Home Page address is: http://nces.ed.gov/pubsearch/index.asp

Suggested Citation:

U. S. Department of Education. National Center for Education Statistics. Beginning Postsecondary

Students Longitudinal Study First Follow-up 1996-98 (BPS:96/98) Methodology Report, NCES 2000-157

by Jennifer S. Wine, Roy W. Whitmore, Ruth E. Heuer, Melissa Biber, and Daniel J. Pratt. Project

Officer: C. Dennis Carroll. Washington, DC: 2000.

Contact: 

Aurora D'Amico

Adamico@inet.gov

(202) 219-1365
NATIONAL CENTER FOR EDUCATION STATISTICS

Technical Report March 2000

Beginning Postsecondary Students

Longitudinal Study

First Follow-up 1996-98

(BPS:96/98)

Methodology Report

Jennifer S. Wine

Roy W. Whitmore

Ruth E. Heuer

Melissa Biber

Daniel J. Pratt

Research Triangle Institute

C. Dennis Carroll

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-157

iii

EXECUTIVE SUMMARY

Introduction

The Beginning Postsecondary Students Longitudinal Study (BPS) follows a cohort of students

who started their postsecondary education during the 1995-1996 academic year. Students were

first interviewed during 1996 as part of the National Postsecondary Student Aid Study: 1996

(NPSAS:96). The BPS:96/98 study is the first follow-up of this cohort. A second follow-up in

2001 will monitor academic progress through six years, and assess completion rates for 4-year

programs in the normal time expected. A third follow-up, scheduled to occur in 2003, seven to

eight years after college entry, will allow for analysis of attainment among students who started

working on a baccalaureate degree in 1995-96.

Sample Design

The respondent universe for the BPS:96/98 full-scale study consisted of all students who began

their postsecondary education for the first time during the 1995-96 academic year at any

postsecondary institution in the United States or Puerto Rico. The sample students were the firsttime beginners (FTBs) who attended postsecondary institutions eligible for inclusion in the 1996

National Postsecondary Student Aid Study (NPSAS:96) and who were themselves NPSASeligible. Students eligible for BPS:96/98 were those students eligible for NPSAS:96 who were

first-time, beginning students at NPSAS sample institutions in the 1995-96 academic year. The

number of NPSAS:96 CATI respondents for which BPS:96/98 interviews were attempted was

11,985 (12,207 less 167 and 55). NPSAS:96 nonrespondents who were potential FTBs were

sampled for follow-up to improve upon the nonresponse bias reduction achieved through the

nonresponse adjustments incorporated into the NPSAS:96 statistical analysis weights. In an

attempt to increase both the sample yield and the weighted effective response rate, a

nonrespondent subsample of 300 was selected for more intensive data collection efforts from

among nonfinalized CATI nonrespondents.

Instrument Development

The first section of the BPS interview determined both eligibility for NPSAS:96 and status as a

first time beginning student for those individuals who were nonrespondents during the

NPSAS:96 interview. It also collected background information for NPSAS:96 partial

respondents who missed key items during the base year interview. Sections B through G

collected new and updated information on postsecondary enrollment, employment, income,

family formation/household composition, student financial aid, debts, education experiences, and

education and career aspirations. The final section updated locating information in order for

sample members to be more easily located during the second follow-up.
EXECUTIVE SUMMARY

iv

Data Collection

Three months prior to the start of data collection, a package was mailed to parents and/or other

contacts to update the most recent student addresses and gain cooperation by explaining the

purposes of the study. A standard lead letter was then mailed to students two weeks prior to the

start of data collection to inform them of the upcoming interview, and obtain additional postal

service address updates. New contact information was preloaded into the CATI instrument to

assist in locating sample members. Cases not located during the CATI-internal locating process

were worked through one or more CATI-external locating procedures. 

Training of Interviewers

For BPS:96/98, project staff developed two separate training programs for telephone

interviewers and supervisors, who collected data through CATI, and field interviewers

and supervisors, who completed personal interviews through CAPI. Training topics

covered administrative procedures, including confidentiality requirements and quality

control techniques; student locating; interactions with students; the nature of the data to

be collected; and the organization and operation of the CATI and CAPI programs used for

data collection.

Telephone Interviewing

CATI locating and interviewing began in the spring of 1998. The initial CATI sample

consisted of verified first time beginning students (FTBs) who had been located and

interviewed successfully in the NPSAS:96 full-scale data collection and for whom

locating information was available. Additionally, sampled NPSAS:96 nonrespondents

for whom new or verified locating information was obtained were included in the CATI

sample. The remaining sample members became part of the initial field tracing and

interviewing sample. Field locating and interviewing activities began approximately

three months after the start of CATI interviewing so that a sufficient number of cases

would be available to be worked in each of the 34 geographic clusters.

Contacting and Interviewing Outcomes

Overall Contacting and Interviewing Results

Overall contacting and interviewing results are shown in figure 1. Of the 12,410 students

in the original sample, 11,184 were located and contacted and 166 were excluded (out of

scope) because they were deceased, out of the country, institutionalized or physically/

mentally incapacitated,1 had no phone, or were otherwise unavailable for the entire data

 1

Sample members were identified as institutionalized or physically/mentally incapacitated by parents or

other contacts. 
EXECUTIVE SUMMARY

v

Figure 1_Contacting and interviewing outcomes

collection period. Among the contacted subsample, 10,332 were interviewed, 10,268 of

whom were verified First-Time Beginners (FTBs). The unweighted contact rate,

exclusive of those out of scope, was 91.3 percent (11,184/12,244). For those contacted,

the interview rate was 92.3 percent (10,268/11,120). The overall unweighted response

rate was 84.3 percent (91.3*92.3). 

Refusal Conversion

Efforts to gain cooperation from sample members included refusal conversion

procedures. When a case initially refused to participate, the case was referred to a

refusal conversion specialist. Fifteen percent (1,928 cases) refused to be interviewed at

some point during data collection. Refusal conversion specialists called the sample

members to try to gain full cooperation with the interview. When full cooperation

could not be obtained, an abbreviated interview was attempted to obtain key

information. Fifty-three percent (1,018 cases) of the refusals were converted. 

Partial Responses

Of the 10,268 verified FTBs who were interviewed, full interviews were completed for

9,812 sample members, partial interviews were completed for 113 sample members, and

abbreviated interviews were completed with 343. An interview was considered a partial

interview if at least section B (enrollment information) of the main interview was

completed, but not the full interview. 

Sample

n = 12,410

Contacted

n = 11,184

Interview

n = 10,332

Not contacted

n = 1,060

 Nonrespondents

 n = 852

 refusal n = 590

 language barrier n = 5

 other nonrespondent n = 257

Exclusions

n = 166

 leads exhausted n = 306

 refusal by other n = 144

 needs field n = 549

 language barrier n = 4

 other noncontact n = 57

 incarcerated/institutionalized n = 10

 incapacitated n = 7

 deceased n = 16

 unavailable n = 48

 out of country n = 54

 no phone n = 31

Non-FTB

n = 64

FTB

n = 10,268
EXECUTIVE SUMMARY

vi

Field Interviewing

A total of 2,094 cases were assigned to field interviewers. Cases were selected for a

number of reasons, including Puerto Rico residence, inability to locate in CATI, refusal in

CATI, or extensively worked in CATI but unable to reach the subject. Only cases located

in close geographic proximity to a field interviewer were assigned to the field. Seventy

percent of the field cases were contacted (in either CATI or field), and 70 percent of those

contacted were interviewed.

Timing

The average administration time for the full-scale interview was 20 minutes, which was

two minutes shorter than the field test and nine minutes shorter than the NPSAS:96 fullscale interview. On average, NPSAS:96 nonrespondents took five minutes longer to

complete the interview than NPSAS:96 respondents. Section A, which was skipped by

NPSAS:96 full respondents, accounts for the majority of this additional time.

Indeterminate Responses

Overall item nonresponse rates were low, with only ten of the 363 items containing over

ten percent missing data. Items with the highest rates of nonresponse were those

pertaining to income. Many respondents were reluctant to provide information about

personal and family finances and, among those who are not, many simply do not know.

Online Coding

The BPS instrument included tools that allowed computer-assisted online assignment

of codes to literal responses for postsecondary education institution, major field of

study, occupation, and industry. Ten percent of the major, occupation, and industry

coding results were sampled and examined on a regular basis during data collection. 

Approximately two to nine percent of the verbatim text strings were too vague to

properly evaluate. Additionally, five to ten percent of the strings were recoded,

although very few resulted in a shift across broad categories.

Quality Control Monitoring

Monitors listened to up to twenty questions during an ongoing interview and, for each

question, evaluated two aspects of the interviewer-respondent interchange: whether the

interviewer delivered the question correctly and keyed the appropriate response. Over

14,000 items were monitored during the data collection period. The majority of the

monitoring data was collected during the first half of data collection.
EXECUTIVE SUMMARY

vii

Analysis Weights

The sample for the BPS:96/98 survey includes not only the students who were identified as FTBs

in their NPSAS:96 interviews, but also a subsample of NPSAS:96 nonrespondents who were

considered potential FTBs at the conclusion of the study. Therefore, computation of the

statistical analysis weights for BPS:96/98 consisted of the following primary steps: computing

special-purpose NPSAS:96 weights that account for follow-up of NPSAS:96 nonrespondents

within BPS:96/98; and computing the BPS:96/98 analysis weights from the special-purpose

NPSAS:96 weights.

Measures of Precision

The cumulative effect of the various factors affecting the precision of a survey statistic is often

modeled as the survey design effect. The design effect, Deff, is defined as the ratio of the

sampling variance of the statistic under the actual sampling design divided by the variance that

would be expected for a simple random sample of the same size. Hence, 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 sampling 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. Hence, statistics that are based on observations that are

highly correlated within institutions will have higher design effects for BPS. In order to provide

an approximate characterization of the precision with which BPS:96/98 survey statistics can be

estimated, we have prepared a short series of tables that provide estimates of key statistics, their

standard errors, and the estimated survey design effects. 

Measures of Bias

Although there are many other potential sources of bias, one of the most important sources of

bias in sample surveys is survey nonresponse. Survey nonresponse results in bias when the

unobserved outcomes for the nonrespondents are systematically different from the observed

outcomes for the respondents. Hence, we can model the potential for nonresponse bias by

modeling the pattern of mean response by date of response. We first used the date of interview

(or date of last access for non-CATI responses) to subdivide the 10,267 survey respondents into

10 groups of approximately 1,000 respondents each. Then, within each institution level (lessthan-2 year, 2-year, and 4-year), we again subdivided all respondents into 10 groups of

approximately equal numbers of respondents. This strategy was adopted so that the mean

response in each group would have approximately the same precision. However, it also results in

respondent groups with shorter ranges of dates at the beginning of data collection because

relatively larger numbers of interviews were completed during the first few months of data

collection.

We examined the pattern of cumulative mean response by date of interview for the following: 

mean age in the base year; percent non-white; percent enrolled in Spring 1998; percent who

attained a degree by June 1998; and mean number of risk factors. In addition, for all students

combined, we examined the mean of the institution level attended in the base year. For students
EXECUTIVE SUMMARY

viii

who attended 4-year institutions in the base year, we examined the percentage who reported in

the base year that they were attempting a baccalaureate degree. If the mean responses from the

later groups of respondents are reasonably consistent, then obtaining additional responses

probably will have little effect on survey estimates and nonresponse bias probably is negligible. 

Some potential for bias by institutional level was evident for overall population estimates

because it appears that additional respondents would be more likely to have attended less-than-4-

year institutions. The only other evidence of potential for bias was with respect to the percentage

of respondents who were enrolled in the Spring of 1998. For students from 4-year institutions

and for the sample as a whole, it appears that additional respondents would be more likely to

have not been enrolled in the Spring of 1998.

Content of the Report

The technical report describes the methods and procedures used for the full-scale data

collection effort of the Beginning Postsecondary Students Longitudinal Study First Follow-up

1996-1998 (BPS:96/98). The background and purposes of the BPS full-scale study are

provided in Chapter 1. The design and methodology of the study are described in Chapter 2,

and overall outcomes of data collection presented in Chapter 3. Results of evaluations of the

quality of data collected are provided in Chapter 4. Discussions of data file construction and

of weighting and variance estimations are presented in Chapters 5 and 6, respectively. 

Materials used during the full-scale study are provided as appendices to the report.
ix

Foreword

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

effort of the Beginning Postsecondary Students Longitudinal Study First Follow-up 1996-1998

(BPS:96/98). These students, who started their postsecondary education during the 1995-1996

academic year, were first interviewed during 1996 as part of the National Postsecondary Student

Aid Study: 1996 (NPSAS:96). The BPS:96/98 study is the first follow-up of this cohort.

BPS:96/98 included important changes from the BPS:90/94 follow-up surveys, conducted

in 1992 and 1994 following the cohort of beginning postsecondary students selected as part of

NPSAS:90. The data collection instrument was considerably refined to reduce respondent

burden while still collecting key information on postsecondary enrollment, employment, and

demographics. In addition, BPS:96/98 was the first BPS study to include a field

locating/interviewing component, and was designed to allow comparative analyses with the first

(1990) BPS cohort.

The procedures used during the full-scale data collection were developed and refined as

part of the field test conducted in 1997. We hope that the information provided here will be

useful to a wide range of interested readers and that the results reported in the associated

descriptive summary report will encourage others to use the BPS data. We encourage those

using the data files for analysis to read the entire report, especially Chapter 6, describing the

weighting and variance estimation procedures and the overall response rates. Also, we welcome

recommendations for improving the format, content, and approach, so that future methodology

reports will be more informative and useful.
x

Acknowledgments

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

Center for Education Statistics (NCES) and the Office of Education Research and Improvement

(OERI) for their advice, guidance, and review in conducting the first follow-up of the Beginning

Postsecondary Students Longitudinal Study (1996/1998), and in preparing this document. We

are especially grateful to C. Dennis Carroll, Associate Commissioner of the Postsecondary

Studies Division who served as Project Officer for BPS.

Particular thanks are extended as well to the study technical review panel members who

provided considerable insight and guidance in the development of the design and instrumentation

of this study. We also extend our thanks to the project staff members of the two contractors,

Research Triangle Institute (RTI) and MPR Associates. A number of staff from these

organizations – including statisticians, analysts, survey managers, programmers, data collectors,

and interviewers – too numerous to name here, worked long hours to produce the data files and

reports for BPS:1996/1998. At RTI, we are especially indebted to Lil Clark, who produced the

draft and final versions of this report.

We also wish to thank all of those who reviewed this report and offered many helpful

suggestions: Andrew G. Malizio, Paula R. Knepper, Robert T. Atanda, Arnold A. Goldstein, and

Lisa Hudson of NCES, David A. Bergeron and Dan Madzelan of the Office of Postsecondary

Education, Elizabeth Warner of the Planning and Evaluation Service, Jacqueline King of the

American Council on Education, and Kent A. Phillippe of the American Association of

Community Colleges. 
xi

Table of Contents

Page

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

Foreword ..............................................................................................................................viii

Acknowledgements .................................................................................................................... ix

Chapter 1 Introduction, Background and Purpose

A. Background and Purpose of BPS ........................................................................ ............1-1

B. Overview of the Field Test.................................................................................. ............1-3

C. Schedule and Products of BPS:96/98.................................................................. ............1-4

Chapter 2 Design and Method of the Full-Scale Study

A. Sampling Design ......................................................................................................2-1

1. Respondent Universe............................................................................... ............2-1

a. Institution Universe..................................................................... ............2-1

b. Student Universe ......................................................................... ............2-2

2. Sample Selection Methodology .............................................................. ............2-2

a. Institution Sample ....................................................................... ............2-2

b. Student Sample............................................................................ ............2-5

1) Sampling NPSAS:96 Respondents ................................. ............2-5

2) Sampling NPSAS:96 Nonrespondents............................ ............2-8

3) Nonresponse Follow-up Subsampling within BPS:96/98..........2-11

B. The Integrated Management System (IMS)........................................................ ..........2-12

C. Data Collection Design ....................................................................................... ..........2-12

1. Locating ......................................................................................... ..........2-12

a. Pre-CATI Locating...................................................................... ..........2-12

b. CATI-Interrnal Locating ............................................................. ..........2-14

c. CATI-External Locating ............................................................. ..........2-15

d. Field Locating ............................................................................. ..........2-15

2. Instrument Design ................................................................................... ..........2-16

3. Training of Interviewers.......................................................................... ..........2-19

a. Training Telephone Interviewers ................................................ ..........2-19

b. Training Field Staff ..................................................................... ..........2-21

4. Telephone Interviewing........................................................................... ..........2-22

5. Field Interviewing ................................................................................... ..........2-23
Table of Contents

xii

Chapter 3 Data Collection Outcomes

A. Locating Outcomes ......................................................................................... ............3-1

1. Locating Prior Data Collection ............................................................... ............3-1

2. Locating During Data Collection ............................................................ ............3-2

B. Eligibility Determination..................................................................................... ............3-3

C. Contacting and Interviewing Outcomes.............................................................. ............3-3

1. Overall Contacting and Interviewing Results ......................................... ............3-3

2. Refusal Conversion ................................................................................. ............3-6

3. Partial Responses..................................................................................... ............3-6

4. Field Interviewing ................................................................................... ............3-6

5. Reliability Reinterview ........................................................................... ............3-7

D. Interview Burden and Effort ............................................................................... ............3-8

1. Timing ......................................................................................... ............3-8

2. Interviewer Hours.................................................................................... ..........3-11

3. Number of Calls ...................................................................................... ..........3-11

Chapter 4 Evaluation of Data Quality

A. Reliability of Interview Responses ..................................................................... ............4-1

1. Financial Aid ......................................................................................... ............4-2

2. Parent Support......................................................................................... ............4-3

3. Employment While Enrolled................................................................... ............4-3

4. Income ......................................................................................... ............4-4

5. Undergraduate Experiences..................................................................... ............4-5

6. Distance Education.................................................................................. ............4-6

B. Indeterminate Responses..................................................................................... ............4-6

C. Help Text ......................................................................................... ............4-7

D. Online Coding ......................................................................................... ............4-8

E. Quality Control Monitoring ................................................................................ ............4-9

F. CATI Quality Circles ......................................................................................... ............4-9

Chapter 5 Data File Construction................................................................................ ............5-1
Table of Contents

xiii

Chapter 6 Weighting and Variance Estimation

A. Analysis Weights ......................................................................................... ............6-1

1. Special Purpose NPSAS:96 Weights ...................................................... ............6-3

a. Initial Weights............................................................................. ............6-3

b. Sample Partition .......................................................................... ............6-4

c. Weights for Potential FTBs......................................................... ............6-4

d. Weights for Other Students......................................................... ............6-8

e. Exponential Ranking Weight Adjustments................................. ............6-8

f. Adjustment for Not Being an FTB at the Sampled Institution.... ............6-8

2. BPS:96/98 Analysis Weights .................................................................. ..........6-11

a. Weight Adjustments for NPSAS:96 Nonrespondents................. ..........6-12

b. Weight Adjustments for the Phase 1 Sample of NPSAS:96

Respondents ................................................................................ ..........6-12

c. Weight Adjustments for the Phase 2 Subsample of NPSAS:96/98

Nonrespondents........................................................................... ..........6-17

d. Weight Adjustments for the Concatenated Subsamples ............. ..........6-18

e. Overall Response Rates............................................................... ..........6-21

B. Weights for All Confirmed BPS:96 Cohort Members........................................ ..........6-22

1. Weights for the NPSAS:96 Nonrespondents .......................................... ..........6-22

2. Weights for the NPSAS:96 Respondents................................................ ..........6-23

3. Combined Weights.................................................................................. ..........6-23

C. Variance Estimation ......................................................................................... ..........6-24

1. Taylor Series ......................................................................................... ..........6-24

2. Balanced Repeated Replication............................................................... ..........6-25

a. Why were BRR weights computed? ........................................... ..........6-25

b. How were the BRR weights computed? ..................................... ..........6-26

D. Accuracy of Estimates......................................................................................... ..........6-27

1. Measures of Precision ............................................................................. ..........6-27

2. Measures of Bias ..................................................................................... ..........6-41

Appendix A: Technical Review Panel ........................................................................... ...........A-1

Appendix B: Final Data Elements.................................................................................. ........... B-1

Appendix C: Facsimile Questionnaire, Abbreviated Instruments, Spanish Version,

Reliability Reinterview, .................................................................... ........... C-1

Appendix D: Table of Contents of Telephone Interviewer Manual, Training Agenda . ...........D-1

Appendix E: Mailout Materials ..................................................................................... ........... E-1
xiv
xv

List of Figures

Figure 2.1 Sample flow for the Beginning Postsecondary Students Longitudinal

Study, First-follow-up, 1996-98 (BPS:96/98)......................................... ............2-9

Figure 2.2 BPS:96/98 tracing strategy...................................................................... ..........2-13

Figure 2.3 Structure and flow of the BPS:96/98 full-scale student interview.......... ..........2-17

Figure 3.1 Contacting and interviewing outcomes................................................... ............3-5

Figure 4.1 Monitoring error rates for CATI question delivery................................. ..........4-11

Figure 4.2 Monitoring error rates for CATI data entry ............................................ ..........4-12

Figure 6.1 Sample flow for the Beginning Postsecondary Students Longitudinal

Study, First Follow-up, 1996-98 ............................................................. ............6-2

Figure 6.2 Cumulative mean institutional level for all students............................... ..........6-43

Figure 6.3 Cumulative mean age of all students....................................................... ..........6-44

Figure 6.4 Cumulative percentage of all students who are non-white ..................... ..........6-45

Figure 6.5 Cumulative percentage of all students who were enrolled in Spring 1998........6-46

Figure 6.6 Cumulative percentage of all students who attained a degree by

June 1998 ......................................................................................... ..........6-47

Figure 6.7 Cumulative mean number of risk factors for all students ....................... ..........6-48

Figure 6.8 Cumulative mean age of students in 4-year institutions ......................... ..........6-49

Figure 6.9 Cumulative percentage of students in 4-year institutions who are non-white ...6-50

Figure 6.10 Cumulative percentage of students in 4-year institutions who were

enrolled in Spring 1998........................................................................... ..........6-51

Figure 6.11 Cumulative percentage of all students in 4-year institutions who attained a

degree by June 1998................................................................................ ..........6-52

Figure 6.12 Cumulative mean number of risk factors for students in 4-year

institutions ......................................................................................... ..........6-53

Figure 6.13 Cumulative percentage of students in 4-year institutions who attempted

baccalaureate degree ............................................................................... ..........6-54

Figure 6.14 Cumulative mean age of students in 2-year institutions ......................... ..........6-55
List of Figures

xvi

Figure 6.15 Cumulative percentage of students in 2-year institutions who are non-white ...6-56

Figure 6.16 Cumulative percentage of students in 2-year institutions who were

enrolled in Spring 1998........................................................................... ..........6-57

Figure 6.17 Cumulative percentage of students in 2-year institutions who attained

a degree by June 1998 ............................................................................. ..........6-58

Figure 6.18 Cumulative mean number of risk factors for students in 2-year institutions .....6-59

Figure 6.19 Cumulative mean age of students in less-than-2-year institutions.......... ..........6-60

Figure 6.20 Cumulative percentage of students in less-than-2-year institutions

who are non-white................................................................................... ..........6-61

Figure 6.21 Cumulative percentage of students less-than-2-year institutions who

were enrolled in Spring 1998 .................................................................. ..........6-62

Figure 6.22 Cumulative percentage of students in less-than-2-year institutions

Who attained a degree by June 1998....................................................... ..........6-63

Figure 6.23 Cumulative mean number of risk factors for students in less-than2-year institutions.................................................................................... ..........6-64
xvii

List of Tables

Table 1.1 Operational schedule for BPS:96/98....................................................... ............1-4

Table 2.1 Institution sampling rates by institutional stratum .................................. ............2-4

Table 2.2 Number of certainty and non-certainty institutions by institutional stratum .......2-4

Table 2.3 Distribution of NPSAS:96 sample by OBE region ................................. ............2-5

Table 2.4 Strata for Sampling NPSAS:96 nonrespondents..................................... ..........2-10

Table 2.5 Sample allocation for BPS:96/98 nonresponse subsampling.................. ..........2-11

Table 2.6 Full scale CATI training activities and number of interviewers trained. ..........2-19

Table 3.1 BPS:96/98 tracing results........................................................................ ............3-2

Table 3.2 BPS:96/98 contact and interview rates by NPSAS:96 response status... ............3-4

Table 3.3 BPS:;96/98 contact and interview rates by sector of the NPSAS:96 institution..3-4

Table 3.4 BPS:96/98 field interview response status by type of field case............. ............3-7

Table 3.5 BPS:96/98 reliability reinterview results, by institutional level and control .......3-8

Table 3.6 Average Elapsed minutes to complete BPS:96/98 interview, by section

and by NPSAS:96 response status .......................................................... ............3-9

Table 3.7 Average elapsed minutes to complete BPS:96/98 interview, by section

and by NPSAS:96 institutional sector..................................................... ..........3-10

Table 3.8 Average elapsed minutes to complete BPS:96/98 interview, by section

and by number of postsecondary schools attended ................................. ..........3-11

Table 3.9 Number of calls made to sample members by type of institution and

Response status ....................................................................................... ..........3-12

Table 4.1 Financial aid ......................................................................................... ............4-2

Table 4.2 Parent support ......................................................................................... ............4-3

Table 4.3 Working while enrolled........................................................................... ............4-4

Table 4.4 Income ......................................................................................... ............4-5

Table 4.5 Undergraduate experiences ..................................................................... ............4-5

Table 4.6 Distance education .................................................................................. ............4-6

Table 4.7 Student interview item non-response for items with more than 10 percent

"don't know" or "refused"........................................................................ ............4-7

Table 4.8 Success rates for online coding procedures............................................. ............4-8
List of Tables

xviii

Table 6.1 Weight factor for selection into the NPSAS:96 nonresponse follow-up

Subsample ......................................................................................... ............6-4

Table 6.2 Number of NPSAS:96 nonrespondents imputed to be eligible for NPSAS.........6-5

Table 6.3 Average weight adjustment factors for logistic model for ability to

locate NPSAS:96 nonrespondents........................................................... ............6-6

Table 6.4 Average weight adjustment factors for logistic model for ability to

interview the located NPSAS:96 nonrespondents................................... ............6-7

Table 6.5 Distributions of weight adjustment factors for the special-purpose

NPSAS:96 weights.................................................................................. ............6-9

Table 6.6 Unequal weighting effects for the special-purpose NPSAS:96 weights. ..........6-10

Table 6.7 Sample sizes and sampling rates for BPS:96/98 nonresponse follow-up ..........6-13

Table 6.8 Average weight adjustment factors from logistic model used to

adjust phase 1 weights for student location nonresponse........................ ..........6-15

Table 6.9 Average weight adjustment factors from logistic model used to adjust

phase 1 weights for nonresponse of located students.............................. ..........6-16

Table 6.10 Distributions of values for the BPS:96/98 weight components .............. ..........6-18

Table 6.11 Unequal weighting effects for BPS:96/98 weights ................................. ..........6-19

Table 6.12 Distribution of initial BPS:96/98 weights ............................................... ..........6-19

Table 6.13 Distribution of final BPS:96/98 weights ................................................. ..........6-20

Table 6.14 Overall response rates for BPS:96/98 ..................................................... ..........6-21

Table 6.15 Unequal weighting design effects for BPS:96/98 weights for all eligibles........6-23

Table 6.16 Distribution of BPS:96/98 weights for all eligibles ................................ ..........6-24

Table 6.17 Percentage distribution of 1995-96 beginning postsecondary students

by highest undergraduate degree attained as of 1998, by selected student

and institutional characteristics ............................................................... ..........6-29

Table 6.18 Standard errors for table 6.17: percentage distribution of 1995-96

beginning postsecondary students by highest undergraduate degree

attained as of 1998, by selected student and institutional characteristics. .........6-31

Table 6.19 Design effects for table 6.17; percentage distribution of 1995-96

beginning postsecondary students by highest undergraduate degree

attained as of 1998, by selected student and institutional characteristics ..........6-33

Table 6.20 Percentage distribution of 1995-96 beginning postsecondary students by

persistence/attainment status as of 1998, by selected student and

institutional characteristics...................................................................... ..........6-35

Table 6.21 Standard errors for table 6.20: percentage distribution of 1995-96

beginning postsecondary students by persistence/attainment status

as of 1998, by selected student and institutional characteristics............. ..........6-37

Table 6.22 Design effects for Table 6.20: percentage distribution of 1995-96

beginning postsecondary students by persistence/attainment status

as of 1998, by selected student and institutional characteristics............. ..........6-39
BPS:96/98 Methodology Report 1-1

Chapter 1

Introduction, Background, and Purpose

This document provides the description and evaluation of methodological procedures and

results for the full-scale implementation of the Beginning Postsecondary Students Longitudinal

Study First Follow-up 1996-98 (BPS:96/98). The study was conducted for the National Center

for Education Statistics (NCES) of the U. S. Department of Education, as authorized under

Section 404(a) of the National Education Statistics Act of 1994 [PL 103-382]. BPS:96/98

(Contract No. RN96019001) was conducted by the Research Triangle Institute (RTI) with the

assistance of MPR Associates, Inc. (MPR).

This introductory chapter describes the background, purposes, schedule, and products of

the BPS full-scale study, and provides an overview of the BPS:96/98 field test. Design and

methodology of the study are described in Chapter 2, and overall outcomes of data collection

presented in Chapter 3. Results of evaluations of the quality of data collected are provided in

Chapter 4. Discussions of data file construction and of weighting and variance estimations are

presented in Chapters 5 and 6, respectively. Materials used during the full-scale study are

provided as appendices to the report and cited, where appropriate, in the text. Appendix A lists

the members of the Technical Review Panel; appendix B provides a listing, by policy/research

issue, of the data elements used to design the telephone interview; appendix C contains copies

of the facsimile questionnaires, including the telephone, abbreviated, and Spanish interviews,

and the reliability reinterview; appendix D provides the table of contents for the interviewer

training manual and a sample agenda for interviewer training; and appendix E provides samples

of the mailout materials used during the full-scale study.

A. Background and Purpose of BPS

BPS is one of several studies sponsored by NCES to respond to the need for a national,

comprehensive database concerning fundamental postsecondary education (PSE) issues–access,

choice, enrollment, persistence, progress, curriculum, attainment, continuation into graduate/

professional school, and rates of return to society. The base for this information system is the

National Postsecondary Student Aid Study (NPSAS), a recurring survey of nationally

representative, cross-sectional samples of postsecondary students designed to determine how

students and their families pay for postsecondary education. NPSAS was implemented for the

first time in the 1986-87 school year, and most recently for the 1995-96 school year.

Cost-efficiency and concerns for minimizing respondent burden while maximizing value

and utilization of extant information dictated that the BPS study series use, as base-year data,

information collected from first-time beginning students surveyed as part of NPSAS. These
Chapter 1 Introduction, Background and Purpose

BPS:96/98 Methodology Report 1-2

students are then followed from initial entry into postsecondary education through completion of

their education and entry into the workforce. NPSAS:96 is serving as the base year for the

current BPS series; the current BPS administration is the first follow-up with the NPSAS:96

cohort.

The BPS series is unlike previous longitudinal studies of high school age cohorts in that it

is made up of individuals who first began their postsecondary studies in the 1995-96 academic

year, regardless of when they completed high school. BPS collects information about

nontraditional postsecondary students who have delayed continuation of their education after

high school due to military service, employment, family responsibilities, or other reasons. The

nontraditional student represents a fairly large proportion of the postsecondary student

population.

The BPS study series also makes it possible to trace the paths of first-time beginning

students (FTBs) throughout the entire system of postsecondary education over a number of years.

Unlike the typical retention and attainment studies of entering freshmen at a single institution,

BPS allows for the study of student persistence and attainment anywhere. Since, as the first BPS

series showed, nearly half of all beginning students enroll at more than one institution during the

five years after they begin postsecondary education, being able to monitor the progress of FTBs

across postsecondary institutions is becoming increasingly important.

BPS:96/98, as the first follow-up in the series, serves to monitor academic progress

through the first three academic years of postsecondary study. Most students who do not

complete a baccalaureate degree drop out at the end of their freshman or sophomore year. If they

have transferred or dropped out of school, two years will be soon enough to find them and

attempt to determine why. It could be simply that they finished the course of study they had

originally intended to complete, or transferred to a different institution to expand their education.

There may have been other factors, such as cost of attendance or family responsibilities, which

have caused them to cut short or postpone their education. For those students still enrolled,

BPS:96/98 enables academic progress to be monitored.

BPS:96/98 also allows a time period short enough to determine causes of delay in

academic progress, if delay has occurred. Delays may be due to academic reasons, such as

having had to take remedial courses or changing major, or personal reasons, such as having to

work more than originally expected or increased family responsibilities. Likewise, two years is

long enough to determine that a particular student is making progress as expected, as sufficient

time has passed to catch up from minor early delays.

For those students enrolled in a less-than-4-year program, a follow-up two years after the

base year data collection allows assessment of whether the student has completed the original

intended curriculum and the time needed to complete the program. It also allows for collection

of limited information on initial rate of return after completion, or continuation into a more

advanced level of study.
Chapter 1 Introduction, Background and Purpose

BPS:96/98 Methodology Report 1-3

The second follow-up, planned for 2001, will monitor academic progress through six

years, and assess completion rates for 4-year programs in the normal time expected. For students

who have graduated in the 4-year time period, the survey will occur two years after baccalaureate

graduation and address issues of attainment, graduate school access, and initial rate of return.

Additionally, the timing allows for the collection of attainment information for students who

complete their degree in their 5th year.

For those students who terminate their postsecondary education prior to completion of a

baccalaureate degree, the follow-up five to six years after college entry will begin to provide

more detailed information on continuation and rate of return. It will be able to provide

information on how many may later return for additional education either in the same or a

different field within the limited time period. For those who did not continue, it will begin to

provide some rate of return information for employment as related to education, and other

societal benefits related to education. A third follow-up, scheduled to occur in 2003, seven to

eight years after college entry, will allow for analysis of attainment among students who started

working on a baccalaureate degree in 1995-96. (Approximately 86 percent of bachelor’s degree

recipients, with less than six months of stopout between institutions, earned the baccalaureate in

six years or less, as was shown in A Descriptive Summary of 1992-93 Bachelor’s Degree

Recipients 1 Year Later, (McCormick, A. C., NCES Statistical Analysis Report NCES 96-158,

August 1996)).

By following all new entrants into postsecondary education (PSE), the BPS series of

studies provides a unique perspective of what happens to persons as they enter and pursue

education beyond high school, because it includes both nontraditional, or older, students as well

as traditional students who entered PSE immediately after high school. Other longitudinal

studies, which tend to follow a single age cohort, do not contain enough nontraditional students

starting at any single time point to permit study of their progress and attainment compared to

their more traditional classmates. BPS will be able to determine how many new entrants are

traditional or nontraditional, and be able to determine educational aspirations, progress,

persistence, and attainment for both groups of students.

B. Overview of the Field Test

The main purpose of the field test was to use, test, and evaluate all operational and

methodological procedures, instruments, and systems planned for use in the full-scale study.

Many such methodological features, representing enhancements or refinements to previously

used BPS and NPSAS approaches, had not been fully tested in the past.1 Using and testing

methodologies in the field test that paralleled the data collection procedures proposed for the

full-scale allowed such procedures to be adjusted as necessary, prior to the start of full-scale data

collection.

 

1 For more information about the field test methodology, see: Research Triangle Institute. (August 1998). Beginning

Postsecondary Students Longitudinal Study First Follow-up (BPS:96/98) Field Test Report (Working Paper No. 1998-11).

National Center for Education Statistics: Washington, DC.
Chapter 1 Introduction, Background and Purpose

BPS:96/98 Methodology Report 1-4

The field test was conducted during April through July 1997. The student sample

consisted of those members of the 1996 National Postsecondary Student Aid Study (NPSAS:96)

field test sample who were determined eligible for BPS (i.e., enrolled in postsecondary education

for the first time in terms beginning between May 1, 1994, and April 30, 1995), as well as a

small set of NPSAS:96 field test nonrespondents for whom BPS eligibility had not been

established during the NPSAS:96 student interviewing.

The field test design involved tracing sample members to their current location and

conducting a computer assisted telephone interview (CATI) or a computer assisted personal

interview (CAPI) with them about their experiences since the NPSAS:96 interview two years

earlier. The primary focus of the field test evaluation was the various Integrated Management

System (IMS) modules, particularly the Computer-Assisted Telephone Interviewing (CATI) and

Computer-Assisted Personal Interviewing (CAPI) modules. However, as in other studies for the

National Center for Education Statistics (NCES), experiments and reinterviews were embedded

in the field test design to ensure the success of the full-scale data collection operations and the

overall success of the study.

C. Schedule and Products of BPS:96/98

The BPS:96/98 data will be used by federal and private organizations to produce analyses

and reports covering a wide range of topics. Public release data files will be distributed to a

variety of organizations and researchers, including the Office of Postsecondary Education (OPE)

and the Office of Policy and Planning (OPP) in the Department of Education, the Congressional

Budget Office (CBO), the Congressional Research Service (CRS), OMB, the Department of

Health and Human Services (HHS), the National Science Foundation (NSF), the American

Council on Education (ACE), and a number of other education policy and research agencies and

organizations.

The formal contract for BPS:96/98 requires the following reports, publications, or other

public information releases:

• Detailed methodological reports (one each for the field test and full-scale

survey) describing all aspects of the data collection effort.

• Complete data files and documentation for research data users.

• A Data Analysis System for public access to BPS:96/98 data.

• Special tabulations of issues of interest to the higher education

community, as determined by NCES.

• A descriptive summary of significant findings for dissemination to a broad

audience.

The operational schedule for BPS:96/98 is presented in table 1.1.
Chapter 1 Introduction, Background and Purpose

BPS:96/98 Methodology Report 1-5

Table 1.1–Operational schedule for BPS:96/98

Activity Start date End date

Field Test 10/01/96 10/24/97

Implement intensive locating procedures 02/03/97 06/30/97

Conduct interviews 04/14/97 07/01/97

Conduct reliability interviews 05/19/97 06/30/97

Process data, construct data files 03/17/97 10/02/97

Prepare field test report 06/02/97 10/24/97

Full Scale Data Collection 05/12/97 07/29/99

Implement intensive locating procedures 12/01/97 10/31/98

Conduct interviews 02/17/98 11/11/98

Conduct reliability interviews 04/06/98 07/10/98

Process data, construct data files 06/09/97 01/31/99

Prepare reports 08/27/98 02/25/00
Chapter 1 Introduction, Background and Purpose

BPS:96/98 Methodology Report 1-6
BPS:96/98 Methodology Report 2-1

Chapter 2

Design and Method of the Full-Scale Study

A. Sampling Design

1. Respondent Universe

The respondent universe for the BPS:96/98 full-scale study consisted of all

students who began their postsecondary education for the first time during the 1995-96 academic

year at any postsecondary institution in the United States or Puerto Rico. The sample students

were the first-time beginners (FTBs) who attended postsecondary institutions eligible for

inclusion in the 1996 National Postsecondary Student Aid Study (NPSAS:96) and who were

themselves NPSAS-eligible. 

a. Institution Universe

Consistent with previous NPSAS studies, institutions eligible for

NPSAS:96 and, consequently, eligible for BPS:96/98, were those that satisfied all of the

following conditions for the 1995-96 academic year:

• offered an educational program designed for persons who have completed

secondary education;

• offered more than just correspondence courses;

• offered at least one academically, occupationally, or vocationally-oriented

program of study requiring at least three months or 300 contact hours of

instruction;

• were open to the general public (i.e., not just to specific populations, such

as prison inmates or the members of the organization offering the courses);

and

• were located in the 50 States, the District of Columbia, or Puerto Rico.

U.S. service academies were excluded from participation because of their atypical

funding and tuition base. Also ineligible were institutions offering only avocational, recreational,

remedial, or correspondence courses; institutions not open to the public; hospitals offering only

internships or residency programs; institutions offering only noncredit continuing education units

(CEUs); schools whose only purpose was to prepare students to take a particular examination

(e.g., CPA or Bar exams); institutions offering only programs of study which required less than

three months or 300 contact hours of instruction; and branch campuses of U.S. institutions in

foreign countries.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-2

b. Student Universe

Students eligible for BPS:96/98 were those students eligible for

NPSAS:96 who were first-time, beginning students at NPSAS sample institutions in the 1995-96

academic year. NPSAS:96-eligible students were enrolled in eligible institutions and satisfied all

of the following eligibility requirements:

• were enrolled in a term or course that began between May 1, 1995 and April 30,

1996;1

• were enrolled in either (a) an academic program; (b) at least one course for credit

that could be applied toward fulfilling the requirements for an academic degree,

or (c) an occupational or vocational program that required at least 3 months or

300 contact hours of instruction to receive a degree, certificate, or other formal

award;

• were not concurrently enrolled in high school; and

• were not enrolled solely in a GED or other high school completion program.

The NPSAS-eligible students who were first-time beginning (FTB) students at the

NPSAS sample institutions are the students who are eligible for BPS:96/98. The NPSASeligible students who had never enrolled in a postsecondary institution after completing high

school are considered “pure” FTBs and are, of course, eligible for BPS:96/98. However, those

NPSAS-eligible students who had enrolled for at least one course after completing high school

but had never completed a postsecondary course before the 1995-96 academic year are

considered “effective” FTBs and are also eligible for BPS:96/98.

2. Sample Selection Methodology

The NPSAS:96 sampling design is a two-stage design in which eligible

institutions are selected at the first stage and eligible students are selected at the second stage

within eligible, responding sample institutions. The BPS:96/98 sample consists of the (pure and

effective) FTBs in the NPSAS:96 sample.

a. Institution Sample

The institution-level sampling frame for NPSAS:96 was constructed from

the 1993-94 Integrated Postsecondary Education Data System (IPEDS) Institutional

Characteristics (IC) file. The following sets of records that did not correspond to institutions

eligible for NPSAS:96 were deleted:

 1

This full year of enrollment is the operational survey population. The ideal target population consists of

the terms in the 1995-96 financial aid award year, those beginning between July 1, 1995 and June 30, 1996. The

survey year is slightly shifted from the ideal year to allow more timely data collection and dissemination of results.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-3

• Administrative units (SECTOR = 0).

• U.S. Service academies (OBEREG = 00).

• U.S. Territories, except Puerto Rico (OBEREG = 09 and STABBR not 'PR').

• Institutions that offer no programs of at least 300 contact hours, 6 semester or

trimester hours, or 12 quarter hours and for which the highest level of offering

was a certificate or diploma of less than one academic year (PG300 = 2 and

HLOFFER=@=1).

• Institutions offering only correspondence courses (UNITID = 249928, 137379,

367644, and 385363). (These were identified by calling the institutions. The calls

resulted from searching for “corr” in the name of the institution and from

checking discrepant/outlier enrollment data.)

• Twelve institutions with reported real (not imputed) zero enrollment (based on

unduplicated head counts) for the 1992-93 academic year.2

These edits resulted in a sampling frame containing 9,468 institutions that appeared to be

eligible for NPSAS:96 based on their 1993-94 IPEDS IC data.

Sample institutions were selected for NPSAS:96 with probabilities proportional to

composite measures of size based on overall sampling rates by type of institution and type of

student. The overall institution sample sizes and sampling rates are shown in table 2.1 for each

of the nine institutional sampling strata. The expected frequency of selection exceeded unity

(1.00) for some institutions because of their relatively large enrollment within their stratum.

These institutions were included in the sample with certainty. The numbers of certainty and

noncertainty institutions selected are shown for each stratum in table 2.2.

Within each of the nine institutional strata, additional implicit stratification was

accomplished by sorting the sampling frame for each stratum in a serpentine manner (see

Williams and Chromy, 1980) by the following variables:

• institutional level;

• the OBE Region (from the IPEDS IC file) with Alaska and Hawaii moved to

Region 9 with Puerto Rico; and

• the institution measure of size

 2

Unduplicated head count data are collected for the academic year prior to the one in which the IPEDS data

collection is conducted.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-4

Table 2.1—Institution sampling rates by institutional stratum

Institutional stratum

Size of

universea

Sample

sizeb

Sampling

rate

Total 9,468 973 0.10

1. Public, less-than-2-year 273 39 0.14

2. Public, 2-year 1,265 165 0.13

3. Public, 4-year, non-doctorate-granting 376 125 0.33

4. Public, 4-year, doctorate-granting 243 124 0.51

5. Private, not-for-profit, less-than-4-year 902 56 0.06

6. Private, not-for-profit, 4-year, non-doctorate-granting 1,306 120 0.09

7. Private, not-for-profit, 4-year, doctorate-granting 681 143 0.21

8. Private, for-profit, less-than-2-year 3,516 120 0.03

9. Private, for-profit, 2-year or more 906 81 0.09

a Based on the 1993-94 IPEDS IC file.

b Inflated to account for ineligible and nonresponding sample institutions.

Table 2.2—Number of certainty and non-certainty institutions by institutional stratum

Sample institutions Number participating

Institutional stratum Certainty

Noncertainty TotalIn

NPSAS:96a With FTBsb

Total 131 842 973 836 788

1. Public, less-than-2-year 10 29 39 31 30

2. Public, 2-year 7 158 165 159 156

3. Public, 4-year non-doctorate-granting 14 111 125 119 114

4. Public, 4-year doctorate-granting 29 95 124 125 120

5. Private, not-for-profit, less-than-4-year 6 50 56 42 36

6. Private, not-for-profit, 4-year non-doctorate-granting 2 118 120 102 98

7. Private, not-for-profit, 4-year doctorate-granting 54 89 143 130 114

8. Private, for-profit, less-than-2-year 2 118 120 61 59

9. Private, for-profit, 2-year or more 7 74 81 67 61

a

Institution classifications used here were verified by the institutions to correct classification errors on the sampling frame.

b

Some NPSAS:96 institutions had no FTB students. 
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-5

The objectives of this additional, implicit stratification were: to ensure proportionate

representation of institutions by level for the two strata that include institutions at two levels; to

ensure proportionate representation of all geographic regions; and to ensure proportionate

representation of small institutions.

The effect of the implicit geographic stratification is seen in table 2.3, which shows that

the geographic distribution of the sample is comparable to that of the survey population (the

eligible institutions in the 1993-94 IPEDS IC file).

b. Student Sample

1) Sampling NPSAS:96 Respondents

Each sample institution was asked to provide a data base or hardcopy list of all their NPSAS-eligible students enrolled during the NPSAS year. Students were

sampled on a flow basis as the student files and lists were received. Machine-readable lists were

unduplicated by student ID number prior to sample selection. Stratified systematic sampling was

used to facilitate sampling from both hard-copy and machine-readable lists. For each institution,

the student sampling rates, rather than the student sample sizes, were held constant (fixed) for the

following reasons:

• to facilitate sampling students on a flow basis as student lists were received;

• to facilitate the procedures used to “unduplicate” the sample selected from

duplicated hard-copy lists; and

• because sampling at a fixed rate based on the overall stratum sampling rate and

the institutional probabilities of selection results in approximately equal overall

probabilities of selection within the ultimate student strata. 

Table 2.3—Distribution of NPSAS:96 sample by OBE region

Sample institutions IPEDS institutions

OBE region Number Percent Number Percent

1. New England 62 6.4 542 5.7

2. Mid East 181 18.6 1,557 16.4

3. Great Lakes 150 15.4 1,486 15.7

4. Plains 70 7.2 801 8.5

5. Southeast 194 19.9 2,105 22.2

6. Southwest 89 9.1 878 9.3

7. Rocky Mountains 34 3.5 322 3.4

8. Far West 170 17.5 1,622 17.1

9. Outlying Areas 23 2.4 155 1.6

Legend:

1 = CT, ME, MA, NH, RI, VT 6 = AZ, NM, OK, TX

2 = DE, DC, MD, NJ, NY, PA 7 = CO, ID, MT, UT, WY

3 = IL, IN, MI, OH, WI 8 = AK, CA, HI, NV, OR, WA

4 = IA, KS, MN, MO, NE, ND, SD 9 = PR

5 = AL, AR, FL, GA, KY, LA, MS, NC, SC, TN, VA, WV
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-6

For each sample institution, the student sampling rates were determined for each of four

student sampling strata:

• potential FTBs;

• other undergraduate students;

• first-professional students; and

• other graduate students.

The institutions were asked to specify the student level (undergraduate, first-professional,

or other graduate student) based on the student’s last term of enrollment during the NPSAS year.

Furthermore, they were asked to identify their undergraduate students whose first term of

enrollment at the institution was during the NPSAS year; who were freshmen or first-year

students at that time; and who did not have any transfer credits from another postsecondary

institution. Those students were classified as the potential FTBs. The sampling rates depended

on the overall population sampling rates for the four types of students, the probability of selecting

the institution, and a requirement for a minimum of 40 sample students whenever possible.

NPSAS:96 data collection consisted of computer-assisted data entry (CADE) from

records maintained by the institutions (e.g., at the financial aid or registrar’s office) for all sample

students as well as computer-assisted telephone interviews (CATI) with sample students. 

Unfortunately, a sample student’s FTB status could not be determined until the student’s CATI

interview had been completed. Therefore, potential FTBs were oversampled in NPSAS in an

attempt to yield a sufficient number of BPS-eligible sample members.

The NPSAS:96 student CATI interviews yielded 31,328 respondents, of which 12,207

had responded in such a manner that they were classified as either pure or effective FTBs. 

However, the NPSAS:96 CADE data are uniformly missing for 167 students who were FTBs at

some institution other than the NPSAS sample institution. Because the CADE data are important

for many BPS:96/98 analyses, NCES decided that these 167 students would not be eligible for

longitudinal follow-up. Moreover, an additional 55 students, who had been classified as FTBs

based on their CATI data, were re-classified as not being FTBs because data obtained from the

National Student Loan Data System (NSLDS) revealed that they had received financial aid in a

prior year. Therefore, the number of NPSAS:96 CATI respondents for which BPS:96/98

interviews were attempted was 11,985 (12,207 less 167 and 55).

The full complement of BPS CATI procedures – CATI locating, intensive tracing, and at

least one nonresponse conversion attempt for refusals – was applied in an attempt to complete

the CATI interview with sample members. In addition, we used a computer-assisted personal

interview (CAPI) and field tracing for nonrespondents in a sample of 34 geographic areas. 

Students were assigned to area clusters for field interviewing based on their last known

permanent address, if available. Otherwise, other addresses (e.g., the parents’ address or the

school address) were used. This facilitated contacting neighbors to determine where the student

may have moved. Field interviewers (FIs) were provided with all available locating information.

If the FI was able to locate the student and meet him/her in person, a face-to-face CAPI interview

was conducted. Otherwise, the FI attempted to conduct the CAPI interview by telephone,
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-7

especially for students who had moved out of the sampled geographic area. As a last resort, FIs

attempted abbreviated interviews with students who would otherwise be final nonrespondents.

Area clusters were defined and sampled prior to CATI so that students could be assigned

to the field as soon as possible. The geographic clusters were defined by the following multistep

process:

• First, we associated a unique ZIP code with each sample student, usually the ZIP

code for the student’s permanent address. Other addresses in the student’s

locating data were used for this ZIP code if one could not be obtained for the

permanent address. We used the U.S. Postal Service’s address standardizing

service to clean addresses and obtain ZIP codes for as many addresses as possible.

• Next, we loaded RTI’s geographic information system (GIS) with each student’s

ZIP code and probability of being a respondent, based on BPS:90/92 response

rates by type of institution, and the race/ethnicity and NPSAS:96 response status

of the sample member.

• Finally, we used the GIS to aggregate the probabilities of being a respondent for

potential geographic clusters that were defined interactively using a PC mouse to

define the polygons of interest. We used this technology to form clusters that

were as small as possible geographically subject to containing a minimum number

(e.g., 20) of expected nonrespondents.

This process resulted in approximately 60 geographic clusters, each containing an average

of about 25 expected CATI nonrespondents.

Based on the sizes of the geographic clusters and their proximity to large cities where we

could easily hire FIs, the clusters were assigned to cost strata. Clusters in the lower cost strata

were oversampled relative to clusters in the higher cost strata. Serious consideration was given

to the theoretically optimum allocation in which the number, nh, of clusters to be selected from

stratum “h” was directly proportional to the number, Nh, in the stratum and inversely proportional

to the square root of the cost, ch, per interview in the stratum, i.e.,

h

h h

h=1

H

h h

n = 

N / c

N c

 n ,

/

where n was the total number (34) of clusters in the nonresponse follow-up sample and where we

assumed no known difference in the variance of observations between strata. However, the

disparity between the sampling rates for the strata was constrained (e.g., kept to a factor of three

or less) because highly discrepant sampling rates would result in unacceptable loss of precision

due to variability in the statistical analysis weights.

The determination of cluster assignment for CATI nonrespondents was made based on

the latest tracing information available at the time that a student was assigned to the field. 
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-8

Automated look-up procedures were used to obtain ZIP codes when they were not available

directly in the CATI database. Hence, the cluster to which the student was assigned may not

have been the same as the one used as the basis for constructing the area clusters prior to CATI.

There were two other important aspects of student sampling for BPS:96/98:

• Selection of a subsample of 425 NPSAS:96 nonrespondents who were potential

FTBs, and

• Selection of 300 BPS nonrespondents for intensive follow-up.

The full BPS student sampling process, including these subsamples, is depicted in the flow chart

in figure 2.1. The two subsamples are discussed in more detail below.

2) Sampling NPSAS:96 Nonrespondents

NPSAS:96 nonrespondents who were potential FTBs were

sampled for follow-up to improve upon the nonresponse bias reduction achieved through the

nonresponse adjustments incorporated into the NPSAS:96 statistical analysis weights. 

Interviewing a sample of the NPSAS:96 nonrespondents could reduce bias because interviews

with nonrespondents should provide more accurate information about the nonrespondent

population than the nonresponse models used for the NPSAS:96 weight adjustments. Reduction

of nonresponse bias for the BPS population was important because the NPSAS:96 effective

CATI response rate was 77.6 percent for potential FTBs.3

At the conclusion of NPSAS:96 data collection, 4,366 CATI nonrespondents were

classified as potential FTBs. However, the NSLDS data for these students identified 467 who

had received student loans prior to the 1995-96 academic year. These students were re-classified

as not being FTBs during the NPSAS year. For the remaining 3,899 potential FTBs, sampling

strata were developed by modeling their likelihood of actually being FTBs.

We have considerable data for many of the NPSAS:96 CATI nonrespondents. We have

the CADE data abstracted from the sample institutions; we have data from federal financial aid

applications from the CPS for students who applied for financial aid; and we have loan

information from the NSLDS for students who received loans. Therefore, we developed a model

for their likelihood of being an FTB based on these types of data.

 3

See Table 3.7 of the NPSAS:96 Methodology Report.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-9

Figure 2.1−Sample flow for the Beginning Postsecondary Students

 Londitudinal Study, First Follow-up, 1996-98

 (BPS:96/98)

1After 55 students with prior loan data were deleted.

2Includes five students not selected for follow-up for whom data were received.

3Twelve NPSAS respondents were not eligible for BPS.

31,328 CATI respondents

in NPSAS:96

11,985l confirmed FTBs

at the NPSAS sample institution

3,743 potential FTBs were

CATI nonrespondents in NPSAS:96

425 selected for BPS:96/98

11,158 final as of

October 7, 1998

827 pending as of

October 7, 1998

337 final as of

October 7, 1998

88 pending as of

October 7, 1998

9,924 respondents2 292 selected

for follow-up

184 respondents

10,268 BPS:96/98

respondents2

8 selected

for follow-up

182 respondents

for NPSAS:96

160 respondents

for BPS3
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-10

The model for predicting the likelihood of being an FTB was developed from the 14,934

CATI respondents who were sampled for NPSAS:96 as potential FTBs. We began model

development by performing a Chi-Squared Automatic Interaction Detection (CHAID) analysis to

identify significant interaction terms for prediction of FTB status. The CHAID analysis revealed

that the most significant individual predictor of FTB status was the percentage of the potential

FTBs selected from the same institution who were ultimately classified as true FTBs (i.e., how

well the institution identified their FTBs). We fit a logistic regression model that included each

of the significant interaction terms identified by the CHAID analysis as well as the main effect

for each of the candidate predictor variables. At least one of the individual degree-of-freedom

components of each predictor variable was statistically significant in the final model at the 10

percent level of significance.

The predicted probabilities of being an FTB were then computed from this model for the

3,899 NPSAS:96 nonrespondents who were eligible for the nonrespondent follow-up subsample.

 The predicted probability of being an FTB was less than 20 percent for 156 students. Because

the model predicted that these students were quite likely to not be FTBs, they were deleted from

the sampling frame, leaving 3,743 students from which the sample of NPSAS:96 nonrespondents

was selected.

The allocation of the sample of 425 NPSAS:96 nonrespondents to the sampling strata is

shown in table 2.4. The potential FTBs were partitioned into three strata: low, medium, and high

likelihood of actually being an FTB. The sampling rates for the medium and high likelihood

strata were set at two and three times, respectively, the rate for the low likelihood stratum. This

design allocated 265 of the 425 sample members to a stratum for which the predicted probability

of being an FTB was 95 percent or greater.

Table 2.4 – Strata for sampling NPSAS:96 nonrespondents

Stratum Probability of

being an FTB

Frame

count

Sampling

rate

Sample size

Total 3,743 425

High prob A0.95 1,621 0.164 265

Moderate 0.65 @ prob < 0.95 802 0.109 88

Low 0.2@prob < 0.65 1,320 0.055 72
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-11

3) Nonresponse Follow-up Subsampling within BPS:96/98

In an attempt to increase both the sample yield and the weighted

effective response rate, a nonrespondent subsample of 300 was selected for more intensive data

collection efforts from among nonfinalized CATI nonrespondents. Regular data collection

activities were concluded in order to focus all tracing and interviewing resources on the

subsample. From among nonrespondents, NPSAS:96 response status (i.e., full or partial

respondent or nonrespondent) and current status (e.g., attempting to interview, attempting to

locate, refusals) were used to define eight nonresponse subsampling strata. Prior to subsampling,

nonrespondents determined to have no possibility of interview were excluded from the frame

(finalized) to conserve limited project resources and avoid evoking additional hostilities from

sample members who had repeatedly refused to participate in the interview. A simple random

sample of students was then selected from each stratum. The sampling strata and sample

allocation are shown in table 2.5. 

Table 2.5 – Sample allocation for BPS:96/98 nonresponse subsampling

NPSAS:96 interview outcome

Full interview Partial interview No interview

Sampling stratum Frame Sample Frame Sample Frame Sample

Total 587 240 240 52 88 8

Contacted but interview not yet complete 82 82 20 20

Attempting to locate sample member 98 82 24 10

16 4

Pending refusals and intensive tracing cases 407 76 196 22 72 4

The sample of 300 nonrespondents was pursued using more intensive data collection

methods, including:

• Alumni associations, registrars and other administrative units were contacted at

the last known school. 

• Guarantee agencies for students repaying federal student loans were contacted. 

• Data bases at the departments of motor vehicles for the students’ current and

anticipated states of residence were searched.

• Additional in-house staff were assigned to student locating activities.

• Expert field locators were hired as additional field staff.

Attempts to interview the subsample continued for about 30 days. 
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-12

B. The Integrated Management System (IMS)

All aspects of the study were under the control of an Integrated Management System

(IMS). The modular structure of the IMS allowed for the streamlining of related tasks and served

as a centralized, easily accessible repository for project data and documents. The BPS IMS

consisted of several components, or modules.

The Management Module of the IMS, accessible via the World Wide Web, contained

tools and strategies to assist the project staff and the NCES project officer in managing the study.

Schedules, monthly progress reports, daily data collection reports, project plans and

specifications, information related to the technical review panel, project deliverables, and

instrumentation were available instantly, in a secure, desktop environment. 

The Receipt Control System (RCS) module monitored all student-related activities,

enabling project staff to track participation closely, identify problems early, and implement

solutions effectively. It consisted of the locator database, the CATI case management system and

call scheduler, and the field case management system, which allowed field staff to communicate

with RTI staff, transmit and receive cases, and transmit time and expense reports.

The CATI/CAPI module managed development of the CATI/CAPI 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/CAPI

instrument within the DDS ensured that all variables were linked to study data elements and that

each variable was thoroughly documented. Also included within the CATI/CAPI module was

on-line coding software (“user exits”) that collected detail on schools attended, industry,

occupation, and field of study data.

C. Data Collection Design

1. Locating

The basic BPS:96/98 design involved tracing sample members to their current

location and conducting a computer assisted telephone interview (CATI) or a computer assisted

personal interview (CAPI) with them about their experiences since the NPSAS:96 interview two

years earlier. Locating of sample members occurred on an ongoing basis before and during data

collection as described below. Locating activities are depicted in figure 2.2.

a. Pre-CATI Locating

During NPSAS:96, student locating information was collected from

institutional records, then updated during the base-year interview, and, where applicable, by a

National Change of Address [NCOA] and Telematch operation. Additional locating data and

address updates were obtained from several sources of the U.S. Department of Education (ED) –

including the Central Processing System (CPS) financial aid applicant database (for academic

years 1995-96 and 1996-97), the Pell grant files, and the National Student Loan Data System

(NSLDS) – and incorporated into the longitudinal database. 
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-13

INTENSIVE

TRACING

NPSAS:96 Input

File

NCOA (batch)

--All Sample Members

--All Parents

--All Contacts

Telematch (batch)

--All Sample Members

--All Parents

--All Contacts

Mailings

--All Parents

--All Sample Members

Sample

Member

Phone #

?

To CATI Production

Parent or

Contact

Phone #

?

DIRECT

Contact

Sample

Member

Phone #

?

To CATI Production

No No

PRE-CATI

TRACING

TOPS Intensive Tracing

--Fast Data Search (batch)

--Follow Up Leads

--Surname Search

--Contact Other Sources

Sample

Member

 Phone #

?

RTI Field Tracing/CAPI

Interviewing

ChoicePoint Tracing

Sample

Member

Phone #

?

CATI Interviewing

Figure 2.2BPS:96/98 tracing strategy

No

Lost Contacts

from CATI/

CAPI

Yes

Yes

Yes

Yes

No

No

Yes
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-14

Three months prior to the start of data collection, a package was mailed to parents and/or

other contacts to update the most recent student addresses and gain cooperation by explaining the

purposes of the study. A standard lead letter was then mailed to students two weeks prior to the

start of data collection to inform them of the upcoming interview, and obtain additional postal

service address updates. New contact information was preloaded into the CATI instrument to

assist in locating sample members. Remails of the lead letter were provided, at the request of

either the student or the parent, on an ongoing basis throughout data collection. Additional

reminder mailings, in the last few months of data collection, provided address updates, if

available, and prompted sample members to call in for an interview.

For some NPSAS:96 nonrespondents and for cases with insufficient or missing telephone

numbers prior to the start of CATI operations, pre-CATI intensive locating procedures were

performed by ChoicePoint (formerly, Equifax), a locating service. Where ChoicePoint tracing

was successful, cases were prepared for CATI activities; when unsuccessful, the case was

designated for field tracing/interviewing (described below). In order to contain costs, only a

subset of the cases designated for field operations were actually selected and assigned to the

field. 

A BPS:96/98 home page on the World Wide Web, prepared as an experiment for the field

test and revised for the full-scale study, provided yet another means for collecting pre-CATI

locating information. The home page displayed information about the purposes of the BPS

study, as well as links to other web pages presumed to be of interest to the population, and

provided an additional opportunity for sample members to relay address updates and otherwise

communicate with project staff. The Uniform Resource Locator (URL) needed to access the site

was printed on the study brochure sent to all sample members prior to the start of data collection.

b. CATI-Internal Locating

Updated locating information, obtained from pre-CATI locating activities,

was entered into the CATI record prior to the start of CATI operations. When assigned a case, a

telephone interviewer would call the telephone number designated by the system 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 attempt 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 query

did not provide the information needed, the interviewer initiated tracing procedures, using all

information available in the record to call other contact persons named in the case record. When

all tracing options available to the interviewer were exhausted without success, the case was

assigned to CATI-external tracing.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-15

c. CATI-External Locating

Cases not located during the CATI-internal locating process were worked

through one or more CATI-external locating procedures. RTI’s in-house tracing staff handled

such cases with the assistance of two subcontracted locating organizations outside of RTI,

FastData and ChoicePoint. FastData was used first in a batch process to update telephone

numbers that were bad (i.e., disconnected, no longer in service, person no longer at number, etc.).

 This service provided a more economical alternative to in-house Directory Assistance calls and

updates were generally provided within 24 hours. 

When CATI locating and Fast Data batch locating were unsuccessful, cases were sent, on

a flow basis, to ChoicePoint and/or to RTI’s Tracing Operations (TOPS) unit for a more labor

intensive effort (see figure 2.2). The newly-formed tracing unit, TOPS, became fully functional

shortly after the start of data collection. TOPS tracers used a variety of procedures to obtain

current address information, including use of criss-cross directories, searches of credit and

insurance databases, calls to colleges, alumni associations, trade and professional associations,

and checks of various tracing web sites. ChoicePoint locating procedures are proprietary and,

therefore, cannot be detailed.

Unresolved cases were reviewed by a CATI tracing specialist. Cases with promising

roster lines went back into CATI tracing. Cases that were not resolved were made eligible for

field locating/interviewing. 

Several other sources of locating information were also used as part of CATI-external

locating during full-scale data collection. First, project staff requested address updates from

divisions of motor vehicles in states in which the largest percentages of sample members were

thought to be residing. Second, electronic mail (e-mail) notifying sample members of the followup interview was sent to the last known address for sample members who provided an e-mail

address during the base year interview. Third, searches of two Department of Education

databases were conducted which greatly facilitated the locating effort. The CPS financial aid

applicant databases were searched to obtain contact information from federal financial aid

applications filed by sample members for academic years 1997-98 and 1998-99. A search of

NSLDS provided the names of the guarantee agencies for students in repayment. Project staff

contacted each agency indicated to obtain the most current addresses available for sample

members.

d. Field Locating

The main purpose of the intensive field locating/interviewing effort was to

increase the response rate. However, since the costs of conducting these operations were high,

field efforts were implemented only when less costly efforts were exhausted. Also due to cost

constraints, only field-eligible cases in the 34 pre-determined geographic areas were assigned to

field staff.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-16

At the start of data collection, students were identified as needing field

locating/interviewing if they were not located using CATI-locating and centralized intensive

tracing. As data collection proceeded, however, all cases falling within one of the geographic

clusters were sent to the field to be worked by local field interviewers. Additionally, case files

for sample members who were located by telephone but initially refused to participate were sent

to the field for in-person follow-up.

2. Instrument Design

The BPS:96/98 student interviews were conducted by telephone, using CATI

technology, and in person, using CAPI technology. In preparation for the development of the

CATI/CAPI instrument, a comprehensive set of data elements was developed from a thorough

review of the data elements used in BPS:90, their relationship to the base-year data elements in

NPSAS:96, the reliability of responses obtained in BPS:90, and their relevance to current

research and policy issues. A preliminary set of BPS:96/98 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 Department of Education staff. The final set of data elements, presented in

appendix B, was approved by the Office of Management and Budget (OMB) prior to the start of

data collection.

The BPS:96/98 CATI/CAPI instrument was developed first in preparation for the field

test data collection effort then revised for the full-scale data collection with feedback from NCES

and recommendations from the technical review panel (TRP). The data elements shown in

appendix B provided the basis for the instrument, together with items used in the first follow-up

interview of the BPS:90 cohort (BPS:90/92). Individual items were designed with several goals

in mind: (1) using NPSAS:96 items when feasible; (2) ensuring consistency with NPSAS:96

items when items were not identical; and (3) identifying and preparing wording for item

verifications and probes as necessary. A facsimile interview is provided in appendix C. 

Instrument sections were reviewed on a flow basis by NCES and by selected contractor

and subcontractor staff. As depicted in figure 2.3, the first section of the BPS interview

determined both eligibility for NPSAS:96 and status as a first time beginning student for those

individuals who were nonrespondents during the NPSAS:96 interview. It also collected

background information for NPSAS:96 partial respondents who missed key items during the base

year interview. Sections B through G collected new and updated information on postsecondary

enrollment, employment, income, family formation/household composition, student financial aid,

debts, education experiences, and education and career aspirations. The final section updated

locating information in order for sample members to be more easily located during the second

follow-up.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-17

Figure 2.3–Structure and flow of the BPS:96/98 full-scale student interview

Opening Screens

Explain study, advise of

respondent rights, determine if this

is the right person

Section A: Eligibility

Eligibility determination, background

information for NPSAS

nonrespondents and partial

respondents

Section B: Enrollment History

Completion dates, schools attended,

enrollment patterns

Section C: Characteristics of

Enrollment

Degree program(s), family formation,

household size, work status

Section D: Financial Aid

Financial aid received while enrolled,

loan repayment, other expenses

Section E: Patterns of

Enrollment

Reasons for leaving, transfer,

stopping out, delayed enrollment

Section F: Employment

Employment prior to first enrollment,

since last enrollment

Section G: Postsecondary

Experiences and Expectations

Experiences and problems

encountered in the first year of

enrollment, distance education,

education and career goals

Section H: Locating Information

Contact information, address

verification
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-18

Information obtained during NPSAS:96 (or in Section A for NPSAS nonrespondents and

partial respondents), was referenced throughout the course of the interview to update dates and

other data collected during the base-year interview. Information collected in the base-year

interview was also used to create a more efficient follow-up interview. 

In order to minimize the interview burden on respondents, the CATI/CAPI instrument

used extant data whenever feasible. For NPSAS:96 respondents, base-year data were preloaded

into the CATI/CAPI interview; this dictated the flow of many portions of the interview. Certain

questions were asked only if the data were missing from the base year. Other questions used the

NPSAS:96 preloads to provide context (e.g., “When we talked to you in 1996, you

were...enrolled at North Carolina State University. Have you enrolled at NC State since then?”).

 In other questions, respondents were asked to update information since the last interview based

on preloaded information (e.g., “When we talked to you last time, you indicated that your major

was accounting. Is that still your major now?”). For NPSAS:96 nonrespondents, because

telephone interview data were not available, a subset of NPSAS:96 items was collected in the

first section of the BPS:96/98 interview and used to direct the branching of the interview.

Despite different data collection methods, the CATI and CAPI interviews were

programmed identically, using CASES 4.1 software. The CATI/CAPI system presented

interviewers with screens of questions to be asked of respondents, with the software guiding the

interviewer and respondent through the interview. Inapplicable questions were skipped

automatically based on prior response patterns and preloaded information. Wording for probes

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

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

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

produce deliverable data files with CATI/CAPI variable documentation.

A single, abbreviated instrument was developed for the purpose of interviewing special

respondent groups: (1) students who were Spanish speakers with limited English proficiency; (2)

students with known hearing- or speech-impairments; and (3) students who could not be reached

by telephone or who indicated that they would complete a mailed copy of the instrument but

would not participate in a telephone interview. The abbreviated instrument, presented in

appendix C, focused on the respondent’s postsecondary enrollment history and work

experiences. NPSAS:96 nonrespondents also received a set of NPSAS/BPS eligibility questions.

In addition, a small subset of items from the full interview was used for the evaluation of the

temporal reliability of interview responses (see chapter 4 for a full discussion of the reliability

reinterview).

Once all CATI/CAPI sections had been programmed, test cases were developed and

preloaded for testing the instrument and for training telephone and field interviewers. Project

staff and staff from NCES systematically tested the CATI/CAPI instrument prior to the start of

interviewer training. Finally, prior to data collection, preload files containing data from

NPSAS:96 and the Department of Education databases were prepared and loaded into the

CATI/CAPI system to both guide the interview and assist sample member locating efforts.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-19

3. Training of Interviewers

For BPS:96/98, project staff developed two separate training programs for

telephone interviewers and supervisors, who collected data through CATI, and field interviewers

and supervisors, who completed personal interviews through CAPI. Training topics covered

administrative procedures, including confidentiality requirements and quality control techniques;

student locating; interactions with students; the nature of the data to be collected; and the

organization and operation of the CATI and CAPI programs used for data collection. The goals

of the training programs were to:

• Increase the accuracy, quality, and relevance of collected data;

• Standardize the quality of data collection techniques and procedures; and

• Provide explicit, nonjudgmental procedures for telephone interviewers, telephone

monitors, field staff, and supervisors to follow.

a. Training Telephone Interviewers

Initial training for telephone interviewers, supervisors, and monitors for

BPS:96/98 was conducted during early February 1998, immediately prior to the scheduled start

of telephone interviewing. Supervisors were trained separately, prior to interviewer training, so

that they could assist during subsequent training sessions. In total, five project-specific telephone

interviewer training sessions were held, with 15 CATI supervisors, 6 CATI monitors, and 78

telephone interviewers participating in training. All trainees received training in refusal

avoidance, while supervisors and specialized telephone interviewers also received additional

specialized training in refusal conversion, nonrespondent interviews,4 and CATI tracing review

as needed throughout data collection. Table 2.6 lists the training sessions offered and the

numbers of supervisors and telephone interviewers completing the training programs.

Table 2.6 —Full scale CATI training activities and number of interviewers trained

Training activity Number trained

CATI supervisor/team leader training 15

CATI monitor training 06

Introductory telephone interviewer training (2 sessions offered) 28

Telephone interviewer training and refusal avoidance (5 sessions) 78

Tracing training (3 sessions) 16

Team leader refusal conversion training (2 sessions) 04

Refusal conversion training (5 sessions) 33

Nonrespondent training (2 sessions) 17

 4

Specially trained interviewers were assigned to contact nonrespondents from the NPSAS:96 base year.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-20

Training for CATI-experienced telephone interviewers consisted of 20 hours of projectspecific classroom and practical instruction. Topics covered included the nature and purpose of 

both NPSAS:96 and BPS:96/98 and procedures for contacting and interviewing sample

members. During training, all questions in the interview were reviewed, and interviewers

received practice exercises for the screens and subroutines requiring on-line coding, and time to

practice interviews with the full instrument. Interviewers also participated in fabricated or

“mock” interviews and observed both mock and actual interviews conducted by supervisors and

other experienced interviewers. Small group training, using audiotaped vignettes, was also

provided to enhance refusal avoidance.

In addition to the CATI-experienced telephone interviewers, 28 newly-hired telephone

interviewers were used during BPS:96/98 (35 percent of the telephone interviewers used by the

project). In addition to the 20 hours of project specific instruction described above, the new

interviewers also completed eight hours of general telephone interviewer instruction covering

appropriate interviewing techniques, use of CATI programs, and general and routine procedures

required by the telephone survey unit. At the conclusion of training, all telephone interviewers

completed a certification process to ensure their readiness to conduct efficient and reliable

interviews for the study.

Before the training, each interviewer received a detailed BPS:96/98 Telephone

Interviewer Manual that served as both an instruction guide for the training’s lectures,

discussions, and practical exercises; and a reference guide for use after the completion of

training. The manual’s table of contents and a sample of the training agenda for telephone

interviewer training is included in appendix D. The interviewer manual, supplemented with

additional materials more directly related to supervisory activities, was also provided to

telephone supervisors and monitors.5

 The supplementary materials included procedures for

assisting with interviewer training, supervising interviewers during data collection, monitoring

and other quality control activities, problem resolution, refusal avoidance and conversion

techniques, and administrative and record-keeping activities.

Four weeks after the start of data collection, project staff carried out refusal conversion

training for a subsample of the telephone data collection staff. CATI supervisors and monitors

evaluated the effectiveness of telephone interviewers in dealing with respondent objectives and

overcoming barriers to participation. The most effective interviewers then received additional

and specialized instruction in specific refusal conversion techniques, including obtaining

cooperation from sample members, addressing concerns raised by parents and other sample

gatekeepers, validating the importance of the study, and encouraging participation among sample

members who were nonrespondents in the previous data collection. During the course of data

collection, four CATI supervisors and 33 telephone interviewers completed refusal conversion

training.

 5 Research Triangle Institute. (1998, January 30). Telephone Interviewer Manual and Telephone

Supervisor’s Supplement for BPS:96/98. Research Triangle Park, NC: Author.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-21

b. Training Field Staff

As with telephone data collection, carefully designed and implemented

training programs are also critical to the collection of high quality and policy-relevant data from

field settings. For training field interviewers and supervisors, BPS:96/98 project staff developed

a comprehensive, classroom-based training program designed to maximize both data quality and

interview response rates. This training program, which also included group discussions and

practical exercises and observations, included 31 hours of project-specific activities. The content

of the training included introductions to the nature and purpose of the BPS:96/98 study, outlined

procedures for contacting sample members, reviewed all questions in the interview, provided

practice exercises for the screens and subroutines requiring on-line coding, and included time to

conduct practice interviews with the full instrument.

As with the telephone interviewer training, the field interviewer training program

provided hands-on training with the CAPI interview program. Additionally, the training program

covered field contacting procedures, case management, including the use of electronic mail and

data transmissions systems, troubleshooting guidelines for the laptop computer, and field-specific

reporting and administrative requirements. 

Initial training for field supervisors took place in early February 1998, during concurrent

sessions with CATI supervisors before the beginning of data collection. These supervisors then

assisted with the initial training for field interviewers that took place in May 1998, before field

data collection commenced. Another training session for field supervisors took place in July,

when sample referrals from CATI to field interviewing expanded. Overall, 5 field supervisors

and 41 interviewers completed training for BPS:96/98.

Each interviewer received a copy of the BPS:96/98 Field Interviewer Manual6

 before the

start of training. This manual, which served as both an instructional resource and reference book

for the fieldwork, provided an introduction and review to many topics important for the study. 

The classroom instruction, discussions, and practical exercises included an introduction to the

BPS:96/98 study, general interviewing techniques, field tracing, and student contacting. The

manual and the field interviewer training also provided instruction for reviewing the case history

documentation generated by in-house tracing activities to avoid repeating steps taken during

earlier tracing efforts (e.g., telephone interviewer contacts and tracing).

 6

 Research Triangle Institute. (1998, January 30). Field Interviewer Manual for BPS:96/98. Research

Triangle Park, NC: Author.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-22

One of the most effective methods of training field interviewers in the identification and

application of appropriate tracing strategies was the review of case studies of BPS:96/98 sample

members in the context of roundtable discussions. The case histories documented attempts by

CATI staff to trace and interview the respondent, and all subsequent attempts to locate and

interview the individual. Each roundtable discussion was led by a field supervisor or highly

experienced field interviewer.

4. Telephone Interviewing

CATI locating and interviewing began in the spring of 1998 after interviewer

training was conducted. CATI procedures included attempts to locate, gain cooperation from,

and interview study sample members by telephone. For NPSAS nonrespondents, NPSAS and

BPS eligibility determination were also necessary. A reliability reinterview was conducted for a

subsample of respondents. 

The initial CATI sample consisted of verified first time beginning students (FTBs) who

had been located and interviewed successfully in the NPSAS:96 full-scale data collection and for

whom locating information was available. Additionally, sampled NPSAS:96 nonrespondents for

whom new or verified locating information was obtained were included in the CATI sample. 

The remaining sample members became part of the initial field tracing and interviewing sample.

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

preloaded for each case. Additionally, previously collected information from NPSAS:96 was

preloaded to personalize interviews and to reduce respondent burden.

An automated call-scheduler assigned cases in the CATI sample to interviewers based on

time of day, day of week, appointment setting, and type of case considerations. Scheduler case

assignment was designed to maximize the likelihood of contacting and interviewing sample

members. 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 (firm

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

appointments for sample members who initially refused participation). Cases were provided on a

flow basis so that less experienced interviewers continued to have new cases to work.

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

interviewers to call. The roster included school-provided and/or student-provided address

information (student permanent, student local, parent, and other contact information) collected

during the base year interview. Up to five roster-lines were preloaded with contact information. 

New roster-lines were added during CATI tracing operations and CATI-external tracing.

Once located, some cases required special treatment. To deal with those who initially

refused to participate (including locator sources who acted as “gatekeepers,” preventing contact

with the sample member), certain interviewers were trained in refusal conversion techniques. 

Cases located in Puerto Rico were sent directly to the field for tracing and interviewing. Other

Spanish-only speaking cases were assigned to bilingual CATI interviewers.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-23

5. Field Interviewing

Field locating and interviewing activities began approximately three months after

the start of CATI interviewing so that a sufficient number of cases would be available to be

worked in each of the 34 geographic clusters. CAPI procedures included attempts to locate, gain

cooperation from, and interview study sample members either by telephone or in person.

Field interviewers were provided with a checklist which included example questions to

help with tracing operations and demonstrated the correct order in which tracing activities should

be performed. The checklist was completed for each case to help identify sources considered to

be most useful in locating the students. Every telephone call or field contact was documented.

Primary tracing sources included: current or former neighbors, the NPSAS school, past

and present employers, social agency records, and city and county offices. Secondary tracing

sources included Directory Assistance (DA), Chambers of Commerce, public libraries, the U.S.

Postal Service, and Department of Motor Vehicles (DMV). Other miscellaneous sources, useful

in some cases, included small town police or sheriff’s departments, fire departments or

emergency rescue squads, local newspapers, and public housing authorities. A contact script

guided interviewers in soliciting information from various sources. 

When field interviewers successfully located sample members, they introduced

themselves and explained the purpose of the study, referring to the advance letter mailed

previously. They attempted to complete the interview using the same instrument used in the

CATI interview. Field staff was supported by a computerized control system that tracked

assignments and captured pending and final result codes. Daily reports tracked the field effort. 

All students who were finalized as BPS full-scale CATI nonrespondents were eligible for

assignment to the field for locating and CAPI interviewing. CATI nonrespondents residing in the

vicinity of a field interviewer were immediately assigned to the field. As clusters of

nonrespondents in the same geographic area were identified, the field manager determined

whether it warranted sending a field interviewer. Loss of the primary CATI bilingual interviewer

resulted in the assignment of the remaining Puerto Rico cases to the Puerto Rican field

interviewer.
Chapter 2 Design and Method of the Full-Scale Study

BPS:96/98 Methodology Report 2-24
BPS:96/98 Methodology Report 3-1

Chapter 3

Data Collection Outcomes

Attaining the participation rates required for BPS:96/98 demands high levels of

cooperation at all stages of the survey process. The first sections of this chapter address the

various aspects of obtaining the necessary participation outcomes, including locating of

respondents, telephone interviewing response rates, and field interviewing. The remaining

section focuses on the results, including interview burden and effort.

A. Locating Outcomes

1. Locating Prior to Data Collection

As indicated in Chapter 2, locating information, collected as part of the base-year

study (NPSAS:96), was updated through both a National Change of Address and Telematch

operation several months prior to the start of full-scale data collection. We then initiated a

mailing to parents, if an address was available, or to other locators to obtain updated locating

information for the sample members.1

 Address information was available for parents or other

locators for 78 percent of the sample. Responses were received from 28 percent of those

contacted. The remaining 22 percent for whom no parent or locator address information was

available, primarily comprised of NPSAS:96 nonrespondents and partial respondents, did not

receive this mailing.

The week prior to the start of data collection, a letter was sent to virtually all sample

members at the last known address, including those updated as part of the parent/other locator

mailing.2

 A repeat mailing was sent to an alternate address in the event that the original mailing

was returned as undeliverable. The letter, shown in appendix E, informed sample members of

the upcoming telephone interview and asked them to review, correct, and return an address

update sheet. We received address update reply sheets from 11 percent of the sample members.

The majority of the returns included updated address and/or telephone information while others

confirmed existing information.

 1

The NPSAS:96 interview collected address information for the respondent’s parent or other contact.

2

The mailing was not sent to 86 sample members for whom no good address information was available.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-2

2. Locating During Data Collection

During data collection, telephone interviewers attempted to contact sample

members at all telephone numbers preloaded for the case, and followed all leads provided by

contacts at each number. Cases for which CATI preload locating information failed to result in

contact required various intensive tracing steps. A total of 1,641 cases required intensive tracing:

1,262 cases were sent to FastData for telephone number updates, and 1,306 cases received some

form of centralized intensive tracing (either ChoicePoint or RTI’s Tracing Operations (TOPS)),

with 927 of the cases receiving both types of intensive tracing. Table 3.1 presents the results of

these intensive tracing activities.

Table 3.1−BPS:96/98 tracing results

Contacteda Not contacted

Type of tracing Total Number Percent Number Percent

Total 1,641 922 56.1 719 43.8

Fast Data only 335 301 89.9 34 10.1

Centralized intensive tracing 379 187 49.3 192 50.7

Both FastData and centralized intensive tracing 927 434 46.8 493 53.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a Eligible sample members were considered contacted if they were read the informed consent statement or completed a hardcopy

interview.

As part of centralized intensive locating, we pursued a number of new information

sources. We contacted Departments of Motor Vehicles in 10 states where either the student was

last known to reside or planned to reside according to his/her response to the base-year item

asking for intended city and state of residence in two years. Address matches were loaded into

the receipt control system (RCS) and forwarded to TOPS to determine telephone numbers for any

new address information provided. With a new telephone number, the case was forwarded from

TOPS to the Telephone Survey Unit (TSU) to attempt an interview.

Locating information was also obtained by matching social security numbers to Free

Application for Student Aid (FAFSA) applications filed by sample members for the 1996-97,

1997-98, and 1998-99 school years. New address information was entered into the RCS and

forwarded to TOPS to obtain telephone numbers, if not already available, and to TSU for

interviewing.

Another locating source provided contact information for sample members already in

repayment of federal student loans. By matching to social security numbers in the National

Student Loan Data System (NSLDS), we were able to identify the guarantee agencies for

outstanding loans. Project staff then contacted each agency to obtain address and telephone

information. This locating effort was limited to members of the nonrespondent follow-up

subsample only.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-3

An additional mechanism used for locating was electronic mail (e-mail). The project

director sent an e-mail letter to a small number of sample members for whom e-mail addresses

were available but whom we were unable to contact by telephone. This letter urged them either

to respond with their telephone number and a convenient time to call, or to phone TSU using the

toll-free number given. This yielded several responses.

Similarly a mailing was sent to those sample members who could not be contacted by

telephone (12 percent of sample members) asking them to call in using the toll-free telephone

number. If the sample member did not respond, a hardcopy abbreviated interview was sent to

them. Hardcopy interviews were sent to a total of 985 cases in an attempt to gain their

cooperation.

B. Eligibility Determination

As part of the BPS:96/98 interview, an attempt was made to interview members of the

original NPSAS:96 sample who were not interviewed during the base year study. These

NPSAS:96 nonrespondents were asked a series of questions in Section A (see appendix C) of

the interview to determine First-Time Beginner (FTB) status. Of the 425 NPSAS:96

nonrespondents who were included in the BPS:96/98 sample, BPS eligibility was determined for

180. Of these, 160 were FTBs; the other 20 were determined to be ineligible for BPS. In

addition, 13 NPSAS:96 partial respondents and 31 NPSAS:96 full respondents were found to be

ineligible for BPS. For these 44 cases, FTB determination was not conclusive from the

NPSAS:96 interview because of indeterminate responses.

C. Contacting and Interviewing Outcomes

1. Overall Contacting and Interviewing Results

Overall contacting and interviewing results are shown in figure 3.1. Of the 12,410

students in the original sample, 11,184 were located and contacted and 166 were excluded (out of

scope) because they were deceased, out of the country, institutionalized or physically/mentally

incapacitated,3

 had no phone, or were otherwise unavailable for the entire data collection period.

Among the contacted subsample, 10,332 were interviewed, 10,268 of whom were verified FirstTime Beginners (FTBs).

The unweighted contact rate, exclusive of those out of scope, was 91.3 percent

(11,184/12,244). For those contacted, the interview rate was 92.3 percent (10,268/11,120). The

overall unweighted response rate was 84.3 percent (91.3*92.3).

Locating and interviewing rates were related to two examined factors: NPSAS:96

response status and type of NPSAS:96 school. Contact rates by NPSAS:96 response status,

shown in table 3.2, were 30 percentage points higher for NPSAS:96 respondents than for

NPSAS:96 nonrespondents. Interviewing, given contact, was similarly more difficult with the

NPSAS:96 nonrespondents. The difference in the BPS:96/98 locating and interviewing rates

 3

Sample members were identified as institutionalized or physically/mentally incapacitated by parents or

other contacts.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-4

between NPSAS:96 partial respondents and NPSAS:96 full respondents was also remarkable.

Relative to NPSAS:96 full respondents, we had expected the marked difference for

nonrespondents and some difference for partial respondents, but the size of the difference was

surprising. In many cases, the NPSAS:96 partial respondents had refused to participate initially

or had been difficult to contact by phone during the NSPAS:96 data collection period.

Table 3.2−BPS:96/98 contact and interview rates by NPSAS:96 response status

Contacteda Interviewed, given contact

NPSAS:96 interview status Total Number Percent Number Percentb

Total 12,244 11,184 91.3 10,268 92.3

Full respondent 10,222 9,588 93.8 9,019 94.4

Partial respondent 1,618 1,349 83.4 1,089 81.5

Not interviewed 404 247 61.1 160 70.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a Eligible sample members were considered contacted if they were read the informed consent statement or completed a

hardcopy interview.

b Percent is based on row number contacted, excluding the 64 sample members determined to be ineligible.

Contacting and interviewing rates by type of school are presented in table 3.3. As in past

studies, students from private, for-profit institutions continue to be the most difficult to locate.

Contact rates were highest for public, 4-year and private, not-for-profit, 4-year institutions.

Interviewing rates, given contact of sample member, varied little by institution type, ranging from

88 to 95 percent.

Table 3.3−BPS:96/98 contact and interview rates by sector of the NPSAS:96 institution

Total Contacteda

Interviewed, given

contact

NPSAS:96 school sector Number Percentb Number Percentc Number Percentd

Total 12,244 100.0 11,184 91.3 10,268 92.3

Public, 4-year 5,216 42.6 4,896 93.9 4,519 92.7

Public, 2-year 1,548 12.6 1,386 89.5 1,249 90.9

Public, less-than-2-year 231 1.9 199 86.1 181 91.4

Private, not-for-profit, 4-year 3,252 26.6 3,064 94.2 2,872 94.2

Private, not-for-profit, 2-year 384 3.1 335 87.2 295 88.9

Private, not-for-profit, less-than-2-year 41 0.3 34 82.9 26 89.6

Private, for-profit, 4-year 103 0.8 89 86.4 83 95.4

Private, for-profit, 2-year 561 4.6 441 78.6 386 87.9

Private, for-profit, less-than-2-year 908 7.4 740 81.5 657 89.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

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

a

Eligible sample members were considered contacted if they were read the informed consent statement or completed a hardcopy

interview.

b

Percentage based on column total.

c

Percentage based on total in row.

d

Percentage is based on number contacted in row, excluding the 64 sample members determined to be ineligible.
cting and interviewing outcomes

Sample

n=12,410

 incarcerated/institutionalized n= 10 incapacitated n= 7 deceased n= 16 unavailable n= 48 out of country n= 54 no phone n= 31

 leads exhausted n= 306

 refusal by other n= 144 needs field n= 549 language barrier n= 4 other noncontact n= 57

Contacted

n=11,184

Not contacted

n=1,060

 Exclusions

n=166

 refusal n = 590 language barrier n = 5 other nonrespondent n = 257

Nonrespondents

n=852

TB

,268
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-6

2. Refusal Conversion

Efforts to gain cooperation from sample members included refusal conversion

procedures. When a case initially refused to participate, the case was referred to a refusal

conversion specialist. Fifteen percent (1,928 cases) refused to be interviewed at some point

during data collection. Refusal conversion specialists called the sample members to try to gain

full cooperation with the interview. When full cooperation could not be obtained, an abbreviated

interview (see appendix C) was attempted to obtain key information. Fifty-three percent (1,018

cases) of the refusals were converted.

A breakdown by NPSAS:96 response status shows a remarkable difference in rates of

refusal conversion. As expected, conversion rates were lower for NPSAS:96 nonrespondents and

NPSAS:96 partial respondents, compared with NPSAS:96 full respondents. Of the 103

NPSAS:96 nonrespondents who refused to participate, 21 percent (22 cases) completed a partial,

abbreviated or full BPS:96/98 interview. Thirty-seven percent (166 cases) of the 445 NPSAS:96

partial respondents who refused to participate eventually completed an interview. Of the 1,380

NPSAS:96 full respondents who refused to be interviewed, 60 percent (830 cases) completed the

interview. Refusal conversion techniques were much more effective on sample members who

participated in the past.

3. Partial Responses

Of the 10,268 verified FTBs who were interviewed, full interviews were

completed for 9,812 sample members, partial interviews were completed for 113 sample

members, and abbreviated interviews were completed with 343. An interview was considered a

partial interview if at least section B (enrollment information) of the main interview was

completed, but not the full interview.

4. Field Interviewing

A total of 2,094 cases were assigned to field interviewers. Cases were selected for

a number of reasons, including Puerto Rico residence, inability to locate in CATI, refusal in

CATI, or extensively worked in CATI but unable to reach the subject. Only cases located in

close geographic proximity to a field interviewer were assigned to the field.

Field locating and interviewing results, not including 89 exclusion cases (i.e., unavailable

for duration of study, no phone, out of country) are displayed in table 3.4. Seventy percent of the

field cases were contacted (in either CATI or field), and 70 percent of those contacted were

interviewed.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-7

Table 3.4−BPS:96/98 field interview response status by type of field case

Contacteda

Interviewed, given

contact

Type of field case Total Number Percentb Number Percentc

Total 2,005 1,397 69.7 965 69.8

Puerto Rico 240 183 76.3 183 100.0

Unlocatable 435 170 39.1 147 87.5

Refusal 326 300 92.0 92 30.7

Other non-contact 1,004 744 74.1 543 74.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

NOTE: Does not include 89 field cases that were determined to be exclusions.

a Eligible sample members were considered contacted if they were read the informed consent statement or completed a hardcopy

interview. b Percentage based on total in row. c Percentage based on number contacted in row excluding 14 ineligible cases.

All Puerto Rican cases were assigned to Spanish-speaking field interviewers. Their

relatively high interview rate (76 percent) can be attributed, in part, to the fact that the cases had

not previously been worked in CATI (i.e., the cases that were easier to locate and interview were

still in the sample). There were 435 cases identified for whom no viable phone number was

obtained in CATI or intensive tracing and who were believed to be located in close proximity to

a field interviewer. Locating these cases proved to be difficult (39 percent), however the

interview rate, once they were located, was high (88 percent). Review of the CATI refusals

identified 326 cases in the vicinity of a field interviewer. Refusal conversion was expected to be

more effective when done in person. Contact rates for refusal cases was quite high (92 percent),

as they had been contacted previously in CATI. Approximately one-third of the cases resulted in

conversions. In addition, there were cases that had been worked extensively in CATI without

yielding an interview. Of these, 1,004 were located in areas with a field interviewer and were

assigned to the field. Approximately three-quarters of these cases were contacted and, of those,

nearly three-quarters completed the interview.

5. Reliability Reinterview

Among eligible sample members who completed the BPS:96/98 interview, a

sample was selected to participate in a reliability reinterview containing a small subset of the

interview items. A total of 200 respondents were selected for the reliability reinterview, 198 of

whom agreed to participate. The reinterview sample, together with rates of participation in the

reinterview, are shown in table 3.5.

Among the 198 respondents who at the end of the interview agreed to be reinterviewed,

189 (approximately 95 percent) completed the reinterview. Of the nine who agreed to participate

but who were not reinterviewed, one-third could not be relocated and the other two-thirds were

explicit or implicit refusals. Reinterview rates by institutional level and control are not markedly

different, ranging from 94 to 97 percent, except less-than-2-year institutions, for which the

sample size is small.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-8

Table 3.5−BPS:96/98 reliability reinterview results, by institutional level and control

Agreed to participate Reinterviewed

NPSAS:96 institutional level, control Number Percenta Number Percentb

Total 198 100.0 189 95.5

Level

4-year 165 83.3 159 96.4

2-year 17 8.6 16 94.1

Less-than-2-year 16 8.1 14 87.5

Control

Public 120 60.6 113 94.2

Private, not-for-profit 58 29.3 56 96.6

Private, for-profit 20 10.1 20 100.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a

Percentage is based on column total.

b

Percentage is based on number agreed to participate in row.

D. Interview Burden and Effort

The major variable expenses for CATI locating and interviewing involve interviewer time

and telephone long distance charges. Telephone interviewer shifts were staffed to optimize

likelihood of contact. The time to administer the BPS:96/98 full scale instrument, the hours per

completed interview, and the number of telephone calls are presented in this section.

1. Timing

The target administration time for the full-scale interview was 20 minutes. This

was considered optimal to maximize the amount of useful information collected without

reducing the response rate due to burden on the respondent. Minimizing the burden to the

respondent is particularly important in longitudinal studies in order to preserve the panel for

subsequent interviews.

Time to administer the BPS:96/98 full-scale interview, overall and by section, as well as

by NPSAS:96 response status, is shown in table 3.6. Timing results by NPSAS:96 institutional

sector are provided in table 3.7. The average administration time for the full-scale interview was

20 minutes, which was two minutes shorter than the field test and nine minutes shorter than the

NPSAS:96 full-scale interview.

On average, NPSAS:96 nonrespondents took five minutes longer to complete the

interview than NPSAS:96 respondents. Section A, which was skipped by NPSAS:96 full

respondents, accounts for the majority of this additional time.

The time for section B, enrollment history, was a considerable improvement over that in

past interviews. The path of the interview allowed those who were continuously enrolled to skip

the enrollment user exit (n=3,891). Their average time in section B was 0.9 minutes. For the rest

of the respondents who were required to provide full enrollment information, the enrollment grid

was simplified to ask for continuous spells rather than a term by term accounting. For those who

went through the enrollment user exit (n=6,006), the enrollment grid took, on average, 2.0

minutes and their average section time was 3.4 minutes.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-9

Table 3.6− Average elapsed minutes to complete BPS:96/98 interview, by section and by

NPSAS:96 response status

Total

NPSAS:96 full

respondent

NPSAS:96 partial

respondent

NPSAS:96

nonrespondent

Section

Number

of cases

Average

time

Number

of cases

Average

time

Number

of cases

Average

time

Number

of cases

Average

time

Total 9,577 20.4 8,527 20.1 915 22.3 135 25.1

A-Eligibility determination 10,096 0.1 8,932 0.0a 1,019 0.4b 145 4.2

B-Enrollment history 9,935 2.4 8,812 2.4 977 2.7 146 2.3

C-Enrollment experiences 9,828 5.5 8,736 5.4 949 6.0 143 5.3

D-Financial aid 9,814 1.8 8,724 1.8 947 1.9 143 2.1

E-Patterns of enrollment 9,809 1.0 8,720 1.0 946 1.0 143 1.0

F-Employment 9,713 2.6 8,638 2.6 935 2.5 140 2.5

G-Postsecondary experiences 9,698 3.3 8,630 3.3 928 3.9 140 3.5

H-Locating information 9,582 3.7 8,530 3.6 915 4.2 137 4.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

NOTE: Includes all cases for whom the specified section was completed (in one or multiple sessions) and for whom complete

timing data were available.

a

 Section A was skipped for NPSAS:96 respondents.

b

 Some questions in section A were skipped for NPSAS:96 partial respondents, based on preloaded information.

As shown in table 3.7, respondents at private not-for-profit and public 4-year schools had

the shortest times in section F while respondents at less-than-2-year schools took the longest.

This was expected since the questions dealt with employment after graduating/leaving school and

those enrolled in shorter programs were more likely to have completed school. These questions

were skipped for those still enrolled. Respondents at less-than-2-year schools had faster times in

section G. This was because they were asked the short series of questions about their job

preparation rather than the longer sequence asking how often they did various education-related

activities. Additionally, those at less-than-2-year schools tended to not be currently enrolled,

allowing them to skip over the future occupation userexit in section G.

Table 3.8 shows that students who attended multiple postsecondary schools took nearly

three minutes longer to complete the interview. Much of the additional time was spent in section

B, completing the enrollment grid and answering additional questions for multiple schools.

Their time in section F, employment after leaving/graduating and employment before

postsecondary school, was significantly shorter, suggesting that those who had attended multiple

postsecondary schools were often still enrolled, thus skipping over the post-enrollment questions.
ed minutes to complete BPS:96/98 interview, by section and by NPSAS:96 institutional sector

Full interview

Eligibility and

background

Enrollment

history

Enrollment

characteristics Finances

Enrollment

patterns Employment

Enrollment

experiences Locating

Section Aa Section B Section C Section D Section E Section F Section G Section H

Numberof cases

Averagetime

Numberof cases

Average

time

Number

of cases

Average

time

Number of

cases

Average

time

Number of

cases

Average

time

Number of

cases

Average

time

Number of

cases

Average

time

Number of

cases

Average

time

Number of

cases

Average

time

9,577 20.4 1,164 0.9 9,935 2.4 9,828 5.5 9,814 1.8 9,809 1.0 9,713 2.6 9,698 3.3 9,582 3.74,286 19.1 528 0.8 4,400 2.3 4,362 5.5 4,358 1.7 4,356 0.9 4,341 1.5 4,337 3.4 4,289 3.62,714 18.8 319 0.8 2,785 2.2 2,758 5.5 2,756 1.8 2,752 0.8 2,744 1.2 2,741 3.5 2,717 3.7

79 25.0 13 0.2 81 3.3 81 6.1 81 2.1 81 1.5 81 4.4 80 3.6 79 4.1

1,136 22.9 128 1.4 1,197 2.9 1,181 5.6 1,179 1.6 1,178 1.4 1,163 4.1 1,157 3.3 1,135 3.7

274 24.4 33 0.5 288 2.9 283 5.6 282 1.9 281 1.5 278 5.5 278 3.4 274 3.6355 26.3 46 1.1 376 2.9 372 5.7 371 2.0 362 1.4 359 7.0 359 3.5 355 3.7157 24.6 11 0.7 173 2.7 172 4.4 172 1.6 172 1.5 162 8.3 162 2.3 157 3.8576 25.7 86 1.1 635 2.9 619 4.8 615 1.9 613 1.5 585 8.2 585 2.2 576 3.8

on, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98.

 specified section was completed (in one or multiple sessions) and for whom complete timing data were available.

 respondents only (NPSAS:96 respondents were not asked section A questions).

 was combined with private, not-for-profit, 2-3 year due to the small number of cases.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-11

Table 3.8−Average elapsed minutes to complete BPS:96/98 interview, by section and by

number of postsecondary schools attended

One school More than one school

Section

Number

of cases Average time

Number

 of cases

Average

time

Total 6,519 19.5 3,058 22.3

A-Eligibility determinationa 797 0.9 367 1.0

B-Enrollment history 6,792 1.8 3,143 3.9

C-Enrollment experiences 6,714 5.2 3,114 6.2

D-Financial aid 6,703 1.7 3,111 1.8

E-Patterns of enrollment 6,700 0.8 3,109 1.5

F-Employment 6,615 3.0 3,098 1.7

G-Postsecondary experiences 6,606 3.3 3,092 3.4

H-Locating information 6,521 3.7 3,061 3.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

NOTE: Includes all cases for whom the specified section was completed (in one or multiple sessions) and for whom complete

timing data were available .

a NPSAS:96 nonrespondents and partial respondents only.

2. Interviewer Hours

A total of 17,414 telephone interviewer hours (exclusive of training, supervision,

monitoring, administration, and quality circle meetings) were expended to obtain completed

interviews from 9,041 sample members. This represents 1.93 hours per completed interview.

Since the time to administer the interview was 20 minutes, on average, the large majority

of interviewer time was spent in other activities. A small percentage of this time was required to

bring up a case, review its history, and close the case (with appropriate reschedule, comment, and

disposition entry) when completed. The bulk of the time, however, was devoted to locating and

contacting the sample member.

3. Number of Calls

As indicated above, a great effort was devoted to locating, contacting, and

recontacting sample members. The vast majority of interviewer time was spent attempting to

contact the sample members. Table 3.9 shows the number of telephone calls made to sample

members, including breakdowns by institution level and control. Calls reaching an answering

machine are shown in this table, since this type of non-contact is extremely frequent and has both

cost and procedural implications for future studies with similar populations.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-12

Table 3.9− Number of calls made to sample members by type of institution and response

status

Number of Number of Average calls Answering machines

Category cases calls per case Number Percent

Total 12,410 198,464 16.0 57,848 29.1

Institutional level

 4-year 8,668 138,208 15.9 42,943 31.1

 2-year 2,534 40,081 15.8 10,409 26.0

 Less-than-2-year 1,208 20,175 16.7 4,496 22.3

Institutional control

 Public 7,083 115,383 16.3 33,409 29.0

 Private not-for-profit 3,725 56,426 15.1 18,083 32.0

 Private for profit 1,602 26,655 16.6 6,356 23.9

Institutional sector

 Public, 4-year 5,272 87,224 16.5 26,189 30.0

 Private, not-for-profit, 4-year 3,290 49,553 15.1 16,391 33.1

 Private, for-profit, 4-year 106 1,431 13.5 363 25.4

 Public, 2year 1,575 24,787 15.7 6,498 26.2

 Private, not-for-profit, 2-year 393 6,445 16.4 1,627 25.2

 Private, for-profit, 2-year 566 8,849 15.6 2,284 25.8

 Public, 2-year 236 3,372 14.3 722 21.4

 Private, not-for-profit, 2-year 42 428 10.2 65 15.2

 Private, for-profit, 2-year 930 16,375 17.6 3709 22.7

BPS response status

 Interviewed cases 10,268 149,653 14.6 43,336 29.0

 Other casesa 2,142 48,811 22.8 14,512 29.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a

Includes nonrespondent, ineligible, and exclusion cases.

A total of 198,464 telephone calls were made, with an average of 16 calls per sample

member. There was little difference in the average number of calls by type of institution

attended. On the other hand, there was a greater difference in the average number of calls by

BPS:96/98 response status: those who were interviewed were called 15 times, on average, while

those who were not interviewed (i.e., nonrespondents) were called an average of 23 times.

Roughly 29 percent of the calls reached an answering machine. There were relatively smaller

percentages of answering machine calls among students from 2-year and less than 2-year

institutions than among students at 4-year institutions. There were higher percentages of

answering machine calls among students at private not-for-profit schools relative to students at

private for-profit schools.

Interview nonresponse is an increasing problem for CATI and CAPI studies, affecting the

cost of data collection and the quality of the resulting data. Call screening, defined as the use of

devices such as telephone answering machines, Caller ID, or Call Blocking to avoid answering

unwanted telephone calls, can affect the representativeness of data, lower the response rate, and

increase project costs by requiring additional call attempts and interviewer time. Approximately

two-thirds (67.2 percent) of the cases had at least one answering machine event. An average of 7

calls were required to obtain a completion in cases where no answering machine was reached

during the course of contacting the respondent, compared with 17 calls in cases where an
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-13

answering machine was reached at least once. Similarly, cases with no answering machine

events had a much lower rate of ever refusing (8 percent) and final refusals (4 percent) compared

to cases with one or more answering machine events (19 percent and 8 percent, respectively).

These data, particularly the strong linkage between the use of answering machines and refusals,

suggest that a proactive strategy must be developed in order to lessen this nonresponse problem

in future studies. Answering machine events may be used to predict potential refusal cases.

These cases, once identified, could be worked by more experienced refusal conversion experts

before the respondent actually refuses. In this way, a number of respondents who might

otherwise have become refusals may be converted before the interview process reaches that

point.
Chapter 3 Data Collection Outcomes

BPS:96/98 Methodology Report 3-14
BPS:96/98 Methodology Report 4-1

Chapter 4

Evaluation of Data Quality

A. Reliability of Interview Responses

The temporal stability of a subset of interview items was evaluated through reinterview. 

Reinterviews were administered to a randomly selected subsample of 198 respondents who

completed the full interview within the first six weeks of data collection and agreed to participate

in the reinterview. The reinterview included items which were newly designed for the BPS:96/98

follow-up, or revised since being used in either NPSAS:96 or BPS:90/94. The items were factual

in nature, rather than attitudinal, because the responses needed to remain stable for the time

period between initial interview and reinterview. A facsimile of the reinterview is provided in

appendix C.

Reinterview respondents were contacted five to seven weeks after completing the initial

interview, and their responses in the initial interview and the reinterview compared. Two

measures of temporal stability were computed for all paired responses. The first, percent

agreement, was determined in one of two ways. For categorical variables, the

interview/reinterview responses agreed when there was an exact match between the two

responses. For continuous variables, the two responses were considered to match when their

values fell within one standard deviation unit of each other.

1

The second measure evaluated temporal stability using three relational statistics:

Cramer’s V, Kendall’s tau-b (τb), and the Pearson product-moment correlation coefficient (r). 

Which of the three statistics was used depended on the properties of the particular variable. That

is, Cramer’s V statistic was used for items with discrete, unordered response categories (e.g.,

yes/no responses). Kendall’s tau-b (τb) statistic, which takes into account tied rankings2

 was used

for questions answered using ordered categories (e.g., never, sometimes, often). For items

yielding interval or ratio scale responses (e.g., income), the Pearson product-moment correlation

coefficient (r) was used.

Analyses were based on the 189 respondents who completed reinterviews. Effective

sample sizes are presented for all results because analyses needed to be restricted to cases with

 1

This is equivalent to within one-half standard deviation of the average (best estimate of actual value) of the

two responses.

2

c.f. Kendall, M. (1945). The treatment of ties in rank problems. Biometrika, 33, 81-93 and Agresti, A.

(1984). Analysis of Ordinal Categorical Data. New York, NY: Wiley & Sons.
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-2

determinate responses to the relevant items in both interviews. Because not all items were

applicable to all respondents (e.g., some questions were asked only of dependent students),

variation exists in the number of cases on which the reliability indices were based for the items

considered. In administering the reinterview, information from the initial interview was

preloaded to ensure that school-specific and job-specific items were asked for the same school

and job across the two interviews.

1. Financial Aid

Table 4.1 presents the results of reliability analyses for the set of items pertaining

to financial aid. This set of items was originally included in the BPS:90/94 interview, but with

different response categories. That is, in the prior implementation, there was an “other” category

and no separate option for “work study.” There are two iterations for each item because each

question asks retrospectively about the two preceding academic years. These items were asked

as “yes/no” questions rather than asking for amounts received as in BPS:90/94.

Table 4.1−Financial aid

Data element

Number of

casesa

Percent

agreementb

Relational

statisticc

Received grants/scholarships (96/97) 171 89.5 0.79

Received grants/scholarships (97/98) 148 91.9 0.84

Received loans (96/97) 172 97.7 0.95

Received loans (97/98) 148 97.3 0.95

Received work study (96/97) 173 96.0 0.83

Received work study (97/98) 149 96.0 0.81

Applied for aid (96/97) 45 88.9 0.49

Applied for aid (97/98) 39 97.4 0.81

Received employer assistance(96/97) 137 99.3 0.89

Received employer assistance(97/98) 121 98.3 0.66

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

NOTE: Analyses are based on 189 respondents to the reliability reinterview. 

a

 Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview;

 not all questions were applicable to all respondents.

b

 Unless otherwise indicated, this percentage reflects an exact match of the paired responses. 

c

 Relational statistic used here is Cramer’s V statistic.

The overall temporal stability for this series of items is quite high. Percent agreement is

above 90 percent for all but two items (applied for aid: 96/97 and receive grants/scholarships:

96/97) and ranges from 88.9 to 99.3 percent. The relational statistic ranges from .49 to .95, but is

over .80 for all but three items. The most reliable items in this set are those pertaining to

receiving student loans and employer assistance, both of which have very high percent

agreement. The low relational statistic for the 97/98 employer aid item is due to the fact that one

of the three respondents reporting employer aid for the 1997-98 academic year changed

responses, reporting in the reinterview that aid was not received for the year. 

The least reliable items are those pertaining to aid application. This item has a relatively

small sample size because it was only asked of respondents for whom we did not have preloaded
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-3

values. Of those who were asked the question about aid application, most responded “no” for

both iterations. In 96/97, only six respondents reported having applied for aid during the initial

interview and three of the six reported no aid application at the time of the reinterview. A

similar pattern exists for the 97/98 aid application item. The instability of the infrequent “no”

responses accounts for the low relational statistic.

2. Parent Support

Table 4.2 presents reliability results for items related to parental support for

education expenses. Overall percent agreement and the relational statistics show good response

stability over time for all items tested. The item asking if parents provided money for “other

expenses”–with only marginally acceptable values – did not show any systematic response

reversal. It is likely, therefore, that respondents were simply unsure of what “other expenses”

included and were not able to answer consistently from interview to reinterview. Rewording the

question to specify what types of other expenses might be included may help to improve its

temporal stability. 

Table 4.2−Parent support

Data element

Number of

casesa

Percent

agreementb

Relational

statisticc

Parents helped pay for tuition 165 90.9 0.82

Parents helped pay for room/board 165 86.7 0.69

Parents helped pay for books 165 90.3 0.81

Parents provided money for other expenses 164 84.8 0.70

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

NOTE: Analyses are based on 189 respondents to the reliability reinterview. 

a

 Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview;

 not all questions were applicable to all respondents.

b

 Unless otherwise indicated, this percentage reflects an exact match of the paired responses. 

c

 Relational statistic used here is Cramer’s V statistic.

3. Employment while Enrolled

Items asking whether or not a respondent worked while enrolled and worked

while on vacation were first included in the field test interview. Initially, there were four possible

response categories: “none of the time,” “some of the time,” “most of the time,” and “all of the

time.” Results of the field test reliability analysis suggested that “some” and “most” were being

confused by respondents, so the response categories were revised to none, some, and all of the

time for the full-scale implementation. Table 4.3 presents the results of the percent agreement

and reliability analysis for these items for full-scale implementation.
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-4

Table 4.3−Working while enrolled

Data element

Number of

casesa

Percent

agreementb

Relational

statisticc

Time worked while enrolled 174 83.9 0.82

Vacation time spent working 174 77.6 0.67

Could have afforded to attend school without a job 156 84.0 0.68d

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

a Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview;

not all questions were applicable to all respondents. b Unless otherwise indicated, this percentage reflects an exact match of the paired responses. 

c Unless otherwise indicated, the relational statistic used here is Kendall’s Tau, τb, d Relational statistic used is Cramer’s V statistic.

It appears that temporal stability of the revised items improved with the revision of the

response options. Percent agreement increased from 58 to 78 percent for reports of time spent

working while enrolled and from 69 to 84 percent for time spent working while on vacation. 

Although the relational statistic decreased slightly from the field test to the full-scale study for

both items (.67 to .57 and .82 to .78, respectively) the decrease is likely the result of the larger

sample size3

 and still indicates acceptable reliability. The time worked while enrolled item seems

to be more temporally stable than the time worked while on vacation item. This may be due to

the fact that periods of enrollment are more clearly defined than vacation periods.

Percent agreement was good for reports of ability to afford school without a job. Roughly

85 percent of respondents answered consistently between the initial interview and the

reinterview. There was no apparent pattern of non-agreement for this item, however, suggesting

that response inconsistency is attributable simply to error.

4. Income

Reinterview results for the income items are presented in table 4.4. Percent

agreement is very high for both items. Temporal stability was high for total household income

despite the small sample size. Given that measures of income are typically among the most

unreliable, these results are actually remarkably high. 

 3

Field test n=50 and full scale n=174
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-5

Table 4.4−Income

Data element

Number of casesa Percent agreementb Relational statisticc

Income earned while enrolled 97 90.7 0.73

Total household income 27 96.3 0.96

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

NOTE: Analyses are based on 189 respondents to the reliability reinterview. 

a Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview; not

all questions were applicable to all respondents.

b Agreement was determined as response differences not exceeding one standard deviation unit (i.e., ? $4488 for income while

enrolled and ? $31,927 for household income). c Relational statistic used here is the Pearson product moment correlation coefficient, r.

5. Undergraduate Experiences

Reliability indices for items regarding undergraduate experiences (table 4.5) show

mixed results. Overall reliability for these measures is only marginally acceptable. Percent

agreement ranges from 66.4 percent to 80.9 percent but is under 80 percent for all items except

for using a personal computer. The relational statistic ranges from .46 to .64. The most

consistent responses were obtained from the questions that asked about frequency of personal

computer use and receiving lower grades than expected. The least reliable items in this set are

those that ask about frequency of using the library and taking essay exams.

Table 4.5−Undergraduate experiences

Data element

Number of

casesa

Percent

agreementb

Relational

statisticc

During your first year of study, how often did you4...

Have small classes 152 72.4 0.56

Work with other students 152 73.7 0.51

Use a personal computer 152 80.9 0.64

Have essay exams 152 66.4 0.46

Talk with faculty outside of class 152 74.3 0.54

Have classes taught by graduate students 151 76.8 0.62

Receive grades that were lower than expected 152 77.0 0.63

Have courses that consisted only of lectures 152 67.8 0.51

Use the library to find information 152 67.8 0.48

Write papers for classes 152 71.1 0.48

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

NOTE: Analyses are based on 189 respondents to the reliability reinterview. 

a Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview; not

all questions were applicable to all respondents.

b Unless otherwise indicated, this percentage reflects an exact match of the paired responses. 

c Relational statistic used here is Kendall’s Tau, τb.

 4

This series of items was given a random start to control for potential order effects.
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-6

6. Distance Education

Response consistency is much higher for the item regarding having taken a

distance education course than the item regarding the respondent’s knowledge of the availability

of distance education courses (see Table 4.6). The high percentage agreement is largely due to

the fact that most respondents (94 percent) have never taken a distance education course. 

However, the relational statistic is only marginally acceptable. The affirmative response

consisted of only 6 percent of the reinterview sample. Of the 11 respondents who report having

taken a distance education course during the interview, four (37 percent) reported not having had

such a course at reinterview. Of those who responded to the question about availability of

distance courses, inconsistent responses were concentrated slightly more highly among those

who initially reported that distance courses were not available. It is likely that respondents are

unsure of the meaning of "distance education."

Table 4.6−Distance education

Data element

Number of

cases a

Percent

agreement b

Relational

statistic c

Distance education classes available 100 79.0 0.58

R ever taken distance education class 188 95.2 0.58

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

NOTE: Analyses are based on 189 respondents to the reliability reinterview. 

a Analyses were conducted only for respondents with determinate responses on both the initial interview and the reinterview; not

all questions were applicable to all respondents.

b Unless otherwise indicated, this percentage reflects an exact match of the paired responses. 

c Relational statistic used here is Cramer's V Statistic.

B. Indeterminate Responses

Allowances were made in the CATI /CAPI interview to accommodate responses of “don’t

know” and refusal to every item, by special keyed entry (i.e., F3 and F4) by the interviewers. 

Refusal (RE) responses to interview questions are most common for items considered sensitive

by the respondent, while “don’t know” (DK) responses may result from a number of potential

circumstances. The most obvious reason a respondent will offer a DK response is that the

answer is truly unknown or in some way inappropriate for the respondent. DK responses may

also be evoked (1) when question wording is not understood by the respondent, without

explanation by the interviewer; (2) when there is hesitancy on the part of the respondent to

provide “best guess” responses, with insufficient prompting from the interviewer; and (3) as an

implicit refusal to answer a question. RE and DK responses introduce indeterminacies in the

data set and must be resolved by imputation or subsequently dealt with during analysis; to the

extent possible, they need to be reduced. 
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-7

Overall item nonresponse rates were low, with only ten of the 363 items containing over

ten percent missing data. These items are shown in table 4.7, grouped by interview section. 

Item nonresponse rates are calculated based on the number of sample members for whom the

item was applicable and asked. 

Items with the highest rates of nonresponse were those pertaining to income. Many

respondents were reluctant to provide information about personal and family finances and,

among those who are not, many simply do not know.

Table 4.7− Student interview item non-response for items with more than 10 percent

“don’t know” or “refused”

Item Description Number

askeda

Percent

don’t

know

Percent

refused

Percent

combined

nonresponse

XAOC1COD Father’s occupation 298 7.7 2.7 10.4

XCDPCY2 Year number of dependents changed 68 19.1 0.0 19.1

XCHSINC Household income 2,252 21.7 4.8 26.5

XCMNYFRQ Frequency of allowance 3,935 10.9 1.8 12.7

XFINCAMT Annual salary, first post-enrollment job 2,805 15.4 3.2 18.7

XFLJOBMM Start month, last pre-enrollment job 1,750 15.3 0.1 15.4

XFLSTINC Annual salary, last pre-enrollment job 1,875 16.4 2.8 19.2

XGCARCOD Job expected after schooling completed 6,859 15.2 0.2 15.4

XGDISTAV Distance education courses available 9,195 26.2 0.1 26.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

a

Items asked of less than 30 respondents were excluded from analysis. 

C. Help Text

Online help text was available for every screen in the CATI/CAPI instrument. Having

additional information available at the touch of a key was beneficial to interviewers, particularly

at the beginning of data collection, to immediately alleviate any confusion with questions while

still on the telephone with the respondent. Counters were used to determine the number of times

each help screen was accessed, making it possible to identify items that were confusing to the

interviewer and respondent The rewording of problematic questions is recommended for future

NCES studies using these or similar items. 

An analysis of the number of help text accesses revealed only one item for which the rate

of help text usage was greater than five percent. This item, annual starting salary for the first job

after leaving/graduating from postsecondary school, had a total of 144 accesses to the help text

out of the 2,804 times this item was administered. As expected, the income questions in the

instrument tended to have higher rates of help text usage and much higher indeterminacy rates

than other items. All of the income questions included conversion formulas in the help text in

the event that the respondent knows, for example, his hourly wage but not his monthly earnings. 
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-8

D. Online Coding

The BPS instrument included tools that allowed computer-assisted online assignment of

codes to literal responses for postsecondary education institution, major field of study,

occupation, and industry. Online coding systems are designed to improve data quality by

capitalizing on the availability of the respondent at the time the coding is performed. Interviewers

can request clarification or additional information if a particular open-ended value or text string

cannot be successfully coded on the first attempt, an advantage not afforded when coding occurs

after the interview is complete. Because both the literal string and selected code are captured in

the data file for field of study and occupation/industry responses, subsequent quality control

recoding by project staff can be easily incorporated into data collection procedures.

Institutional coding was used to assign a six-digit Integrated Postsecondary Education

Data System (IPEDS) identifier for each postsecondary institution the respondent reported

attending, other than those collected during the NPSAS interview. The IPEDS coding system

required the respondent to report the school name, as well as the city and state in which the

school was located. The system relied on a look-up table, or coding dictionary, of institutions. 

The dictionary was constructed from the IPEDS institution database. Other information in the

dictionary (e.g., institution level and control) was retrieved for later use (e.g., branching) once the

institution was properly coded.

Major field of study, occupation, and industry coding utilized a dictionary of word/code

associations. The online procedures for these coding operations were the following: (1) the

interviewer keyed the verbatim text provided by the respondent; (2) standard descriptors

associated with identified codes were displayed for the interviewer; and (3) the interviewer

selected a listed standard descriptor.

Ten percent of the major, occupation, and industry coding results were sampled and

examined on a regular basis during data collection. The verbatim strings were evaluated for

completeness and for the appropriateness of the assigned codes. Approximately two to nine

percent of the verbatim text strings were too vague to properly evaluate. Additionally, five to ten

percent of the strings were recoded, although very few resulted in a shift across broad categories.

Table 4.8 shows the results of the BPS online coding procedures. 

Table 4.8−Success rates for online coding procedures

Coding procedure Coding attempts

sampleda

Number too

vague

Percent

too vague

Number

recoded

Percent

recoded

Major field of study 537 10 1.9 28 5.2

Occupation 1,060 90 8.5 105 9.9

Industry 390 26 6.7 28 7.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students:96/98.

a

The occupation and industry coding could occur multiple times within any single interview. For example, occupation data was

collected for current job, as well as for job prior to enrolling and job while enrolled.
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-9

E. Quality Control Monitoring

Monitoring telephone data collection serves a number of goals, all aimed at maintaining a

high level of data quality. These objectives are to provide information about the overall data

quality; to improve interviewer performance by reinforcing good interviewing behavior and

discouraging poor behavior; and to detect and prevent deliberate breaches of procedure, such as

data falsification.

CATI monitoring was conducted during the BPS:96/98 full-scale data collection using the

RTI telephone monitoring system. The system provides for sampling of interviewers and

interview items during CATI operations. Monitors listen to and simultaneously view the

progress of the interview on screen, using remote monitoring telephone and computer equipment.

They record their observations on laptop computers that contain computerized monitoring forms.

Monitors listened to up to twenty questions during an ongoing interview and, for each

question, evaluated two aspects of the interviewer-respondent interchange: whether the

interviewer delivered the question correctly and keyed the appropriate response. Each of these

measures was quantified and daily, weekly, and cumulative reports were produced. Over 14,000

items were monitored during the data collection period. The majority of the monitoring data was

collected during the first half of data collection. Around week 17 the monitoring efforts were

scaled back due to the lighter caseload being worked by the telephone interviewers, the greater

experience of the remaining 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. Throughout the monitoring period, error rates remained within

acceptable limits, never exceeding one percent.

F. CATI Quality Circles

Regularly scheduled quality circle meetings, during which interviewers, supervisors, and

project technical staff met to discuss operational issues, were a component of the full-scale

operations and evaluation. These meetings proved to be a good tool for communication,

providing the interviewers and their supervisors an opportunity to meet with the technical staff to

discuss issues pertinent to locating respondents and conducting CATI interviews. Telephone

interviewers attended the quality circle meetings on a rotating basis. Summaries of discussions

and decisions were distributed to all telephone interviewers and their supervisors and posted on

the study’s website so that those who did not attend a meeting could also benefit.

The quality circle meetings were instrumental in providing prompt and precise solutions

to problems encountered by the interviewers. Several modifications were made to the CATI

instrument as a result of these meetings. For example, some screens in the interview dealt with

experiences pertaining to a particular school but did not specify the school name in the question.

The interviewers suggested adding a note to the interviewer that would display the school name.

This alleviated the confusion in cases where the respondent had attended multiple postsecondary

schools.
Chapter 4 Evaluation of Data Quality

BPS:96/98 Methodology Report 4-10

Some of the issues covered in quality circle meetings included:

• Changes to the instrument: Minor modifications to the instrument, made

subsequent to interviewer training (e.g., the addition of a “pop-up” box in the

enrollment user exit to confirm the respondent’s enrollment status before leaving

the user exit), were explained and demonstrated. 

• Instrument logic: Concerns about the instrument path logic were raised, resulting

in modifications to the instrument based on telephone interviewer input.

• Item wording: Misinterpretation of questions was addressed. For example, “Are

you working for yourself?” was often misinterpreted by respondents as “working

to support yourself.” Interviewers were instructed to verify that the respondent

was self-employed.

• Help Screens: Interviewers were reminded of the help text feature, which was

available for every CATI item by pressing the F10 function key. The help text

screens provide additional explanation that allowed interviewers to verify the

intent of questions included in the instrument. Interviewers were also able to use

the F1 function key for quick access to student information, a calculator, roster

lines and case-level comments.

• Refusal handling: Refusal avoidance techniques were examined to improve

interview completion rates. For example, it was suggested that interviewers

empathize with respondents who stopped out and did not have a positive

experience at the NPSAS school. Interviewers were advised to tell these

respondents they represent many students who had a negative experience, and that

their participation was important to the accuracy of the study. 

• Problem sheets: Problem sheet issues, such as circumstances that require their

use and details to include, were discussed.
ng error rates for CATI question delivery

2 6 10 14 18+

Week number

Upper Control Limit Error Rate Lower Control Limit
ng error rates for CATI data entry

6 10 14 18+

W eek number

Upper Control Lim it E rror Rate Lower Control Lim it
BPS:96/98 Methodology Report 5-1

Chapter 5

Data File Construction

A set of restricted research files and a public release Data Analysis System (DAS) were

prepared from the student interview data collected in BPS:96/98 and NPSAS:96. Full

documentation was produced on a variable-by-variable basis, including variable names,

descriptors, substantive grouping of each variable, screen wording (for CATI/CAPI questions) or

pseudocode (for derived variables), response categories with associated descriptors and

frequencies (both weighted and unweighted), and sources for variables. An overview of data file

construction activities follows.

Documentation of the data files actually began during instrument development since the

Data Dictionary System (DDS; see chapter 2) was used both to produce the CATI/CAPI

instrument and to generate the documentation for the analytic files. Actual variable parameters,

such as screen wording, response options and descriptors, lengths and types of variables, and

variable descriptors were specified during instrumentation, and the central dictionary of the DDS

ensured that this information was maintained consistently. This information was then extracted

as part of the documentation activity. Further documentation efforts were necessary subsequent

to data collection. Variables were categorized and assigned prefixes according to their

substantive content. Pseudocode (i.e., programming logic used in variable construction) was

specified for each derived variable to ensure that the meanings of all analytic variables were fully

specified, including linkages to component variables. Obviously, final weighted and unweighted

frequencies were not generated until the final data files were constructed. The restricted-use

research files are fully documented by an Electronic Codebook (ECB), which is generated by

software developed by NCES. The DAS also contains full documentation and is a software

product of NCES.

Subsequent to data collection, the CATI/CAPI data were edited and cleaned as part of the

preparation of data files. Modifications to the data were made, to the extent possible, based on

problem sheets submitted by interviewers which detailed item corrections, deletions, and prior

omissions. Additionally, variables were checked for legitimate ranges and cross-item

consistency.1

 Quality control coding corrections and school information from the Integrated

Postsecondary Education Data System Institutional Characteristics (IPEDS-IC) files were

merged onto the CATI/CAPI files, where appropriate, as part of the data file construction effort.

Inconsistencies in the data, identified during analyses, were also corrected, as appropriate and

feasible. The data editing/cleaning process did not include any imputation.

 1

While a considerable number of internal checks and summary data confirmation screens were built into the

CATI/CAPI program, some inconsistencies were created by contradictory responses by the respondents which were

impractical to edit during the interview, given the need to minimize respondent burden.
Chapter 5 Data File Construction

BPS:96/98 Methodology Report 5-2

Sets of nonresponse-adjusted weights (see chapter 6) were added to the files. A number

of derived variables was created to aggregate and/or simplify sets of related CATI/CAPI data

elements. Derived variables were also created to facilitate various analyses for the descriptive

report and for incorporation into the public release DAS and the restricted use research files.2

Data from both of the studies in the longitudinal series (NPSAS:96 and BPS:96/98) were

incorporated into the DAS and restricted use files for the BPS-eligible cohort. Confirmed BPS

eligibility was determined as part of either the NPSAS:96 or BPS:96/98 data collection; only

confirmed eligibles were included in the final data files. Those sample members who were

nonrespondents in NPSAS:96, but who participated in BPS:96/98, provided some information

retrospectively. As the data files contained information spanning these two data collections, the

retrospective information was included to enhance the power and coverage of the longitudinal

analyses.

The restricted use research files were organized into the BPS:96/98 Electronic Codebook

(ECB), an NCES product available to a limited set of licensees. The student-level files contain

one record per eligible sample member, while the file containing school(s) attended contain

multiple records per student.

The BPS:96/98 Descriptive Summary Report, a separate publication, documents some of

the significant results from the longitudinal data collection. It includes an essay on persistence

and attainment of first-time beginners at less-than-4-year institutions. Its table compendium

presents other results, including but not limited to, student characteristics, marriage, family

formation, employment experiences, education financing, further education, and civic

participation. Most of the analyses presented in the BPS:90/94 table compendium were

replicated to allow for direct comparisons. The BPS:96/98 DAS generated the tables presented

in the Descriptive Summary Report.

 2

For example, a number of persistence and attainment variables were constructed from the BPS

CATI/CAPI data.
BPS:96/98 Methodology Report 6-1

Chapter 6

Weighting and Variance Estimation

Development of statistical analysis weights for the BPS:96/98 sample is discussed in

Section A below. These analysis weights are used to compute point estimates of population

parameters for the 1998 population of students who were first-time, beginning (FTB) students in

the 1995-96 academic year. Analyses in which data are available for all confirmed FTBs (both

NPSAS:96 respondents and NPSAS:96 nonrespondents who were BPS:96/98 respondents) are

enabled by the weights discussed in Section B. These weights will also be useful for follow-up

of the BPS:96/98 nonrespondents in any future round of the BPS:96 longitudinal survey.

Analysis procedures that can be used to produce design-unbiased estimates of sampling

variances are then discussed in Section C, including variances computed using Taylor Series and

balanced repeated replications (BRR) techniques. Finally, Section D discusses the accuracy of

BPS:96/98 estimates in terms of both precision and potential for bias. This section includes

survey design effect tables that illustrate the level of precision achieved by the BPS:96/98 survey

for key analytic outcomes for several important analysis domains.

A. Analysis Weights

The sample for the BPS:96/98 survey includes not only the students who were identified

as FTBs in their NPSAS:96 interviews, but also a subsample of NPSAS:96 nonrespondents who

were considered potential FTBs at the conclusion of the study. Therefore, computation of the

statistical analysis weights for BPS:96/98 consisted of the following primary steps:

1. Computing special-purpose NPSAS:96 weights that account for follow-up of

NPSAS:96 nonrespondents within BPS:96/98; and

2. Computing the BPS:96/98 analysis weights from the special-purpose NPSAS:96

weights.

Each of these steps is described in the subsections that follow.

In addition to the follow-up of NPSAS:96 nonrespondents, a sample of 300 BPS:96/98

nonrespondents was selected near the end of BPS:96/98 data collection for more intensive

follow-up. Increasing the response rate for this subsample improved the effective response rate

for BPS:96/98 to 80 percent (86 percent among NPSAS:96 respondents and 44 percent among

NPSAS:96 nonrespondents). The flow of the sample from 11,985 confirmed FTBs who were

NPSAS:96 respondents and 425 potential FTBs who were NPSAS:96 nonrespondents through

10,267 BPS:96/98 respondents is depicted in the flow chart in figure 6.1.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-2

Figure 6.1−Sample flow for the Beginning Postsecondary Students

 Londitudinal Study, First Follow-up, 1996-98

 (BPS:96/98)

1After 55 students with prior loan data were deleted.

2Includes five students not selected for follow-up for whom data were received.

3Twelve NPSAS respondents were not eligible for BPS.

31,328 CATI respondents

in NPSAS:96

11,985l confirmed FTBs

at the NPSAS sample institution

3,743 potential FTBs were

CATI nonrespondents in NPSAS:96

425 selected for BPS:96/98

11,158 final as of

October 7, 1998

827 pending as of

October 7, 1998

337 final as of

October 7, 1998

88 pending as of

October 7, 1998

9,918 respondents 292 selected

for follow-up

184 respondents

10,267 BPS:96/98

respondents2

8 selected

for follow-up

182 respondents

for NPSAS:96

160 respondents

for BPS3
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-3

1. Special-Purpose NPSAS:96 Weights

For weighting purposes, the follow-up of NPSAS:96 nonrespondents who were

potential FTBs at the conclusion of NPSAS:96 was viewed as subsampling for nonresponse

within NPSAS:96 itself. The NPSAS:96 nonrespondents who answered sufficient questions in

the BPS:96/98 interview to determine their eligibility for the BPS:96 cohort were considered

NPSAS:96 respondents for computation of the special-purpose NPSAS:96 weight used as the

base weight for BPS:96/98.

Hence, the process of computing the special-purpose NPSAS:96 analysis weight that

accounts for the nonresponse follow-up subsampling of potential FTBs consisted of the

following steps:

a. Computing an initial weight for all NPSAS:96 sample members prior to the

NPSAS:96 adjustments for CATI nonresponse.

b. Partitioning the NPSAS:96 sample members with positive values of this weight into

those who were and were not potential FTBs at the conclusion of NPSAS:96.

c. For potential FTBs, computing weights that accounted for subsampling the

nonrespondents and failure to determine their FTB status in BPS.

d. For sample members who were not considered potential FTBs at the conclusion of

NPSAS:96, computing NPSAS:96 CATI nonresponse adjustments in the same

manner as originally done for NPSAS:96.

e. Concatenating the two sets of weights, and implementing the exponential raking

weight adjustments in the same manner as the original NPSAS:96 weights.

f. Computing an adjustment that treats students who were FTBs at institutions other

than the NPSAS sample institution as nonrespondents.

Each of these steps is described in more detail below.

a. Initial Weights

The initial value of the special-purpose NPSAS:96 weight that accounts

for follow-up of NPSAS:96 nonrespondents who were potential FTBs is the product of all

NPSAS:96 weight components prior to the NPSAS:96 CATI nonresponse adjustments. Hence,

the initial value of the special-purpose NPSAS weight was the product of the first ten NPSAS:96

CATI weight components, i.e.,1

NP981 = WT1 * ... * WT10 .

 1

See the NPSAS:96 Methodology Report (NCES 98-073).
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-4

b. Sample Partition

The next step in the weighting process was to partition the sample with

positive values of this new initial NPSAS weight, NP981, into students who were and were not

members of the domain for which nonresponse follow-up subsampling was implemented. That

domain consists of students who were classified as potential FTBs at the conclusion of

NPSAS:96 who (a) had no loans reported in the National Student Loan Data System (NSLDS)

for years prior to 1995-96 and (b) were modeled as having at least a 20 percent chance of being

an FTB. For these potential FTBs, the nonresponse adjustment began with selection of the

subsample of potential FTBs who were CATI nonrespondents in NPSAS. For the remainder of

the sample, the same types of weight adjustments that originally were implemented for

NPSAS:96 were used to adjust for nonresponse.

Hence, at this point the 39,358 sample members with positive values of NP981 were

partitioned into the following two subsets:

1. All students with positive values of NP981 who were modeled as potential FTBs, less

NPSAS:96 nonrespondents who were not on the nonresponse follow-up sampling

frame (17,501 – 325 = 17,176).

2. All other sample students (not modeled as potential FTBs) who had positive values of

NP981, plus NPSAS:96 nonrespondents who were not on the nonresponse follow-up

sampling frame (21,857 + 325 = 22,182).

Adjustments for CATI nonresponse were computed separately for these two subsets. For the

first subset, nonresponse adjustments were based on the sample selected for nonresponse followup. For the second subset, nonresponse adjustments were based on the original NPSAS:96

nonresponse adjustments. These subsets were combined for the final exponential raking weight

adjustments to overall population totals.

c. Weights for Potential FTBs

Adjustment for Probability of Selection into the Follow-up Subsample.

For the subsample of students modeled as potential FTBs, the first weight factor, NP98F1, was

unity (1) for the students who were NPSAS:96 CATI respondents. For students selected into the

NPSAS:96 nonresponse follow-up subsample, this weight factor was the reciprocal of their

probability of selection into the nonresponse follow-up subsample as shown below in table 6.1.

Table 6.1−Weight factor for selection into the NPSAS:96 nonresponse follow-up subsample

FTB likelihood

stratum

Frame

count

Sample

size

Sampling

rate

Sampling

weight

High 1,621 265 0.164 6.117

Moderate 802 88 0.109 9.114

Low 1,320 72 0.055 18.333

Total 3,743 425

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-5

Additionally, this weight factor was set to zero (0) for the students who were NPSAS:96

CATI nonrespondents who were not selected into the nonresponse follow-up subsample.

Adjustment for Nonresponse Within the 425 Sampled NPSAS:96 Nonrespondents. The

425 NPSAS:96 nonrespondents included in the BPS sample were considered NPSAS

respondents for computation of the special-purpose NPSAS weight if we contacted them during

BPS:96/98 and obtained sufficient information to determine their FTB status during the

NPSAS:96 year (i.e., all students whose BPS eligibility was determined).

The first adjustment to the weights of the 425 sampled NPSAS nonrespondents was an

adjustment for ineligibility for NPSAS:96. Eight of the 425 students were determined to be

ineligible for NPSAS. However, the eligibility status of 235 of the 425 students remained

unknown because they were total nonrespondents during BPS. As shown in table 6.2, among

the 190 sampled NPSAS nonrespondents with known NPSAS eligibility status, the percentage

eligible for NPSAS was determined by their nonresponse follow-up subsampling stratum.

Among the students in the stratum with the highest likelihood of being an FTB (STRATPOT=1),

1.48 percent were ineligible, and among the other students (STRATPOT=2 or 3), 10.91 percent

were ineligible. Applying these rates, we randomly imputed 13 of the 235 students with

unknown eligibility status to be ineligible for NPSAS:96, as follows.

Table 6.2−Number of NPSAS:96 nonrespondents imputed to be ineligible for NPSAS

FTB likelihood

stratum

Number with

unknown eligibility

Number imputed

ineligible for NPSAS

High 130 2

Moderate 57 6

Low 48 5

Total 235 13

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

The second weight adjustment factor for this subset of students, NP98F2, was set to zero (0) for

the eight students known to be ineligible for NPSAS:96 plus the 13 students imputed to be

ineligible. NP98F2 was set to unity (1) for the remainder of the 425 NPSAS:96 nonrespondents.

Given the above adjustment for ineligibility for NPSAS:96, the adjustment for NPSAS

nonresponse (in BPS) was computed within the set of 425 NPSAS:96 nonrespondents in two

steps:

1. Adjustment (NP98F3) for inability to locate during BPS:96/98.

2. Adjustment (NP98F4) for inability to interview (determine FTB status) during

BPS:96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-6

These two nonresponse adjustments were based on the comparable NPSAS:96 CATI weight

factors, WT11 and WT12. We began with the variables used for the NPSAS:96 nonresponse

adjustments plus the nonresponse follow-up subsampling stratum (STRATPOT). We ran Chisquared automatic interaction detection (CHAID) analyses to identify significant interaction

terms. Predictors that were significant at the 10 percent level were retained in the final

nonresponse models.

Table 6.3 presents the final predictor variables used in the logistic model for ability to

locate the student as well as the weighted average weight adjustment factor for each level of each

predictor variable. The predicted probability of locating student “j” was determined from the

logistic model as

p [ ] 1 exp ( ) , 1

j

^ − = + − x j β

where

xj = the row vector of predictor variables, and

A = the column vector of regression coefficients.

Table 6.3−Average weight adjustment factors for logistic model for ability to locate

NPSAS:96 nonrespondents

Logistic model predictor variables

Number

located

Weighted

response

rate

Average weight

adjustment

(NP98F3)

Total 295 72.9 1.37

Institutional sector

Public, less-than-4-year 45 72.3 1.38

Public, 4-year non-doctorate-grating 57 77.2 1.30

Public,4-year doctorate-granting 70 81.2 1.23

Private, not-for-profit, less-than-4-year 13 90.2 1.11

Private, not-for-profit, 4-year non-doctorate-granting 31 86.6 1.15

Private, not-for-profit, 4-year doctorate-granting 43 75.0 1.33

Private, for-profit, less-than-2-year 25 55.6 1.80

Private, for-profit, 2-year or more 11 42.0 2.38

Age group

15 to 23 256 76.2 1.31

24 or older 39 60.9 1.64

Nonresponse subsampling stratum

High FTB likelihood 202 79.4 1.26

Moderage FTB likelihood 48 69.7 1.44

Low FTB likelihood 45 66.9 1.49

CHAID segments

Zero or one phone number 122 72.6 1.39

Two or three phone numbers, less-than-4-year school 44 71.8 1.39

Two or three phone numbers, 4-year school 95 74.1 1.32

Four or more phone numbers, not 4-year doctorate-granting 16 66.7 1.50

Four or more phone numbers, 4-year doctorate-granting 18 93.1 1.07

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
BPS:96/98 Methodology Report 6-7

The logistic adjustment factor was then simply the reciprocal of this predicted probability of

locating the student, or

NP98F3 = j

^

1/ p .

Table 6.4 presents the final predictor variables used in the logistic model for ability to

interview the located student as well as the weighted average weight adjustment factor for each

level of each predictor variable. The logistic adjustment factor was simply the reciprocal of this

predicted probability of interviewing the student, or

NP98F4 = 1/ p . rj

^

Table 6.4−Average weight adjustment factors for logistic model for ability to interview the

located NPSAS:96 nonrespondents

Logistic model predictor variables

Number

interviewed

Weighted

response

rate

Average weight

adjustment

(NP98F4)

Total 182 60.9 1.64

Institutional sector

Less-than-2-year 17 60.9 1.64

2-year 29 60.6 1.65

4-year non-doctorate-granting 60 66.3 1.48

4-year doctorate-granting 76 57.6 1.76

Age group

15 to 23 164 59.7 1.67

24 or older 18 65.3 1.53

Nonresponse subsampling stratum

High FTB likelihood 133 62.2 1.61

Moderate FTB likelihood 27 61.9 1.62

Low FTB likelihood 22 58.3 1.72

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

Truncation and Smoothing Adjustments. The final step of weighting for the students

modeled as potential FTBs was truncation and smoothing to reduce variance inflation. We

concatenated the 425 students sampled for nonresponse follow-up with the students modeled as

potential FTBs who were NPSAS:96 respondents, setting NP98F3 and NP98F4 to unity (1) for

the NPSAS respondents. We examined unequal weighting design effects2

 and decided that a

 2

The design effect component due to variability in the analysis weights was computed as follows:

, 2

1

1

2













=

= =

r

r

n

i

wi

n

i

i w

Deffw nr

where nr is the number of respondents and wi is the analysis weight for the i-th respondent.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-8

truncation and smoothing adjustment, NP98F5, was needed by institutional level. The product of

all five weight factors for the students modeled as potential FTBs is the overall adjustment,

NP982, for NPSAS nonresponse for this subpopulation.

d. Weights for Other Students

The nonresponse adjustments for students not modeled as potential FTBs

were implemented in a manner almost identical to the weight adjustments implemented for

NPSAS:96. We implemented the models for failure to contact and for failure to interview, once

contacted, that were used to compute WT11 and WT12 for NPSAS:96 with only one change.

We collapsed the student levels of “potential FTB” and “other undergraduate student” because

there were few FTBs in this database. The resulting weight adjustment factors are NP98N1 and

NP98N2.

After these weight factors had been computed, we examined unequal weighting design

effects. We determined that weight truncation and smoothing adjustment was needed by type of

institution (INSTCLAS) crossed with type of student (STYPE), as had been done for NPSAS:96.

Weight truncation and smoothing within levels of STYPE by INSTCLAS resulted in the

truncation and smoothing adjustment factor, NP98N3. The product of all three weight

adjustment factors for the students not modeled as potential FTBs is the overall adjustment,

NP982, for NPSAS nonresponse for this subpopulation.

e. Exponential Raking Weight Adjustments

At this point, the two weight files — the one for students modeled as

potential FTBs and the one for the remaining students— were concatenated. The weight factor

NP982 was the overall adjustment factor for NPSAS:96 CATI nonresponse for each

subpopulation, and the product of NP981 and NP982 was the sampling weight adjusted for

nonresponse. This analysis weight was positive for the 31,328 NPSAS:96 CATI respondents

plus the 182 additional NPSAS respondents from the BPS follow-up of NPSAS:96

nonrespondents making a total of 31,510 students with positive weights. These weights were

then ready for poststratification to known population totals.

The exponential raking weight adjustment model that was used to compute the weight

adjustment factor WT14 for the NPSAS:96 weights was implemented to control the weight totals

for enrollment, Pell grants, and Stafford loans. This model was run without modification for the

31,510 student with positive weights to produce the weight adjustment factor, NP983.

f. Adjustment for Not Being an FTB at the Sampled Institution

If the FTBs identified in NPSAS:96 were all eligible for the BPS:96

cohort, we would have been done at this point. However, the NPSAS:96 CADE data are

uniformly missing for students who were FTBs during the NPSAS:96 year but did not begin

their postsecondary education at the NPSAS sample institution (i.e., began elsewhere and

transferred to the NPSAS institution). Because the CADE data are important for many BPS

analyses, NCES decided to treat these students as not eligible for the BPS:96 cohort, but as

NPSAS nonrespondents for BPS purposes. Hence, a final weight adjustment was needed to

compensate for this type of nonresponse.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-9

The FTBs identified in NPSAS:96 included 167 students who were not FTBs at the

NPSAS sample institution (identified by FTBSTAT=2). Hence, a nonresponse adjustment was

needed to compensate for treating these 167 students as NPSAS nonrespondents for BPS

purposes. Because the number of nonrespondents was small, we computed a weighting class

nonresponse adjustment, NP984. We used the institution level and control variable, INSTCLAS,

to define these weighting classes, exactly as was done to compute the BPS:96/98 base weight,

BPSWT, from CATIWT1, the final NPSAS:96 CATI weight for undergraduate students, as part

of the NPSAS:96 weighting process (i.e., prior to the nonresponse follow-up for potential FTBs).

The product of NP981 through NP984, WBPSBASE, is the special-purpose NPSAS:96

weight which, for the confirmed FTBs, was used as the initial BPS:96 weight for the BPS:96/98

sample. This weight accounts for implementation, as part of BPS:96/98, of a nonresponse

follow-up subsample of NPSAS:96 CATI nonrespondents who were modeled as potential FTBs.

The distributions of the weight adjustment factors of this special-purpose NPSAS:96

weight are presented in table 6.5, along with their unequal weighting design effects. Unequal

weighting design effects for the the final weights, WBPSBASE, and the weight components are

presented by student level and type of institution in table 6.6. The overall unequal weighting

design effect is seen to be 5.11, which is very comparable to the 5.10 achieved with the

NPSAS:96 analysis weight, DASWT0.

Table 6.5−Distributions of weight adjustment factors for the special-purpose NPSAS:96

weights

Modeled as potential FTBs Not modeled as potential FTBs Generalized FTB at nonCharacteristic

Unlocatable

(NP98F3)

Nonresponse

(NP98F4)

Unlocatable

(NP98N1)

Nonresponse

(NP97N2)

raking

(NP983)

NPSAS school

(NP984)

0 < Weight < 1.0 0 0 0 0 10,116 0

Weight = 1.0 16,751a 16,751 0 0 0 0

1.0 < Weight ≤ 1.5 248 56 19,881 17,760 18,733 31,343

1.5 < Weight ≤ 2.0 30 125 132 113 1,343 0

2.0 < Weight ≤ 2.5 14 1 127 22 699 0

Weight > 2.5 3 0 145 0 619 0

Total 17,046 16,933 20,285 17,895 31,510 31,343

Minimum 1.00 1.00 1.03 1.01 0.26 1.001

Maximum 2.87 2.06 3.79 2.13 3.25 1.003

Maximum/Minimum 2.87 2.06 3.69 2.11 12.52 1.002

Design effect 1.00 1.00 1.03 1.00 1.11 1.000

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a

NPSAS:96 CATI respondents.
weighting effects for the special-purpose NPSAS:96 weights

Initial Wts Nonresponse adjustment Raking adjustment FTB at Non-NPSAS school

NP981 NP982 NP981 * NP982 NP983 NP981 * ... * NP983 NP984a WBPSBASE

4.31 2.33 4.54 1.11 5.11 1.00 5.092.55 3.66 5.50 1.14 5.83 1.00 5.813.21 1.16 3.31 1.08 3.83 1.00 3.831.77 1.01 1.81 1.01 1.86 1.00 1.861.99 1.02 2.06 1.01 2.08 1.00 2.085.37 1.11 3.50 1.01 3.56 1.00 3.552.96 3.07 2.98 1.03 3.10 1.00 3.09

granting 2.61 2.28 2.77 1.02 2.85 1.00 2.84

ing 2.52 1.75 2.66 1.01 2.70 1.00 2.69

an-4-year 2.40 2.12 2.43 1.08 2.75 1.00 2.74

non-doctorate-granting 2.21 1.44 2.37 1.02 2.52 1.00 2.51

doctorate-granting 3.06 1.89 3.13 1.03 3.56 1.00 3.55

-year 1.86 4.30 3.01 1.04 3.13 1.00 3.12

more 2.18 3.69 2.53 1.11 2.46 1.00 2.45

of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98. 

tor is uniformly 1.00 to two decimal places because the 167 nonrespondents were well dispersed across the relevant sampling strata and were only a

m.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-11

2. BPS:96/98 Analysis Weights

Two types of nonresponse follow-up were implemented for BPS:96/98.

Throughout data collection, the geographic pattern of CATI nonresponse was mapped by zip

codes. First, field interviewers were hired in areas with large numbers of CATI nonrespondents,

and they were used to locate and interview nonrespondents in the field and to set appointments

for centralized CATI interviews at RTI. Second, centralized CATI operations were suspended

temporarily as of the close of business on October 7, 1998. At that time, a probability-based

subsample of 300 nonrespondents was selected for more intensive follow-up in CATI and in the

field.

Because the first type of field follow-up of CATI nonrespondents was not based on a

probability-based subsample of the BPS:96/98 nonrespondents, the BPS:96/98 weight

computations treated it as an integral part of the BPS:96/98 data collection. However, the weight

computations do explicitly account for the October 7 subsample for which more intensive tracing

methods were implemented.

Unlike BPS:90/92, nearly all FTBs identified in NPSAS:96 were eligible for BPS:96/98.

A few ineligibles were identified during BPS:96/98, and their initial weights were set to zero to

reflect reduction in the estimated size of the population. However, there was not a separate

weight adjustment for nonresponse to eligibility determination, per se, as there was for

BPS:90/92.

Weight adjustment for BPS:96/98 nonresponse was implemented in two steps, similar to

the NPSAS:96 nonresponse adjustments. We first adjusted for inability to locate the sampled

students and then for inability to interview the located students.

The nonresponse adjustments were computed separately for three data sets: NPSAS:96

nonrespondents; NPSAS:96 respondents who were not selected for the BPS:96/98 nonresponse

follow-up subsample; and NPSAS:96 respondents who were selected for the BPS:96/98

nonresponse follow-up subsample. The three data sets were then combined, and weight

truncation and smoothing adjustments were implemented.

In order to avoid generating a plethora of weighting variables when computing the

nonresponse adjustments separately for these three data sets, we used a single set of weight

adjustment variables that were defined consistently across the three data sets:

• WBPS1 = Eligibility/subsampling adjustment

• WBPS2 = Adjustment for inability to locate the student

• WBPS3 = Adjustment for inability to interview the located student

• WBPS4 = Truncation and smoothing adjustment.

When a given weight factor was not applicable for one of the three data sets, it was defined to be

unity (1) for all students in that data set.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-12

a. Weight Adjustments for NPSAS:96 Nonrespondents

Most of the 425 NPSAS:96 nonrespondents who received positive values

of the special-purposes NPSAS:96 weight (i.e., had their BPS eligibility determined during

BPS:96/98) were also BPS:96/98 respondents. Therefore, the BPS:96/98 nonresponse

adjustment among this set of students was relatively simple: adjustment for ineligibility and

weighting class adjustment for nonresponse.

We defined a zero/one indicator, WBPS1, that assigned a zero weight to the 12 students

who were not eligible for BPS. The four-level institution level variable, ULEVEL4, was used to

define weighting classes for the weighting class nonresponse adjustment, WBPS3. The other

BPS weighting factors (WBPS2 and WBPS4) were set to unity (1) for these 425 students.

b. Weight Adjustments for the Phase 1 Sample of NPSAS:96

Respondents

BPS:96/98 data collection was temporarily suspended as of the close of

business on Wednesday, October 7, 1998. At that time, the sample of 11,985 NPSAS:96

respondents was partitioned into 11,158 students with a final status (both respondents and

nonrespondents) and 827 students with a pending status (all nonrespondents). A stratified

random sample of 292 students was selected from the 827 with pending status for additional

follow-up using more intensive tracing methods. As shown in table 6.7, eight NPSAS:96

nonrespondents were also selected, making a total of 300 students selected for follow-up.

“Finalized” BPS:96/98 nonrespondents were not sampled for follow-up because they had

already been worked intensively; saving the study excessive expense and potentially hostile

correspondence. This section describes the weight adjustment procedures implemented for the

11,158 NPSAS:96 respondents who were worked only during Phase 1 of BPS:96/98.3

The first adjustment factor was a zero/one adjustment for ineligibility, WBPS1. We set

WBPS1 equal to the zero/one indicator of BPS eligibility, WBPSELIG, which effectively set the

initial weight to zero for the 123 NPSAS:96 respondents who were determined to be ineligible

during BPS:96/98.

 3

Data were received for five of the 535 BPS nonrespondents not selected for follow-up (827 – 292). For

weighting purposes, these five students were included with the 11,158 students not eligible for follow-up.
zes and sampling rates for BPS:96/98 nonresponse follow-up

NPSAS:96 interview status

Full interview Partial interview No interview

StratumNumber

Frame

Count

Sample

Size

StratumNumber

Frame

Count

Sample

Size

StratumNumber

Frame

Count

Sample

Size

ot yet

1 82 82 4 20 20 7/8 16 4

le member

6, 210, and

2 98 82 5 24 10

sive tracing

22-234)

3 407 76 6 196 22 9 72 4

587 240 240 52 88 8

of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-14

Because NPSAS:96 data were available for most BPS:96/98 nonrespondents, they were

used to model the BPS:96/98 response status. We used chi-squared automatic interaction

detection (CHAID) to screen potential predictors of response status and determine interactions

that were likely to be statistically significant. The variables that we considered as potential

predictors of BPS:96/98 response status included the following:

• Institution level and control (INSTCLAS, ULEVEL4, and FCONTROL).

• NPSAS:96 final response status: full-, partial-, or non-respondent (XMNPSRSP).

• Whether or not the student was located in a BPS field follow-up cluster

(XMCLSTIN).

• Student age (AGEGRP and TYPAGE2).

• Geographic region, as revised for sample selection (NEWREG).

• Number of telephone numbers obtained for the student (XMNUMTEL).

• Attendance status during the base year (ATTNPTRN).

• Aid status during the base year (AIDCAT).

• Availability of CPS information for academic years 1995-96, 1996-97, and 1997-98

(XMCPS96 - XMCPS98).

• Location in states where driver's license data were available for tracing (XMDMV).

After examining the marginal distribution for each predictor variable and collapsing cells with

too few respondents, we entered all these variables into CHAID as potential predictors for each

nonresponse model.

We used this process to develop two types of models: one logistic model for ability to

locate and another for ability to interview located students. These models were used to define

the two weight adjustment factors WBPS2 and WBPS3. For each model, we used CHAID to

identify the most important interaction terms to include in the models, and those that were

statistically significant at the 10 percent level were retained in the models. Main effects

corresponding to these interactions were also included in the models. In addition, we tested for

significance of the main effects for the other potential predictors listed above and retained those

that were statistically significant at the 10 percent level. The predictor variables retained in the

final models and the weighted average weight adjustment at each level of each predictor are

shown in tables 6.8 and 6.9 for the ability to locate and ability to interview models, WBPS2 and

WBPS3, respectively. These models were fit with upper bounds of 4 and 3, respectively, on the

maximum adjustment factors to limit variance inflation.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-15

Table 6.8−Average weight adjustment factors from logistic model used to adjust Phase 1

weights for student location nonresponse

Logistic model predictor variables

Number

located

in phase 1

Weighted

response

rate

Average

weight

adjustment

(WBPS2)

Total 10,566 94.9 1.05

State for which DMV records were obtained (XMDMV)

Yes (1) 395 75.8 1.32

No (0) 10,171 95.9 1.04

NPSAS response status (XMNPSRSP)

Full respondent (2) 9,314 95.6 1.05

Partial respondent (1) 1,252 90.8 1.10

In an area with field follow-up clusters (XMCLSTIN)

Yes (1) 6,350 95.7 1.04

No (0) 4,216 93.8 1.07

Student age relative to level (TYPAGE2)

Typical (0) 8,494 95.9 1.04

Older (1) 2,072 93.0 1.08

Institution level (ULEVEL4)

2-year or less (1,2) 2,960 93.5 1.07

4-year (3,4) 7,606 96.8 1.03

Number of telephone numbers (XMNUMTEL)

Less than 2 (1) 1,228 93.7 1.07

2 or more (2-5) 9,338 95.1 1.05

Attendance status (ATTNPTRN)

Exclusively full-time (1) 8,433 94.5 1.06

Not exclusively full-time (2-6) 2,133 95.7 1.05

Interaction segments

Not a DMV state; full NPSAS respondent; typical age (Segment 1) 947 92.3 1.08

Not a DMV state; full NPSAS respondent; older than typical

(Segment 2)

221 89.6 1.12

Not a DMV state; partial NPSAS respondent; 2-year or less

institution; not in area cluster (Segment 3)

995 94.2 1.06

Not a DMV state; partial NPSAS respondent; 2-year or less

institution; in area cluster (Segment 4)

1,492 97.0 1.03

Not a DMV state; partial NPSAS respondent; 4-year institution;

typical age (Segment 5)

5,955 98.4 1.02

Not a DMV state; partial NPSAS respondent; 4-year institution;

older than typical (Segment 6)

561 94.4 1.06

DMV state; not in area cluster, 2-year or less institution (Segment 7) 27 55.3 1.81

DMV state; not in area cluster, 4-year institution (Segment 8) 43 73.1 1.37

DMV state; in area cluster, less than 2 phone numbers (Segment 9) 36 66.8 1.50

DMV state; in area cluster, 2 or more phone numbers (Segment 10) 289 86.9 1.15

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-16

Table 6.9−Average weight adjustment factors from logistic model used to adjust phase 1

weights for nonresponse of located students

Logistic model predictor variables

Number

interviewed

in phase 1

 Weighted

response

rate

Average weight

adjustment

 (WBPS3)

Total 9,924 92.2 1.08

In an area with field follow-up clusters (XMCLSTIN)

Yes (1) 5,976 93.2 1.07

No (0) 3,948 90.9 1.10

Applied for federal aid (AIDCAT)

Yes (1, 2) 7,521 94.0 1.06

No (3) 2,403 89.4 1.12

Number of telephone numbers (XMNUMTEL)

Less than 3 (1, 2) 4,045 91.4 1.09

3 or more (3-5) 5,879 93.0 1.08

Institution level (ULEVEL4)

2-year or less (1, 2) 2,696 90.3 1.11

4- year (3, 4) 7,228 94.9 1.05

Institution control (FCONTROL)

Public (1) 5,755 92.4 1.08

Private, not-for-profit (2) 3,092 95.2 1.05

Private, for-profit (3) 1,077 86.5 1.16

Attendance status (ATTNPTRN)

Full-time or mixed full/part-time (1,2) 9,042 93.5 1.07

Exclusively half-time or less (3-6) 882 87.2 1.15

Interaction segments

Not a DMV state; full NPSAS respondent; 2-year or less institution

(Segment 5)

2,329 94.6 1.06

Not a DMV state; full NPSAS respondent; 4-year, public institution

(New Segment 8)

3,832 96.2 1.04

Not a DMV state; full NPSAS respondent; 4-year, private not-forprofit institution (New Segment 9)

2,426 97.9 1.02

Not a DMV state; full NPSAS respondent; 4-year, private for-profit

inst (New Segment 10)

63 93.7 1.07

Not a DMV state; partial NPSAS respondent; not in area cluster; less

than 3 phone numbers (Segment 1)

164 59.3 1.69

Not a DMV state; partial NPSAS respondent; not in area cluster; 3 or

more phone numbers (Segment 2)

142 85.2 1.17

Not a DMV state; partial NPSAS respondent; in area cluster

(Segment 3-4)

710 89.7 1.11

DMV state; full NPSAS respondent (DMVMP=4) 217 68.9 1.45

DMV state; partial NPSAS respondent (DMVMP=3) 41 50.8 1.97

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-17

The final stage of weight adjustment for the Phase 1 sample of NPSAS:96 respondents

was weight truncation and smoothing to reduce unequal weighting design effects. The weights

were trimmed and smoothed by institution level and control (INSTCLAS) to reduce the overall

unequal weighting design effect among the BPS:96/98 Phase 1 respondents from 5.7 to 3.7.

c. Weight Adjustments for the Phase 2 Subsample of BPS:96/98

Nonrespondents

This section describes the weight adjustment procedures implemented for

the 292 NPSAS:96 respondents selected for the Phase 2 subsample of BPS:96/98

nonrespondents. The adjustment for ineligibility and subsampling was computed as the product

of three factors: WBPS1A, WBPS1B, and WBPS1C. The first weight adjustment factor,

WBPS1A, was the reciprocal of the probability of selection for follow-up based on the sampling

plan shown in table 6.7. This factor was set to zero for all students on the Phase 2 frame who

were not selected for follow-up.4

 Because the BPS weights were highly variable, weight sums

by type of institution were inconsistent before and after subsampling. In order to reduce the

effect of this sampling variation, we poststratified the after-subsampling weights to the beforesubsampling totals by type of institution (a collapsed version of INSTCLAS). Hence, the second

weight factor, WBPS1B, was this poststratification adjustment. The third factor, WBPS1C, was

a zero/one adjustment for ineligibility which set to zero the weights of 12 Phase 2 sample

students who were ultimately determined to be ineligible for the BPS:96 cohort.

We used Chi-squared automatic interaction detection (CHAID) to develop models for

ability to locate the student and ability to interview located students, exactly as we had done for

the Phase 1 sample. In addition to the variables considered for the Phase 1 models, we included

the Phase 2 sampling stratum shown in table 6.7 as an additional predictor variable. The

CHAID results suggested that a collapsed version of the Phase 2 stratum based on the three rows

of table 6.7 would be most effective for predicting both types of nonresponse (location and

interviewing). Therefore, WBPS2 and WBPS 3 are weighting class adjustments for inability to

locate students and inability to interview located students, respectively, using the three rows of

table 6.7 as the weighting classes.

The final weight adjustment for the Phase 2 subsample of BPS:96/98 nonrespondents was

weight truncation and smoothing to reduce the unequal weighting design effect. Because of the

small size of the nonresponse follow-up subsample, we implemented truncation and smoothing

(WBPS4) by the four-level version of institution level (ULEVEL4) to reduce the overall unequal

weighting design effect from 4.2 to 2.6.

 4

The weights were set to zero for 530 students because data were received for five of the 535 students not

selected for follow-up (827 – 292), and these five students were treated as part of the Phase 1 sample, as previously

noted.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-18

d. Weight Adjustments for the Concatenated Subsamples

After the weight factors had been computed for the three sets of BPS

weights described above (NPSAS:96 nonrespondents plus the Phase 1 and Phase 2 samples of

NPSAS:96 respondents), the three sets of weights were concatenated, producing a data file with

analysis weights for the 10,267 BPS:96/98 respondents. We examined the unequal weighting

design effects for the final weights (the product of WBPSBASE and WBPS1 through WBPS4)

both overall and by type of institution (INSTCLAS). We then implemented a final truncation

and smoothing adjustment, WBPS5, by INSTCLAS to reduce the unequal weighting design

effect from 6.84 to 4.62. The final step in the weighting process was then to round the final

weights, B98AWTE, to integer values producing the final BPS:96/98 statistical analysis weights,

B98AWT.

The distributions of the weight adjustment factors for the BPS:96/98 analysis weights are

presented in table 6.10, along with their unequal weighting design effects. Unequal weighting

design effects for the final weights, B98AWT, and for the weight components are presented by

type of institution in table 6.11. Finally, the distributions of the initial and final BPS:96/98

analysis weights (WBPSBASE * WBPS1 and B98AWT) are presented by institutional stratum in

tables 6.12 and 6.13, respectively.

Table 6.10−Distributions of values for the BPS:96/98 weight components

Ability to

locate

Ability to

interview

Truncation and

smoothing

Characteristic (WBPS2) (WBPS3) WBPS4 WBPS5

0 < Weight < 1.0 0 0 87 53

Weight = 1.0 425 15 425 1,602

1.0 < Weight ≤ 1.5 10,723 10,052 9,880 8,612

1.5 < Weight ≤ 2.0 62 164 85 0

2.0 < Weight ≤ 2.5 11 35 55 0

Weight > 2.5 0 1 0 0

Minimum 1.000 1.000 0.016 0.190

Maximum 2.029 2.064 2.035 1.360

Maximum/minimum 2.029 2.064 14.065 7.130

Design effect 1.005 1.013 1.015 1.006

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
weighting effects for BPS:96/98 weights

Base weight Ability to locate Ability to interview Truncation and smoothing

WBPSBASE * WBPS1 WBPS2 Producta WBPS3 Producta WBPS4 WBPS5 B98AWT

8.37 1.005 8.63 1.013 8.46 1.015 1.006 4.62

3.26 1.015 3.41 1.013 3.36 1.019 1.000 2.27

4.22 1.008 4.27 1.021 4.07 1.009 1.002 2.18

granting 4.90 1.003 4.92 1.005 4.93 1.018 1.002 2.14

ing 3.47 1.002 3.52 1.006 3.70 1.011 1.000 2.68

an-4-year 3.73 1.009 3.63 1.014 3.40 1.011 1.002 1.65

non-doctorate-granting 2.65 1.003 2.53 1.008 3.00 1.019 1.000 1.97

doctorate-granting 4.54 1.003 4.55 1.011 4.72 1.010 1.001 3.17

-year 3.63 1.012 3.69 1.039 3.28 1.020 1.006 2.73

more 4.67 1.010 4.72 1.020 4.61 1.023 1.025 1.45

of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98.

uct of all weight components through the current weight component, i.e., the overall weight at the current stage of weighting.

ion of initial BPS:96/98 weights

Institutional stratum

Public, lessthan-2-year Public, 2- year

Public, 4-

year nondoctorate

Public, 4-

year

doctorategranting

Private, notfor-profit,

less-than-4-

year

 Private, notfor-profit, 4-

year nondoctorategranting

Private, notfor-profit, 4-

year

doctorategranting

Private, forprofit, lessthan-2-year Private, for- profit, 2-year or more Total

17 136 151 143 46 87 122 127 91 920

0 0 1 0 1 0 1 0 0 3

73 28 754 678 176 37 748 118 66 2,67844 28 963 395 150 207 677 103 135 2,702

23 21 415 718 19 998 53 198 137 2,582

39 143 75 586 16 85 103 319 199 1,56523 337 81 146 5 56 29 46 18 74110 405 26 54 1 14 4 28 3 54510 457 36 48 2 30 28 35 11 657

0 17 0 0 0 0 0 0 0 17

239 1,572 2,502 2,768 416 1,514 1,765 974 660 12,410

12 18 7 16 8 28 8 23 13 7

2,049 18,103 4,949 5,251 2,574 3,450 3,213 4,839 5,244 18,103

254 1,053 141 202 96 205 116 291 219 289113 628 102 160 74 155 74 188 169 135

56,456 1,512,403 332,099 529,412 35,453 292,624 191,168 246,439 124,500 3,320,553

of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98.

r follow-up.
ion of final BPS:96/98 weights

Institutional stratum

Public, lessthan-2-year Public, 2- year

Public, 4-year nondoctorategranting

Public, 4-yeardoctorategranting

Private, notfor-profit,less-than-4-year

Private, notfor-profit, 4-year nondoctorategranting

Private, notfor-profit, 4-yeardoctorategranting

Private, forprofit, lessthan-2-year Private, for- profit, 2-year or more

Total

55 326 389 364 106 184 231 285 203 2,143

0 0 0 0 0 0 0 0 0 0

43 17 605 502 119 24 597 72 19 1,99842 14 529 435 121 157 687 51 56 2,09214 22 729 379 39 651 50 94 67 2,04531 94 65 824 22 379 134 316 212 2,07727 182 118 134 9 60 27 85 77 71912 401 46 65 0 32 5 41 15 61715 516 21 65 0 27 34 30 11 719

0 0 0 0 0 0 0 00 0

239 1,572 2,502 2,768 416 1,514 1,765 974 660 12,410

15 21 9 17 9 41 9 27 23 9

1,281 8,882 1,025 3,128 606 1,934 1,479 3,560 1,090 8,882

301 1,217 154 223 107 221 126 342 290 323152 797 126 176 92 170 81 237 260 163

55,409 1,516,177 324,517 535,298 33,014 293,862 194,007 235,756 132,534 3,320,574

of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study: 96/98.

 from Table 5 because (a) institutional stratum was not included in the nonresponse model and (b) the final weights were rounded to integer values.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-21

e. Overall Response Rates

The overall response rates for BPS:96/98 are presented in table 6.14 by

type of institution. The overall unweighted response rate is 84.3 percent. However, because of

the higher analysis weights associated with NPSAS:96 respondents, the overall weighted

response rate is lower, 79.8 percent. Among the NPSAS:96 respondents, both the weighted and

unweighted overall response rates are approximately 86 percent.

Table 6.14—Overall response rates for BPS:96/98

Response rate

Type of institution Number

eligible

Number

responding Unweighted Weighted

All students

Institutional sector

All sectors 12,180 10,267 84.3 79.8

Public, less-than-2-year 229 181 79.0 85.1

Public, 2-year 1,535 1,249 81.4 78.6

Public, 4-year non-doctorate-granting 2,386 2,044 85.7 82.3

Public, 4-year doctorate-granting 2,810 2,474 88.0 85.1

Private, not-for-profit, 2-year or less 417 321 77.0 67.6

Private, not-for-profit, 4-year non-doctorate

granting

1,500 1,338 89.2 87.0

Private, not-for-profit-4-year doctorate

granting

1,737 1,534 88.3 84.2

Private, for-profit, less-than-2-year 908 657 72.4 67.0

Private, for profit, 2-year or more 658 469 71.3 67.7

NPSAS:96 respondents

Institutional sector

All sectors 11,823 10,107 85.5 85.9

Public, less-than-2-year 229 181 79.0 85.1

Public, 2-year 1,484 1,230 82.9 84.4

Public, 4-year non-doctorate-granting 2,318 2,009 86.7 87.8

Public, 4-year doctorate-granting 2,730 2,432 89.1 91.3

Private, not-for-profit, 2-year or less 405 320 79.0 79.7

Private, not-for-profit, 4-year non-doctorate

granting

1,470 1,321 89.9 91.2

Private, not-for-profit-4-year doctorate

granting

1,684 1,506 89.4 91.7

Private, for-profit, less-than-2-year 866 643 74.2 74.1

Private, for profit, 2-year or more 637 465 73.0 78.5

Each weighted response rate was calculated as the weighted number of respondents

divided by the weighted number of eligibles. For NPSAS:96 respondents, the sampling weight

used for this calculation was WBPSBASE*WBPS1; for the NPSAS:96 nonrespondents, it was

NP981*NP98F1*NP98F2.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-22

B. Weights for All Confirmed BPS:96 Cohort Members

An additional analysis weight was computed for the set of all students who were

confirmed FTBs (both NPSAS:96 respondents and NPSAS:96 nonrespondents who were

BPS:96/98 respondents) for two reasons. First, some analyses using NPSAS:96 and

administrative records data will be more precise and more powerful if they are based on the full

set of students ultimately identified as eligible for the BPS:96 cohort. Second, if the sample for

the second follow-up of the BPS:96 cohort includes BPS:96/98 nonrespondents, the initial

weight must be one that assigns positive weights to all confirmed BPS:96 cohort members.

Therefore, we computed additional weights for the union of the following two sets of

students:

• The 11,823 NPSAS:96 respondents who were determined to be eligible for BPS

during NPSAS:96 and not determined to be ineligible during BPS:96/98; and

• The 160 NPSAS:96 nonrespondents who were BPS:96/98 respondents eligible for

the BPS:96 cohort.

This set of students can be alternatively described as the union of the following two sets of

students:

• The 10,267 BPS:96/98 respondents; and

• The 1,716 BPS:96/98 nonrespondents who were determined to be eligible for the

BPS:96 cohort during their NPSAS:96 interview.

The former description motivates the weight computation for these students. The latter

description is more relevant to its application for analysis of the data for these students and

inclusion of them in the second BPS:96 follow-up survey.

1. Weights for the NPSAS:96 Nonrespondents

The initial weight for the 425 NPSAS:96 nonrespondents is the product of the

special-purpose NPSAS:96 base weight, WBPSBASE, times the adjustments for ineligibility and

nonresponse, WBPS1 and WBPS3, respectively (existing components of the BPS analysis

weight WBPSAWT). Hence, their initial weight is

WBPSI1 = WBPSBASE * WBPS1 * WBPS3.

This process resulted in positive weights for the 160 BPS:96/98 respondents in the sample of 425

NPSAS:96 nonrespondents.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-23

2. Weights for the NPSAS:96 Respondents

The initial weight for the 11,985 BPS:96 respondents included in the BPS:96/98

survey is simply the product of the special-purpose NPSAS:96 base weight, WBPSBASE, times

the final indicator of BPS:96 eligibility, WBPSELIG. Therefore, the initial weight for the

NPSAS:96 respondents is

WBPSI1 = WBPSBASE * WBPSELIG.

This process resulted in positive weights for the 11,823 BPS:96 cohort members who were

NPSAS:96 respondents.

3. Combined weights

After computing these initial weights, we concatenated the two sets of weights

and examined the unequal weighting design effects for WBPSI1 both overall and by type of

institution (INSTCLAS). Because of large unequal weighting design effects, we implemented a

final truncation and smoothing adjustment, WBPSI2, by INSTCLAS to reduce the unequal

weighting design effect from 8.60 to 4.94. Hence, the final weight, B98IAWTE, is the product

of WBPSI1 and WBPSI2. The final step was to round the weights, B98IAWTE, to integer

values to produce the analysis weight, B98IAWT. For both the initial and final weights, the

unequal weighting design effects and the weight distributions are provided in tables 6.15 and

6.16, respectively.

Table 6.15−Unequal weighting design effects for BPS:96/98 weights for all eligibles

Initial weight Final weight

Sampling stratum WBPSI1 WBPSIAWTE

Total 8.60 4.94

Public, less-than-2-year 3.64 2.31

Public, 2-year 4.38 2.44

Public, 4-year non-doctorate-granting 5.08 2.85

Public, 4-year doctorate-granting 3.67 3.04

Private, not-for-profit, less-than-4-year 3.63 2.05

Private, not-for-profit, 4-year non-doctorate-granting 2.65 2.30

Private, not-for-profit, 4-year doctorate-granting 4.64 3.23

Private, for-profit, less-than-2-year 3.56 2.14

Private, for-profit, 2-year or more 4.51 1.28

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-24

Table 6.16−Distribution of BPS:96/98 weights for all eligibles

Initial weight Final weight

Sampling stratum (WBPSI1) (WBPSIAWTE)

Zeroa 427 427

0 < Weight < 9 4 1

9 ≤ Weight < 72 2,827 2,667

72 ≤ Weight < 129 2,849 2,657

129 ≤ Weight < 185 2,708 2,787

185 ≤ Weight < 358 1,642 1,805

358 ≤Weight < 609 754 736

609 ≤ Weight < 941 554 657

941 ≤ Weight ≤ 8,882 629 655

Weight > 8,882 16 18

Total 12,410 12,410

Minimumb 7 7

Maximum 18,683 9,153

Meanb 277 277

Medianb 135 144

Total 3,320,596 3,320,763a

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students

Longitudinal Study: 96/98.

a

 The weight totals are not identical because of rounding the final weights to integer values.

b

 Among positive values.

In addition, we verified that each of the 11,983 students who has a positive value of the

new analysis weight, B98IAWT, also has been assigned to a BPS analysis stratum and analysis

replicate, B98ASTR and B98AREP, respectively, which enables computation of Taylor Series

variance estimates using these weights.

C. Variance Estimation

For probability-based sample surveys, most estimates are nonlinear statistics. Hence, the

variances of the estimates cannot be expressed in closed form. For example, a mean or

proportion is calculated as bwy/bw, which is nonlinear because the denominator is a survey

estimate of the (unknown) population total. Two common procedures for estimating the

variances of nonlinear survey statistics are Taylor series linearization procedures and replication

methods. The subsections below discuss both methods of variance estimation for BPS:96/98.

1. Taylor Series

The Taylor series variance estimation procedure is a well-known technique for

estimating variances of nonlinear statistics. The procedure substitutes the first-order Taylor

series approximation of the nonlinear statistic into the variance formula based on the sampling
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-25

design. Woodruff (1971) presents the mathematical formulation of this procedure and an

example of its application to complex sample surveys.

For stratified, multistage sampling designs, the Taylor series procedure requires analysis

strata and analysis replicates based on the first-stage sampling design. Since the BPS:96 cohort

is a subset of the NPSAS:96 sample, the first stage of the sampling design was the first stage of

the NPSAS:96 sample. Hence, the analysis strata and analysis replicates for BPS:96/98 were

defined from those computed for the NPSAS:96 undergraduate student sample. In fact, the

BPS:96/98 analysis strata, B98STR, are identical to the 51 NPSAS:96 undergraduate analysis

strata, UANALSTR. In some cases, we collapsed adjacent NPSAS:96 analysis replicates, within

analysis strata, to form BPS:96/98 analysis replicates, B98REP, that each contained at least four

BPS:96/98 respondents.

2. Balanced Repeated Replication

Balanced Repeated Replications (BRR) is one of two replication techniques

commonly used to estimate the variances of survey statistics computed from complex sample

surveys. The other commonly used replication technique is the Jackknife replication technique.

Wölter (1985) reviews both the Taylor series and replication techniques.

The BRR method is designed for a survey with L primary sampling strata and two

primary sampling units (PSUs) selected per stratum. A half-sample replicate is formed by

selecting one PSU from each stratum. For any given sample, there are 2L such half-samples. If

we let yst,α represent the estimate of the population mean calculated from the α-th replicate and

let yst represent the stratified mean from the full sample, then the mean of ( y - y )

2

st,α st over all 2L

half samples is identical to the textbook stratified variance estimator. BRR is essentially a

method for selecting a set of k “balanced” replicates where k is much smaller than 2L so that this

same property holds for the set of k replicates (see Chapter 3 of Wölter, 1985). The BRR

variance estimate is then computed as

 . k

(y - y )

Var (y ) =

2

st, st k

=1

BRR st

α

α

a. Why were BRR weights computed?

BRR weights were computed for BPS:96/98 because of concern that the

variances for medians and other quantiles may not be appropriate when computed using either

Taylor series or Jackknife methods. The Taylor series approach estimates the cumulative

distribution function at several points and then estimates variances for quantiles through inverse

interpolation (see Francisco and Fuller, 1991). Because these results depend on the points at

which the cumulative distribution function and its variances are evaluated, they are subjective

and require considerable care by the user. Jackknife methods are inconsistent for estimating the

variances of non-smooth functions, such as quantiles (see Chapter 3 of Efron, 1982); as the

sample size increases, the estimates do not converge to the true value. Moreover, the resulting

Jackknife variance estimator has only two degrees of freedom, irrespective of the sample size.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-26

b. How were the BRR weights computed?

As mentioned above, the BRR method is designed for surveys with two

PSUs per stratum. Because the NPSAS:96 was not a two-PSU-per-stratum design, the first task

was to approximate the design for variance estimation purposes as one with two analysis PSUs

per stratum. Fortunately, that problem had already been solved when the NPSAS:96 Jackknife

weights were computed. As explained in Section 6.4.2 of the NPSAS:96 Methodology Report,

when computing the Jackknife weights, two such sets of pseudo-strata, were developed:

1. 51 strata for all-student and undergraduate student analyses, and

2. 42 strata for graduate/first-professional analyses.

The L = 51 pseudo-strata defined for undergraduate students were be used to compute

BRR weights based on the special NPSAS:96 analysis weights, WBPSBASE, which include

student interviews during the BPS follow-up of a subsample of 425 NPSAS:96 CATI

nonrespondents. Wölter (1985) explains that to achieve “full orthogonal balance,” k half-sample

replicates should be used where k > L and k is a multiple of 4. Since 13*4=52, we used k = 52.

As Wölter further explains, we can use any 52x52 Hadamard matrix to define the 52 balanced

half-samples. In particular, we can use any 52 rows (or columns) to represent the 52 BRR

replicates and use any 51 columns (or rows) to represent the 51 NPSAS:96 pseudo-strata.

Although all k = 52 balanced replicates are needed to achieve “full orthogonal balance,”

using the full set of 52 replicates results in 52 degrees of freedom for the error variance. Since a

two-PSU-per-stratum design with 51 strata only has 51 degrees of freedom for error, using 52

replicates could result in spurious indications of statistical significance. Therefore, we used L =

51 replicates, instead of 52 replicates. This results in a small positive bias in the variance

estimate and, hence, conservative hypothesis test results.

In particular, we used the same Hadamard matrix that had been used to compute the BRR

weights for NPSAS:96. We verified that the initial matrix was a 52x52 Hadamard matrix by

verifying that HT

H = 52I. We then used the same 51 columns that were used for NPSAS:96

(deleting an identity column) to identify 51 BRR replicate samples, as discussed below.

Using Wölter's notation (with rows and columns reversed), let δh

(α)

 denote the element of

the 52x52 Hadamard matrix in row h and column α . The ‘+1’ and ‘-1’ elements of the matrix

were used to define 51 initial balanced replicate weights from WBPSBASE, and the NPSAS:96

Jackknife replicate and stratum variables, JACKREP and JACKSTR, as follows:

+1 ==> the α-th BRR replicate contains the pseudo-replicate 1 observation from

pseudo-stratum h (BRRWTα = 2*WBPSBASE if JACKREP=1; BRRWTα = 0 if

JACKREP=2)

-1 ==> the α-th BRR replicate contains the pseudo-replicate 2 observations from

pseudo-stratum h (BRRWTα = 2*WBPSBASE if JACKREP=2; BRRWTα = 0 if

JACKREP=1).

From each of the 51 BRR initial replicate weights defined in this manner, we computed

the final BRR replicate weight using exactly the same weight adjustment procedures that had
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-27

been implemented for the full BPS sample, except that the weight truncation points were

doubled.5 The final BRR weights for BPS:96/98, rounded to integer values, are B98BRR01

through B98BRR51.

D. Accuracy of Estimates

The accuracy of survey statistics is affected by both random and non-random errors.

Random errors reduce the precision of survey statistics, while non-random errors result in bias

(i.e., estimates that do not converge to the true population parameter as the sample size increases

without limit).

The sources of error in a survey are often dichotomized as sampling and non-sampling

errors. Sampling error refers to the error that occurs simply because the survey is based on a

sample of population members, rather than the entire population. All other types of errors are

non-sampling errors, including survey nonresponse (because of inability to contact sampling

members, their refusal to participate in the study, etc.) and measurement errors such as the errors

that occur because the intent of survey questions was not clear to the respondent, because the

respondent had insufficient knowledge to answer correctly, or because the data were not captured

correctly (e.g., because of recording, editing, and/or data entry errors).

Sampling errors are primarily random errors for well-designed surveys, like NPSAS:96

and BPS:96/98. However, non-random errors can occur also if the sampling frame does not

provide complete coverage of the target population. The BPS survey instruments and data

collection procedures were subjected to thorough development and testing to minimize nonsampling errors because these errors are difficult to quantify and are likely to be non-random

errors.

1. Measures of Precision

The cumulative effect of random errors on the precision of a survey statistic is

measured by the standard error of that statistic. The standard error of a statistic is the estimated

standard deviation of the sampling distribution of the statistic over repeated samples of the same

size using the same sampling design. Hence, the standard error of a survey statistic depends not

only on the natural variability of the observations in the population and on the sample size but

also on the characteristics of the sampling design. Features of the sampling design that affect the

sampling variance of a survey statistic (the square of the standard error) include stratification,

multistage or cluster sampling, and unequal sampling rates. Stratification can increase precision

if outcomes are more homogeneous within strata than between strata, but the other survey design

features usually decrease precision. Moreover, statistical adjustment of the analysis weights to

reduce the potential for bias due to nonresponse also decrease precision.

 5

There were a few minor exceptions made to obtain convergence of the logistic models used for the

Phase 1 nonresponse adjustments: for the ability to locate model, the upper bound on the adjustment factor was

increased from 4.0 to 4.5 and to 5.0 for Replicates 30 and 7, respectively; and for the ability to interview model the

upper bound on the adjustment factor was increased from 3.0 to 3.5 for Replicates 8 and 51, respectively.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-28

The cumulative effect of the various factors affecting the precision of a survey statistic is

often modeled as the survey design effect. The design effect, Deff, is defined as the ratio of the

sampling variance of the statistic under the actual sampling design divided by the variance that

would be expected for a simple random sample of the same size, i.e.,

Var ( )

Var( ) Deff( ) ^

SRS

^

^

θ

θ θ =

where ^θ represents the survey statistics of interest (e.g., estimated proportion of the population

still enrolled). Hence, 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 sampling 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 BPS.

In order to provide an approximate characterization of the precision with which

BPS:96/98 survey statistics can be estimated, we have prepared a short series of tables that

provide estimates of key statistics, their standard errors, and the estimated survey design effects.

In table 6.17, we present the estimated distribution of highest undergraduate degree attained in

1998 for 1995-96 beginning postsecondary students by selected student and institutional

characteristics. The standard errors and estimated design effects for these statistics are presented

in tables 6.18 and 6.19, respectively. In the same manner, the estimated distribution of

persistence/attainment status as of 1998 is presented in table 6.20, and the associated standard

errors and design effects are shown in tables 6.21 and 6.22, respectively. SUDAAN (Release

7.5.3) was used to produce all statistics in tables 6.17 through 6.22.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-29

Table 6.17—Pecentage distribution of 1995-96 beginning postsecondary students by

highest undergraduate degree attained as of 1998, by selected student and

institutional characteristics

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Total 10,265 84.4 10.2 5.5

Gender

Male 4,471 86.1 8.4 5.5

Female 5,794 82.9 11.7 5.4

Race/Ethnicity

American Indian/Alaskan Native 72 91.6 5.4 3.0

Asian/Pacific Islander 589 89.9 5.0 5.1

Black, non-Hispanic 1,128 81.1 15.0 3.9

Hispanic 1,294 82.6 12.7 4.7

White, non-Hispanic 7,160 84.7 9.4 5.9

Age in AY 1995-96

18 or younger 7,472 89.5 4.3 6.2

19 1,028 86.3 8.1 5.6

20 to 29 1,120 72.6 23.0 4.4

30 or older 641 73.9 23.0 3.1

Dependency/income in 1994

Dependent, less than $20,000 1,559 83.8 9.0 7.2

Dependent, $20,000 to $39,999 1,916 86.9 7.1 6.0

Dependent, $40,000 to $59,999 1,963 88.6 4.7 6.7

Dependent, $60,000 or more 3,122 91.9 3.1 5.0

Independent, less than $10,000 767 75.1 21.2 3.7

Independent, $10,000 to $19,999 428 67.5 27.6 4.8

Independent, $20,000 or more 507 75.8 20.8 3.4

Number of risk factors in 1995-96

None 6,522 89.2 3.7 7.2

One 1,570 85.3 8.9 5.8

Two 668 82.9 13.9 3.3

Three or more 1,499 75.4 21.4 3.2

Level and control of first institution

Public, 4-year 4,518 96.1 1.4 2.6

Public, 2-year 1,249 85.1 8.0 6.9

Public, less-than-2-year 181 49.7 49.7 0.6

Private, not-for-profit, 4-year 2,876 95.8 1.5 2.7

Private, not-for-profit, 2-year or less 306 58.4 14.3 27.3

Private, for-profit, 2-year or more 475 54.2 23.4 22.4

Private, for-profit, less-than-2-year 662 40.5 59.0 0.6
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-30

Table 6.17—Percentage distribution of 1995-96 beginning postsecondary students by

highest undergraduate degree attained as of 1998, by selected student and

institutional characteristics (continued)

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Level of first institution

4-year 7,477 95.7 1.5 2.8

2-year 1,921 82.2 9.4 8.5

Less-than-2-year 869 42.6 56.8 0.6

Aid package at first institution in AY 1995-96

No aid 2,542 86.8 8.6 4.6

Grants, no loans 2,591 84.7 9.8 5.5

Grants and loans 3,808 82.4 10.9 6.8

Loans, no grants 1,146 80.0 12.8 7.2

Other aid 175 70.5 28.5 1.0

Intensity pattern

Always full-time 7,149 81.0 11.4 7.6

Always part-time 580 89.0 10.8 0.2

Mixed 2,280 87.7 8.4 3.9

Transfer status

Did not transfer 7,813 84.8 11.4 3.8

Transferred to other institution 2,196 81.7 7.0 11.3

Type of degree attempted

Certificate 1,423 54.7 43.0 2.3

Associate’s degree 1,895 84.6 5.0 10.4

Bachelor’s degree 6,817 96.9 1.2 1.9

None 127 97.3 2.4 0.3

Parents’ highest education

High school diploma or less 3,445 79.0 15.5 5.5

Some postsecondary education 1,761 85.6 8.6 5.8

Bachelor’s degree 2,159 87.7 4.8 7.4

Post-baccalaureate degree 1,896 95.0 1.5 3.5
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-31

Table 6.18—Standard errors for table 6.17: percentage distribution of 1995-96 beginning

postsecondary students by highest undergraduate degree attained as of 1998,

by selected student and institutional characteristics

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Total 10,265 0.94 0.84 0.64

Gender

Male 4,471 1.328 1.11 0.88

Female 5,794 1.20 1.15 0.65

Race/Ethnicity

American Indian/Alaskan Native 72 4.37 3.69 2.15

Asian/Pacific Islander 589 2.64 2.20 1.62

Black, non-Hispanic 1,128 2.33 2.20 1.13

Hispanic 1,294 2.54 2.32 1.18

White, non-Hispanic 7,160 1.17 1.03 0.80

Age in AY 1995-96

18 or younger 7,472 0.97 0.45 0.92

19 1,028 1.71 1.24 1.13

20 to 29 1,120 2.64 2.60 0.79

30 or older 641 3.50 3.38 0.73

Income/dependency in 1994

Dependent, less than $20,000 1,559 2.11 1.67 1.50

Dependent, $20,000 to $39,999 1,916 1.57 1.13 1.14

Dependent, $40,000 to $59,999 1,963 1.53 0.85 1.26

Dependent, $60,000 or more 3,122 1.17 0.68 0.99

Independent, less than $10,000 767 2.48 2.25 0.90

Independent, $10,000 to $19,999 428 5.50 5.70 1.55

Independent, $20,000 or more 507 3.46 3.41 1.10

Number of risk factors in 1995-96

None 6,522 1.12 0.47 1.06

One 1,570 1.58 1.26 0.99

Two 668 2.51 2.35 0.80

Three or more 1,499 2.26 2.20 0.68

Level and control of first institution

Public, 4-year 4,518 0.55 0.24 0.49

Public, 2-year 1,249 1.76 1.51 1.27

Public, less-than-2-year 181 7.46 7.47 0.45

Private, not-for-profit, 4-year 2,876 0.66 0.39 0.54

Private, not-for-profit, 2-year or less 306 4.60 3.13 3.65

Private, for-profit, 2-year or more 475 3.77 4.00 3.67

Private, for-profit, less-than-2-year 662 3.12 3.14 0.56
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-32

Table 6.18—Standard errors for table 6.17: percentage distribution of 1995-96 beginning

postsecondary students by highest undergraduate degree attained as of 1998,

by selected student and institutional characteristics (continued)

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Level of first institution

4-year 7,477 0.42 0.21 0.38

2-year 1,921 1.66 1.42 1.19

Less-than-2-year 869 2.81 2.82 0.45

Aid package at first institution in AY 1995-96

No aid 2,542 1.84 1.62 1.14

Grants, no loans 2,591 1.47 1.31 1.00

Grants and loans 3,808 1.41 1.17 0.99

Loans, no grants 1,146 2.30 1.86 1.60

Other aid 175 6.06 6.12 1.05

Intensity pattern

Always full-time 7,149 1.23 1.02 0.93

Always part-time 580 2.71 2.71 0.12

Mixed 2,280 1.48 1.30 0.76

Transfer status

Did not transfer 7,813 1.09 1.06 0.42

Transferred to other institution 2,196 2.01 1.00 2.03

Type of degree attempted

Certificate 1,423 3.03 3.12 0.63

Associate’s degree 1,895 1.54 0.94 1.41

Bachelor’s degree 6,817 0.34 0.21 0.28

None 127 1.23 1.16 0.34

Parents’ highest education

High school diploma or less 3,445 1.47 1.41 0.74

Some postsecondary education 1,761 1.63 1.42 1.02

Bachelor’s degree 2,159 1.94 0.80 1.83

Post-baccalaureate degree 1,896 0.94 0.41 0.88
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-33

Table 6.19—Design effects for table 6.17: percentage distribution of 1995-96 beginning

postsecondary students by highest undergraduate degree attained as of 1998, by

selected student and institutional characteristics

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Total 10,265 6.91 7.97 8.04

Gender

Male 4,471 6.09 7.11 6.58

Female 5,794 5.87 7.45 4.85

Race/Ethnicity

American Indian/Alaskan Native 72 1.79 1.93 1.15

Asian/Pacific Islander 589 4.51 5.96 3.22

Black, non-Hispanic 1,128 3.99 4.30 3.81

Hispanic 1.294 5.82 6.27 4.02

White, non-Hispanic 7,160 7.57 8.90 8.11

Age in AY 1995-96

18 or younger 7,472 7.47 3.65 10.92

19 1,028 2.53 2.13 2.52

20 to 29 1,120 3.91 4.29 1.66

30 or older 641 4.07 4.14 1.15

Income/dependency in 1994

Dependent, less than $20,000 1,559 5.11 5.28 5.29

Dependent, $20,000 to $39,999 1,916 4.15 3.74 4.37

Dependent, $40,000 to $59,999 1,963 4.59 3.15 5.02

Dependent, $60,000 or more 3,122 5.70 4.78 6.38

Independent, less than $10,000 767 2.53 2.32 1.76

Independent, $10,000 to $19,999 428 5.90 6.95 2.22

Independent, $20,000 or more 507 3.32 3.58 1.91

Number of risk factors in 1995-96

None 6,522 8.41 4.02 10.98

One 1,570 3.13 3.10 2.82

Two 668 2.95 3.10 1.35

Three or more 1,499 4.12 4.33 2.21

Level and control of first institution

Public, 4-year 4,518 3.56 1.96 4.41

Public, 2-year 1,249 3.06 3.84 3.17

Public, less-than-2-year 181 4.03 4.04 0.60

Private, not-for-profit, 4-year 2,876 3.05 3.02 3.14

Private, not-for-profit, 2-year or less 306 2.67 2.4 2.06

Private, for-profit, 2-year or more 475 2.71 4.23 3.69

Private, for-profit, less-than-2-year 662 2.67 2.69 3.73
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-34

Table 6.19—Design effects for table 6.17: percentage distribution of 1995-96 beginning

postsecondary students by highest undergraduate degree attained as of 1998,

by selected student and institutional characteristics (continued)

Highest undergraduate degree attained

Characteristic

Sample

size None Certificate

Associate or

baccalaureate

Level of first institution

4-year 7,477 3.28 2.25 3.90

2-year 1,921 3.59 4.59 3.53

Less-than-2-year 869 2.80 2.82 3.23

Aid package at first institution in AY 1995-96

No aid 2,542 7.51 8.53 7.51

Grants, no loans 2,591 4.30 5.04 4.92

Grants and loans 3,808 5.21 5.36 5.91

Loans, no grants 1,146 3.79 3.53 4.40

Other aid 175 3.09 3.21 1.86

Intensity pattern

Always full-time 7,149 7.00 7.30 8.77

Always part-time 580 4.436 4.42 0.41

Mixed 2,280 4.62 5.03 3.52

Transfer status

Did not transfer 7,813 7.14 8.65 3.79

Transferred to other institution 2,196 5.95 3.40 9.03

Type of degree attempted

Certificate 1,423 5.27 5.65 2.51

AssociateZs degree 1,895 3.46 3.49 4.06

BachelorZs degree 6,817 2.70 2.64 3.00

None 127 0.73 0.75 0.43

ParentsZ highest education

High school diploma or less 3,445 4.51 5.22 3.59

Some postsecondary education 1,761 3.80 4.48 3.39

BachelorZs degree 2,159 7.57 2.97 10.48

Post-baccalaureate degree 1,896 3.57 2.12 4.34
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-35

Table 6.20—Percentage distribution of 1995-96 beginning postsecondary students by

persistence/attainment status as of 1998, by selected student and institutional

characteristics

Persistence/attainment status

Characteristic

Sample

sze Attained

No degree,

enrolled

No degree,

not enrolled

Total 10,009 15.9 51.9 32.3

Gender

Male 4,358 14.1 53.6 32.3

Female 5,649 17.2 50.4 32.4

Race/Ethnicity

American Indian/Alaskan Native 70 7.9 48.9 43.2

Asian/Pacific Islander 569 9.1 65.7 25.3

Black, non-Hispanic 1,102 19.5 40.0 40.5

Hispanic 1,257 17.2 51.4 31.4

White, non-Hispanic 6,988 15.6 52.9 31.5

Age in AY 1995-96

18 or younger 7,284 10.5 66.0 23.5

19 996 13.7 54.4 31.9

20 to 29 1,091 27.9 25.9 46.2

30 or older 632 26.2 19.0 54.8

Income/Dependency in 1994

Dependent, less than $20,000 1,523 16.2 51.0 32.8

Dependent, $20,000 to $39,999 1,861 13.2 60.5 26.3

Dependent, $40,000 to $59,999 1,910 11.4 58.4 30.3

Dependent, $60,000 or more 3,049 8.2 75.8 16.0

Independent, less than $10,000 744 25.2 24.5 50.3

Independent, $10,000 to $19,999 420 32.7 19.2 48.2

Independent, $20,000 or more 497 24.7 20.4 54.9

Number of risk factors in 1995-96

None 6,367 10.8 72.3 16.8

One 1,519 14.8 52.9 32.3

Two 645 17.9 33.8 48.4

Three or more 1,470 24.8 22.8 52.4

Level and control of first institution

Public, 4-year 4,419 3.9 77.3 18.8

Public, 2-year 1,211 15.2 41.2 43.6

Public, less-than-2-year 178 50.1 7.0 42.9

Private, not-for-profit, 4-year 2,801 4.3 78.5 17.2

Private, not-for-profit, 2-year or less 290 42.3 20.1 37.6

Private, for-profit, 2-year or more 463 46.4 17.6 36.0

Private, for-profit, less-than-2-year 647 60.3 5.7 34.0
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-36

Table 6.20—Percentage distribution of 1995-96 beginning postsecondary students by

persistence/attainment status as of 1998, by selected student and institutional

characteristics (continued)

Persistence/attainment status

Characteristic

Sample

size Attained

No degree,

enrolled

No degree,

Not enrolled

Level of first institution

4-year 7,302 4.3 77.3 18.4

2-year 1,856 18.1 38.9 43.0

Less-than-2-year 851 57.9 6.0 36.0

Aid package at first institution in AY 1995-96

No aid 2,462 13.3 51.1 35.6

Grants, no loans 2,532 15.5 49.0 35.5

Grants and loans 3,718 17.8 58.5 23.7

Loans, no grants 1,122 20.4 51.5 28.2

Other aid 170 30.5 35.5 34.0

Intensity pattern

Always full-time 7,149 19.0 55.9 25.0

Always part-time 580 11.0 19.1 69.9

Mixed 2,280 12.3 60.6 27.1

Transfer status

Did not transfer 7,813 15.2 47.6 37.1

Transferred to other institution 2,196 18.3 66.9 14.8

Type of degree attempted

Certificate 1,391 45.5 16.0 38.5

AssociateZs degree 1,833 15.7 42.6 41.8

BachelorZs degree 6,661 3.0 80.4 16.5

None 119 2.9 34.5 62.6

ParentsZ highest education

High school diploma or less 3,369 21.2 39.8 39.1

Some postsecondary education 1,719 14.7 50.5 34.8

BachelorZs degree 2,097 12.2 63.3 24.5

Post-baccalaureate degree 1,846 4.7 78.3 17.0
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-37

Table 6.21—Standard errors for table 6.20: percentage distribution of 1995-96 beginning

postsecondary students by persistence/attainment status as of 1998, by selected

student and institutional characteristics

Persistence/Attainment Status

Characteristic

Sample

size Attained

No degree,

enrolled

No degree, not

enrolled

Total 10,009 0.96 1.15 1.07

Gender

Male 4,358 1.30 1.71 1.63

Female 5,649 1.22 1.64 1.54

Race/ethnicity

American Indian/Alaskan Native 70 4.29 10.85 10.63

Asian/Pacific Islander 569 2.60 4.82 4.56

Black, non-Hispanic 1,102 2.40 3.41 3.13

Hispanic 1,257 2.59 3.74 3.43

White, non-Hispanic 6,988 1.19 1.50 1.41

Age in AY 1995-96

18 or younger 7,284 0.97 1.34 1.21

19 996 1.76 3.28 3.15

20 to 29 1,091 2.71 2.62 3.10

30 or older 632 3.55 3.10 3.92

Income/dependency in 1994

Dependent, less than $20,000 1,523 2.12 2.75 2.62

Dependent, $20,000 to $39,999 1,861 1.55 2.31 2.06

Dependent, $40,000 to $59,999 1,910 1.56 2.37 2.68

Dependent, $60,000 or more 3,049 1.20 1.81 1.54

Independent, less than $10,000 744 25.2 24.5 50.3

Independent, $10,000 to $19,999 420 5.60 3.22 5.44

Independent, $20,000 or more 497 3.56 3.56 4.13

Number of risk factors in 1995-96

None 6,367 1.14 1.39 1.13

One 1,519 1.63 2.68 2.56

Two 645 17.9 33.8 48.4

Three or more 1,470 2.30 2.10 2.47

Level and control of first institution

Public, 4-year 4,419 0.56 1.44 1.24

Public, 2-year 1,211 1.79 1.99 2.01

Public, less-than-2-year 178 7.51 3.12 7.47

Private, not-for-profit, 4-year 2,801 4.3 78.5 17.2

Private, not-for-profit, 2-year or less 290 4.84 3.56 3.93

Private, for-profit, 2-year or more 463 3.68 3.51 2.59

Private, for-profit, less-than-2-year 647 3.20 1.48 3.12
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-38

Table 6.21—Standard errors for table 6.20: percentage distribution of 1995-96 beginning

postsecondary students by persistence/attainment status as of 1998, by selected

student and institutional characteristics (continued)

Persistence/Attainment Status

Characteristic

Sample

size Attained

No degree,

enrolled

No degree, not

enrolled

Level of first institution

4-year 7,302 0.43 1.11 0.95

2-year 1,856 1.68 1.85 1.84

Less-than-2-year 851 2.87 1.32 2.83

Aid package at first institution in AY 1995-96

No aid 2,462 1.87 2.22 2.03

Grants, no loans 2,532 1.48 2.15 2.09

Grants and loans 3,718 1.43 1.88 1.41

Loans, no grants 1,122 2.43 3.36 3.29

Other aid 170 6.29 6.29 6.33

Intensity pattern

Always full-time 7,149 1.23 1.41 1.20

Always part-time 580 2.71 2.61 3.17

Mixed 2,280 1.48 2.20 2.19

Transfer status

Did not transfer 7,813 1.09 1.31 1.26

Transferred to other institution 2,196 2.01 2.12 1.38

Type of degree attempted

Certificate 1,391 3.09 2.37 2.68

AssociateZs degree 1,833 1.56 2.01 1.97

BachelorZs degree 6,661 0.35 0.99 0.89

None 119 1.34 6.68 6.82

ParentsZ highest education

High school diploma or less 3,369 1.50 1.67 1.74

Some postsecondary education 1,719 1.68 2.49 2.75

BachelorZs degree 2,097 1.89 2.36 2.21

Post-baccalaureate degree 1,846 0.93 3.11 2.95
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-39

Table 6.22—Design effects for table 6.20: percentage distribution of 1995-96 beginning

postsecondary students by persistence/attainment status as of 1998, by selected

student and institutional characteristics

Persistence/attainment status

Characteristic

Sample

size Attained

No degree,

enrolled

No degree, not

enrolled

Total 10,009 6.84 5.28 5.23

Gender

Male 4,358 6.07 5.13 5.28

Female 5,649 5.90 6.05 6.12

Race/Ethnicity

American Indian/Alaskan Native 70 1.76 3.30 3.22

Asian/Pacific Islander 569 4.66 5.85 6.28

Black, non-Hispanic 1,102 4.06 5.34 4.47

Hispanic 1,257 5.94 7.03 6.85

White, non-Hispanic 6,988 7.59 6.28 6.40

Age in AY 1995-96

18 or younger 7,284 7.25 5.81 5.89

19 996 2.59 4.32 4.54

20 to 29 1,091 3.98 3.91 4.22

30 or older 632 4.13 3.96 3.92

Income/dependency in 1994

Dependent, less than $20,000 1,523 5.03 4.62 4.74

Dependent, $20,000 to $39,999 1,861 3.89 4.14 4.09

Dependent, $40,000 to $59,999 1,910 4.60 4.40 6.48

Dependent, $60,000 or more 3,049 5.85 5.42 5.37

Independent, less than $10,000 744 2.56 4.90 4.43

Independent, $10,000 to $19,999 420 5.98 2.81 4.98

Independent, $20,000 or more 497 3.39 3.87 3.43

Number of risk factors in 1995-96

None 6,367 8.59 6.16 5.83

One 1,519 3.20 4.37 4.54

Two 645 3.00 4.00 3.98

Three or more 1,470 4.18 3.67 3.58

Level and control of first institution

Public, 4-year 4,419 3.68 5.22 4.46

Public, 2-year 1,211 3.01 1.98 1.99

Public, less-than-2-year 178 4.01 2.66 4.06

Private, not-for-profit, 4-year 2,801 3.11 4.96 4.29

Private, not-for-profit, 2-year or less 290 2.79 2.29 1.91

Private, for-profit, 2-year or more 463 2.52 3.93 1.35

Private, for-profit, less-than-2-year 647 2.77 2.61 2.81
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-40

Table 6.22—Design effects for table 6.20: percentage distribution of 1995-96 beginning

postsecondary students by persistence/attainment status as of 1998, by selected

student and institutional characteristics (continued)

Persistence/attainment status

Characteristic

Sample

size Attained

No degree,

enrolled

No degree, not

enrolled

Level of first institution

4-year 7,302 3.37 5.11 4.40

2-year 1,856 3.54 2.67 2.57

Less-than-2-year 851 2.88 2.60 2.95

Aid package at first institution in AY 1995-96

No aid 2,462 7.44 4.88 4.40

Grants, no loans 2,532 4.25 4.70 4.83

Grants and loans 3,718 5.21 5.43 4.10

Loans, no grants 1,122 4.09 5.07 6.02

Other aid 170 6.29 6.29 6.33

Intensity pattern

Always full-time 7,149 7.00 5.78 5.50

Always part-time 580 4.36 2.56 2.77

Mixed 2,280 4.62 4.64 5.56

Transfer status

Did not transfer 7,813 7.14 5.34 5.35

Transferred to other institution 2,196 5.95 4.46 3.33

Type of degree attempted

Certificate 1,391 5.37 5.81 4.22

AssociateZs degree 1,833 3.37 3.02 2.93

BachelorZs degree 6,661 2.77 4.18 3.82

None 119 0.76 2.35 2.37

ParentsZ highest education

High school diploma or less 3,369 4.55 3.91 4.27

Some postsecondary education 1,719 3.88 4.25 5.71

BachelorZs degree 2,097 7.01 5.03 5.55

Post-baccalaureate degree 1,846 3.55 10.48 11.37
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-41

2. Measures of Bias

The bias of a survey estimate is the difference between the estimate and the true

value of the corresponding population parameter. The bias is necessarily unknown for most

estimates because the true value of the population parameter is unknown. If it were known, the

difference between the values of the survey statistic and the population parameter could be used

to construct a confidence interval estimate of the bias. If the confidence interval included zero

(0), one could conclude that the estimate appeared to be unbiased. Since the true values of the

population parameters usually are not known, we will use an alternative approach to investigate

the potential for bias in the BPS:96/98 survey estimates.

Although there are many other potential sources of bias, one of the most important

sources of bias in sample surveys is survey nonresponse. Survey nonresponse results in bias

when the unobserved outcomes for the nonrespondents are systematically different from the

observed outcomes for the respondents.

Hence, we can model the potential for nonresponse bias by modeling the pattern of mean

response by date of response. We first used the date of interview (or date of last access for nonCATI responses) to subdivide the 10,267 survey respondents into 10 groups of approximately

1,000 respondents each. Then, within each institution level (less-than-2 year, 2-year, and 4-

year), we again subdivided all respondents into 10 groups of approximately equal numbers of

respondents. This strategy was adopted so that the mean response in each group would have

approximately the same precision. However, it also results in respondent groups with shorter

ranges of dates at the beginning of data collection because relatively larger numbers of

interviews were completed during the first few months of data collection.

We examined the pattern of cumulative mean response (using unweighted means, or

averages) by date of interview (both overall and within level of institution) for the following:

• Mean age in the base year (1995-96).

• Percent non-white.

• Percent enrolled in the Spring of 1998.

• Percent who had attained a degree by June 1998, and

• Mean number of risk factors.

In addition, for all students combined, we examined the mean of the institution level attended in

the base year, where level was coded as follows: 1) less-than-2-year institution; 2) 2-year

institution; and 3) 4-year institution. Finally, for students who attended 4-year institutions in the

base year, we examined the percentage who reported in the base year that they were attempting a

baccalaureate degree.

If the mean responses from the later groups of respondents are reasonably consistent, then

obtaining additional responses probably will have little effect on survey estimates and

nonresponse bias probably is negligible. In this case, the plot of the cumulative mean response

will approach an asymptote toward the end of data collection. If the cumulative mean is either

rising or falling sharply at the end of data collection, it suggests that the later respondents tended
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-42

to have a mean response that was either higher or lower, respectively, than the overall mean. In

this case, there is some potential for nonresponse bias.

The plots of cumulative mean by date of last interview are presented in figures 6.2

through 6.7 for all students combined; figures 6.8 through 6.13 for students who were enrolled in

4-year institutions in the base year (1995-96); figures 6.14 through 6.18 for 2-year institutions;

and figures 6.19 through 6.23 for less-than-2-year institutions.6 Figure 6.2 shows some potential

for bias by institutional level for overall population estimates because it appears that additional

respondents would be more likely to have attended less-than-4-year institutions. The only other

evidence of potential for bias was with respect to the percentage of respondents who were

enrolled in the Spring of 1998. For students from 4-year institutions and for the sample as a

whole, it appears that additional respondents would be more likely to have not been enrolled in

the Spring of 1998 (see figures 6.5 and 6.10).

 

6

 The date of last interview depends on the particular subpopulation of students included in each plot.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-43

Figure 6.2—Cumulative mean institutional level for all students

The cumulative mean institutional level appears to be decreasing for the last 1,000 students

interviewed. This result suggests some potential for bias by level of institution for overall

population estimates because additional respondents would be more likely to have attended 2-

year or less-than-2-year institutions in the base year.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-44

Figure 6.3—Cumulative mean age of all students

The cumulative mean age in the base year is stable throughout data collection (about 20 years of

age). Hence, there is no evidence of potential for bias with respect to student age for overall

population estimates.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-45

Figure 6.4—Cumulative percentage of all students who are non-white

The cumulative percentage of all students who are non-white appears to converge to an

asymptote, although it continues to increase throughout data collection. Hence, there is no

evidence of potential for bias regarding the distribution of student race for overall population

estimates.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-46

Figure 6.5—Cumulative percentage of all students who were enrolled in Spring 1998

The cumulative percentage of all students who were enrolled in the Spring of 1998 decreases

sharply for the last 2,000 students interviewed. This suggests some potential for bias by Spring

enrollment for overall population estimates because additional respondents would be more likely

to have not been enrolled in the Spring of 1998.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-47

Figure 6.6—Cumulative percentage of all students who attained a degree by June 1998

The cumulative percentage of all students who had attained a degree by June 1998 is fairly

consistent at around 12 to 13 percent after the first 2,000 interviews. Hence, there is no evidence

of potential for bias by degree attainment for overall population estimates.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-48

Figure 6.7—Cumulative mean number of risk factors for all students

The cumulative mean number of risk factors that could negatively affect persistence and

attainment appears to approach in asymptote although it rises somewhat for the last 1,000

students interviewed. This suggests little, if any, potential for bias regarding the number of risk

factors for overall population estimates.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-49

Figure 6.8—Cumulative mean age of students in 4-year institutions

Among students enrolled at 4-year institutions in the base year, the cumulative mean age was

relatively stable throughout data collection (at 18 to 19 years of age). Hence, there is no

evidence of potential for bias by age in the sample from 4-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-50

Figure 6.9—Cumulative percentage of students in 4-year institutions who are non-white

Among students enrolled at 4-year institutions in the base year, the cumulative percentage of

students who are non-white appears to converge to an asymptote. Hence, there is no evidence of

potential for bias regarding the student race distribution in the sample from 4-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-51

Figure 6.10—Cumulative percentage of students in 4-year institutions who were enrolled in

Spring 1998

Among students enrolled at 4-year institutions in the base year, the cumulative percentage who

were enrolled in the Spring of 1998 decreases rather sharply for the last 10 percent of students

interviewed. This suggests some potential for bias by Spring enrollment in the sample from 4-

year institutions because additional respondents would be more likely to have not been enrolled

in the Spring of 1998.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-52

Figure 6.11—Cumulative percentage of all students in 4-year institutions who attained a

degree by June 1998

Among students enrolled at 4-year institutions in the base year, the cumulative percentage who

had attained a degree by June 1998 was relatively stable (at about 4 percent) after the first 20

percent of the interviews. Hence, there is no evidence of potential for bias regarding degree

attainment in the sample from 4-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-53

Figure 6.12—Cumulative mean number of risk factors for students in 4-year institutions

Among students enrolled at 4-year institutions in the base year, the cumulative mean number of

risk factors that could negatively affect persistence and attainment was relatively stable

throughout data collection (about 0.4). Hence, there is no evidence of potential for bias

regarding the number of risk factors in the sample from 4-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-54

Figure 6.13—Cumulative percentage of students in 4-year institutions who attempted a

baccalaureate degree

Among students enrolled at 4-year institutions in the base year, the cumulative percentage

attempting a baccalaureate degree in the base year was relatively stable throughout data

collection (about 91 percent). Hence, there is no evidence of potential for bias regarding the

percentage of students attempting a baccalaureate degree in the sample from 4-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-55

Figure 6.14—Cumulative mean age of students in 2-year institutions

Among students enrolled at 2-year institutions in the base year, the cumulative mean age appears

to converge to an asymptote. Hence, there is no evidence of potential for bias by age in the

sample from 2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-56

Figure 6.15—Cumulative percentage of students in 2-year institutions who are non-white

Among students enrolled at 2-year institutions in the base year, the percentage of students who

are non-white appears to converge to an asymptote. Hence, there is no evidence of potential for

bias regarding the student race distribution in the sample from 2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-57

Figure 6.16—Cumulative percentage of students in 2-year institutions who were

Enrolled in Spring 1998

Among students enrolled at 2-year institutions in the base year, the percentage who were

enrolled in the Spring of 1998 appears to converge to an asymptote. Hence, there is no evidence

of potential for bias by Spring enrollment in the sample from 2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-58

Figure 6.17—Cumulative percentage of students in 2-year institutions who attained a

degree by June 1998

Among students enrolled at 2-year institutions in the base year, the cumulative percentage who

had attained a degree by June 1998 appears to converge to an asymptote fairly quickly. Hence,

there is no evidence of potential for bias regarding degree attainment in the sample from 2-year

institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-59

Figure 6.18—Cumulative mean number of risk factors for students in 2-year institutions

Among students enrolled at 2-year institutions in the base year, the cumulative mean number of

risk factors that could negatively affect persistence and attainment was relatively stable

throughout data collection (about 1.87). Hence, there is no evidence of potential for bias

regarding the number of risk factors in the sample from 2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-60

Figure 6.19—Cumulative mean age of students in less-than-2-year institutions

Among students enrolled at less-than-2-year institutions in the base year, the cumulative mean

age of respondents appears to converge to an asymptote fairly quickly. Hence, there is no

evidence of potential for bias by age in the sample from less-than-2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-61

Figure 6.20—Cumulative percentage of students in less-than-2-year institutions who are

non-white

Among students enrolled at less-than-2-year institutions in the base year, the cumulative

percentage of students who are non-white appears to converge to an asymptote. Hence, there is

no evidence of potential for bias regarding the student race distribution in the sample from lessthan-2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-62

Figure 6.21—Cumulative percentage of students in less-than-2-year institutions who were

enrolled in Spring 1998

Among students enrolled at less-than-2-year institutions in the base year, the percentage who

were enrolled in the Spring of 1998 was relatively stable throughout data collection (about 10.5

percent). Hence, there is no evidence of potential for bias by Spring enrollment in the sample

from less-than-2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-63

Figure 6.22—Cumulative percentage of students in less-than-2-year institutions who

attained a degree by June 1998

Among students enrolled at less-than-2-year institutions in the base year, the cumulative

percentage who had attained a degree by June 1998 decreased throughout data collection but

appears to have reached an asymptote. Hence, there is no evidence of potential for bias

regarding degree attainment in the sample from less-than-2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-64

Figure 6.23—Cumulative mean number of risk factors for students in less-than-2-year

institutions

Among students enrolled at less-than-2-year institutions in the base year, the mean number of

risk factors that could negatively affect persistence and attainment was relatively stable

throughout data collection (about 2.65). Hence, there is no evidence of potential for bias

regarding the number of risk factors in the sample from less-than-2-year institutions.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-65

References

Efron, B. (1982). The Jackknife, the Bootstrap and Other Resampling Plans. Philadelphia:

Society for Industrial and Applied Mathematics.

Francisco, C.A. and Fuller, W.A. (1991). ^Quantile Estimation with a Complex Survey Design,]

Annals of Statistics, Vol. 19, pp. 454-469.

Wölter, K.M. (1985). Introduction to Variance Estimation. New York: Springer-Verlag.
Chapter 6 Weighting and Variance Estimation

BPS:96/98 Methodology Report 6-66
BPS:96/98 Methodology Report A-1

Appendix A

Technical Review Panel Members
BPS:96/98 Methodology Report A-2
Appendix A: Technical Review Panel

BPS:96/98 Methodology Report A-3

Dr. Clifford Adelman

U.S. Department of Education,

Office of Educational Research and Improvement

Capitol Place (Rm. 617A)

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-2251

FAX: (202)501-3005

clifford_adelman@ed.gov

Dr. Nabeel Alsalam

Congressional Budget Office

Ford House Office Building Rm. 423A

Washington, DC 20515

Telephone: (202)225-2639

FAX: (202)225-3149

nabeel@cbo.gov

Mr. David Bergeron

Budget Analyst

U.S. Department of Education, OPE

ROB-3 (Rm. 4060)

7th and D Streets, SW

Washington, DC 20202

Telephone: (202)708-9069

FAX: (202)708-9107

david_bergeron@ed.gov

Mr. Larry Bobbitt

U.S. Department of Education, NCES

Capitol Place (Room 410B)

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1931

FAX: (202)219-1679

lbobbitt@inet.ed.gov

Dr. Robert Burton

U.S. Department of Education

National Center for Education Statistics

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1429

FAX:

robert_burton@ed.gov

Dr. C. Dennis Carroll

Associate Commissioner, Postsecondary Studies

Division

U.S. Department of Education, NCES

Capitol Place (Room 408C)

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1774

FAX: (202)219-2061

dennis_carroll@ed.gov

Dr. Mary Frase

Acting Associate Commissioner for Data Development

and Longitudinal Studies

U.S. Department of Education

National Center for Education Statistics

555 New Jersey Avenue, NW, Room 402D

Washington, DC 20208

Telephone: (202)219-1807

FAX:

mary_frase@ed.gov

Dr. Carol Fuller

Assistant Vice President for Research and Policy

Analysis

National Association of Independent Colleges and

Universities

1025 Connecticut Avenue, NW

Suite 700

Washington, DC 20036

Telephone: (202)785-8866

FAX: (202)835-0003

carol_fuller@ed.gov

Dr. Sandra Garcia

U.S. Department of Education

Office of Educational Research and Improvement

Capitol Place,555 New Jersey Avenue, NW, Room

602D

Washington, DC 20208

Telephone: (202)219-1385

FAX:

sandra_garcia@ed.gov

Mr. Daniel Goldenberg

U.S. Department of Education, Office of the

Undersecretary

600 Independence Avenue, SW

Room 416

Washington, DC 20202

Telephone: (202)401-3630

FAX: (202)401-3036

daniel_goldenberg@ed.gov

Dr. Elinor Miller Greenberg

Regional Coordinator-Mountain and Plains Partnership

(MAPP)

University of Colorado

Health Sciences Center, AHEC System

4200 East 9th Avenue, Box A096

Denver , CO 80262

Telephone: (303)315-5885

FAX: (303)315-5886

elllie.greenberg@uchsc.edu
Appendix A: Technical Review Panel

BPS:96/98 Methodology Report A-4

Dr. Jacqueline King

Director, Federal Policy Analysis

American Council on Education

One Dupont Circle, NW

Suite 832

Washington, DC 20036

Telephone: (202)939-9354

FAX: (202)833-4762

jacqueline_king@ace.nche.edu

Dr. Paula Knepper

Project Officer, Baccalaureate & Beyond Study

U.S. Department of Education

National Center for Education Statistics

555 New Jersey Avenue, NW, Room 310E

Washington, DC 20208

Telephone: (202)219-1914

FAX: (202)219-2061

paula_knepper@ed.gov

Dr. Roslyn Korb

Senior Statistician

U.S. Department of Education-National Center for

Education Statistics

Capitol Place, Room 410C

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1587

FAX: (202)219-1529

roslyn_korb@ed.gov

Dr. John B. Lee

President

JBL Associates

6900 Wisconsin Avenue

Suite 606

Bethesda , MD 20814

Telephone: (301)654-5154

FAX: (301)654-6242

jbl@lblassoc.com

Mr. Charles S. Lenth

Director of Policy Studies

Education Commission of the States

707 Seventeenth Street

Suite 2700

Denver , CO 80202

Telephone: (303)299-3667

FAX: (303)296-8332

clenth@ecs.gov

Dr. Andrew G. Malizio

Project Officer, NPSAS:2000

U.S. Department of Education, NCES

Capitol Place (Room 408E)

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1448

FAX: (202)219-2061

amalizio@inet.ed.gov

Dr. Edith McArthur

National Center for Education Statistics

Capitol Place (Rm. 310C)

555 New Jersey Avenue, NW

Washington, DC 20208

Telephone: (202)219-1442

FAX:

edith_mcarthur@ed.gov

Ms. Aromie Noe

U.S. Department of Education

Personnel Policy

725 17th Street, NW, Room 7236

Washington, DC 20503

Telephone: (202)395-5880

FAX: (202)395-5738

noe_s@al.eop.gov

Dr. Jim Palmer

Educational Administration and Foundations

Illinois State University

323 DeGarmo hall

Normal , IL 61790

Telephone: (309)438-2041

FAX: (309)438-8683

jcpalmer@rs6000.cmp.ilstu.edu

Mr. 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

Ms. Blanca Rose Rodriguez

Director, Grants Oversight Staff-Division of Student

Services

U.S. Department of Education

600 Independence Avenue, SW

Portals Bldg., Suite 600D

Washington, DC 20202

Telephone: (202)260-5249

FAX: (202)401-6132

blanca_rodriguez@ed.gov
Appendix A: Technical Review Panel

BPS:96/98 Methodology Report A-5

Dr. Jacob Stampen

Professor

Department of Educational Administration, University

of Wisconsin-Madison

1186A Educational Sciences Building

1025 W. Johnson Street

Madison , WI 53706

Telephone: (608)263-4485

FAX: (608)265-3135

stampen@macc.wisc.edu

Dr. W. Scott Swail

Associate Director for Policy Analysis

The College Board

Suite 600

1233 20th Street, NW

Washington, DC 20036

Telephone: (202)822-5900

FAX: (202)822-5920

sswail@collegeboard.org

Dr. Dawn Terkla

Executive Director

Institutional Research and Planning

Tufts University

28 Sawyer Avenue

Medford , MA 02155

Telephone: (617)627-3274

FAX: (617)627-3993

dterkla@infonet.tufts.edu

Dr. Vincent Tinto

Syracuse University

School of Education

353 Huntington Hall

Syracuse , NY 13244

Telephone: (315)443-3343

FAX: (315)443-9218

vtinto@syr.edu

Mr. Daniel Werfel

Office of Management and Budget

New Executive Office Building (Rm. 10235)

725 17th Street, NW

Washington, DC 20503

Telephone: (202)395-7316

FAX: (202)395-6974

dwerfel@omb.eop.gov
BPS:96/98 Methodology Report A-6
BPS:96/98 Methodology Report B-1

Appendix B

Final Data Elements
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-2

This page is intentionally left blank
BPS:96/98 Methodology Report B-3

Appendix B

Final Data Elements

Data Elements Policy & Research Issues

(1) First-time Beginner Status NPSAS nonrespondents

Study eligibility

Enrolled at NPSAS institution between

May 1,1995-April 30,1996?

• Was this the first time enrolled in any

postsecondary institution after high school?

• Taking courses for credit, towards a degree, or for

a specific occupation?

(2) Additional/ missing background information when NPSAS nonrespondents

student began at NPSAS school Identify non-traditional students

Establish dependency purpose/

degree objective

Date of birth

Race/ethnicity

Language spoken in the home

Parental education level

Parental job characteristics

Type of high school diploma/GED

Date of high school graduation/GED

Citizenship when began at NPSAS school

Marital status when began

Number of dependents when began

Parents provided more than half of annual support?

Housing when began (on campus/off campus/with parents)

Who paid the tuition? (parents/self/other)

Educational purposes at NPSAS school:

• Complete a certificate or degree (AA/BA) program

• Take courses to transfer elsewhere

• Gain job/occupational skills

• Recreational courses/ self-improvement (no

degree)
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-4

Data Elements Policy & Research Issues

(3) Still enrolled at NPSAS institution? Persistence

 Retention

Yes, still enrolled at NPSAS institution

Yes, but on summer break

No, enrolled elsewhere

No, not enrolled anywhere

 (4) Enrollment history since 1995-6: Persistence

Transfers

Begin/end dates 1996-7 and status [full-time/part-time]

Begin/end dates 1997-8 and status [full-time/part-time]

Name/location of other schools attended

(a) If not enrolled at NPSAS school:

• Complete the program with certificate or

degree?

• Reasons for leaving if did not complete

(b) If attended other schools:

• Reasons for attending this school:

(transfer/additional courses/summer school/coenrollment)

 If intention was to transfer:

• Did the school accept any transfer credits?

• Change program or degree objective?

• Complete the program with certificate or

degree?

• Reasons for leaving if did not complete

If not a transfer, purpose of attending:

(lower cost/unavailable courses/finish sooner)

(c) If enrollment terms were not continuous:

• Reason for taking a break from school
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-5

Data Elements Policy & Research Issues

(5) Current or last (if not enrolled) educational Persistence

program and status: Labor market

Type of degree program [certificate/AA/BA]

Major/vocational program

Attendance status [full-time/part-time]

Class level [sophomore/junior]

Grades

Date expect to complete program at this institution

If attending less than 4-year institution:

• Intend to transfer to complete BA?

If not enrolled:

• Intend to return to complete a program?

If completed:

• Type of degree/certificate

• Date received

• Licensing exam taken

• Licenses received

(6) Characteristics of Enrollment (current or last) Persistence

Student work

Type of residence (dorm/fraternity/off campus/with parents)

Parental support: tuition/room & board/allowances

Working while enrolled: on-campus/off-campus

Work-study, internship, or co-op?

Job characteristics

Number of hours per week

Hourly/weekly earnings or unpaid?

How is job related to studies or career? (able to apply what was

 learned/use tools, equipment, or skills learned/not related)

Summer jobs: earnings

Importance of earnings in financing education

Any change in marital status or any dependents? If so, when?

• Number in household

• Any income other than yours?

• Annual household income
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-6

Data Elements Policy & Research Issues

(7) Non-traditional students (not beginning right after Labor market

high school, married, or dependents) Persistence

(a) What did you do after high school?

(b) Reasons for beginning postsecondary in 1995-6

(c) If ever employed:

• Work mostly full-time or part-time?

• Ever unemployed?

(d) Last employment before starting postsecondary:

• Job characteristics/duties

• Number of hours per week

• Hourly or weekly wages

• Length of time in this job or position

• Continued working at it while enrolled?

• Consider yourself to be employee or student?

(e) Difficulties/problems attending school?

(child care/scheduling/travel arrangements)

• What could the school do to make it easier?

(f) Household/finances

• Change in marital status or dependents?

• Number in household

• Any income other than yours?

• Annual household income

(8) Financial Aid and Debt: Persistence

Debt

Financial aid application data from CPS

Received grants/scholarships?
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-7

Data Elements Policy & Research Issues

Received loans?

Intend to borrow more?

Expected monthly payments (if enrolled)

If not enrolled:

• If in repayment, what is monthly amount?

• Are parents helping to repay?

• Monthly earnings?

• Monthly mortgage payment?

• Car or other monthly installments?

(9) Employment status, if not enrolled: Labor market

Student work

First job after end of enrollment:

• Number of hours per week

• Hourly/ weekly/ annual wages

• Job characteristics/duties

• Date when began this job or position

• Held this position or a similar job before attending

school?

• Held this position or a similar job while attending

school?

• How is job related to studies or career? (able to

apply what was learned/use tools, equipment, or

skills learned/not related)

• Did the education/training received help qualify

you for a new job or better position than you had

before?

• Received job placement assistance from school

If not currently employed

• Looking for a job?

• Receiving unemployment compensation?

• Date last employed

• Job search activities (job placement assistance

from school)
Appendix B Final Data Elements

BPS:96/98 Methodology Report B-8

Data Elements Policy & Research Issues

(10) Learning experiences and outcomes Persistence

Labor market

Vocational program students (entire program):

• Satisfaction with career preparation

• Satisfaction with training to use tools/equipment

• Satisfaction with counseling/placement services

 Academic program students (first year only):

• Frequency (often/not often) of:

 Talk with faculty outside of class

 Study or work on class projects with others

Have classes taught by graduate students

 Have courses consisting only of lectures

 Required to write papers for courses

 Use the library for finding information

 Use a personal computer

 Have small classes

 Required to write essays as part of exams

 Received lower grades than expected

Distance learning

• Ever enrolled in distance education course?

• Does school offer distance education courses?

 (11) Expectations, goals, plans Persistence

Labor market

Plans for next year (school/work)

Long term educational goals

Graduate school plans

Expected career plans

(12) Locating information Longitudinal survey needs
C-1

Appendix C

Facsimile Questionnaire .......................................................C-3

Abbreviated Instruments.....................................................C-47

Spanish Version..................................................................C-65

Reliability Reinterview.......................................................C-81
C-2
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-3

>A_ELIG1<

Before we begin the main interview, I need to ask

you some questions that will determine your

eligibility for this study.

According to our information, you were enrolled, and

completed at least one term at

[NPSAS School] between July 1, 1995 and June 30,

1996. Is that correct?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

3 = DROPPED BEFORE COMPLETING TERM

<1> [goto A_npcert]

<-1, 2>

<3> [goto A_drpmy]

>A_ELIG2<

Were you enrolled at [NPSAS School]

in a term that began between May 1, 1995

and June 30, 1995?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO BREAKOFF THE INTERVIEW

1 = YES

2 = NO

3 = DROPPED BEFORE COMPLETING TERM

<1> [goto A_npcert]

<2,-1> [goto A_nptuit]

<3>

>A_DRPMY<

When did you leave [NPSAS School]?

MONTH (1-12)

YEAR (95 or 96): 19

>A_DRPREF<

Did you receive a full refund of your tuition when

you left?

NOTE TO THE INTERVIEWER:

[NPSAS School]

1 = YES

2 = NO

<1,-2> [goto A_npelig]

<2,-1>

>A_NPCERT<

[if level ne <3> and level ne <4>]

[goto A_npdeg]

While you were enrolled at [NPSAS School]

during 1995-96, were you enrolled in a program or

taking courses leading to a certificate?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

<1>

<2,-1> [goto A_npcred]

>A_NPCKHR<

Did your program of study at that time require at

least 300 clock hours of instruction in order for a

certificate to be awarded?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

NOTE TO INTERVIEWER: [NPSAS School]

1 = YES

2 = NO

<1> [goto A_dobck1]

<2,-1> [goto A_npcred]

>A_NPDEG<

While you were enrolled at [NPSAS School]

during the 1995-96 school year, were you enrolled in

a program or taking courses leading to a degree,

(such as an associate's, bachelor's, or an

advanced degree) or a certificate?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

<1> [goto A_dobck1]

<2,-1>
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-4

>A_NPCRED<

At any time between \ [May 1, 1995 and June 30,

1996/ July 1, 1995 and June 30, 1996]

Were you enrolled in a course bearing credits

that could be transferred to another school?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

<1> [goto A_dobck1]

<2,-1>

>A_NPTUIT<

[if y_fedaid ne <1>]

[goto A_npevr]

According to our records you received financial aid

to attend [NPSAS School] during the 1995-96 school

year. Did you pay tuition to [NPSAS School] for that

year?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

>A_NPEVR<

Have you ever attended or were you ever enrolled at

[NPSAS School]?

IF R REFUSES TO ANSWER THIS SCREEN,

PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

<1>

<2,-1> [goto A_whysmp]

<-2> [# breakoff]

>A_ATTMY<

When were you last enrolled at [NPSAS School]?

MONTH (1-12):

YEAR (20-97): 19

>A_WHYSMP<

[if A_elig1@elig1 eq <1> or

A_elig2@elig2 eq <1>]

[goto A_npelig]

Do you know of any reason why my information

shows that you were enrolled at [NPSAS School]

during the 1995-96 academic year?

SPECIFY:

[goto A_npelig]

>A_DOBCK1<

[if {int}A_dobmdy@dobyy ge <79> or

{int}A_dobmdy@dobyy lt <50>]

[goto A_dobver]

[else]

[goto A_age]

[endif]

[else]

[goto A_dobmdy]

[endif]

>A_DOBMDY<

What is your birth date?

MONTH / DAY / YEAR

>A_DOBVER<

[if A_dobver@dobver eq <2>]

[reset A_dobmdy]

I have your date of birth as [A_DOBMDY]

Is that correct?

1 = YES

2 = NO

<1,-1,-2> [goto a_age]

<2> [goto A_dobmdy]

>A_DIPLOM<

[if y_highyr gt <0> and y_highyr le <95>]

[if y_highsc ge <1> and y_highsc le <3>]

[store y_highsc in A_diplom@diplom]

[store {char}y_highyr in A_diplyy@diplyy]

 [goto A_enrhs]
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-5

Did you

1 = receive a high school diploma,

2 = pass a General Educational Development (GED

test, or

3 = receive a high school completion certificate?

4 = DID NOT COMPLETE HIGH SCHOOL OR

HIGH SCHOOL EQUIVALENCY PROGRAM

5 = ATTENDED FOREIGN HIGH SCHOOL

<1,2,3,5,-1,-2>

<4> [goto A_enrhs]

>A_DIPLYY<

When did you receive your \ [high school

diploma/certificate]?

YEAR (30-97): 19

>A_DIPLYV<

You received your \ [high school diploma/

certificate] in 19[fill A_diplyy] and you were

born in 19[fill A_dobmdy]. Is that right?

IF YOU DIDN'T ASK FOR THE DOB, IT WAS

OBTAINED FROM THE SCHOOL

1 = YES

2 = NO - NEED TO CORRECT BIRTH YEAR

3 = NO - NEED TO CORRECT HS YEAR

<1,-1,-2>

<2> [goto @dpver1]

<3> [goto @dpver2]

>A_ENRHS<

[if A_diplyy@diplyy lt <96>][goto A_s1uxcl]

Were you still completing high school requirements

for the entire time you were enrolled in [NPSAS

School] between May 1, 1995 and June 30, 1996?

1 = YES

2 = NO

<1> [goto A_npelig]

<2,-2,-1> [goto A_s1uxcl]

>A_S1UXCL

What was the first school you ever enrolled in after

high school?

INTERVIEWER: ENTER 8 IF THE FIRST

SCHOOL WAS [NPSAS School]

OTHERWISE, DO THE IPEDS CODING IN

THE USEREXIT

8 = THE FIRST SCHOOL IS [NPSAS

 School]

1 = RE-ENTER USEREXIT

2 = SKIP OVER USEREXIT

<1,2>

<8> [goto A_schfil]

>A_SAMVER<

INTERVIEWER: IF THE TWO SCHOOL

NAMES LISTED HERE MATCH, DON'T ASK

THE QUESTION; ENTER 2.

So you attended [School 1] before you attended

[NPSAS School]?

IF R REFUSES TO ANSWER

THIS SCREEN, PRESS ESC TO

BREAKOFF THE INTERVIEW

1 = YES

2 = NO

<1> [goto A_npelig]

<2,-1>

>A_SCHSTR<

When did you first attend [NPSAS School]

after high school?

INTERVIEWER: IF R SAYS "FALL TERM

AFTER HIGH SCHOOL", THEN ENTER THE

H.S. GRADUATION YEAR NOTED HERE AND

AUGUST (8) FOR MONTH -- CONFIRMING

WITH R.

H.S. DIPLOMA OR CERTIFICATE WAS

RECEIVED IN: [fill A_diplyy]

[endif]

MONTH (1-12):

YEAR (20-96):
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-6

>A_SCHVER<

So you started your schooling at [NPSAS School] in

19[fill A_schstr]? Is that correct?

1 = YES

2 = NO

<1,-1,-2> [goto A_npelig]

<2> [goto A_schstr]

>A_NPELIG<

[if A_npelig eq <>]

[store <2> in A_npelig]

[endif]

[if A_elig1@elig1 eq <1> or A_elig2@elig2 eq

<1> or

A_drpref@drpref eq <2> and

(A_npcert@npcert eq <1>

and A_npckhr@npckhr eq <1>) or

A_npdeg@npdeg eq <1>

or A_npcred@npcred eq <1> or

A_nptuit@nptuit eq <1>

or y_fedaid gt <0>)]

[store <1> in A_npelig]

[else]

[# did not meet the above criteria – not

eligible]

[store <3> in A_npelig]

[endif]

[# attended high school during npsas year –

not eligible]

[if A_enrhs@enrhs eq <1> or

{int}A_diplyy@diplyy eq <97>]

[store <4> in A_npelig]

[endif]

[# received a full refund when left school-

 dropped out-not eligible]

[if A_drpref@drpref eq <1> or

 A_drpref@drpref eq <-2>]

[store <5> in A_npelig]

[endif]

[# went to another school before NPSAS

 school]

[if A_samver@samver eq <1>]

[store <6> in A_npelig]

[endif]

[# went to postsec school before

 NPSAS year]

[if {int}A_schstr@s1yy lt <95>]

[store <7> in A_npelig]

[endif]

[if A_npelig eq <1> goto A_nodata]

>A_GOODBY<

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.

>A_NODATA<

[Next,/First]

I'll need to collect some background information.

>A_HISPAN<

[if y_hisp eq <2>]

[store <0> in @hispan]

[goto A_race]

Are you of Hispanic origin? (If yes, which descent?)

0 = NO

1 = Mexican, Mexican-American or Chicano

 descent?

2 = Cuban descent?

3 = Puerto Rican descent?

4 = some other Hispanic descent?

>A_RACE<

[if y_race eq <1> or y_race eq <2>]

[store y_race in @race]

[goto A_us_cit]

What is your race?

READ LIST AS A PROMPT

1 = WHITE

2 = AFRICAN AMERICAN OR BLACK

3 = AMERICAN INDIAN OR ALASKAN NATIVE

4 = ASIAN OR PACIFIC ISLANDER

5 = OTHER

SPECIFY OTHER RACE: @racspf

<3> [goto A_amnatv]

<4> [goto A_asian]

<5> [goto @racspf]

<1,2,-1,-2> [goto A_us_cit]
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-7

>A_AMNATV<

Are you enrolled in a state- or federally-recognized

tribe?

1 = YES

2 = NO

<1,2,-1,-2> [goto A_us_cit]

>A_ASIAN<

Are you...

 1 = Chinese

 2 = Korean

 3 = Filipino

 4 = Japanese

 5 = Vietnamese

 6 = Asian Indian

 7 = Thai

 8 = Hawaiian

 9 = Samoan

10 = Guamanian

11 = Other Asian or Pacific Islander?

>A_US_CIT<

As of July 1, 1995, were you a U.S. citizen?

1 = YES, CITIZEN OR US NATIONAL.

2 = NO, BUT WAS A PERMANENT

 RESIDENT OR OTHER ELIGIBLE

 NON-CITIZEN WITH TEMPORARY

 RESIDENT'S CARD.

3 = NO, IN THE COUNTRY ON F1 OR F2

 STUDENT VISA OR ON A J1

 OR J2 EXCHANGE VISITOR VISA.

>A_LANG<

[if y_lang ge <0> goto A_marr95]

What language was spoken most often in your

home as you were growing up?

 1 = ENGLISH

 2 = SPANISH

 3 = ARABIC

 4 = BAHASA

 5 = CHINESE (MANDARIN

 6 = FARSI

 7 = FRENCH AND CANADIAN FRENCH

 8 = GAELIC

 9 = GERMAN

10 = HEBREW

11 = HINDI

12 = JAPANESE

13 = KOREAN

14 = MALAYSIAN (BAHASA MALAY)

15 = PAKISTANI (PUNJABI)

16 = TAGALOG

17 = THAI

18 = VIETNAMESE

19 = WELSH

20 = AMERICAN SIGN LANGUAGE

 OR OHER SIGN LANGUAGE

21 = OTHER

<1-21,-1,-2>

>A_MARR95<

[if y_mary0 ge <0> goto A_dep95]

What was your marital status on July 1, 1995?

1 = SINGLE, NEVER MARRIED

2 = MARRIED

3 = SEPARATED

4 = DIVORCED

5 = WIDOWED

>A_DEP95<

[if y_depy1 eq <1> goto A_dep95n]

[if y_depy1 eq <2> goto A_parst]

As of July 1, 1995, were you providing at least half

of the financial support for any children or other

individuals [besides yourself and your spouse?/

besides yourself?]
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-8

INCLUDE ANYONE (CHILDREN, PARENTS,

GUARDIANS, OTHERS) WHO

WAS RECEIVING AT LEAST HALF OF

THEIR SUPPORT FROM R. DO NOT

INCLUDE R OR R'S SPOUSE.

1 = YES

2 = NO

>A_DEP95N<

[if y_depy1n ge <0> goto A_parst]

How many people were you supporting at that time

(JULY 1,1995)? Do not include yourself or your

spouse.

INCLUDE ANYONE (CHILDREN, PARENTS,

GUARDIANS, OTHERS) WHO WAS

RECEIVING AT LEAST HALF OF THEIR

SUPPORT FROM R. DO NOT INCLUDE R OR

R'S SPOUSE.

Range (1-15):

>A_PARST<

As of July 1, 1995, were your parents

1 = married to each other,

2 = divorced,

3 = separated,

4 = never married to each other, or

5 = was one or both of your parents deceased?

6 = NEVER KNEW PARENTS AND NO

 GUARDIANS

7 = NEVER KNEW PARENTS AND HAD

 LEGAL GUARDIANS

<1-4,-1,-2> [goto A_guard]

<5> [goto A_pardcs]

<6> [goto A_PARENT]

<7> [goto A_guard]

>A_PARDCS<

[if A_parst@parst ne <5> goto A_guard]

[if y_pardec gt <0> goto A_guard]

Which of your parents was deceased as of July 1,

1995?

IF THE R DOES NOT WANT TO ANSWER

FURTHER QUESTIONS ABOUT THE

DECEASED PARENT, USE OPTIONS 4, 5 OR 6

1 = MOTHER

2 = FATHER

3 = BOTH

4 = SENSITIVE, MOTHER'S DEATH

5 = SENSITIVE, FATHER'S DEATH

6 = SENSITIVE, BOTH PARENTS' DEATH

>A_GUARD<

As of July 1, 1995, did you have legal guardians

(other than your parents)?

[else]

When we last talked, you indicated that as of July 1,

1995 you had legal guardians. Is this correct?

[endif]

1 = YES

2 = NO

Can you tell me the type of guardian you had at that

time?

DETERMINE TYPE OF GUARDIAN.

1 = GUARDIANS

2 = FEMALE GUARDIAN ONLY

3 = MALE GUARDIAN ONLY

[endif]

>A_DAD_ED<

What was the highest grade or level of education

your [male guardian/father] ever completed?

 1 = DID NOT COMPLETE HIGH SCHOOL

 2 = COMPLETED HIGH SCHOOL OR

 EQUIVALENT

POSTSECONDARY VOCATIONAL

 3 = LESS THAN 1 YR OF

 OCCUPATIONAL/TRADE/TECHNICAL

 OR BUSINESS SCHOOL

 4 = ONE BUT LESS THAN 2 YEARS

 OF OCCUPATIONAL / TRADE /

 TECHNICAL / BUSINESS SCHOOL

 5 = 2 YEARS OR MORE OF

 OCCUPATIONAL/TRADE/BUSINESS

 SCHOOL
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-9

POSTSECONDARY ACADEMIC

 6 = LESS THAN 2 YEARS OF COLLEGE

 7 = 2 OR MORE YEARS OF COLLEGE,

 INCLUDING 2-YR DEGREE

 8 = BACHELOR'S DEGREE –

 4- OR 5-YEAR DEGREE

 9 = MASTER'S DEGREE OR EQUIVALENT

10 = MD/DDS/LLB/OTHER ADVANCED

 PROFESSIONAL DEGREE

11 = DOCTORATE DEGREE - PHD, EDD, DBA

<1-6,8-11,-1,-2> [goto A_dadocc]

<7> [goto A_dad_aa]

>A_DAD_AA<

[if y_dad_aa gt <0> goto A_dadocc]

Did he earn an associate's degree?

1 = YES

2 = NO

>A_DADOCC<

What is your [male guardian’s occupation?/ father's

occupation?]

ENTER OCCUPATION FOR PRINCIPAL JOB.

1 = RE-ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

3 = RETIRED

4 = HOMEMAKER

5 = NOT EMPLOYED (INCLUDING DISABLED)

<3-5,-1,-2> [goto A_mom_ed]

<1,2>

>A_MOM_ED<

What was the highest grade or level of education

your [ female guardian/mother] ever completed?

1 = DID NOT COMPLETE HIGH SCHOOL

2 = COMPLETED HIGH

 SCHOOL OR EQUIVALENT

POSTSECONDARY VOCATIONAL

3 = LESS THAN 1 YR OF

 OCCUPATIONAL/TRADE/

 TECHNICAL OR BUSINESS SCHOOL

4 = ONE BUT LESS THAN 2 YEARS OF

 OCCUPATIONAL/TRADE/

 TECHNICAL/BUSINESS SCHOOL

5 = 2 YEARS OR MORE OF

 OCCUPATIONAL/TRADE/BUSINESS

 SCHOOL

POSTSECONDARY ACADEMIC

6 = LESS THAN 2 YEARS OF COLLEGE

7 = 2 OR MORE YEARS OF COLLEGE,

 INCLUDING 2-YR DEGREE

8 = BACHELOR'S DEGREE –

 4- OR 5-YEAR DEGREE

9 = MASTER'S DEGREE OR EQUIVALENT

10 = MD/DDS/LLB/OTHER ADVANCED

 PROFESSIONAL DEGREE

11 = DOCTORATE DEGREE - PHD, EDD, DBA

<1-6,8-11,-1,-2> [goto A_momocc]

<7>

>A_MOM_AA<

[if y_mom_aa gt <0> goto A_momocc]

Did she earn an associate's degree?

1 = YES

2 = NO

>A_MOMOCC<

What is your \ [female guardian's occupation?/

mother's occupation?]

ENTER OCCUPATION FOR PRINCIPAL JOB.

1 = RE-ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

3 = RETIRED

4 = HOMEMAKER

5 = NOT EMPLOYED (INCLUDING DISABLED)

>A_PARSUP<

[If no parents or age gt 30, go to A_TUI95]

During the 1995-96 school year, did you receive

more than half of your financial support from your

[guardian/parent]?

1 = YES

2 = NO

>A_TUI95<

Who paid your tuition for the 95-96 school year?

CODE ALL THAT APPLY. ENTER 0 IF NONE,

OR NO MORE.

1 = PARENTS/GUARDIANS

2 = STUDENT

3 = FINANCIAL AID

4 = OTHER
SECTION A: ELIGIBILITY DETERMINATION, BACKGROUND

C-10

>A_RES95<

While enrolled during 1995-96, where did you live?

INTERVIEWER: READ OPTIONS

ONLY AS NECESSARY!

NOTE: IF MORE THAN ONE

RESIDENCE, GIVE THE PLACE

R LIVED THE LONGEST

1 = on-campus in school-owned housing,

2 = off-campus in school-owned housing,

3 = in an apartment or house other than

 with your parents or guardians

 (including houses owned by

 fraternities and sororities),

4 = with your parents or guardians,

5 = with other relatives, or

6 = some place else?

>A_NPPURP<

What was your primary reason for

enrolling at [NPSAS School]?

1 = JOB SKILLS

2 = DEGREE OR CERTIFICATE

3 = TRANSFER TO ANOTHER SCHOOL

4 = PERSONAL ENRICHMENT

>A_END<
SECTION B: ENROLLMENT HISTORY

C-11

>B_INTRO<

[First, / Now,] I'd like to ask you some questions

about your school enrollment.

>B_STLENR<

[You said that / When we talked to you in 1996, you

said] you were enrolled at [most recent school]

for the 95-96 school year

Are you still enrolled there?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_SMRVAC<

[If interview is not during the summer (May-August)

goto B_TRNSFR.]

Are you not enrolled now simply because you're on

summer break --

that is, you were enrolled at [most recent school] in

the spring and intend to return in the fall?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_TRNSFR<

Did you transfer from [most recent school]

to another school?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_COMPLT<

Did you complete a program at [most recent school]?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_DEGREE<

Did you earn a degree or certificate [for completing

the program?] / at [most recent school]?]

NOTE TO INTERVIEWER: [most recent school]

1 = YES

2 = NO

DK=DON’T KNOW

REFUSED

>B_DEGTYP<

What degree?

NOTE TO INTERVIEWER: [most recent school]

1 = CERTIFICATE OR DIPLOMA

2 = ASSOCIATES DEGREE (AA, AAS,

 AS, ETC)

3 = BACHELOR'S DEGREE (BA, BS, ETC)

DK=DON’T KNOW

RE=REFUSED

>B_DEGMY<

When was it awarded?

NOTE TO INTERVIEWER: [most recent school]

MONTH (1-12):

YEAR (96-98):

>B_DEGCHK<

Let me make sure I've recorded your information

correctly. You first enrolled in college in 1995-96,

and you completed your bachelor's degree in [year].

Is that right?

NOTE TO INTERVIEWER: [most recent school]

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_SUMMR<

Were you enrolled for any of the summer sessions

at [most recent school]?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED
SECTION B: ENROLLMENT HISTORY

C-12

>B_CNTENR<

Have you been continuously enrolled at [most recent

school],

that is, not taken any time off other than summers

and the usual vacations, since 1996?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

If 1, goto B_FTPT

Else goto B_LASTE

>B_FTPT<

Have you been enrolled as a full-time student all of

that time?

NOTE TO INTERVIEWER: [most recent school]

1 = YES, FULL-TIME ONLY

2 = NO, PART-TIME ONLY

3 = NO, MIXED FULL-TIME/PART-TIME

DK=DON’T KNOW

RE=REFUSED

>B_LASTE<

[[First, / Now,] I'd like to ask you a few questions

about your postsecondary enrollment.]

Have you enrolled at [most recent school] since June,

1996?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_OTSCH1<

If not enrolled at multiple schools during NPSAS

year, goto B_ENROTH

When we talked to you in 1996, you were also

enrolled at [school 1] [and [school 2]].

Have you enrolled at [school 1] since then?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

>B_OTSCH2<

[If no school 2, goto B_ENROTH.]

Have you enrolled at [school 2] since then?

1 = YES

2 = NO

DK=DON’T KNOW

RE=REFUSED

Goto B_ENROTH

>B_ENROTH<

Have you enrolled anywhere [since we last

talked to you in 1996? / else since 1996?]

1 = YES (PROCEED TO USER EXIT)

2 = NO

DK=DON’T KNOW

RE=REFUSED

[If 1, goto B_S4UXCL

Else goto B_ENROLL.]

>B_S4UXCL<

DO NOT ENTER DUPLICATES; SCHOOLS WE

KNOW ABOUT SO FAR ARE:

[school 1]

[school 2]

[school 3]

Where [did you transfer to? /did you enroll?]

1 = ENTER USEREXIT

2 = SKIP OVER USEREXIT

>B_ENROT2<

DO NOT ENTER DUPLICATES;

SCHOOLS WE KNOW ABOUT SO FAR ARE:

[school 1]

[school 2]

[school 3]

[school 4]

Did you enroll anywhere else?

1 = YES (PROCEED TO USER EXIT)

2 = NO MORE SCHOOLS

DK=DON’T KNOW

RE=REFUSED

[If 1, goto B_S5UXCL

Else goto B_ENROLL.]
SECTION B: ENROLLMENT HISTORY

C-13

>B_S5UXCL<

Where else did you enroll?

1 = ENTER USEREXIT

2 = SKIP OVER USEREXIT

>B_ENROT3<

DO NOT ENTER DUPLICATES;

SCHOOLS WE KNOW ABOUT SO FAR ARE:

[school 1]

[school 2]

[school 3]

[school 4]

[school 5]

Did you enroll anywhere else?

1 = YES (PROCEED TO USER EXIT)

2 = NO MORE SCHOOLS

[If 1, goto B_S6UXCL

Else goto B_ENROLL.]

>B_S6UXCL<

Where else did you enroll?

1 = ENTER USEREXIT

2 = SKIP OVER USEREXIT

>B_ENROT4<

DO NOT ENTER DUPLICATES;

SCHOOLS WE KNOW ABOUT SO FAR ARE:

[school 1]

[school 2]

[school 3]

[school 4]

[school 5]

[school 6]

Did you enroll anywhere else?

1 = YES (PROCEED TO USER EXIT)

2 = NO MORE SCHOOLS

[If 1, goto B_S7UXCL

Else goto B_ENROLL.]

>B_S7UXCL<

 Where else did you enroll?

1 = ENTER USEREXIT

2 = SKIP OVER USEREXIT

>B_ENROT5<

DO NOT ENTER DUPLICATES; SCHOOLS WE

KNOW ABOUT SO FAR ARE:

[school 1]

[school 2]

[school 3]

[school 4]

[school 5]

[school 6]

[school 7]

Did you enroll anywhere else?

1 = YES (PROCEED TO USER EXIT)

2 = NO MORE SCHOOLS

[If 1, goto B_S8UXCL

Else goto B_ENROLL.]

>B_S8UXCL<

Where else did you enroll?

1 = ENTER USEREXIT

2 = SKIP OVER USEREXIT

>B_ENROLL<

[If continuously enrolled, goto B_NODISP.]

I need to ask you some questions about the dates of

your enrollment, [beginning with the 1995-96

school year. / .

Since we collected information about your

enrollment during the 1995-96 school year

when we last talked to you,

I'd like to begin with your enrollment in the 1996-97

school year.]

INTERVIEWER: PLEASE ENTER THE

RESPONSES IN THE USER EXIT.

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

[If 1, goto B_CALLUX

Else goto B_END.]
SECTION B: ENROLLMENT HISTORY

C-14

>B_NODISP<

INTERVIEWER: THE ENROLLMENT USER

EXIT WILL *NOT*

BE DISPLAYED FOR THIS INTERVIEW.

Goto B_END

>B_CALLUX<

Enrollment userexit

>B_END<
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-15

>C_DEGVER<

When we talked to you last time, you indicated that

you were enrolled at [NPSAS school] to earn [a

certificate or diploma / an associate's degree/ a

bachelor's degree].

[Is that still your degree program now? / Was that

still your degree program when you were last

enrolled there?]

1 = YES

2 = NO

[If 1, goto C_MAJVER

else goto C_DEGREE.]

>C_DEGREE<

What type of degree or certificate program [are/were]

you enrolled in at [current school]?

1 = CERTIFICATE OR DIPLOMA

2 = ASSOCIATE'S DEGREE PROGRAM (AA

 AAS, AS, ETC)

3 = BACHELOR'S DEGREE PROGRAM

 (BA, BS, ET

4 = NOT ATTEMPTING TO EARN A

 DEGREE OR CERTIFICATE

>C_MAJVER<

[When we talked to you last time, you ] also

indicated that your major or program of study while

attending

[NPSAS school] was [major].

[Is that also your major now? /

Was that also your major when you were last enrolled

there?]

1 = YES

2 = NO

[If 2, goto C_MAJOR

Else goto C_CLASS.]

>C_MAJOR<

INTERVIEWER: BE ALERT FOR DOUBLE

MAJORS.

[What is your / What was your last] major, or

program of study [there? / at [current school]?]

NOTE TO INTERVIEWER: [current school]

F5 = DOUBLE MAJOR

F6 = UNDECLARED

[If F5, goto C_MAJRAW

Else goto C_MAJUX.]

>C_MAJRAW<

What is your primary major or program of study at

[current school]? What is your secondary major?

>C_MAJUX<

Major string: [major]

INTERVIEWER: SELECT THE PROPER

MAJOR CODE IN THE FOLLOWING

SCREENS OF THE USEREXIT

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

>C_CLASS<

[What is your level or class at [current school]? /

What was your last level or class at [current school]?]

0 = UNCLASSIFIED UNDERGRADUATE

1 = FIRST YEAR/FRESHMAN

2 = SECOND YEAR/SOPHOMORE

3 = THIRD YEAR/JUNIOR

4 = FOURTH YEAR/SENIOR

5 = FIFTH YEAR OR HIGHER

 UNDERGRADUATE

>C_RECDEG<

Have you completed your program of study and

received your [certificate / degree / degree or

certificate]?

NOTE TO INTERVIEWER: [current school]

1 = YES

2 = NO

[If 1, goto C_DEGMY

If 2, goto C_EXPMY

Else goto C_GPA.]

>C_DEGMY<

When did you receive your [certificate/degree/

degree or certificate]?

NOTE TO INTERVIEWER: [current school]

MONTH (1-12):

YEAR (96-98):

[Goto C_OTHDEG]
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-16

>C_EXPMY<

When do you expect to receive your

[certificate/degree/degree or certificate]?

NOTE TO INTERVIEWER: [current

school]

MONTH (1-12):

YEAR (1998-2005):

>C_OTHDEG<

[Have you earned any postsecondary degrees or

certificates since you left high school? /

Other than the [degree/degrees] you have already told

me about, have you earned any other degrees or

certificates since high school?]

1 = YES

2 = NO

[If 1, goto C_OTHDG1

Else goto C_GPA.]

>C_OTHDG1<

What other degrees or certificates do you have?

COLLECT UP TO 2 OTHER DEGREES/

CERTIFICATES. (ENTER 0 IF NO MORE.)

1 = CERTIFICATE OR DIPLOMA

2 = ASSOCIATE'S DEGREE

 (AA, AAS, AS, ETC)

3 = BACHELOR'S DEGREE (BA, BS, ETC)

>C_DG1WHR<

From what school did you receive this

[certificate / degree / degree or certificate]?

1 = [NPSAS school]

2 = [School 2]

3 = [School 3]

4 = [School 4]

5 = [School 5]

6 = [School 6]

7 = [School 7]

8 = [School 8]

[Goto C_DG1MY]

>C_DG1MY<

When did you receive it?

NOTE TO INTERVIEWER: [school name]

MONTH (1-12):

YEAR (96-98):

>C_GPA<

What [is / was] your cumulative GPA at [current

school]?

IF NO GRADES HAVE BEEN AWARDED YET,

ASK R TO ESTIMATE GRADES BASED ON

KNOWN CLASS GRADES.

1 = MOSTLY A'S (3.75 AND ABOVE)

2 = A'S AND B'S (3.25-3.74)

3 = MOSTLY B'S (2.75-3.24)

4 = B'S AND C'S (2.25-2.74)

5 = MOSTLY C'S (1.75-2.24)

6 = C'S AND D'S (1.25-1.74)

7 = MOSTLY D'S OR BELOW (BELOW 1.24)

8 = PASS/FAIL

9 = SCHOOL DOESN'T AWARD GRADES

Goto C_LICENS

>C_LICENS<

Have you taken any professional licensing exams or

certification exams since July 1, [1996/1995]?

1 = YES

2 = NO

If 1, goto C_LICEX1

Else goto C_ENRRES

>C_LICEX1<

Which exams have you taken?

COLLECT UP TO 3. (ENTER 0 FOR NO

MORE, OR NONE.)

 1 = COSMETOLOGY/BEAUTICIAN/BARBER

 2 = PERSONAL SERVICES (MASSAGE

 THERAPY)

 3 = FOOD SERVICE

 4 = CHILDCARE/DAYCARE

 5 = TEACHER’S AIDE

 6 = AUTOMOTIVE MECHANIC/REPAIR

 7 = COMPUTER REPAIR/ELECTRONICS

TV/VCR

 8 = COMPUTER PROGRAMMER/SYSTEMS

 TECHNICIAN

 9 = MEDICAL/DENTAL TECHNICIAN

10 = NURSING AIDE/HOME HEALTH AIDE

11 = NURSING (RN, LPN)

12 = BUSINESS/FINANCIAL (BROKER)

13 = LEGAL ASSISTANT (PARA-LEGAL)

14 = REAL ESTATE

15 = COMMUNICATIONS LICENSE

 (COMMERCIAL RADIO OPER/TECH –

 NOT AMATEUR/HAM)

16 = COMMERCIAL TRANSPORTATION/

 PILOT LICENSE

17 = OTHER

Goto C_LICEN1
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-17

>C_LICEN1<

Did you pass that exam?

1 = YES

2 = NO

Goto C_ENRRES

>C_ENRRES<

While you [are/were] attending [current school],

[do/did] you live...

INTERVIEWER: READ OPTIONS ONLY AS

NECESSARY! NOTE: IF MORE THAN ONE

RESIDENCE, GIVE THE PLACE

R LIVED THE LONGEST

1 = on-campus in school-owned housing,

2 = off-campus in school-owned housing,

3 = in an apartment or house other than with

 your parents or guardians (including houses

 owned by fraternities and sororities),

4 = with your parents or guardians,

5 = with other relatives, or

6 = some place else?

Goto C_OTHRES

>C_OTHRES

Where [do/did] you live when [you're/you were] not

in school? (While on break, etc.)

NOTE: IF MORE THAN ONE RESIDENCE,

GIVE THE PLACE R LIVED THE LONGEST

WHILE ENROLLED AT: [current school]

0 = SAME PLACE

1 = WITH PARENTS/GUARDIANS

2 = WITH OTHER RELATIVES

3 = IN AN APARTMENT OR HOUSE

 OTHER THAN WITH PARENTS,

 GUARDIANS, OR RELATIVES

 (INCLUDING HOUSES OWNED BY

 FRATERNITIES/SORORITIES)

4 = OTHER

[If DK or RE, goto C_CURRES

Else goto C_CHGRES.]

>C_CHGRES<

If B_CURENR = 1, goto C_COMMUT

Is that where you're living now?

1 = YES

2 = NO

[If 1, goto C_COMMUT

Else goto C_CURRES.]

>C_CURRES<

Are you currently living

1 = With your parents or guardians,

2 = With other relatives,

3 = In an apartment or house other than with

 parents or relatives, or

4 = Somewhere else

>C_COMMUT<

[While you are enrolled, how do you usually get to /

When you were enrolled, how did you usually get to]

[current school]?

1 = [WALK / WALKED]

2 = PUBLIC TRANSPORTATION (BUS,

 TRAIN, SUBWAY, TAXI, ETC.)

3 = SCHOOL-PROVIDED TRANSPORTATION

4 = [DRIVE / DROVE] CAR/VEHICLE

5 = CARPOOL

6 = DEPENDENT ON RIDES FROM OTHERS

7 = BICYCLE

8 = OTHER

>C_DISTNC<

How far (in miles) [do /did] you live from [current

school]?

1 = LESS THAN 1 MILE

2 = 1 TO 2 MILES

3 = 3 MILES TO 10 MILES

4 = 11 TO 40 MILES

5 = OVER 40 MILES

>C_TUIAID<

If not enrolled since NPSAS year or over 30 years of

age or parents are deceased,

Goto C_MARCHG

[For the 97-98 school year, / When you were last

enrolled at [current school],] did your parents or

guardians pay for any of your...

Tuition or fees?

1 = YES

2 = NO

Food or Housing?

1 = YES

2 = NO

Books or Equipment?

1 = YES

2 = NO

[If DK or RE, goto C_MARCHG

Else goto C_MONEY.]
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-18

>C_MONEY<

Did your parents or guardians provide you with

money for other expenses?

1 = YES

2 = NO

[If 1, goto C_MNYAMT

Else goto C_MARCHG.]

>C_MNYAMT<

About how much money did you receive from your

parents for your other expenses?

Range ($1 - $80,000):

How often?

1 = PER WEEK

2 = PER MONTH

3 = PER TERM/SEMESTER

4 = PER YEAR

>C_MARCHG<

DATE OF LAST INTERVIEW:

[month/day/year]

[When we talked to you in 1996, you said that you

were / You said earlier that as of July 1,1995, you

were] [single. / married. / separated. / divorced. /

widowed. ]

Is your marital status still the same?

1 = YES

2 = NO

[If 2, goto C_MARR98

Else goto C_DEPNUM.]

>C_MARR98<

What is your marital status now?

1 = SINGLE

2 = MARRIED

3 = SEPARATED

4 = DIVORCED

5 = WIDOWED

>C_MARMY<

When did your marital status change to what it is

now?

IF THE R HAS HAD SEVERAL CHANGES

SINCE THE LAST INTERVIEW, COLLECT

THE DATE OF CHANGE TO THE CURRENT

MARITAL STATUS.

MONTH (1-12):

YEAR (96-98):

>C_DEPNUM<

DATE OF LAST INTERVIEW: month/day/year]

You also said that, during the 95-96 school year, you

[had no dependents. / were providing at least half of

the financial support for [X] dependents.]

How many dependents are you supporting

right now? Only include dependent children and

adults. Do not include [yourself or your spouse. /

yourself.]

INCLUDE ONLY DEPENDENT CHILDREN

AND ADULTS. DO NOT COUNT R OR R'S

SPOUSE.

RANGE (0-20):

[If DK or RE, goto C_HOUSZ

Else if number of children is the same

as in last interview, goto C_SUPKID

Else goto C_L_DEPMY]

>C_DEPMY<

When did the number of your dependents change?

ONE DATE MUST BE ENTERED. COLLECT

DATES FOR UP TO 4 CHANGES. (ENTER 0

FOR NO MORE.)

MONTH (1-12): YEAR (96-98):

[If DK or RE goto C_HOUSZ

Else goto C_SUPKID]

>C_SUPKID<

How many of your dependents are children?

Range: 0 - 20

>C_HOUSZ<

[If under 24 years of age and single and has

no dependents and at least one parent alive. Goto

C_MILIT]

[Else if currently enrolled, always lives

in school-owned housing, not married, and has

no dependents. Goto C_MILIT]

How many people are currently living in your

household not including [yourself or your spouse? /

yourself?]

By household, I mean the place you live when you're

not in school.

Please do not include [fraternity brothers, / sorority

sisters,] college roommates, or other friends living

with you.

NUMBER OF PERSONS (0-20):

[If 0 and not married, goto C_MILIT

Else goto C_OTHINC]
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-19

>C_OTHINC<

Do any of the other members of your household have

a job for pay?

1 = YES

2 = NO

>C_HSINC<

What is the total annual income for your household?

INCLUDE INCOME FROM ALL INDIVIDUALS

CONTRIBUTING TO THE HOUSEHOLD.

INCLUDE INCOME FROM ALL SOURCES

INCLUDING EARNED INCOME (WAGES,

SALARIES, AND BUSINESS OR FARM

INCOME) AND UNEARNED INCOME (INCOME

FROM SOCIAL SECURITY, WORKERS'

COMPENSATION, CHILD SUPPORT,ETC.)

TOTAL INCOME ($0 - $999,999):

>C_MILIT<

At any time in the last two years, have you been, or

are you currently, in the reserves or on active duty in

the U.S military?

1 = YES

2 = NO

[If not enrolled since the NPSAS year,

goto C_END.

Else goto C_WRKAMT]

>C_WRKAMT<

Since 1996, how much of the time that you've been

enrolled in school have you also been working?

Would you say it's been

0 = none of the time,

1 = some of the time, or

2 = all of the time?

>C_VACAMT<

Since 1996, how much of your vacation time (such

as summers and holidays) have you spent working?

Would you say it's been...

0 = none of the time,

1 = some of the time, or

2 = all of the time?

[If did not work at all in 1996, or DK or RE either

work question, goto C_ENRWRK.

Else goto C_IMPTED]

>C_IMPTED<

Could you have afforded to attend school if you had

not worked?

1 = YES

2 = NO

>C_ENRWRK<

[If C_WRKAMT = 0, goto C_SMRINC.]

[Are you working while you're enrolled at /

Do you work while you're enrolled at /

Were you working while you were enrolled at]

[current school]?

1 = YES

2 = NO

[If 1, goto C_ENRHRS

Else goto C_END]

>C_ENRHRS<

About how many hours [do / did] you work each

week while you [are / were] enrolled?

NOTE TO INTERVIEWER: WHILE

ENROLLED AT: [current school]

HOURS WORKED (1-80):

Goto C_ENROCC

>C_ENROCC<

What [is / was] your job title?

NOTE TO INTERVIEWER: WHILE

ENROLLED AT: [current school] COLLECT

JOB TITLE.

[If RE, goto C_WRKSTD

Else goto C_EOCDTY]

>C_EOCDTY<

What [do did] you do [as a/an [C_ENROCC]? / in

that job?]

NOTE TO INTERVIEWER: WHILE

ENROLLED AT: [current school] COLLECT

DESCRIPTION OF JOB DUTIES.

[If RE, goto C_WRKSTD.

Else if C_ENRHRS > 35, goto C_EOC.

Else goto C_WRKSTD.]
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-20

>C_EOC<

Occupation string: [C_ENROCC]

INTERVIEWER: SELECT THE PROPER

OCCUPATION CODE IN THE FOLLOWING

SCREENS OF THE USEREXIT

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

>C_WRKSTD<

[Is / Was] your job [as a/an [C_ENROCC]]

a work study position, an internship,

a co-op placement, or none of these?

NOTE TO INTERVIEWER: WHILE

ENROLLED AT: [current school]

0 = NONE OF THESE

1 = WORK STUDY

2 = INTERNSHIP

3 = CO-OP PLACEMENT

>C_ONOFF<

[Is / Was] it on-campus or off-campus?

NOTE TO THE INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

1 = ON-CAMPUS

2 = OFF-CAMPUS

>C_SCHSLF<

[Are / Were] you working for your school, yourself,

or someone else?

NOTE TO THE INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

1 = WORKING FOR THE SCHOOL

2 = SELF-EMPLOYED

3 = WORKING FOR SOMEONE ELSE

>C_ENRWAG<

How much [do / did] you earn per hour in your job

[while you were enrolled]?

NOTE TO THE INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

HOURLY WAGE (Range $ 0.00 - $100.00):

>C_ENJSMY<

When did you first start this job?

NOTE TO INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

MONTH (1-12): YEAR :

>C_STLWRK<

[If currently enrolled goto C_WRKREL]

Are you still working in the job?

NOTE TO THE INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

1 = YES

2 = NO

[If 2, goto C_ENJEMY

Else goto C_WRKREL]

>C_ENJEMY<

When did it end?

NOTE TO THE INTERVIEWER: [C_ENROCC]

WHILE AT [current school].

MONTH (1-12):

YEAR (95-98):

>C_WRKREL<

How closely related [is / was] your job [as a/an

[C_ENROCC] to the education you [are receiving /

received ] at [current school]?

1 = CLOSELY RELATED

2 = SOMEWHAT RELATED

3 = NOT RELATED

>C_ENRINC<

About how much money [have you earned / did you

earn] from all your jobs held while you were enrolled

during the [1995-96 / 1996-97 / 1997-98] school

year? Please exclude your summer earnings from

your estimate.

AMOUNT (Range $1 - $100,000):
SECTION C: CURRENT/LAST ENROLLMENT CHARACTERISTICS

C-21

>C_SMRINC<

If not enrolled during third academic year and did not

work during vacations goto C_PRMROL

How much did you earn from all the jobs you held

during the summer of 1997?

ENTER 0 IF R DID NOT WORK THAT

SUMMER

INCOME (Range $0 - $99,999):

>C_PRMROL<

[If did not work while enrolled, goto C_END.]

While you were both enrolled in school and working,

would you say you were primarily...

1 = a student working to meet expenses, or

2 = an employee who decided to enroll in school?

>C_END<
C-22
SECTION D: FINANCIAL AID

C-23

>D_AID<

Next, I'd like to ask you about any financial aid you

may have received to help pay for your

postsecondary education.

According to the information you've already given

me, you were enrolled during the

[95-96 / 96-97 / 97-98] school year.

INTERVIEWER: PLEASE ENTER THE

RESPONSES IN THE USER EXIT.

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

>D_MORLON<

[Do you intend to borrow any more money to help

pay for the rest of your education? /

Should you return to school in the future, would you

need to borrow any more money to help pay for your

education? /

Do you intend to borrow any money to help pay for

your education? /

Should you return to school in the future, would you

need to borrow any money to help pay for your

education?]

1 = YES

2 = NO

3 = DEPENDS ON COST OF PROGRAM

>D_EXPPAY<

[If no loans so far and D_MORLON = 1,

goto D_PARAID

If no loans so far and D_MORLON = 2 or 3,

goto D_CARLON.]

Do you know how much your monthly loan

payments will be on the amount of money you've

borrowed so far?

1 = YES

2 = NO

3 = ALL LOANS PAID OFF

[If 3, goto D_PARAID

Else goto D_PDLOAN.]

>D_PDLOAN<

If no loans so far, goto D_CARLON

Have you completely paid off any of your loans?

1 = YES

2 = NO

>D_REPAY<

Are you currently repaying any of your student

loans?

1 = YES

2 = NO

[If 1, goto D_REPAMT

Else goto D_PARAID.]

>D_REPAMT<

What are you paying each month for your student

loans?

AMOUNT (Range: $50 - $9999):

>D_PARAID<

[If age > 30, goto D_CARLON.

If both parents dead, goto D_CARLON.]

[Have you received /

Do you think you’ll receive any /

Do you think you’d receive any]

help from your [parents / guardians]

in repaying your student loans?

1 = YES

2 = NO

>D_CARLON<

Do you make loan or lease payments for a car, truck,

motorcycle, or other vehicle?

1 = YES

2 = NO

[If 1, goto D_CARAMT.

Else goto D_HOUSE.]
SECTION D: FINANCIAL AID

C-24

>D_CARAMT<

How much do you 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.

AMOUNT (Range: $1 - $4999):

>D_HOUSE<

If living on-campus in school-owned housing, goto

D_OTHLON

Do you own your own home or are you paying rent?

0 = NEITHER OWNS HOME NOR PAYS RENT

1 = OWNS HOME

2 = PAYS RENT

[If 1, goto D_MTGAMT

Else goto D_OTHLON.]

>D_MTGAMT<

How much is your monthly mortgage payment

[while you're enrolled in school] ?

IF R DOESN'T KNOW, ASK R TO TRY TO

ESTIMATE A MONTHLY PAYMENT.

USE F3 ONLY IF R CANNOT MAKE AN

ESTIMATE.

ENTER 0 IF R HAS NO HOUSING COSTS.

AMOUNT (Range: $0 - $9999):

>D_OTHLON<

About how much do you pay each month for

installment loans, such as for a VISA card, a store

credit card, or a bank loan?

IF R DOESN'T KNOW, ASK R TO TRY TO

ESTIMATE A MONTHLY PAYMENT.

USE F3 ONLY IF R CANNOT MAKE AN

ESTIMATE.

ENTER 0 IF R HAS NO INSTALLMENT

LOANS.

AMOUNT (Range: $0 - $4999):

>D_EARNMM<

[If currently enrolled, goto D_END.]

INTERVIEWER: WE NEED TO COLLECT

GROSS INCOME, PRIOR TO TAXES AND

OTHER DEDUCTIONS

How much do you earn in a month? (What is your

gross monthly income?)

AMOUNT (Range: $0 - 99999):

>D_END<
SECTION E: PATTERNS OF ENROLLMENT

C-25

>E_RSNLV1<

[If currently enrolled, goto E_RSNOT1.

If earned degree at most recent school, goto

E_RSNOT1.]

You told me earlier that you're no longer enrolled at

[most recent school]. Why did you leave there?

COLLECT UP TO 3 RESPONSES.

(ENTER 0 FOR NONE, OR NO MORE)

 1 = ACADEMIC PROBLEMS

 2 = CLASSES NOT AVAILABLE/

 SCHEDULING NOT CONVENIENT

 3 = NOT SATISFIED WITH PROGRAM/

 SCHOOL/CAMPUS/FACILITY

 4 = SCHOOL/PROGRAM CLOSED/

 LOST ACCREDITATION

 5 = DONE TAKING DESIRED CLASSES

 (PERSONAL INTEREST)

 6 = DECIDING ON A DIFFERENT

 PROGRAM OF STUDY

 7 = TAKING TIME OFF FROM STUDIES

 8 = ENROLLMENT DOESN'T

 SUIT LIFESTYLE

 9 = CONFLICTS WITH JOB/MILITARY

10 = NEEDED TO WORK

11 = OTHER FINANCIAL REASONS

12 = CHANGE IN FAMILY STATUS (E.G.,

 MARRIAGE, BABY, DEATH IN FAMILY)

13 = CONFLICTS WITH DEMANDS

 AT HOME/PERSONAL PROBLEMS

14 = TO PURSUE OTHER INTERESTS

 (E.G., TRAVEL, HOBBIES, ETC.)

15 = OTHER

>E_RSNOT1<

[If not attended two school at same time,

goto E_TRNRSN.]

According to the information you gave me earlier,

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

>E_TRNRSN<

[If did not transfer schools, goto E_LFTTR1.]

Why did you decide to leave [NPSAS school]?

COLLECT UP TO 3 RESPONSES.

(ENTER 0 FOR NONE, OR NO MORE).

 1 = ACADEMIC PROBLEMS

 2 = CLASSES NOT

 AVAILABLE/SCHEDULING

 NOT CONVENIENT

 3 = NOT SATISFIED WITH PROGRAM/

 SCHOOL/CAMPUS/FACULTY

 4 = CHANGED DEGREE PROGRAM/

 MAJOR/FIELD OF STUDY

 5 = TRANSFER SCHOOL IS LESS

 COMPETITIVE

 6 = SCHOOL/PROGRAM CLOSED/

 LOST ACCREDITATION

 7 = DONE TAKING THE DESIRED

 CLASSES (PERSONAL INTEREST)

 8 = CONFLICTS WITH JOB/MILITARY

 9 = FINANCIAL REASONS

10 = MOVED FROM THE AREA

11 = CHANGE IN FAMILY STATUS

 (E.G.,MARRIAGE, BABY, DEATH IN

 FAMILY)

12 = CONFLICTS WITH DEMANDS AT

 HOME/PERSONAL PROBLEMS

13 = OTHER

>E_ATTTR1<

Did you attempt to transfer any credits you earned at

[NPSAS school] to another school?

1 = YES

2 = NO

[If 1, goto E_ACCCR1

Else goto E_LFTTR1.]

>E_ACCCR1<

Were all, some, or none of those credits accepted?

NOTE TO INTERVIEWER: [NPSAS school]

 0 = NONE

 1 = SOME

 2 = ALL
SECTION E: PATTERNS OF ENROLLMENT

C-26

>E_LFTTR1<

[If attended only the NPSAS school, goto

E_STPRS1.]

What was your primary reason for enrolling at

[current/most recent school]?

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 = BETTER LOCATION THAN PREVIOUS

 SCHOOL

7 = FINANCIAL REASONS

8 = OTHER

>E_ATTTR2<

[If attended fewer than 3 postsecondary schools,

goto E_STPRS1.]

Did you attempt to transfer any credits to

[current/most recent school]?

1 = YES

2 = NO

[If 1, goto E_ACCCR2

Else goto E_STPRN1.]

>E_ACCCR2<

Were all, some, or none of the credits that you

wanted to transfer accepted by

[current/most recent school]?

0 = NONE

1 = SOME

2 = ALL

Goto E_STPRN1

>E_STPRS1<

[If no gap in enrollment, goto E_ POSTHS.]

According to the enrollment information you gave

me earlier, you've been enrolled in school some

terms and taken other terms off.

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 = CLASSES NOT AVAILABLE/

 SCHEDULING NOT CONVENIENT

 3 = NOT SATISFIED WITH PROGRAM/

 SCHOOL/CAMPUS/FACILITY

 4 = DECIDING ON A DIFFERENT

 PROGRAM OF STUDY

 5 = TAKING TIME OFF FROM STUDIES

 6 = PARTICIPATED IN CO-OP/

 INTERNSHIP PROGRAM

 7 = CONFLICTS WITH JOB/MILITARY

 8 = NEEDED TO WORK

 9 = OTHER FINANCIAL REASONS

10 = CHANGE IN FAMILY STATUS (E.G.,

 MARRIAGE, BABY, DEATH IN FAMILY)

11 = CONFLICTS WITH DEMANDS AT HOME/

 PERSONAL PROBLEMS

12 = TO PURSUE OTHER INTERESTS (E.G.,

 TRAVEL, HOBBIES, ETC.)

13 = OTHER

>E_POSTHS<

[If delayed enrollee, goto E_PLNENR.]

According to the information you've given

me, you first enrolled in a postsecondary

program during the 95-96 school year.

What kinds of things did you do before you

started your postsecondary education?

COLLECT UP TO 4 RESPONSES.

(ENTER 0 FOR NONE, OR NO MORE).

 1 = WORKED

 2 = MILITARY SERVICE

 3 = VOLUNTEER WORK (PEACE CORPS,

 AMERICORPS, ETC.)

 4 = GOT MARRIED

 5 = STARTED/RAISED A FAMILY

 6 = CARED FOR A DEPENDENT PARENT

 OR OTHER INDIVIDUAL

 (NOT CHILDREN)

 7 = DEALT WITH HEALTH/OTHER

 PERSONAL ISSUES

 8 = TRAVELED

 9 = PURSUED A HOBBY OR OTHER

 INTEREST

10 = WAS INCARCERATED (IN PRISON)

11 = OTHER
SECTION E: PATTERNS OF ENROLLMENT

C-27

>E_RSNPS1<

Why did you decide to pursue your education

beyond high school?

COLLECT UP TO 4 RESPONSES. (ENTER 0

FOR NONE, OR NO MORE).

1 = ADVANCE IN CURRENT JOB/IMPROVE

 CURRENT SKILL SET

2 = QUALIFY FOR NEW JOB WITHIN

 CURRENT CAREER FIELD

3 = CHANGE CAREERS

4 = GET EDUCATION/TRAINING NEEDED

 TO ENTER WORK FORCE

5 = PROGRAM IS REQUIRED BY

 EMPLOYER/MILITARY

6 = PROGRAM IS BEING PAID FOR BY

 EMPLOYER/MILITARY

7 = FINALLY HAD MONEY TO GO

8 = PERSONAL SATISFACTION OF

 EARNING A DEGREE/CERTIFICATE

9 = OTHER

>E_PLNENR<

What are your plans for school in the 1998-99

school year?

Do you expect to be...

0 = not enrolled

1 = enrolled part-time or

2 = enrolled full-time

>E_PLNPRG<

[If currently enrolled or have a degree, goto

E_PLNWRK.]

Do you [ever] plan to return to school

to earn a degree or certificate?

1 = YES

2 = NO

>E_PLNWRK<

What are your plans for work in 1998-99?

Do you expect to be...

0 = not working

1 = working part-time or

2 = working full-time

>E_END<
C-28
SECTION F: EMPLOYMENT

C-29

>F_FTPTWK<

[If not delayed enrollment, goto F_JOBSMY.]

Next, I'd like to ask you some questions about your

employment before you started school in 1995-96.

[In the five years before you started at /

Between the time you left high school and when you

started at] [NPSAS school], would you say you

worked mainly full-time, that is at least 35 hours a

week, or mainly part-time?

0 = DID NOT WORK AT ALL

1 = FULL-TIME ONLY

2 = PART-TIME ONLY

3 = MIX OF FULL AND PART-TIME

[If 0, goto F_UNCOMP.

Else if 2 or 3, goto F_PREFFT.

Else goto F_EVRUNM.]

>F_PREFFT<

Would you have preferred full-time work?

1 = YES

2 = NO

>F_EVRUNM<

[In the five years before you started at /

Between the time you left high school and when you

started at] [NPSAS school], were you ever

unemployed and looking for work for more than one

month?

 1 = YES

 2 = NO

 DK = DON’T KNOW

 RE = REFUSED

[If 1, goto F_UNCOMP

Else goto F_LSTNUM.]

>F_UNCOMP<

Did you receive unemployment compensation at any

time while you were unemployed?

1 = YES

2 = NO

>F_LSTNUM<

[If F_FTPTWK = 0, goto F_JOBSMY.]

I'd like to ask you some questions about the last job

you had before enrolling at [NPSAS school]

First, how many jobs did you have right before you

started school?

Range (0-4):

[If 0 or RE, goto F_JOBSMY

Else goto F_JOBENR.]

>F_JOBENR<

Did you continue to work in [that job / any of your

jobs] while you were enrolled?

NOTE TO THE INTERVIEWER:

LAST JOB BEFORE ENROLLING

AT [NPSAS school].

1 = YES

2 = NO

[If RE, goto F_JOBSMY

Else goto F_LSCHJB.]

>F_LSCHJB<

[If job title while enrolled = DK or RE, goto

F_LSTOCC. If F_JOBENR=2, goto F_LSTOCC.

If did not work while enrolled, goto F_LSTOCC.]

[Since you had more than one job before you started

your postsecondary program, I'd like you to focus on

the one job in which you worked the most hours per

week.]

Is this the same job you told me about earlier?

INTERVIEWER: JOB TITLE WHILE AT

[NPSAS school]: [occupation while enrolled]

1 = YES

2 = NO

[If RE, goto F_JOBSMY

Else goto F_LSTOCC.]
SECTION F: EMPLOYMENT

C-30

>F_LSTOCC<

[If F_LSCHJB = 1 and job title while enrolled not RE

or DK, goto F_LSTDTY.]

[Since you had more than one job before you started

your postsecondary program, I'd like you to focus on

the one job in which you worked the most hours per

week.]

What was your job title for [the job you worked the

most hours weekly / the last job you held] before

starting school?

NOTE TO THE INTERVIEWER: LAST JOB

BEFORE ENROLLING AT: [NPSAS school].

[If DK or RE, goto F_JOBSMY

Else goto F_LSTDTY.]

>F_LSTDTY<

[If F_LSCHJB = 1 and job duties while enrolled not

RE or DK, goto F_LPBPRV.]

NOTE TO THE INTERVIEWER: LAST JOB

BEFORE ENROLLING AT: [NPSAS school].

What did you do as a/an [occupation before

enrolling]?

>F_LSTSLF<

As a/an [occupation before enrolling], were you

working for yourself or for someone else?

NOTE TO THE INTERVIEWER: LAST JOB

BEFORE ENROLLING AT:

[NPSAS school].

1 = SELF (SELF-EMPLOYED)

2 = SOMEONE ELSE

[If 1, goto F_LINRAW

Else goto F_LPBPRV.]

>F_LPBPRV<

[If F_LSCHJB = 1 and self-employed while enrolled,

goto F_LINRAW.]

Were you working for...

INTERVIEWER: LAST JOB

[occupation before enrolling]

BEFORE ENROLLING AT:

[NPSAS school].

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 = OR THE MILITARY (INCLUDING THE

 NATIONAL GUARD)

[If 1, goto F_LSTOWN

Else goto F_LINRAW.]

>F_LSTOWN<

Were you an owner or co-owner of the organization?

INTERVIEWER: LAST JOB

[occupation before enrolling]

BEFORE ENROLLING AT

[NPSAS school].

1 = YES

2 = NO

>F_LINRAW<

[What industry or type of business did you work in? /

What type of company did you work for?]

INTERVIEWER: LAST JOB

[occupation before enrolling]

BEFORE ENROLLING AT

[NPSAS school].
SECTION F: EMPLOYMENT

C-31

>F_LOC<

Occupation/duties string:

[F_LSTOCC F_LSTDTY]

[Industry string:

[F_LINRAW]]

INTERVIEWER: SELECT THE PROPER

OCCUPATION [AND INDUSTRY] CODE

IN THE FOLLOWING SCREENS OF THE

USEREXIT

1 = ENTER OCCUPATION [/INDUSTRY]

 USER EXIT

2 = SKIP OVER THE USEREXIT

>F_LIN<

Industry string:

[F_LINRAW]

INTERVIEWER: SELECT THE PROPER

INDUSTRY CODE IN THE FOLLOWING

SCREENS OF THE USEREXIT

1 = ENTER INDUSTRY USER EXIT

2 = SKIP OVER THE USEREXIT

>F_LJOBMY<

[If F_LSCHJB = 1 and job started before May 1995,

goto F_LSTHRS.]

When did you start your job as a/an [occupation

before enrolling]?

INTERVIEWER: LAST JOB BEFORE

ENROLLING AT [NPSAS school].

H (1-12):

YEAR (30-95):

>F_LSTHRS<

How many hours per week were you working as a/an

[occupation before enrolling] right before you first

enrolled at [NPSAS school]?

HOURS PER WEEK (0-80):

>F_LSTINC<

What was your annual salary for the job, at the time

you first enrolled in school?

INTERVIEWER: LAST JOB [occupation before

enrolling] BEFORE ENROLLING AT [NPSAS

school].

SALARY (Range: $0 - $100,000):

>F_JOBSMY<

[If currently enrolled, goto F_END.]

Now I'd like to ask you some questions about your

employment

[after graduating from / after leaving ]

[most recent school].

Could you tell me when you started your first job

after [graduating from / leaving] school?

INTERVIEWER: IF R CONTINUED (NOT

RESUMED) WORKING IN A JOB

STARTED BEFORE OR DURING SCHOOL,

ENTER THE ORIGINAL JOB START DATE.

0 = HAS NOT WORKED AT ALL SINCE

 GRADUATING FROM/LEAVING SCHOOL

1 = JOB DATE ENTERED BELOW

MONTH (1-12):

YEAR (50-98):

RESPONDENT AGE: [age]

[If DK, goto F_NUMJOB

Else goto F_SEARCH.]

>F_NUMJOB<

How many jobs did you have at that time?

INTERVIEWER: AFTER LEAVING/

GRADUATING FROM [most recent school].

Range (1-4):

[If 1, goto F_NEWJB1

Else goto F_ALLNEW.]
SECTION F: EMPLOYMENT

C-32

>F_ALLNEW<

Since you had more than one job at the same time, I'd

like you to focus on the one job in which you worked

the most hours per week.

INTERVIEWER: ENTER <1> TO CONTINUE.

[Goto F_FSTOCC.]

>F_NEWJB1<

[If F_FTPTWK <= 0 and did not work while

enrolled, goto F_FSTOCC.]

[Since you had more than one job at the same time,

I'd like you to focus on the one job in which you

worked the most hours per week. Were you working

for... / At the time you [graduated from / left] school,

were you working for...]

1 = a new employer

2 = the same employer you had while you

 were enrolled, or

3 = the same employer you had before you

 were enrolled?

4 = THE SAME EMPLOYER AS

 BEFORE AND DURING SCHOOL

INTERVIEWER: AFTER

LEAVING/GRADUATING FROM

[most recent school].

[If 1, goto F_FSTOCC

Else goto F_NEWJB2.]

>F_NEWJB2<

[Since you had more than one job at the same time,

I'd like you to focus on the one job in which you

worked the most hours per week.

Were you working in... /

At the time you [graduated from /left ]

school, were you working in...]

1 = a new job

2 = the same job you had while you were enrolled, or

3 = the same job you had before you were

 enrolled?

4 = THE SAME JOB AS BEFORE AND

 DURING SCHOOL

INTERVIEWER: AFTER

LEAVING/GRADUATING FROM

[most recent school].

>F_FSCHJB<

[If not the same job and employer as while enrolled,

goto F_FSTOCC. If did not work while enrolled or

occupation while enrolled = DK or RE, goto

F_FSTOCC.]

Is this the same job you told me about earlier, that

you held while you were in school?

INTERVIEWER: PREVIOUS JOB TITLE WAS

[occupation while enrolled]

AFTER LEAVING/GRADUATING FROM [most

recent school].

1 = YES

2 = NO

>F_FSTOCC<

[If F_FSCHJB=1 and have occupation while enrolled

string, goto F_FSTDTY. If same job and same

employer as before/during enrollment, goto

F_FINEND.]

What was your job title for the first job you held after

[graduating from / leaving] school?

INTERVIEWER: AFTER LEAVING/

GRADUATING FROM [most recent school].

JOB TITLE:

[If DK or RE, goto F_BENFT.

Else goto F_FSTDTY.]

>F_FSTDTY<

[If same job and employer as while enrolled and have

job duties string, goto F_FSTSLF.]

What did you do as a/an [F_FSTOCC]?

INTERVIEWER: AFTER LEAVING/

GRADUATING FROM [most recent school].
SECTION F: EMPLOYMENT

C-33

>F_FSTSLF<

[If same job and employer as before/during

enrollment, goto F_FPBPRV.]

As a/an [F_FSTOCC],

were you working for yourself or for someone else?

INTERVIEWER: AFTER LEAVING/

GRADUATING FROM [most recent school].

1 = SELF (SELF-EMPLOYED)

2 = SOMEONE ELSE

[If 1, goto F_FINRAW

Else goto F_FPBPRV.]

>F_FPBPRV<

Were you working for...

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM [most

recent school].

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 = OR THE MILITARY (INCLUDING

 THE NATIONAL GUARD)

[If 1, goto F_FSTOWN

Else goto F_FINRAW.]

>F_FSTOWN<

Were you an owner or co-owner of the organization?

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM [most

recent school].

1 = YES

2 = NO

>F_FINRAW<

[What industry or type of business did you work in? /

What type of company did you work for?]

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM [most

recent school].

>F_FOC<

Occupation/duties string:

[F_FSTOCC]

Industry string:

[F_FINRAW]

INTERVIEWER: SELECT THE PROPER

OCCUPATION [AND INDUSTRY] CODE

IN THE FOLLOWING SCREENS OF THE

USEREXIT

1 = ENTER OCCUPATION [/INDUSTRY]

 USER EXIT

2 = SKIP OVER THE USEREXIT

>F_FIN<

Industry string:

[F_FINRAW]

INTERVIEWER: SELECT THE PROPER

INDUSTRY CODE IN THE FOLLOWING

SCREENS OF THE USEREXIT

1 = ENTER INDUSTRY USER EXIT

2 = SKIP OVER THE USEREXIT

>F_FSTHRS<

When you first worked as a/an [F_FSTOCC]

after

[graduating from / leaving]

[most recent school],

how many hours did you work each week

HOURS (RANGE: 1-80):
SECTION F: EMPLOYMENT

C-34

>F_INCAMT<

[What was your annual salary for the job at the time

you [graduated from / left] school? /

What was your annual starting salary for the job?]

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM

[most recent school].

SALARY (RANGE $0-999,999):

>F_SALHRS<

[If F_FSTHRS@fsthrs <= 0 or F_FSTHRS >= 35

goto F_MEDINS.]

Was that your salary for the [F_FSTHRS] hours you

worked each week?

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM [most

recent school].

1 = YES

2 = NO

>F_MEDINS<

Did you receive medical insurance from your

employer at that time?

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM

[most recent school].

1 = YES

2 = NO

>F_SIMJOB<

[If same job and employer as before or during

enrollment, goto F_SCHPLC.]

Prior to taking your job as a/an [F_FSTOCC],

had you held any jobs similar to it either before you

enrolled at [most recent school] or while you were

enrolled?

1 = YES

2 = NO

>F_SCHPLC<

Did [most recent school] help place you in

your job as a/an [F_FSTOCC]?

1 = YES

2 = NO

>F_LOCJOB<

[If same job and employer as while enrolled, goto

F_RELWKS.]

How did you find the job?

 1 = SCHOOL'S PLACEMENT OFFICE

 (REFERRAL, POSTED JOB NOTICE)

 2 = RESPONDED TO INTERNET/

 WWW JOB NOTICE -- ANY SOURCE

 3 = RESPONDED TO NEWSPAPER/

 OTHER ADVERTISEMENT

 4 = DIRECT, UNSOLICITED CONTACT

 WITH EMPLOYER

 5 = FRIEND/RELATIVE/ACQUAINTANCE

 6 = REFERRAL BY FACULTY/STAFF

 7 = RECRUITING FAIR,

 PROFESSIONAL MEETING

 8 = VOLUNTEER EXPERIENCE LED TO JOB

 9 = CO-OP OR INTERNSHIP LED TO JOB

10 = UNEMPLOYMENT OFFICE

 (EMPLOYMENT COMMISSION

 POSTING/REFERRAL)

11 = EMPLOYMENT AGENCY/

 PROFESSIONAL RECRUITER

12 = TEMPORARY JOB BECAME

 PERMANENT

13 = ADVANCEMENT WITHIN COMPANY

14 = RETURNED TO PREVIOUS

 JOB/EMPLOYER

15 = OTHER

>F_RELWKS<

[If did not have work study job while enrolled, goto

F_JOBDSC.]

To what extent did your work-study job(s) help you

get your job as a(n) [F_FSTOCC]?

0 = NOT AT ALL

1 = SOMEWHAT

2 = VERY MUCH
SECTION F: EMPLOYMENT

C-35

>F_JOBDSC<

[If F_FSTSLF = 1, goto F_ED_REL.]

Again, considering your job as a/an [F_FSTOCC],

please tell me which of the following statements best

describes your job:

1 = Someone else decided what you did

 and how you did it.

2 = Someone else decided what you did,

 but you decided how you did it.

3 = You had some freedom in deciding

 what you did and how you did it.

4 = You were basically your own boss.

Goto F_ED_REL

>F_ED_REL<

[If same job and employer as while enrolled, goto

F_JOBSAT.]

How closely was your job as a/an [F_FSTOCC]

related to the classes you took at [most recent

school]?

1 = CLOSELY RELATED

2 = SOMEWHAT RELATED

3 = NOT RELATED

>F_JOBSAT<

Again considering your job as a/an [F_FSTOCC],

would you say you were satisfied or dissatisfied with

each of the following:

1 = SATISFIED 2 = DISSATISFIED

Your pay?.................................................

Fringe benefits?........................................

Opportunities for promotion?...................

Opportunities for further education?........

Importance of work?................................

Difficulty and challenge of work?............

Overall, would you say you were satisfied

or dissatisfied with the job?......................

>F_EDVAL1<

Was a degree (such as a bachelor's or associate's

degree) or a postsecondary certificate required by

your employer as a condition for working as a/an

[F_FSTOCC]?

1 = YES

2 = NO

>F_EDVAL2<

How difficult would it be to do that job as a/an

[F_FSTOCC] without having the courses you did

at [most recent school]?

Would it be very difficult, somewhat difficult, or not

difficult at all?

1 = VERY DIFFICULT

2 = SOMEWHAT DIFFICULT

3 = NOT DIFFICULT AT ALL

>F_SKILL<

[If attended 4-year school, goto F_BENFT.]

As a/an [F_FSTOCC], have you used any tools or

specialized equipment that you were trained to use

while you were a student at [most recent school]?

1 = YES

2 = NO

>F_SAMJOB<

[If same job and employer as while enrolled, goto

F_BENFT.]

Are you still working in that same job as a

[F_FSTOCC]?

INTERVIEWER: ANSWER "YES" ONLY IF THIS

IS THE SAME JOB WITH SAME EMPLOYER AS

R HAD WHEN HE/SHE FIRST LEFT SCHOOL.

1 = YES

2 = NO

[If 2, goto F_JOBEMY

Else goto F_BENFT.]
SECTION F: EMPLOYMENT

C-36

>F_JOBEMY<

When did it end?

INTERVIEWER: FIRST JOB [F_FSTOCC]

AFTER LEAVING/GRADUATING FROM

[most recent school].

MONTH (1-12):

YEAR ([job start year]-98):

>F_BENFT<

Next, I'd like to ask you about the benefits of

attending [most recent school].

>F_BTRJOB<

Has attending [most recent school] provided you with

opportunities for better jobs than you could have

gotten had you not attended [most recent school]?

1 = YES

2 = NO

3 = NOT ABLE TO EVALUATE

>F_SALARY<

Are you able to earn higher salaries than you would

have had you not attended [most recent school]?

1 = YES

2 = NO

3 = NOT ABLE TO EVALUATE

>F_RSPNBL<

Are you able to take on more responsibility on the

job than you would have had you not attended [most

recent school]?

1 = YES

2 = NO

3 = NOT ABLE TO EVALUATE

>F_PROMOT<

Do you have more opportunities for promotion than

you would have had you not attended [most recent

school]?

1 = YES

2 = NO

3 = NOT ABLE TO EVALUATE

>F_CUREMP<

[If F_SAMJOB = 1 or DK or RE, goto F_END

If still working at same job and employer as while

enrolled, goto F_END.]

Are you working right now?

1 = YES

2 = NO

[If 1, goto F_JOBSIM

Else goto F_SEARCH.]

>F_JOBSIM<

[If F_NUMJOB = 0, goto F_END.]

Are you still working as a/an

[F_FSTOCC]?

1 = YES

2 = NO

>F_INDSIM<

INTERVIEWER: INDUSTRY WAS

[FINRAW/LINRAW]

Are you still working in the same type of business?

 1 = YES

 2 = NO

Goto F_END

>F_SEARCH<

Are you looking for a job?

1 = YES

2 = NO

[If 1, goto F_JBSRH

Else goto F_LSTMY.]
SECTION F: EMPLOYMENT

C-37

>F_JBSRH<

What are some of the things you've been doing to

find a job? CODE UP TO 4 RESPONSES (ENTER

0 IF 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 = CONTACTING 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

>F_LSTMY<

When was the last time you worked for pay?

0 = NEVER WORKED FOR PAY

MONTH (0,1-12):

YEAR (20-98): 19

[If 0 or DK or RE, goto F_END

Else goto F_UNEMPL.]

>F_UNEMPL<

Have you received unemployment compensation at

any time since [F_LSTMY]?

1 = YES

2 = NO

>F_END<
C-38
SECTION G: POSTSECONDARY EXPERIENCES/EXPECTATIONS

C-39

>G_DIFFIC<

During your first year as a student in 1995-96, what

kinds of problems, if any, did you encounter that

made it difficult for you to stay in school?

COLLECT UP TO 3 RESPONSES. (ENTER 0

FOR NONE, OR NO MORE.)

 1 = TUITION AND FEES TOO HIGH

 2 = OTHER FINANCIAL ISSUES

 3 = HOMESICKNESS

 4 = PERSONAL/FAMILY CRISIS

 5 = ADJUSTING TO COLLEGE LIFE/

 LIVING AWAY FROM HOME

 6 = CONFLICT BETWEEN WORK

 AND SCHOOL

 7 = CONFLICT WITH FAMILY LIFE

 8 = NEED FOR CHILDCARE

 9 = CLASSES NOT AVAILABLE

10 = POOR INSTITUTIONAL SUPPORT

11 = FACULTY

12 = ACADEMIC PROBLEMS/

 LACK OF GOALS

13 = INADEQUATE CAMPUS FACILITIES

14 = CRIME AND SAFETY ON CAMPUS

15 = OTHER

>G_EZINST<

What, if anything, could [[school name] / the schools

you attended that year] have done to make your first

year of study easier?

ALLOW UP TO 3 RESPONSES. (ENTER 0 FOR

NONE, OR NO MORE.)

 1 = LOWER COSTS/OFFER BETTER

 FINANCIAL AID PACKAGE

 2 = IMPROVE CAMPUS FACILITIES

 (DORMS, CAFETERIA, SPORTS

 ACTIVITIES, ETC.)

 3 = PROVIDE MORE FLEXIBLE

 CLASS SCHEDULING

 4 = PROVIDE LOW COST, CONVENIENT

 CHILD CARE

 5 = IMPROVE FACULTY

 QUALITY/ACCESSIBILITY

 6 = PROVIDE MORE ACCESSIBLE

 FACILITIES (BETTER HOURS,

 BETTER LOCATION)

 7 = IMPROVE ACADEMIC

 SERVICES/ADVISING/SUPPORT

 8 = IMPROVE OTHER STUDENT SUPPORT

 SERVICES (E.G., COUNSELING)

 9 = IMPROVE CAMPUS SAFETY AND

 CRIME RATE.

10 = OTHER

>G_EZSTUD<

What, if anything, could you have done to make that

first year easier?

COLLECT UP TO 3 RESPONSES. (ENTER 0 FOR

NONE, OR NO MORE.)

 1 = STUDY MORE/BE A MORE SERIOUS

 STUDENT

 2 = PARTY/SOCIALIZE LESS

 3 = BE INVOLVED IN FEWER SPORTS/

 EXTRACURRICULAR ACTIVITIES

 4 = LIVE SOMEWHERE ELSE/

 WITH SOMEONE ELSE

 5 = CHOOSE DIFFERENT CLASSES/

 DIFFERENT SCHEDULE

 6 = ATTEND CLASS MORE OFTEN

 7 = SEEK ACADEMIC HELP

 8 = SEEK OTHER HELP (COUNSELING,

 CHILDCARE, ETC.)

 9 = SEEK MORE FAMILY SUPPORT

 (HOUSEWORK, CHILDCARE, ETC.)

10 = WORK MORE HOURS/GET

 ANOTHER JOB

11 = INCREASE FINANCIAL RESOURCES

12 = WORK FEWER HOURS/FEWER JOBS

 (SAVE MORE, SPEND LESS,

 BORROW MORE) QUIT JOB

13 = ATTEND A DIFFERENT SCHOOL

14 = OTHER

>G_SATISF<

[If not a certificate/diploma program, goto G_FREQ.]

Please tell me if you were satisfied or dissatisfied

with each of the following at [most recent school]...

The career preparation you received...

The training you received to use the tools

and equipment needed to work in your field

The counseling services ...

The job placement services ...

1 = SATISFIED

2 = DISSATISFIED

3 = DID NOT USE

4 = NOT AVAILABLE
SECTION G: POSTSECONDARY EXPERIENCES/EXPECTATIONS

C-40

>G_FREQ<

[If attended no 2+ or 4-year schools, goto

G_DISTED.]

During your first year of study at [school name],

please tell me if you did each of the following

never, sometimes, or often.

INTERVIEWER: USE THE HELP KEY ON

THE FOLLOWING SCREENS IF

NECESSARY TO RE-DISPLAY THIS PROMPT.

PRESS ENTER TO CONTINUE.

>G_FRQFAC<

(How often did you:)

Talk with faculty about academic matters, outside of

class time?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQCOL<

(How often did you:)

Study, or work on class projects, with other students?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQGRA<

(How often did you:)

Have classes taught by graduate students?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQCOM<

(How often did you:)

Use a personal computer?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQCLS<

(How often did you:)

Have small classes?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQLEC<

(How often did you:)

Have courses that consisted only of lectures?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQWRI<

(How often did you:)

Have to write papers for courses?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQLIB<

(How often did you:)

Use the library to find information?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQESS<

(How often did you:)

Have to write essay answers as part of exams?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>G_FRQGRD<

(How often did you:)

Receive lower grades than expected?

0 = NEVER

1 = SOMETIMES

2 = OFTEN
SECTION G: POSTSECONDARY EXPERIENCES/EXPECTATIONS

C-41

>G_DISTED<

[Have you taken any distance education or distance

learning courses at [school name]?/

When you were last enrolled at [school name],

did you take any distance education or distance

learning courses?]

INTERVIEWER, READ IF NECESSARY: (By

distance education, I mean education or training

delivered using some form of technology, such as

television or the Internet. Through distance

education, you are usually able to interact directly

with the course instructor even though he or she is

located somewhere else. This does not include

correspondence or extension courses.)

1 = YES

2 = NO

[If 1, goto G_DISTYP.]

[Does / Did ] [school name]

offer any distance education courses?

1 = YES

2 = NO

[Goto G_HIGHED.]

>G_DISTYP<

What method of distance learning did you use at

[school name]?

COLLECT UP TO 5 RESPONSES. (ENTER 0 FOR

NO MORE.)

AT LEAST ONE RESPONSE IS REQUIRED.

1 = LIVE, INTERACTIVE TELEVISION

2 = PRE-RECORDED TELEVISION VIDEO

3 = INTERNET-BASED

4 = OTHER COMPUTER-BASED

5 = OTHER

>G_HIGHED<

What is the highest level of education you ever

expect to complete?

INTERVIEWER: IF DO NOT EXPECT HIGHER

LEVEL, ENTER CURRENT LEVEL/DEGREE.

1 = NO DEGREE OR CERTIFICATE

 EXPECTED

2 = CERTIFICATE

3 = ASSOCIATE'S DEGREE

4 = BACHELOR'S DEGREE

5 = COMPLETION OF POST-

 BACCALAUREATE PROGRAM

6 = MASTER'S DEGREE

7 = ADVANCED DEGREE – DOCTORAL

 OR FIRST-PROFESSIONAL DEGREE

 (PH.D.,ED.D.,MD,JD,DDS,ETC.)

[If 1, 2, 3, DK, or RE, goto G_CAROCC.

Else goto G_TRNBCH.]

>G_TRNBCH<

[If current school is not a 4-year school, goto

G_GRDSCH.]

Do you intend to transfer from [current school] to a

4-year institution in order to complete a bachelor's

degree?

1 = YES

2 = NO

>G_GRDSCH<

[If G_HIGHED < 5, goto G_CAROCC.]

How soon after completing your bachelor's degree

do you plan to go to graduate school?

1 = IMMEDIATELY AFTER

2 = TAKING A YEAR OFF BEFORE

 GRADUATE SCHOOL

3 = TAKING TWO OR MORE YEARS

 OFF BEFORE GRADUATE SCHOOL

4 = TAKING TIME OFF - NOT SURE

 HOW LONG

>G_CAROCC<

[If not currently enrolled, goto G_END.]

What job, if any, do you expect to have after you

complete your education?

COLLECT JOB TITLE.

>G_CAR<

Occupation string: [G_CAROCC]

INTERVIEWER: SELECT THE PROPER

OCCUPATION CODE

IN THE FOLLOWING SCREENS OF THE

USEREXIT

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

>G_END<
SECTION G: POSTSECONDARY EXPERIENCES/EXPECTATIONS

C-42
SECTION H: LOCATING INFORMATION

C-43

>H_INTRO<

(We are almost finished.)

In about three years, we'd like to be able to get in

touch with you again, to see what you're doing and

what has changed in your life. To find you then, we

need to collect some address information.

(This information will be kept completely

confidential in secure and protected data files, and

will be separate from the responses you've already

provided in the interview.)

>H_P1INFO<

First, could you please [confirm/update] the name,

address, and phone number for your parent or

guardian?

Currently:

[display preloaded address]

1 = VERIFIED ADDRESS

2 = UPDATE ADDRESS

3 = ADD NEW ADDRESS

4 = PARENT DECEASED – UPDATE

 ADDRESS FOR OTHER PARENT

5 = PARENT DECEASED - ADD NEW

 ADDRESS FOR OTHER PARENT

9 = BOTH PARENT(S) DECEASED

[If 1, goto H_P2SAME

Else, goto H_P1AD.]

H_P1AD<

SPECIFY THE RELATIONSHIP, THEN ENTER

CONTACT INFORMATION BELOW:

(REFUSAL NOT PERMITTED; IF R REFUSES,

BACK UP TO PREVIOUS Q)

1 = MOTHER/FEMALE GUARDIAN

2 = FATHER/MALE GUARDIAN

FIRST NAME: MI:

LAST NAME: SUFFIX:

ADDRESS 1:

ADDRESS 2:

CITY:

STATE: ZIP: -

TELEPHONE:

>H_P2SAME<

[If only one parent living, goto H_OCSAME.]

INTERVIEWER: IF R INDICATED THAT OTHER

PARENT IS DECEASED, DO NOT ASK

THIS QUESTION; CODE 9 INSTEAD

Is your [father’s / mother’s / other parent or

guardian’s] address and phone number the same as

the information you just gave me?

1 = YES

2 = NO

9 = OTHER PARENT/GUARDIAN DECEASED

[If 9, DK, or RE, goto H_OCSAME.]

May I have your [father's / mother's / other parent or

guardian's] name? SPECIFY RELATIONSHIP,

THEN ENTER NAME BELOW:

1 = MOTHER/FEMALE GUARDIAN

2 = FATHER/MALE GUARDIAN

FIRST NAME: MI:

LAST NAME: SUFFIX:

>H_P2AD<

[If H_P2SAME =1, goto H_OCSAME.]

May I have your [father's / mother's / other parent or

guardian's] address and phone number?

FIRST NAME: MI:

LAST NAME: SUFFIX:

ADDRESS 1:

ADDRESS 2:

CITY:

STATE: ZIP: -

TELEPHONE:
SECTION H: LOCATING INFORMATION

C-44

>H_OCSAME<

[If no preloaded ‘other contact’ information,

goto H_OCINF2.]

You previously told us that [name of other contact]

was someone who would always know how to get in

touch with you. Is this still correct?

1 = YES

2 = NO

[If 1, goto H_OCINFO

Else, goto H_OCINF2.]

>H_OCINFO<

I would like to verify the address and phone number

of this person.

Currently:

[display preloaded address]

1 = VERIFIED ADDRESS

2 = UPDATE ADDRESS

3 = ADD NEW ADDRESS

>H_OCINF2<

Would you please tell me the name, address and

phone number of a person other than your parent(s)

who lives at an address different from yours and who

will always know where to get in touch with you?

1 = YES

2 = NO

[If 1, goto H_OCAD

Else goto H_SPOUSE.]

>H_OCAD<

[If H_OCINFO =1 and there is a preloaded address,

goto H_SPOUSE.]

[First, could you please / Please] tell me the name,

address, and telephone number of someone who will

always know how to contact you.

FIRST NAME: MI:

LAST NAME: SUFFIX:

ADDRESS 1:

ADDRESS 2:

CITY:

STATE: ZIP: -

TELEPHONE:

[If DK or RE, goto H_SPOUSE.]

What is this person's relationship to you?

3 = SISTER/BROTHER

4 = SPOUSE

5 = OTHER RELATIVE

6 = FRIEND

7 = CHILD

9 = OTHER SPECIFY

SPECIFY RELATIONSHIP OF CONTACT:

>H_SPOUSE<

[If not currently married or H_OCAD = 4,

goto H_VERPRM.]

What is your spouse's full name[(including maiden

name)]?

FIRST NAME: MI: 

LAST NAME: SUFFIX: 

[MAIDEN NAME:]

>H_VERPRM<

We'd like to verify your permanent address and

phone number. Is it:

1.PERMANENT ADDRESS

 [display preloaded address]

2.PARENT ADDRESS

 [display preloaded address]

3.CURRENT RL ADDRESS

 [display preloaded address]

1 = PRELOADED PERMANENT ADDRESS

2 = PARENT ADDRESS

3 = ADDRESS FROM CURRENT

 ROSTER LINE

9 = DIFFERENT FROM ABOVE

Enter 1, 2, 3, 9:

[If 9, goto H_PRMADR.

Else if DK or RE, goto H_VERLOC.

Else goto H_CORPRM.]
SECTION H: LOCATING INFORMATION

C-45

>H_CORPRM<

INTERVIEWER: THE ADDRESS YOU

SELECTED WAS

[THE PRELOADED PERMAMENT ADDRESS: /

THE PARENT ADDRESS: /

THE CURRENT ROSTER LINE ADDRESS:]

[display preloaded address]

DO YOU NEED TO CORRECT THE ADDRESS?

1 = YES

2 = NO

[If 2 goto H_VERLOC

Else goto H_PRMADR.]

>H_PRMADR<

INTERVIEWER: VERIFY AND/OR UPDATE

THE PERMANENT ADDRESS AND PHONE

NUMBER.

ADDRESS 1:

ADDRESS 2:

CITY:

STATE: ZIP: -

TELEPHONE:

>H_VERLOC<

And are your local address and phone number the

same as or similar to:

1. PERMANENT ADDRESS

 [display preloaded address]

2. PARENT ADDRESS

 [display preloaded address]

3. CURRENT RL ADDRESS

 [display preloaded address]

1 = PERMANENT ADDRESS

2 = PRELOADED LOCAL ADDRESS

3 = ADDRESS FROM CURRENT

 ROSTER LINE

9 = DIFFERENT FROM ABOVE

Enter 1, 2, 3, 9:

[If 9, goto H_LOCADR.

Else if DK or RE, goto H_OTHNAM.

Else goto H_CORLOC.]

>H_CORLOC<

INTERVIEWER: THE ADDRESS YOU

SELECTED WAS

[THE PERMAMENT ADDRESS: /

THE PRELOADED LOCAL ADDRESS: /

THE CURRENT ROSTER LINE ADDRESS:]

[display preloaded address]

DO YOU NEED TO CORRECT THE ADDRESS?

1 = YES

2 = NO

[If 2, goto H_OTHNAM

Else goto H_LOCADR.]

>H_LOCADR<

INTERVIEWER: VERIFY AND/OR UPDATE THE

LOCAL ADDRESS AND PHONE NUMBER.

ADDRESS 1:

ADDRESS 2:

CITY:

STATE: ZIP: -

TELEPHONE:

>H_OTHNAM<

INTERVIEWER: PROMPT FOR NICKNAMES,

MAIDEN NAMES, LEGAL NAME CHANGES,

ETC.

Have you ever been known by any name other than

[student’s full name]?

1 = YES

2 = NO

[If 2, DK, or RE, goto H_DLSTV.]

INTERVIEWER: IF NICKNAME ONLY,

LEAVE LAST NAME BLANK!

What is that other name?

FIRST/NICK NAME: MI: 

LAST NAME: SUFFIX: 

INTERVIEWER: IS THIS THE PERSON'S

CURRENT/NEW LEGAL NAME?

1 = YES

2 = NO
SECTION H: LOCATING INFORMATION

C-46

>H_DLSTV<

[If do not have preloaded driver’s license

State, goto H_DLSTAT.]

Our records show that your driver's license was

issued in [state].

Is that correct?

1 = YES

2 = NO

[If DK or RE, goto H_SOCSEC.

Else if 1 and preload state = CN,

 goto H_DLCNPR.

Else if 1, goto H_DLNUMV.

Else goto H_DLSTAT.]

>H_DLSTAT<

To help us in locating you later, please tell me in

what state your driver's license was issued.

[Goto H_DLNUM.]

>H_DLCNPR<

INTERVIEWER: RESPONDENT INDICATED DL

ISSUED IN CANADA.

SPECIFY CANADIAN PROVINCE.

Which province was your driver's license issued in?

AB= Alberta

BC= British Columbia

MB= Manitoba

NB= New Brunswick

NF= Newfoundland

NS= Nova Scotia

ON= Ontario

PE= Prince Edward Island

PQ= Quebec

SK= Saskatchewan

NT= Northwst Territories

YT= Yukon Territory

[Goto H_DLNUM.]

>H_DLNUMV<

Our records show that your driver's license number is

[number].

Is that correct?

1 = YES

2 = NO

[If 2, goto H_DLNUM

Else goto H_SOCSEC.]

>H_DLNUM<

May I have your driver's license number?

1 = YES

2 = NO

[If not 1, goto H_SOCSEC.]

ENTER DRIVER'S LICENSE NUMBER:

Goto H_SOCSEC

>H_SOCSEC<

[If have preloaded social security number,

goto H_END.]

Can you tell me your social security number

(1=YES 2=NO)?

[If 2, DK, or RE, goto H_END.]

What is your Social Security number?

>H_END<
C-47

NPSAS Respondent Abbreviated Interview
C-48
C-49

OMB No. 1850-0631

Expires: 04/30/2000

BEGINNING POSTSECONDARY STUDENTS

LONGITUDINAL STUDY

BPS
C-50

Please answer each question by placing an X in the box next to

the appropriate response or filling in the information requested.

Instructions and definitions for selected items are provided

below.

Your participation in this study is completely voluntary and your

decision to participate will not affect any financial aid or other

benefits you are receiving. You may decline to answer any

question. All information you provide is confidential. When you

have completed your self-administered interview, please return

it within 2 weeks in the self-addressed, postage-paid return

envelope provided. Thank you for participating in this very

important study.

Postsecondary Enrollment Table

Column A. Enter the school name, and the city and state where

the school is located.

Column B. Enter the start and end dates (month and year) of

school attendance.

Column C. Indicate whether you are currently attending the

school. If on summer break but you intend to enroll next term,

answer Yes.

Column D. Indicate whether you are/were enrolled full-time,

part-time, or a combination of full-time and part-time.

Column E. Enter your major or primary subject area.

Column F. Indicate the type of degree.

Column G. Indicate whether you received a degree from this

school (Yes, No, Not applicable).

Column H. Indicate the month and year the degree was

received or is expected, if applicable.

Work History

Questions referring to work or employment mean a job for pay.

Question 3. Indicate whether the job(s) you have had while in

school and during vacation are/were necessary to help pay for

your school costs (such as tuition, books, fees, living expenses

and spending money while enrolled).

Question 5. If the number of hours worked per week varied,

estimate the average number of hours per week. Enter the gross

hourly wage.

Question 12. If you are not sure of the annual figure, estimate it

based on your hourly, weekly, or monthly gross pay. Multiply

hourly pay by 2080, weekly pay by 52, or monthly pay by 12.

Contact Information

Question 15. If both of your parents or guardians live at the

same address, enter their contact information and check the box

marked Both parents/guardians. If your parents or guardians do

not live at the same address, write in the contact information for

one of your parents, and check the appropriate box to indicate

their relationship to you.

Question 16. Enter the contact information of a person other

than your parent(s) who will always know how to get in touch

with you.

Associate’s degree (AA, AAS, AS) - A degree requiring at least

2 but less than 4 years of full-time college work (or the

equivalent).

Bachelor’s degree (BA, BS) - A degree awarded by a 4-year

college or university requiring at least 4 years of full-time college

work (or the equivalent).

Certificate of high school completion - Awarded when a

student attended a high school for the minimum number of days

required but did not complete all the courses required for a

diploma.

Certificate or diploma program - An award certifying the

completion of a postsecondary education program, usually

requiring less than two years.

Co-op placement - Paid work experience for credit. The

student normally does not take classes at the same time.

Internship - Paid work in which a student gains supervised

practical experience in his/her field of study or other area of

interest.

General Education Development (GED) - A certificate awarded

to those who did not finish high school who have earned the

equivalent of a high school diploma by completing GED classes

and passing required GED exams.

Gross -Total income before taxes, social security and other

withholdings are subtracted.

National Center for Education Statistics (NCES) - part of the

U.S. Department of Education.

National Postsecondary Student Aid Study (NPSAS) - A

comprehensive study of students enrolled in formal education

programs beyond high school, including those offered by lessthan-2-year institutions, community, junior, and other 2-year

institutions, and 4-year colleges and universities in the United

States and Puerto Rico. Issues addressed by NPSAS include

trends in student financial aid and how students and families pay

for postsecondary education.

Postsecondary - Formal education program beyond high

school, including those offered by less-than-2-year institutions,

community colleges and other 2-year institutions, and 4-year

colleges and universities.

Work study - A financial aid program providing students the

opportunity to earn money to help pay education expenses.

Instructions Glossary
C-51

ted about all postsecondary institutions (schools, colleges, universities) you have attended since May 1, 1996. If you took a break from school

th, use a new line for each separate enrollment period.

B C D E F G H

Dates attended

y, state) From

(Mo/Yr)

To

(Mo/Yr)

Currently

enrolled (or

on summer

break)?

(Yes/No)

Enrollment

status

(Full-time/

Part-time/

Combination)

Major/Field of Study

Degree sought

(AA/AS, BA/BS,

Certificate,

None)

Degree

received?

(Yes/No/Notapplicable)

Degree

award date

(Mo/Yr)

8/96 5/98 8/96 5/98 Yes Full-time Full-time Full-time History History History BA No 5/99

Postsecondary Enrollment Table
C-52

1. Since 1996, how much of the time that you have been

enrolled in school have you also been employed?

0° None of the time

1° Some of the time

2° All of the time

2. Since 1996, how much of your vacation time from school

(including summers and holidays) have you spent working?

0° None of the time

1° Some of the time

2° All of the time

3. Could you have attended school if you had not worked?

0° Did not work Go to Question 7

1° Yes

2° No

The next few questions have to do with employment while you

are in school. If you are no longer enrolled in school, answer

the questions for the last job you held during the last term you

were enrolled. If you are currently enrolled, answer the

questions for your present or most recent term.

4. During your most recent term, were you working while you

were enrolled in school?

1° Yes

2° No Go to Question 7

5. About how many hours per week were you working while

enrolled and how much were you earning per hour?

Hours worked

Wage per hour

6. Was your job a work study position, an internship, or a co-op

placement? (If you had more than one job, please provide

information on the one job in which you worked the greatest

number of hours per week.)

1° Work study

2° Internship

3° Co-op placement

0° None of the above

7. What is your current enrollment status? (Please check one.)

1° Still enrolled in school Go to Question 14

2° On a break from school that will last four months or less

Go to Question 14

3° Left school but intend to return in the future

Go to Question 8

4° Left school with no intention to return

Go to Question 8

5° Completed program and graduated

Go to Question 8

Questions 8 through 13 collect information on your first job

after leaving school.

8. Which of the following best describes your first job after

graduating from, or otherwise leaving, school? (If you had

more than one job at the time you left, please answer the

following questions about the one job requiring the greatest

number of hours per week.)

0° Did not work after leaving school Go to Question 14

1° A new job with a new employer

2° A new job with the same employer you had while you

were enrolled

3° The same job with the same employer you had

while you were enrolled

9. What was your job title in that job?

Work History

$
C-53

10. In what month and year did you start that job?

 Month Year

11. How many hours per week were you working at

that job after leaving school?

12. What was your annual starting salary for that job?

13. Who were you working for in that job?

0° Myself (self-employed)

1° A for-profit organization (not self employed)

2° A nonprofit organization

3° A local government (e.g., county, city)

4° A state government

5° The federal government (including civilian

employees of the military)

6° The military

14. Please enter your permanent address and

telephone number.

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area code)

In order to be able to contact you in the future,

we need to collect address information for your

parents or guardians, and for one other

individual who will know your whereabouts over

the next two to four years.

15. Please provide the name, address, and

telephone number for your parent(s) or

guardian(s).

Name(s)

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area

code)

Relationship 1° Both parents/guardians

2° Mother/female guardian

3° Father/male guardian

16. Please provide the name, address, and

telephone number of someone, other than

your parent(s) listed above, who will always

know where to reach you.

Name

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area

code)

Relationship

1°Mother/female guardian 5°Other relative

2°Father/male guardian 6°Friend

3°Sister/brother 7°Child

4°Spouse 8°Other

$

Contact Information
C-54

OFFICE USE ONLY

BPS ID#

Barcode

THANK YOU FOR PARTICIPATING IN THIS IMPORTANT STUDY

Please return your completed booklet within 2 weeks

in the enclosed, postage paid envelope, or mail to:

Ms. Meg Moore

Education Surveys Program

Research Triangle Institute

P. O. Box 12194

Research Triangle Park, NC 27709
C-55

NPSAS Nonrespondent Abbreviated Instrument
C-56
C-57

OMB No. 1850-0631

Expires: 04/30/2000

BEGINNING POSTSECONDARY STUDENTS

LONGITUDINAL STUDY

BPS
C-58
C-59

Please answer each question by placing an X in the box next

to the appropriate response or filling in the information

requested. Instructions and definitions for selected items are

provided below.

Your participation in this study is completely voluntary and

your decision to participate will not affect any financial aid or

other benefits you are receiving. You may decline to answer

any question. All information you provide is confidential.

When you have completed your self-administered interview,

please return it within 2 weeks in the self-addressed,

postage-paid return envelope provided. Thank you for

participating in this very important study.

Postsecondary Enrollment Table

Column A. Enter the school name, and the city and state

where the school is located.

Column B. Enter the start and end dates (month and year)

of school attendance.

Column C. Indicate whether you are currently attending the

school. If on summer break but you intend to enroll next

term, answer Yes.

Column D. Indicate whether you are/were enrolled full-time,

part-time, or a combination of full-time and part-time.

Column E. Enter your major or primary subject area.

Column F. Indicate the type of degree.

Column G. Indicate whether you received a degree from this

school (Yes, No, Not applicable).

Column H. Indicate the month and year the degree was

received or is expected, if applicable.

Work History

Questions referring to work or employment mean a job for

pay.

Question 3. Indicate whether the job(s) you have had while

in school and during vacation are/were necessary to help

pay for your school costs (such as tuition, books, fees, living

expenses and spending money while enrolled).

Question 5. If the number of hours worked per week varied,

estimate the average number of hours per week. Enter the

gross hourly wage.

Question 12. If you are not sure of the annual figure,

estimate it based on your hourly, weekly, or monthly gross

pay. Multiply hourly pay by 2080, weekly pay by 52, or

monthly pay by 12.

Contact Information

Question 15. If both of your parents or guardians live at the

same address, enter their contact information and check the

box marked Both parents/guardians. If your parents or

guardians do not live at the same address, write in the

contact information for one of your parents, and check the

appropriate box to indicate their relationship to you.

Question 16. Enter the contact information of a person other

than your parent(s) who will always know how to get in touch

with you.

Associate’s degree (AA, AAS, AS) - A degree requiring at

least 2 but less than 4 years of full-time college work (or the

equivalent).

Bachelor’s degree (BA, BS) - A degree awarded by a 4-

year college or university requiring at least 4 years of fulltime college work (or the equivalent).

Certificate of high school completion - Awarded when a

student attended a high school for the minimum number of

days required but did not complete all the courses required

for a diploma.

Certificate or diploma program - An award certifying the

completion of a postsecondary education program, usually

requiring less than two years.

Co-op placement - Paid work experience for credit. The

student normally does not take classes at the same time.

Internship - Paid work in which a student gains supervised

practical experience in his/her field of study or other area of

interest.

General Education Development (GED) - A certificate

awarded to those who did not finish high school who have

earned the equivalent of a high school diploma by

completing GED classes and passing required GED exams.

Gross -Total income before taxes, social security and other

withholdings are subtracted.

National Center for Education Statistics (NCES) - part of

the U.S. Department of Education.

National Postsecondary Student Aid Study (NPSAS) - A

comprehensive study of students enrolled in formal

education programs beyond high school, including those

offered by less-than-2-year institutions, community, junior,

and other 2-year institutions, and 4-year colleges and

universities in the United States and Puerto Rico. Issues

addressed by NPSAS include trends in student financial aid

and how students and families pay for postsecondary

education.

Postsecondary - Formal education program beyond high

school, including those offered by less-than-2-year

institutions, community colleges and other 2-year

institutions, and 4-year colleges and universities.

Work study - A financial aid program providing students the

opportunity to earn money to help pay education expenses.

Instructions Glossary
C-60

I-1. Were you enrolled at [PEACE COLLEGE] between

July 1, 1995 and June 30, 1996?

1° Yes

2° No Go to page 4.

I-2. Between July 1, 1995 and June 30, 1996, were you

enrolled at [PEACE COLLEGE] in at least one

course bearing credits that could be transferred to

another school?

1° Yes

2° No

I-3. Which of the following best describes the program you

enrolled in at [PEACE COLLEGE] between

July 1, 1995 and June 30, 1996?

1° A certificate or diploma program requiring less

than 300 clock hours for completion

2° A certificate or diploma program requiring at least

300 clock hours for completion

3° An associateZs degree program

4° A bachelorZs degree program

5° Not enrolled in a formal degree or certificate

program

6° Other _ (Please specify)

I-4. Was [PEACE COLLEGE] the first postsecondary

institution you ever attended after high school?

1° Yes

2° No

I-5. When did you first attend [PEACE COLLEGE] after

high school?

 Month Year

I-6. Which of the following describes your high school

experience?

1° Received a high school diploma

2° Passed a GED test

3° Received a certificate of high school

 completion

4° Did not complete high school requirements

5° Completed program at a foreign high school

I-7. When did you graduate or complete your high school

requirements? If you did not complete high school,

in what month and year were you last enrolled in high

school?

 Month Year

I-8. What is your date of birth?

 Month Day Year

I-9. Are you of Hispanic origin?

1° Yes

2° No

I-10. What is your race?

1° American Indian or Alaskan Native

2° Asian or Pacific Islander

3° Black

4° White

5° Other (Please specify)

I-11. What was your marital status on July 1, 1995?

1° Single, never married

2° Married

3° Separated

4° Divorced

5° Widowed

I-12. As of July 1, 1995, how many people (including

children, parents, guardians, others) were receiving

at least 50% of their support from you? Do not

include yourself or your spouse. 

Enter 0 if none.

Insert 1

Enrollment History and Background

Information
C-61

uested about all postsecondary institutions (schools, colleges, universities) you have attended since high school. If you took a

more than one (1) month, use a new line for each separate enrollment period.

B C D E F G H

Dates attended

, state) From

(Mo/Yr)

To

(Mo/Yr)

Currently

enrolled (or

on summer

break)?

(Yes/No)

Enrollment

status

(Full-time/

Part-time/

Combination)

Major/Field of Study

Degree

sought

(AA/AS,

BA/BS,

Certificate,

None)

Degree

received?

(Yes/No/Notapplicable)

Degree

award date

(Mo/Yr)

8/95 5/98 8/95 5/98 Yes Full-time Full-time Full-time History History History BA No 5/99

Postsecondary Enrollment Table
C-62

1. Since 1996, how much of the time that you have been

enrolled in school have you also been employed?

0° None of the time

1° Some of the time

2° All of the time

2. Since 1996, how much of your vacation time from

school (including summers and holidays) have you

spent working?

0° None of the time

1° Some of the time

2° All of the time

3. Could you have attended school if you had not

worked?

0° Did not work Go to Question 7

1° Yes

2° No

The next few questions have to do with employment while

you are in school. If you are no longer enrolled in

school, answer the questions for the last job you held

during the last term you were enrolled. If you are

currently enrolled, answer the questions for your present

or most recent term.

4. During your most recent term, were you working while

you were enrolled in school?

1° Yes

2° No Go to Question 7

5. About how many hours per week were you working

while enrolled, and how much were you earning per

hour?

Hours worked

Wage per hour

6. Was your job a work study position, an internship, or a

co-op placement? (If you had more than one job,

please provide information on the one job in which

you worked the greatest number of hours per week.)

1° Work study

2° Internship

3° Co-op placement

0° None of the above

7. What is your current enrollment status? (Please

check one.)

1° Still enrolled in school Go to Question 14

2° On a break from school that will last four months

or less Go to Question 14

3° Left school but intend to return in the future

Go to Question 8

4° Left school with no intention to return

Go to Question 8

5° Completed program and graduated

Go to Question 8

Questions 8 through 13 collect information on your first

job after leaving school.

8. Which of the following best describes your first job

after graduating from, or otherwise leaving, school?

(If you had more than one job at the time you left,

please answer the following questions about the one

job requiring the greatest number of hours per week.)

0° Did not work after leaving school Go to Question

14

1° A new job with a new employer

2° A new job with the same employer you had while

you were enrolled

3° The same job with the same employer you had

while you were enrolled

9. What was your job title in that job?

Work History

$
C-63

10. In what month and year did you start that

job?

 Month Year

11. How many hours per week were you

working at that job after leaving school?

12. What was your annual starting salary for that

job?

13. Who were you working for in that job?

0° Myself (self-employed)

1° A for-profit organization (not self

employed)

2° A nonprofit organization

3° A local government (e.g., county, city)

4° A state government

5° The federal government (including

civilian employees of the military)

6° The military

14. Please enter your permanent address and

telephone number.

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area

code)

In order to be able to contact you in the future,

we need to collect address information for your

parents or guardians, and for one other

individual who will know your whereabouts over

the next two to four years.

15. Please provide the name, address, and

telephone number for your parent(s) or

guardian(s).

Name(s)

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area

code)

Relationship 1° Both parents/guardians

2° Mother/female guardian

3° Father/male guardian

16. Please provide the name, address, and

telephone number of someone, other than

your parent(s) listed above, who will always

know where to reach you.

Name

Number and Street

(Include apartment

number)

City

State

ZIP Code

Telephone Number

(Include area

code)

Relationship

1°Mother/female guardian 5°Other relative

2°Father/male guardian 6°Friend

3°Sister/brother 7°Child

4°Spouse 8°Other

$

Contact Information
C-64

OFFICE USE ONLY

BPS ID#

Barcode

THANK YOU FOR PARTICIPATING IN THIS IMPORTANT STUDY

Please return your completed booklet within 2 weeks

in the enclosed, postage paid envelope, or mail to:

Ms. Meg Moore

Education Surveys Program

Research Triangle Institute

P.O. Box 12194

Research Triangle Park, NC 27709
C-65

NPSAS Respondent Abbreviated Instrument—Spanish
C-66
C-67

OMB No. 1850-0631

Expiración: 04/30/2000

ESTUDIO LONGITUDINAL DE ESTUDIANTES COMENZANDO

POS-SECUNDARIA

Beginning Postsecondary Students Longitudinal Study (BPS)

BPS
C-68

Favor de contestar cada pregunta anotando una X en la casilla

al lado de la respuesta apropiada o llenando la información

requerida. Instrucciones y definiciones para algunos artículos se

encuentran más abajo.

Su participación en este estudio es completamente voluntaria y

su decisión a participar no afectaría cualquier asistencia

económica u otros beneficios que usted esté recibiendo. Usted

puede negarse a contestar cualquier pregunta. Toda información

que nos provea será completamente confidencial. Cuando haya

terminado este cuestionario por sí mismo(a), favor de

devolverlo antes de 2 semanas en el sobre que encontrará

adjunto el cuál contiene la dirección y, franqueo pagado.

Gracias por haber participado en este estudio de tan gran

importancia.

Tabla sobre Matriculación Pos-Secundaria

Columna A. Anote el nombre de la escuela, y la ciudad y

estado (o pais) en donde está hubicada la escuela.

Columna B Anote las fechas cuando comenzó y terminó (mes y

año) esa escuela.

Columna C. Indique si está actualmente asistiendo a esa

escuela (Sí o No). Si actualmente está en receso de verano pero

es su intención regresar a la escuela, conteste “Sí”.

Columna D. Indique si está/estaba matriculado(a) por tiempo

completo, tiempo parcial, o una combinación de ambos.

Columna E. Anote su concentración o enfoque principal de

estudios.

Columna F. Indique el tipo de grado/diploma o título.

Columna G.. Indique si recibió un título de ésta escuela (Sí, No,

No aplica).

Columna H. Indique el mes y año cuando recibió su título o

espera recibirlo, si aplica a su situación.

Historial de Empleo

Preguntas a cerca de empleo o trabajo se refieren a un empleo

con paga.

Pregunta 3. Indique si el (los) empleo(s) que haya tenido

mientras estudiaba y durante las vacaciones le ha sido

necesario(s) para pagar sus gastos de estudios (incluyendo la

matricula, libros, y derechos de matricula, gastos de vivienda y

gastos en general mientras estaba matriculado(a)).

Pregunta 5. Si el número de horas que trabajaba por semana

no es fijo, dé un promedio de horas por semana. Anote el

sueldo por hora (suma total/hora).

Pregunta 12. Si no está seguro(a) de una suma anual, dé un

estimado de su sueldo por hora, semana o mes (sin restar

impuestos). Multiplique la cantidad por 2080 si son horas, por

52 si es por semana , o por 12 si es por mes.

Información para mantenernos en comunicación.

Pregunta 15. Si ambos padres o tutores (guardianes) viven en

la misma dirección, anote información para poder comunicarnos

y marque la casilla Ambos padres/tutores. Si sus padres o

tutores no tienen la misma dirección, escriba la información para

comunicarnos con uno de sus padres, y marque la casilla

apropiada para indicar el parentesco a usted.

Pregunta 16. Anote la información para comunicarnos con

alguna otra persona que no sea su padre/madre y quien siempre

sabra cómo ponerse en contacto con usted.

Bachillerato (Licienciatura) (BA, BS) - Un título conferido por una

universidad (o colegio) de 4-años que requiere por lo menos 4 años

de estudios universitarios de tiempo completo (o lo equivalente).

Certificado de terminar escuela secundaria (superior).-

Conferido cuando un estudiante asiste a una escuela secundaria por

los minimos días requeridos pero no termino todos los cursos como

para obtener un diploma.

Colocación “Co-op”. - Empleo con paga en cambio de créditos.

El estudiante normalmente no toma cursos (clases) a la misma vez.

Estudio y Trabajo (“work study”). Un programa de asistencia

económica en cual el estudiante tiene la oportunidad de trabajar

para ayudarse a pagar sus gastos educacionales.

General Education Development (GED) - Un certificado

conferido a personas que no terminaron la escuela secundaria pero

quienes han tomado cursos de GED y han pasado un examen

requerido de GED.

Internado (Práctica) - Empleo con paga en donde el estudiante

obtiene experiencia práctica en su rama/especialización u otra rama

de interés.

National Center for Education Statistics (NCES) - una rama

del Departamento de Educación de los EE.UU.

National Postsecondary Student Aid Study (NPSAS) -Una

encuesta comprensiva de estudiantes quienes estaban matriculados

en un programa formal de educación después de terminar la

secundaria. Se incluyen instituciones con programas de toda

duración, ya sea de menos de 2 años, de 2 años tales como un

colegio de la comunidad (“Community or Junior College), y al igual

que universidades de 4 años en los Estados Unidos y Puerto Rico.

Temas importantes que se investigan en NPSAS incluyen la manera

en que familias y estudiantes pagan por sus estudios y que tipo de

asistencia económica le es necesaria.

Pos-Secundaria - Programa de educación formal después de la

escuela secundaria (superior); incluyendo esos con duración de

menos de 2 años, “community or junior college”, y otras

instituciones que toman 2-años para completar, al igual que

universidades con programas de duración de 4 años.

Programa de certificado o diploma.- Un certificado o diploma

otorgado a personas que terminan algún programa de estudios possecundarios que requiere por lo general menos de 2 años.

Suma Total de Ingresos. -Ingresos totales antes de restarles

impuestos de ingresos o de seguro social u otro tipos de

deducciones.

Título/Grado Asociado (AA, AAS, AS) - Un título/diploma que

requiere por lo menos 2 pero menos de 4 años de estudios

universitarios de tiempo completo (o lo equivalente).

Insert 1

Instrucciones

Glossary
C-69

erida sobre todas las instituciones pos-secundarias(escuelas, colegios, universidades) que haya asistido desde de el primerode mayo, 1996. Si

os que durara más de un (1) mes. use una linea nueva para cada distinto período en que estuvo matriculado(a).

B C D E F G H

Fechas de asistencia

ción

Desde

(Mes/Año)

Hasta

(Mes/Año)

Actualmente

matriculado(a)

(o en receso de

verano)?

(Sí/No)

Estado de

matricualción

(Tiempocompleto,

Tiempoparcial,

Combinación)

Concentración o

Enfoque Principal de

estudios

Tipo de

Título (AA/AS,

BA/BS,

Certificado,

Ningún)

Título

recibido?

( Sí / No/ Noaplica)

Fecha

cuando

título

fue

conferido

(Mes/Año)

8/96 5/98 8/96 5/98 Sí Tiempo completo Tiempo completo Tiempo completo Historia Historia Historia BA No 5/99

Tabla sobre Matriculación Pos-Secundaria
C-70

1. Desde 1996 qué cantidad de su tiempo mientras estaba

matriculado(a) ha estado trabajando también?

0° Nada del tiempo

1° Algún tiempo

2° Todo el tiempo

2. Desde 1996, qué cantidad de tiempo durante sus

vacaciones (los veranos y días festivos) lo ha pasado

trabajando?

0° Nada del tiempo

1° Algún tiempo

2° Todo el tiempo

3. Pudo haber asistido a clases (asistir una escuela) si no

hubiese trabajado?

0° No trabajó Salte a Pregunta 7

1° Sí

2° No

Las próximas preguntas se relacionan con tener empleo

mientras estaba en la escuela. Si no está actualmente

matriculado(a) en una escuela, conteste las preguntas

dándonos la información acerca del empleo que desempeñaba

durante su último período académico (semestre) cuando estaba

matriculado(a). Si esta actualmente matriculado(a), conteste

las preguntas tomando en cuenta el período académico

(semestre) actual o el más reciente.

4. Durante su más reciente período académico, estaba

trabajando mientras estaba matriculado(a) en la escuela?

1° Sí

2° No Salte a Pregunta 7

5. Como promedio, cuántas horas por semana estaba

trabajando mientras estaba matriculado(a) y cual fue su

sueldo/paga (por hora)?

Cantidad de horas/semana

Sueldo (paga) por hora

6. Resultó ser ese empleo una posición del programa estudio

y trabajo, un internado (práctica), o una colocación cooperativa ? ( Si mantuvo más de un empleo, favor de

proveer información sobre solamente uno--el cual usted

trabajó la mayor número de horas por semana.)

1° Estudio y trabajo

2° Internado (práctica)

3° Colocación Co-op

0° Ningunas de las arriba mencionadas

7. Actualmente, qué diría es su estado de matricula? (Favor 

de marcar uno.)

1° Actualmente matriculado(a) en la escuela

Salte a Pregunta 14

2° En un período de descanso escolar que durará cuatro

meses o menos Salte a Pregunta 14

3° Dejó la escuela pero tiene intenciones de regresar en el

futuro. Siga con Pregunta 8

4° Dejó la escuela sin intenciones de regresar

Siga con Pregunta 8

5° Terminó el programa y fue graduado

Siga con Pregunta 8

Las preguntas 8 al 13 recolectan información sobre su primer

empleo después de dejar/salirse de la escuela.

8. Cual de los siguientes describe mejor su primer empleo

después de graduarse de, o de otra manera dejar, la

escuela? (Si tuvó más de un empleo en ese entonces,

favor de contestar las siguientes preguntas tomando en

cuenta el trabajo que requería la mayor cantidad de sus

horas por semana.)

0° No trabajó después de salir de o completar

la escuela Salte a Pregunta 14

1° Un nuevo empleo con un nuevo empleador (patrón)

2° Un nuevo empleo con el mismo empleador (patrón) que

tenía mientras estaba matriculado(a)

3° El mismo empleo con el mismo empleador (patrón) que

tenía mientras estaba matriculado(a)

9. Cuál fue su título de trabajo en ese empleo?

Historial de Empleos
C-71

10. En qué mes y año empezó ese empleo?

 Mes Año

11. Cuántas horas por semana estaba trabajando en ese

empleo depués de dejar la escuela?

12. Cuál fue su salario anual al empezar ese empleo?

13. Para quien trabajaba en ese empleo?

0° Negocio propio

1° Una organización privada/con fines de lucro(no propia)l

2° Una organización sin fines de lucro

3° El gobierno local (e.j.,condado, ciudad)

4° El gobierno estatal

5° El gobierno federal (incluya empleados civiles de los 

ejercitos militares)

6 ° Los ejercitos militares

14. Favor de anotar su dirección permanente y número 

telefónico.

Número y Calle

(Incluya número de

apartamento)

Ciudad

Estado

Código Postal

Número telefónico

(Incluya código de

area)

Para lograr comunicarnos con usted en el futuro, necesitamos la

dirección de sus padres o tutores (guardianes/encargados) y de

un individuo más que pudiera decirnos cómo comunicarnos con

usted en el futuro--entre dos a cuatro años.

15. Favor dé el nombre, dirección, número telefónico de su

padre/madre (uno o ambos) o tutor (guardian/encargado).

Nombre(s)

Número y Calle

(Incluya el número

del apartamento)

Ciudad

Estado

Código Postal

Número Telefónico

(Incluya código del

area)

Parentesco 1° Ambos padres/tutores

2° Madre/tutora

3° Padre/tutor

16. Favor dé el nombre, dirección y número telefónico de

alguien que no sea la persona notado arriba, quien sabrá

siempre cómo comunicarse con usted.

Nombre

Número y Calle

(Incluya número del

apartamento)

Ciudad

Estado

Código Postal

Número Telefónico

(Incluya código del

area)

Parentesco

1°Madre/tutora 5°Otro pariente

2°Padre/tutor 6°Amigo(a)

3°Hermano(a) 7°Hijo(a)

4°Eposo(a) 8°Otro

$

Información para Localizarlo
C-72

OFFICE USE ONLY

BPS ID#

Barcode

GRACIAS POR SU PARTICIPACIÓN

EN ESTE ESTUDIO DE TAN GRAN IMPORTANCIA

Favor complete y devuelva el cuestionario dentro de 2 semanas

en el sobre con franqueo pagado que acompaña este , o envíelo a:

Ms. Meg Moore

Education Surveys Program

Research Triangle Institute

P. O. Box 12194

Research Triangle Park, NC 27709
C-73

NPSAS Nonrespondent Abbreviated Instrument—Spanish
C-74
C-75

OMB No. 1850-0631

Expiración: 04/30/2000

ESTUDIO LONGITUDINAL DE ESTUDIANTES COMENZANDO

POS-SECUNDARIA

Beginning Postsecondary Students Longitudinal Study (BPS)

BPS
C-76
C-77

Favor de contestar cada pregunta anotando una X en la casilla al

lado de la respuesta apropiada o llenando la información requerida.

Instrucciones y definiciones para algunos artículos se encuentran

más abajo.

Su participación en este estudio es completamente voluntaria y su

decisión a participar no afectaría cualquier asistencia económica u

otros beneficios que usted esté recibiendo. Usted puede negarse a

contestar cualquier pregunta. Toda información que nos provea será

completamente confidencial. Cuando haya terminado este

cuestionario por sí mismo(a), favor de devolverlo antes de 2

semanas en el sobre que encontrará adjunto el cuál contiene la

dirección y, franqueo pagado. Gracias por haber participado en

este estudio de tan gran importancia.

Tabla sobre Matriculación Pos-Secundaria

Columna A. Anote el nombre de la escuela, y la ciudad y estado (o

pais) en donde está hubicada la escuela.

Columna B Anote las fechas cuando comenzó y terminó (mes y

año) esa escuela.

Columna C. Indique si está actualmente asistiendo a esa escuela

(Sí o No). Si actualmente está en receso de verano pero es su

intención regresar a la escuela, conteste “Sí”.

Columna D. Indique si está/estaba matriculado(a) por tiempo

completo, tiempo parcial, o una combinación de ambos.

Columna E. Anote su concentración o enfoque principal de

estudios.

Columna F. Indique el tipo de grado/diploma o título.

Columna G.. Indique si recibió un título de ésta escuela (Sí, No, No

aplica).

Columna H. Indique el mes y año cuando recibió su título o espera

recibirlo, si aplica a su situación.

Historial de Empleo

Preguntas a cerca de empleo o trabajo se refieren a un empleo con

paga.

Pregunta 3. Indique si el (los) empleo(s) que haya tenido mientras

estudiaba y durante las vacaciones le ha sido necesario(s) para

pagar sus gastos de estudios (incluyendo la matricula, libros, y

derechos de matricula, gastos de vivienda y gastos en general

mientras estaba matriculado(a)).

Pregunta 5. Si el número de horas que trabajaba por semana no

es fijo, dé un promedio de horas por semana. Anote el sueldo por

hora (suma total/hora).

Pregunta 12. Si no está seguro(a) de una suma anual, dé un

estimado de su sueldo por hora, semana o mes (sin restar

impuestos). Multiplique la cantidad por 2080 si son horas, por 52 si

es por semana , o por 12 si es por mes.

Información para mantenernos en comunicación.

Pregunta 15. Si ambos padres o tutores (guardianes) viven en la

misma dirección, anote información para poder comunicarnos y

marque la casilla Ambos padres/tutores. Si sus padres o tutores no

tienen la misma dirección, escriba la información para comunicarnos

con uno de sus padres, y marque la casilla apropiada para indicar el

parentesco a usted.

Pregunta 16. Anote la información para comunicarnos con

alguna otra persona que no sea su padre/madre y quien siempre

sabra cómo ponerse en contacto con usted.

Bachillerato (Licienciatura) (BA, BS) - Un título conferido por una

universidad (o colegio) de 4-años que requiere por lo menos 4 años

de estudios universitarios de tiempo completo (o lo equivalente).

Certificado de terminar escuela secundaria (superior).-

Conferido cuando un estudiante asiste a una escuela secundaria por

los minimos días requeridos pero no termino todos los cursos como

para obtener un diploma.

Colocación “Co-op”. - Empleo con paga en cambio de créditos. El

estudiante normalmente no toma cursos (clases) a la misma vez.

Estudio y Trabajo (“work study”). Un programa de asistencia

económica en cual el estudiante tiene la oportunidad de trabajar para

ayudarse a pagar sus gastos educacionales.

General Education Development (GED) - Un certificado conferido

a personas que no terminaron la escuela secundaria pero quienes han

tomado cursos de GED y han pasado un examen requerido de GED.

Internado (Práctica) - Empleo con paga en donde el estudiante

obtiene experiencia práctica en su rama/especialización u otra rama

de interés.

National Center for Education Statistics (NCES) - una rama del

Departamento de Educación de los EE.UU.

National Postsecondary Student Aid Study (NPSAS) -Una

encuesta comprensiva de estudiantes quienes estaban matriculados

en un programa formal de educación después de terminar la

secundaria. Se incluyen instituciones con programas de toda

duración, ya sea de menos de 2 años, de 2 años tales como un

colegio de la comunidad (“Community or Junior College), y al igual

que universidades de 4 años en los Estados Unidos y Puerto Rico.

Temas importantes que se investigan en NPSAS incluyen la manera

en que familias y estudiantes pagan por sus estudios y que tipo de

asistencia económica le es necesaria.

Pos-Secundaria - Programa de educación formal después de la

escuela secundaria (superior); incluyendo esos con duración de

menos de 2 años, “community or junior college”, y otras instituciones

que toman 2-años para completar, al igual que universidades con

programas de duración de 4 años.

Programa de certificado o diploma.- Un certificado o diploma

otorgado a personas que terminan algún programa de estudios possecundarios que requieren menos de 2 años.

Suma Total de Ingresos. -Ingresos totales antes de restarles

impuestos de ingresos o de seguro social u otro tipos de deducciones.

Título/Grado Asociado (AA, AAS, AS) - Un título/diploma que

requiere por lo menos 2 pero menos de 4 años de estudios

universitarios de tiempo completo (o lo equivalente).

Instrucciones

Glossary
C-78

I-1. Estaba matriculado usted en [NPSAS SCHOOL] entre las

fechas del 1 de julio, 1995 y 30 de junio, 1996?

1° Sí

2° No Salte a Página 4.

I-2. Entre las fechas de 1 de julio, 1995 y el 30 de junio,

1996, estaba matriculado(a) en [NPSAS SCHOOL] por

los menos, en un curso (clase) que resultaría en créditos

que pudieran ser transferido a otra escuela?

1° Sí

2° No

I-3. De las siguientes opciones, cuál describe mejor el

programa de estudios en que se encontraba usted

matriculado(a) en [NPSAS SCHOOL] entre las fechas de

1 de julio, 1995 y 30 de junio, 1996?

1° Un programa otorgando un certificado o diploma con

requisitos de tomar menos de 300 horas (por reloj)

para completar

2° Un programa otorgando un certificado o diploma con

requisitos de tomar por lo menos 300 horas (por

reloj) para completar

3° Un programa otorgando un título/grado asociado

4° Un programa otorgando un título de bachiller

(bachillerato o licienciatura)

5° No estaba matriculado(a) en un programa formal para

lograr un diploma, título universitario, o certificado

6° Otro (Favor de especificar)

I-4. Fue [NPSAS SCHOOL] la primera institución de estudios

pos-secundarios en la cuál usted asistió después de haber

asistido a la escuela secundaria (superior)?

1° Sí

2° No

I-5. En que fecha asistió por primera vez [NPSAS SCHOOL]

después de la escuela secundaria (superior)?

 Mes Año

I-6. De las siguientes opciones, cuál describe mejor su

experiencia en la escuela secundaria (superior)?

1° Recibió un diploma de la secundaria

2° Aprobó un examen de GED

3° Recibió un certificado por haber terminado la

 secundaria

4° No terminó los requisitos para la secundaria

5° Completó una escuela secundaria en un pais

 extranjero

I-7. En qué fecha se graduó o terminó los requisitos para la

escuela secundaria (superior)? Si no terminó la

secundaria, en que mes y año estuvo marticulado(a) en

una escuela secundaria (superior) por última vez?

 Mes Año

I-8. Cuál es la fecha de su nacimiento?

 Mes Día Año

I-9. Es usted de origenes hispano/latino?

1° Sí

2° No

I-10. Cuál es su raza?

1° Indio nore-american o native de Alaska

2° Asiático o isleño del Pacífico

3° Negro

4° Blanco

5° Otro (Favor de especificar)

I-11. Cuál era su estado civil el 1 de julio, 1995?

1° Soltero(a), nunca casado(a)

2° Casado(a)

3° Separado(a)

4° Divorciado(a)

5° Viudo(a)

I-12. Desde el 1 de julio, 1995 cuántas personas (ya sean

hijos, padres, u otros dependientes) estaban recibiendo un

50% de apoyo financiero (mantenimiento) de su parte? No

se incluya a sí mismo(a) o a su esposo(a).

Anote 0 si nadie.

Insert 1

Antecedentes y Historial de Matriculación
C-79

erida sobre toda institución pos-secundaria (escuelas, colegios, universidades) que haya asistido desde de la escuela superior (secundaria). Si

os que durara más de un (1) mes. use una linea nueva para cada distinto período en que estuvo matriculado(a).

B C D E F G H

Fechas de asistencia

ción

Desde

(Mes/Año)

Hasta

(Mes/Año)

Actualmente

matriculado(a)?(o en receso de

verano )

(Sí/No)

Estado de

matricualción

(Tiempocompleto,

Tiempoparcial,

Combinación)

Concentración o

Enfoque Principal de

estudios

Tipo de

Título (AA/AS,

BA/BS,

Certificado,

Ningún)

Título

recibido?

( Sí / No/ Noaplica)

Fecha

Cuando

Título

Fue

conferido

(Mes/Año)

8/95 5/98 8/95 5/98 Sí Tiempo completo Tiempo completo Tiempo completo Historia Historia Historia BA No 5/99

Tabla sobre Matriculación Pos-Secundaria
C-80

1. Desde 1996, qué cantidad de su tiempo mientras estaba

matriculado(a) ha estado trabajando también?

0° Nada del tiempo

1° Algún tiempo

2° Todo el tiempo

2. Desde 1996, qué cantidad de tiempo durante sus

vacaciones (los veranos y días festivos) lo ha pasado

trabajando?

0° Nada del tiempo

1° Algún tiempo

2° Todo el tiempo

3. Pudo haber asistido a clases (asistir una escuela) si no

hubiese trabajado?

0° No trabajó Salte a Pregunta 7

1° Sí

2° No

Las próximas preguntas se relacionan con tener empleo

mientras estaba en la escuela. Si no está actualmente

matriculado(a) en una escuela, conteste las preguntas

dándonos la información acerca del empleo que desempeñaba

durante su último período académico (semestre) mientras

estaba matriculado(a). Si esta actualmente matriculado(a),

conteste las preguntas tomando en cuenta el período académico

(semestre) actual o el más reciente.

4. Durante su más reciente período académico, estaba

trabajando mientras estaba matriculado(a) en la escuela?

1° Sí

2° No Salte a Pregunta 7

5. Como promedio, cuántas horas por semana estaba

trabajando mientras estaba matriculado(a) y cual fue su

sueldo/paga (por hora)?

Cantidad de horas/semana

Sueldo (paga) por hora

6. Resultó ser ese empleo una posición del programa estudio

y trabajo, un internado (práctica), o una colocación cooperativa ? ( Si mantuvo más de un empleo, favor de

proveer información sobre solamente uno-- el cual usted

trabajó la mayor número de horas por semana.)

1° Estudio y trabajo

2° Internado (práctica)

3° Colocación Co-op

0° Ningunas de las arriba mencionadas

7. Actualmente, qué diría es su estado de matricula? (Favor 

de marcar uno.)

1° Actualmente matriculado(a) en la escuela

Salte a Pregunta 14

2° En un período de descanso escolar que durará cuatro

meses o menos Salte a Pregunta 14

3° Dejó la escuela pero tiene intenciones de regresar en el

futuro. Siga con Pregunta 8

4° Dejó la escuela sin intenciones de regresar

Siga con Pregunta 8

5° Terminó el programa y fue graduado

Siga con Pregunta 8

Las preguntas 8 al 13 recolectan información sobre su primer

empleo después de dejar/salirse de la escuela.

8. Cual de los siguientes describe mejor su primer empleo

después de graduarse de, o de otra manera dejar, la

escuela? (Si tuvó más de un empleo en ese entonces,

favor de contestar las siguientes preguntas tomando en

cuenta el trabajo que requería la mayor cantidad de sus

horas por semana.)

0° No trabajó después de salir de o completar

la escuela Salte a Pregunta 14

1° Un nuevo empleo con un nuevo empleador (patrón)

2° Un nuevo empleo con el mismo empleador (patrón) que

tenía mientras estaba matriculado(a)

3° El mismo empleo con el mismo empleador (patrón) que

tenía mientras estaba matriculado(a)

9. Cuál fue su título de trabajo en ese empleo?

Historial de Empleos
C-81

10. En qué mes y año empezó ese empleo?

 Mes Año

11. Cuántas horas por semana estaba trabajando en ese

empleo depués de dejar la escuela?

12. Cuál fue su salario anual al empezar en ese empleo?

13. Para quien trabajaba en ese empleo?

0° Negocio propio

1° Una organización privada/con fines de lucro(no propia)l

2° Una organización sin fines de lucro

3° El gobierno local (e.j.,condado, ciudad)

4° El gobierno estatal

5° El gobierno federal (incluya empleados civiles de los 

ejercitos militares)

6 ° Los ejercitos militares

14. Favor de anotar su dirección permanente y número 

telefónico.

Número y Calle

(Incluya número de

apartamento)

Ciudad

Estado

Código Postal

Número telefónico

(Incluya código de

area)

Para lograr comunicarnos con usted en el futuro, necesitamos la

dirección de sus padres o tutores (guardianes/encargados) y de

un individuo más que pudiera decirnos cómo comunicarnos con

usted en el futuro-- entre dos a cuatro años.

15. Favor dé el nombre, dirección, número telefónico de su

padre/madre (uno o ambos) o tutor (guardian/encargado).

Nombre(s)

Número y Calle

(Incluya el número

del apartamento)

Ciudad

Estado

Código Postal

Número Telefónico

(Incluya código del

area)

Parentesco 1° Ambos padres/tutores

2° Madre/tutora

3° Padre/tutor

16. Favor dé el nombre, dirección y número telefónico de

alguien que no sea la persona notado arriba, quien sabrá

siempre cómo comunicarse con usted.

Nombre

Número y Calle

(Incluya número del

apartamento)

Ciudad

Estado

Código Postal

Número Telefónico

(Incluya código del

area)

Parentesco

1°Madre/tutora 5°Otro pariente

2°Padre/tutor 6°Amigo(a)

3°Hermano(a) 7°Hijo(a)

4°Eposo(a) 8°Otro

$

Información para Localizarlo
C-82

OFFICE USE ONLY

BPS ID #

Barcode

GRACIAS POR SU PARTICIPACIÓN

EN ESTE ESTUDIO DE TAN GRAN IMPORTANCIA

Favor complete y devuelva el cuestionario dentro de 2 semanas

en el sobre con franqueo pagado que acompaña este, o envíelo a:

Ms. Meg Moore

Education Surveys Program

Research Triangle Institute

P. O. Box 12194

Research Triangle Park, NC 27709
C-83

Reliability Reinterview
C-84
RELIABILITY REINTERVIEW

C-85

>R_INTRO<

(Hello, this is (interviewer name). I'm calling from

Research Triangle Institute for the U.S. Department

of Education.) Recently, when you completed a

telephone interview as part of the Beginning

Postsecondary Students Longitudinal Study, you

agreed to participate in a brief reinterview. I'd like to

conduct the 5 or 10 minute reinterview now. You can

stop at any time.

Let's begin...

>R_CLASS<

What [is your / was your last] level or class at [most

recent school]?

0 = UNCLASSIFIED UNDERGRADUATE

1 = FIRST YEAR/FRESHMAN

2 = SECOND YEAR/SOPHOMORE

3 = THIRD YEAR/JUNIOR

4 = FOURTH YEAR/SENIOR

5 = FIFTH YEAR OR HIGHER

UNDERGRADUATE

>R_TUIAID<

[If greater than 30 years old, or both parents

deceased,

or not enrolled since NPSAS year, goto R_HSINC.]

[For the 96-97 school year, /

When you were last enrolled at [most recent school],]

did your parents or guardians pay for any of your...

Tuition or fees?

1 = YES

2 = NO

3 = NO PARENTS/GUARDIANS

[If 3, DK, or RE, goto R_HSINC.]

Food or Housing?

1 = YES

2 = NO

[If DK or RE, goto R_MONEY.]

Books or Equipment?

1 = YES

2 = NO

>R_MONEY<

Did your parents or guardians provide you with

money for other expenses?

1 = YES

2 = NO

>R_HSINC<

[If less than 24 years old and single and no

dependents and at least one parent still living, goto

R_WRKAMT.]

[If currently enrolled and living at school always and

single and no dependents, goto R_WRKAMT.]

What is the total annual income for your household?

[By household, I mean the place you live when you're

not in school.]

INCLUDE INCOME FROM ALL INDIVIDUALS

CONTRIBUTING TO THE HOUSEHOLD.

INCLUDE INCOME FROM ALL SOURCES

INCLUDING EARNED INCOME (WAGES,

SALARIES, AND BUSINESS OR FARM

INCOME) ANDUNEARNED INCOME (INCOME

FROM SOCIAL SECURITY, WORKERS'

COMPENSATION, CHILD SUPPORT,ETC.)

TOTAL INCOME ($0 - $999,999):

>R_WRKAMT<

[If not enrolled since NPSAS year, goto

R_IMPTED.]

Since 1996, how much of the time that you've been

enrolled in school have you also been working?

Would you say it's been...

0 = NONE OF THE TIME

1 = SOME OF THE TIME

2 = ALL OF THE TIME?
RELIABILITY REINTERVIEW

C-86

>R_VACAMT<

Since 1996, how much of your vacation time (such

as summers and holidays) have you spent working?

Would you say it's been...

0 = NONE OF THE TIME

1 = SOME OF THE TIME

2 = ALL OF THE TIME?

>R_IMPTED<

[If did not work during school or summers, goto

R_AID.]

Could you have afforded to attend school if you had

not worked?

1 = YES

2 = NO

>R_ENRINC<

About how much money [have you earned / did you

earn] from all your jobs held while you were enrolled

during the [1995-96 / 1996-97 / 1997-98] school

year? Please exclude your summer earnings from

your estimate.

AMOUNT (Range $1 - $100,000):

>R_AID<

[If NPSAS respondent and not enrolled since NPSAS

year, goto R_FREQ.]

Next, I'd like to ask you about any financial aid you

may have received to help pay for your

postsecondary education.

According to the information you've already given

me, you were enrolled in a postsecondary program

during the [95-96 / 96-97 / 97-98] school year.

INTERVIEWER: PLEASE ENTER THE

RESPONSES IN THE USER EXIT.

1 = ENTER THE USEREXIT

2 = SKIP OVER THE USEREXIT

>R_FREQ<

During your first year of study at [school name]

please tell me if you did each of the following

never, sometimes, or often...

INTERVIEWER: USE THE HELP KEY ON

THE FOLLOWING SCREENS IF

NECESSARY TO RE-DISPLAY THIS PROMPT.

PRESS ENTER TO CONTINUE.

>R_FRQFAC<

(How often did you:)

Talk with faculty about academic matters, outside of

class time?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQCOL<

(How often did you:)

Study, or work on class projects, with other students?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQGRA<

(How often did you:)

Have classes taught by graduate students?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQCOM<

(How often did you:)

Use a personal computer?

0 = NEVER

1 = SOMETIMES

2 = OFTEN
RELIABILITY REINTERVIEW

C-87

>R_FRQCLS<

(How often did you:)

Have small classes?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQLEC<

(How often did you:)

Have courses that consisted only of lectures?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQWRI<

(How often did you:)

Have to write papers for courses?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQLIB<

(How often did you:)

Have to use the library to find information?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQESS<

(How often did you:)

Have to write essay answers as part of exams?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_FRQGRD<

(How often did you:)

Receive lower grades than expected?

0 = NEVER

1 = SOMETIMES

2 = OFTEN

>R_DISTED<

[Have you taken any distance education or distance

learning courses at [most recent school]? /

[When you were last enrolled at [most recent school],

did you take any distance education or distance

learning courses?]

INTERVIEWER, READ IF NECESSARY: (By

distance education, I mean education or training

delivered using some form of technology, such as

television or the Internet. Through distance

education, you are usually able to interact directly

with the course instructor even though he or she is

located somewhere else. This does not include

correspondence or extension courses.)

1 = YES

2 = NO

[If 1, goto R_END.]

[Does / Did] [most recent school] offer any distance

education courses?

1 = YES

2 = NO

>R_END<
C-88
D-1

Appendix D

Table of Contents of Telephone Interviewer Manual

Training Agenda
D-2
D-3

TABLE OF CONTENTS

(TI)

Page

List of Exhibits........................................................................................................................................................................ iii

I. INTRODUCTION .................................................................................................................................................1-1

1.1 What is the Beginning Postsecondary Students Longitudinal Study?........................................................1-1

1.2 What is the Purpose of BPS:96/98?...........................................................................................................1-6

1.3 Who is supporting BPS:96/98? .................................................................................................................1-6

1.4 Who Will You Be Interviewing?...............................................................................................................1-7

1.5 Project Staff...............................................................................................................................................1-8

2. GENERAL INTERVIEWING TECHNIQUES ..................................................................................................2-1

2.1 Overview ...................................................................................................................................................2-1

2.2 Asking the Questions.................................................................................................................................2-2

2.3 Using Feedback .........................................................................................................................................2-4

2.4 Accurate Recording ...................................................................................................................................2-6

2.5 Use of Judgment in Coding .......................................................................................................................2-6

2.6 Respondent's Rights...................................................................................................................................2-8

2.7 Confidentiality...........................................................................................................................................2-9

2.8 Obtaining Cooperation ............................................................................................................................2-10

2.9 Refusals ...................................................................................................................................................2-14

2.10 Answers to Questions ..............................................................................................................................2-14

3. LOCATING AND CONTACTING SAMPLE MEMBERS...............................................................................3-1

3.1 Pre-CATI Tracing Activities .....................................................................................................................3-1

3.2 Locating and Contacting Procedures .........................................................................................................3-1

3.3 Scheduling a Callback ...............................................................................................................................3-3

3.4 Initial Contact ............................................................................................................................................3-4

3.5 The CATI Instrument ................................................................................................................................3-6

3.6 Status Codes ..............................................................................................................................................3-6

4. QUALITY CONTROL..........................................................................................................................................4-1

4.1 Assuring Quality in the Interview..............................................................................................................4-1

4.2 Problem Reports........................................................................................................................................4-7

4.3 Quality Circles.........................................................................................................................................4-12

4.4 Conclusion...............................................................................................................................................4-12

LIST OF APPENDICES

Appendix A BPS Glossary of Terms

Appendix B List of Degrees

Appendix C List of Acronyms and Abbreviations

Appendix D Initial Contact Letter and Brochure

Appendix E Financial Aid Awards

Appendix F Tests Approved by the U.S. Department of Education

Appendix G Event Codes
D-4

LIST OF EXHIBITS

Page

1.1 BPS:96/98 Full Scale Study Calendar ....................................................................................................................1-2

1.2 BPS:96/98 Flow of Data Collection Activities ........................................................................................................1-3

2.1 Confidentiality Agreement.....................................................................................................................................2-11

2.2 Affidavit of Nondisclosure.....................................................................................................................................2-12

2.3 Answering Questions and Dealing with Reluctant NPSAS Sample Members.......................................................2-15

3.1 "I Am Relaxed" - A Simple Form of Meditation .....................................................................................................3-5

4.1 TSU Monitoring Form.............................................................................................................................................4-3

4.2 Reporting Problems .................................................................................................................................................4-8
D-5

BPS: 96/98 FULL SCALE

TELEPHONE INTERVIEWER TRAINING AGENDA

Night Shift Training March 17-28, 1998

RTI Project Number: 6739

Tuesday, March 17

Ragland GAMMA, 6:00 pm - 10:00 pm 240 minutes

Topic 1 Welcome and Introduction to BPS:96/98 35 minutes 6:00p - 6:35p

(Dennis Carroll/ - Background and purpose of BPS:96/98

Dan Pratt/ - What data are used for

Janice Kelly) - BPS project overview

- Relationship to NPSAS:96

- What is a longitudinal study?

- What is financial aid?

- What is persistence and attainment?

Topic 2 Overview of the Training Session 15 minutes 6:35p - 6:50p

(Janice Kelly) - Training agenda and rules

Topic 3 Demonstration Interview 55 minutes 6:50p -7:45p

(Janice Kelly & TSU Assistant)

(CATI Programmer)

Topic 4 Confidentiality and Informed Consent 15 minutes 7:45p - 8:00p

(Janice Kelly) - Review Signed forms

BREAK 10 minutes 8:00p - 8:10p

Topic 5 BPS Questionnaire 100 minutes 8:10p - 9:50p

(Janice Kelly) - Concept of Active Listening

- Review User Exits

Sections A Part II through E

(Janice Kelly) - Review of Q x Q's

 (TSU Assistant) Production Sheet Discussion and Entry 10 minutes 9:50p -10:00p
D-6

Wednesday, March 18

Ragland GAMMA, 6:00 pm - 10:00 pm 240 minutes

Topic 6 BPS Questionnaire (Continued)

(Norma Marti) Sections A Part II through E

 (N. Marti & TSU asst) - Round Robin Mock #1 of Sections 45 minutes 6:00p - 6:45p

(CATI Programmer)

Topic 7 BPS Questionnaire (Continued)

Sections F-End of Questionnaire

(Norma Marti) - Review of QxQ's 60 minutes 6:45p - 7:45p

BREAK 15 minutes 7:45p - 8:00p

Topic 7 BPS Questionnaire (Continued)

(Norma Marti) Sections F-End of Questionnaire

 (N. Marti & TSU Asst) - Round Robin Mock #1 of Sections 50 minutes 8:00p - 8:50p

(CATI Programmer)

Topic 8a User Exits in Questionnaire 60 minutes 8:50p - 9:50p

(Norma Marti) - Cliff Adelman Video

(TSU Assistant) Production Sheet Entry 10 minutes 9:50p -10:00p

Thursday, March 19

Ragland GAMMA, 6:00 pm - 10:00 pm 240 minutes

Topic 8b Practice User Exits in Questionnaire 60 minutes 6:00p - 7:00p

(S. Sachariat &TSU Asst. )

BREAK 10 minutes 7:00p - 7:10p

Topic 9 BPS Front End Module 100 minutes 7:10p - 8:50p

(S. Sachariat ) Overview of Contacting/locating procedures

(CATI Programmer) - preloaded information

- basic algorithms for calling each case

- brief explanation of Fastdata role

Intro to roster line concept (on data view)

QxQ Review

- introductory screens

- utility screens

Examples on Dataview

Events and Status Codes

Topic 10 Round Robin Mock #2 of BPS Questionnaire 60 minutes 8:50p -9:50p

(S. Sachariat and

TSU Asst)

(TSU Assistant) Production Sheet Entry 10 minutes 9:50p -10:00p
D-7

Friday, March 20

TSU Main Facilities - 300 Park offices, 6:00 pm - 10:00 pm

Individual Practice and Monitoring - Sign up for 2 hour block of time with TSU supervisor

Saturday, March 21

Ragland GAMMA, 9:00 am - 6:00 pm 480 minutes

Topic 11 Round Robin Mock #3 of BPS Questionnaire 50 minutes 9:00a-9:50a

(Norma Marti & TSU Asst.)

Topic 12 Quality Control Measures 15 minutes 9:50a-10:05a

(Janice Kelly) - Monitoring

- Reporting problems

- How to use the Electronic Problem Sheet 

- Who to report what types of problems

Topic 13 Explaining the Study, Obtaining Participation 25 minutes 10:05a-10:30a

(Janice Kelly) - Lead Letters

- Question and Answer sheet

BREAK 15 minutes 10:30a-10:45a

Topic 14 Practice Contacting/Locating/Interviewing 75 minutes 10:45a-12:00p

(J Kelly Round Robin Mock #4 of entire BPS Package

& TSU Asst)

LUNCH 60 minutes 12:00p-1:00p
D-8

SMALL GROUP ACTIVITY SESSION 1 75 minutes 1:00p - 2:15p

Group A:Topic 15 More User Exit Practice and Coding

(Jennifer Page,

Ruth Heuer & Meg Moore)

Group B:Topic 16 Refusal Avoidance

(Janice Kelly & - Refusal Avoidance Exercises

Jennifer Wine)

Group C:Topic 17 Certification: Contacting/Locating/Interviewing 

(N Marti, - Small Group Mock #5 of entire BPS package

S. Sachariat & TSU Asst)

BREAK 15 minutes 2:15p - 2:30p

SMALL GROUP ACTIVITY SESSION 2 75 minutes 2:30p - 3:45p

Group A:Topic 16 Refusal Avoidance

(Janice Kelly & - Refusal Avoidance Exercises

Jennifer Wine)

Group B:Topic 17 Certification: Contacting/Locating/Interviewing 

(N Marti, - Small Group Mock #5 of entire BPS package

S. Sachariat & TSU Asst)

Group C:Topic 15 More User Exit Practice and Coding

(Jennifer Page,

Ruth Heuer & Meg Moore)

BREAK 15 minutes 3:45p - 4:00p

SMALL GROUP ACTIVITY SESSION 3 75 minutes 4:00p - 5:15p

Group A:Topic 17 Certification: Contacting/Locating/Interviewing 

(N Marti, - Small Group Mock #5 of entire BPS package

S. Sachariat & TSU Asst)

Group B:Topic 15 More User Exit Practice and Coding

(Jennifer Page,

 Ruth Heuer & Meg Moore)

Group C:Topic 16 Refusal Avoidance

(Janice Kelly & - Refusal Avoidance Exercises

Jennifer Wine)

Topic 18 Question and Answer Session 30 minutes 5:15p - 5:45p

(Janice Kelly)

(TSU Assistant) Production Sheet Entry 15 minutes 5:45p - 6:00p
BPS:96/98 Methodology Report E-1

Appendix E

Mailout Materials

Locator Letter From U.S. Department of Education Official Full Scale Parent.......................................... E-3

Locator Letter From U.S. Department of Education Official Full Scale Friend/ Relative .......................... E-4

Resumen En EspavOl, De La Carta Del Dr. Pascal Forgione .................................................................... E-5

Student Letter From U.S. Department Of Education Official

Full Scale-Npsas Respondent.......... ........................... ............................................................................... E-7

Student Letter From U.S. Department Of Education Official Full Scale-NPSAS

Non-Respondent.............................. ........................... ............................................................................... E-8

Carta del Dr. Pascal Forgione Traducciyn en Espawol ............................................................................. E-10

Questions and Answers About the Beginning Postsecondary Longitudinal Study.................................... E-12

Spanish Version of Questions and Answers About the Beginning Postsecondary

Longitudinal Study.......................... ........................... ............................................................................. E-14

BPS Information Sheet.................... ........................... ............................................................................. E-16

Spanish Information Sheet .............. ........................... ............................................................................. E-17

Unable to Contact by Phone Letter . ........................... ............................................................................. E-18

BPS:96/98 Interview Information Sheet ..................... ............................................................................. E-19

Parent Letter Accompanying Postcard ........................ ............................................................................. E-20

Postcard........................................... ........................... ............................................................................. E-21

Unable to Contact by Phone Email . ........................... ............................................................................. E-22

Self-Administered Instrument Letter-Field ................. ............................................................................. E-23

Self-Administered Instrument Requested Letter ......... ............................................................................. E-24

Self-Administered Instrument Letter-NPSAS Respondent........................................................................ E-25

Self-Administered Instrument Letter—NPSAS Nonrespondent ............................................................... E-26
BPS:96/98 Methodology Report E-2
BPS:96/98 Methodology Report E-3

LOCATOR LETTER FROM U.S. DEPARTMENT OF EDUCATION OFFICIAL

FULL SCALE PARENT

<DATE>

<FIRSTNAME MI LAST NAME>

<ADDRESS>

<CITY, STATE ZIP>

Dear <FIRSTNAME MI LAST NAME>:

In 1996, <STUDENT’S FIRST AND LAST NAME> took part in the 1996 National Postsecondary

Student Aid Study (NPSAS), and provided information about the quality of education in the United

States. The information from <Mr. OR Ms.> <STUDENT’S LAST NAME> helped us learn more about

ways students and their families meet the costs of their postsecondary education, that is, their education

beyond high school. We are very grateful for this valuable information. We are continuing our research

with these students as they continue, complete, or leave postsecondary education and are seeking your

help now in updating our records. When last we talked with <Mr. OR Ms.> <STUDENT’S LAST

NAME> <he or she FILLIN FROM GENDER> <had left OR was enrolled in FILL IN FROM NPSAS

DATA> <NPSAS SCHOOL NAME>.

The National Center for Education Statistics (NCES) and the Research Triangle Institute are conducting

a followup of the 1996 NPSAS. We call it the Beginning Postsecondary Students (BPS) Longitudinal

Study. BPS is authorized by federal law (PL 103-382). Thousands of students across the country have

taken part in past BPS studies, and we need your help. Each student selected represents thousands of

similar students <who entered college FILL IN FOR TWO YR OR MORE SCHOOLS OR who began

their education beyond high school FILL IN FOR LESS THAN TWO YEAR SCHOOLS> in 1995-96.

We will be recontacting <Mr. OR Ms.> <STUDENT’S LAST NAME} in the Spring of 1998 to ask a few

questions which only past respondents can answer. The answers to these questions will help to assure

that the Federal government is spending its money in ways that best help students obtain a postsecondary

education. Your help will ensure the success of the study. 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. Please be assured that NCES and its contractors adhere to the highest standards in

protecting the privacy of individuals involved in, and safeguarding the confidentiality of data collected

during, the studies it undertakes.

Enclosed you will find a brochure with a brief description of BPS as well as greater detail about how

your child was selected and the confidentiality procedures which are in place. If you have any questions

about the study, please contact Marty Nash, toll free, at 1-800-647-9674.

We sincerely appreciate your assistance in the past, and we thank you in advance for your continued

support in helping us conduct this important research study.

Sincerely,

Pascal D. Forgione, Jr. Ph.D.

Commissioner

Enclosure
BPS:96/98 Methodology Report E-4

LOCATOR LETTER FROM U.S. DEPARTMENT OF EDUCATION OFFICIAL

FULL SCALE FRIEND/RELATIVE

<DATE>

<NAME>

<ADDRESS>

<CITY, STATE ZIP>

Dear <NAME>:

In 1996, <STUDENT’S FIRST AND LAST NAME> took part in the 1996 National Postsecondary

Student Aid Study (NPSAS) and provided information about the quality of education in the United

States. The information from <Mr. OR Ms.> <STUDENT’S LAST NAME> helped us learn more about

ways students and their families meet the costs of their postsecondary education, that is, their education

beyond high school. We are very grateful for this valuable information. We are continuing our research

with these students as they continue, complete, or leave postsecondary education and are seeking your

help now in updating our records. When last we talked with <Mr. OR Ms.> <STUDENT’S LAST

NAME> <he or she FILLIN FROM GENDER> <had left OR was enrolled in FILL IN FROM NPSAS

DATA> <NPSAS SCHOOL NAME>. <Mr. OR Ms.> <STUDENT’S LAST NAME> provided your

name and address as one of the people most likely to know where <he or she FILLIN FROM GENDER>

could be contacted for the followup study.

The National Center for Education Statistics (NCES) and the Research Triangle Institute are conducting

a followup of the 1996 NPSAS. We call it the Beginning Postsecondary Students (BPS) Longitudinal

Study. BPS is authorized by federal law (PL 103-382). Thousands of students across the country have

taken part in past BPS studies, and we need your help. Each student selected represents thousands of

similar students <who entered college FILL IN FOR TWO YR OR MORE SCHOOLS OR who began

their education beyond high school FILL IN FOR LESS THAN TWO YEAR SCHOOLS> in 1995-96.

We will be recontacting {STUDENT’S FIRST NAME} in the Spring of 1998 to ask a few questions

which only past respondents can answer. The answers to these questions will help to assure that the

Federal government is spending its money in ways that best help students obtain a postsecondary

education. Your help will ensure the success of the study. 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. Please be assured that NCES and its contractors adhere to the highest standards in

protecting the privacy of individuals involved in and safeguarding the confidentiality of data collected

during the studies it undertakes.

Enclosed you will find a brochure with a brief description of BPS as well as greater detail about how

students were selected and the confidentiality procedures which are in place. If you have any questions

about the study, please contact Marty Nash, toll free, at 1-800-647-9674.

We sincerely appreciate your assistance in the past, and we thank you in advance for your continued

support in helping us conduct this important research study.

Sincerely,

Pascal D. Forgione, Jr. Ph.D.

Commissioner

Enclosure
BPS:96/98 Methodology Report E-5

RESUMEN EN ESPAÑOL DE LA CARTA DEL DR. PASCAL FORGIONE

En el 1996, el estudiante, cuyo nombre se encuentra en la página al dorso, tomó parte en el

Estudio Nacional de Ayuda Financiera para Estudiantes Pos-secundarios (NPSAS en inglés) el

cuál proveerá información acerca de la calidad de la educación en los Estados Unidos. Esta

información nos ayudará a conocer mejor las maneras en cuales estudiantes y sus familias logran

pagar por los gastos de obtener una educación pos-secundaria—es decir continuar su educación

después de terminar la escuela superior (secundaria). Estamos muy agradecidos por esta

información de tan gran valor. Continuaremos con nuestros esfuerzos de poder estudiar el tema

de cómo le va a estos estudiantes mientras siguen, completan, o dejan sus estudios possecundarios. Con ese fin le pedimos su ayuda en mantener al día nuestros archivos. Según lo

indicado en esos archivos, este estudiante estaba matriculado durante el año escolar 1995-96 en

la escuela nombrada (vea página al dorso).

El Centro Nacional de Estadísticas sobre la Educación (NCES, en inglés) y el Research Triangle

Institute (RTI) están llevando a cabo un estudio complementario al NPSAS del 1996. Le

llamamos el Estudio Longitudinal de Estudiantes Comenzando la Pos-Secundaria (BPS, en

inglés). BPS está autorizada por ley federal de los EE.UU. (PL 103-382). Miles de estudiantes a

través del pais han tomado parte en estudios del BPS en años anteriores. Necesitamos su apoyo.

Cada estudiante representará miles de estudiantes en situaciones similares quienes comenzaron

sus estudios pos-secundarios en el año 1995-96.

Nos pondremos en contacto con este estudiante en la primavera del 1998 para hacerles unas

pocas preguntas. Las respuestas a estas preguntas les darán al gobierno federal manera de

asegurar que sus presupuestos esten ayudando a los estudiantes de tal manera que logren obtener

una educación pos-secundaria.

Por favor tome unos minutos para verificar, corregir, o poner al día el formulario

Información nueva (poner al día): Domicilio/Dirección . Devuélvalo a RTI en el sobre con

franqueo pago que también encontrara adjunto. Asegúrese de que NCES y sus encargados

bajo contrato mantienen las normas de conducta más altas a cuanto se trata de proteger la

privacidad de los individuos envuelto en este estudio. Al igual que mantienen la

confidencialidad de los datos que recopilan mientras toman la encuesta.

Adjunto, encontrara un folleto que le decribirá el estudio BPS en más detalles. Le explicará

cómo fue que este estudiante fue selecionado y los procedimientos que tomamos para mantener

los datos confidencial. Si tiene cualquier pregunta sobre este estudio, favor de ponerse en

contacto con Marty Nash, al número telefónico 1-800-647-9674 (libre de cargos).

De antemano, le agradecemos su apoyo a nuestros esfuerzos en poder llevar a cabo este estudio

de tan gran significancia e importancia.
BPS:96/98 Methodology Report E-6

STUDENT LETTER FROM U.S. DEPARTMENT OF EDUCATION OFFICIAL

FULL SCALE - NPSAS RESPONDENT

February 6, 1998

<NAME>

<ADDRESS>

<CITY, STATE, ZIP>

Dear <NAME>:

In 1996, you took part in the National Postsecondary Student Aid Study (NPSAS) and provided

information about the quality of education in the United States. This information helped us learn more

about ways families meet the costs of postsecondary education, that is, education beyond high school.

We are very grateful for this valuable information. We are continuing our research and are seeking your

help with the Beginning Postsecondary Students (BPS) Longitudinal Study. BPS is the first follow-up

study being conducted with the 1996 NPSAS students as they continue, complete, or leave postsecondary

education. Research Triangle Institute (RTI), a nationally recognized not-for-profit research company

located in North Carolina, is conducting this study for the U.S. Department of Education’s National

Center for Education Statistics (NCES).

Enclosed you will find a brochure with a brief description of BPS as well as greater detail about how you

were selected and the confidentiality procedures which are in place. Additionally, we are now gathering

current telephone and address data to prepare for the BPS. Please take a few minutes to verify, correct,

or update the enclosed Address Update Information sheet and promptly return it to Research Triangle

Institute in the enclosed postage-paid envelope.

Your participation is important to the success of BPS and adds great value to education research and

policy making. As you may remember, only a limited number of individuals were selected for the study.

Therefore, you and each of the others selected represent hundreds of similar students who first entered a

college or vocational school at the same time you did. The information provided through BPS serves as a

vital resource for educators and policymakers as they address issues concerning the quality of education,

the effect of that education on the lives of individuals, and the most productive way to support

participation in postsecondary schools.

An interviewer from RTI will call to conduct a telephone interview with you sometime during the period

February through September, 1998 to ask a few questions which only past respondents can answer.

During the interview you will be asked questions about such things as your education, the school(s) you

attended or are attending, your employment experiences both while in school and after, how you financed

your education, and your goals and aspirations. Please be assured that NCES and its contractors adhere

to the highest standards in protecting the privacy of individuals involved in, and safeguarding the

confidentiality of data collected during, the studies it undertakes.
BPS:96/98 Methodology Report E-7

NCES is authorized by federal law (P.L. 103-382) to conduct the Beginning Postsecondary Students

Longitudinal Study. BPS collects data about the education and employment experiences of people who

have continued their schooling after high school. NCES will authorize only a limited number of

researchers to have access to information that could be used to identify individuals. They may use the

data for statistical purposes only and are subject to fines and imprisonment for misuse. Data will be

combined to produce statistical reports for Congress and others. No individual data will be reported.

Your participation is completely voluntary. However, we do need your help in collecting these data, as

you were selected to represent hundreds of others like yourself. Your responses are necessary to make the

results of this study accurate and timely.

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 of this

information collection is 1850-0631, and it is completely voluntary. The time required to complete this

information collection is estimated to average about 20 minutes, including the time to review

instructions, search existing data resources, gather the data needed, and complete and review the

information collection. If you have any comments concerning the accuracy of the time estimate or

suggestions for improving the interview, please write to: U.S. Department of Education, Washington,

D.C. 20202-4651. If you have comments or concerns regarding the status of your individual interview,

write directly to: Dr. Dennis Carroll, U.S. Department of Education, National Center for Education

Statistics, Capitol Place, Room 310F, 555 New Jersey Avenue, NW, Washington, DC 20208.

If you have any questions about the study or would like to set up an appointment to be interviewed,

please call Marty Nash at RTI. The toll-free number is 1-800-647-9674. We sincerely appreciate your

assistance in the past, and we thank you in advance for your continued support in helping us conduct this

important research study.

Sincerely,

Pascal D. Forgione, Jr. Ph.D.

Commissioner

Enclosure
BPS:96/98 Methodology Report E-8

STUDENT LETTER FROM U.S. DEPARTMENT OF EDUCATION OFFICIAL

FULL SCALE - NPSAS NON-RESPONDENT

February 6, 1998

<NAME>

<ADDRESS>

<CITY, STATE, ZIP>

Dear <NAME>:

You have been selected to participate in an important study of students, the Beginning Postsecondary

Students (BPS) Longitudinal Study. Research Triangle Institute (RTI), a nationally recognized not-forprofit research company located in North Carolina, is conducting this study for the U.S. Department of

Education’s National Center for Education Statistics (NCES). BPS is the first follow-up of the National

Postsecondary Student Aid Study (NPSAS) conducted in 1996.

Enclosed you will find a brochure with a brief description of BPS as well as greater detail about how you

were selected and the confidentiality procedures which are in place. Additionally, we are now gathering

current telephone and address data to prepare for the BPS. Please take a few minutes to verify, correct,

or update the enclosed Address Update Information sheet and promptly return it to Research Triangle

Institute in the enclosed postage-paid envelope.

Your participation is important to the success of BPS and adds great value to education research and

policy making. Only a limited number of individuals were selected for the study. Therefore, you and

each of the others selected represent hundreds of similar students who first entered a college or

vocational school at the same time you did. The information provided through BPS serves as a vital

resource for educators and policymakers as they address issues concerning the quality of education, the

effect of that education on the lives of individuals, and the most productive way to support participation

in postsecondary schools.

An interviewer from RTI will call to conduct a telephone interview with you sometime during the period

February through September, 1998. During the interview you will be asked questions about such things

as your education, the school(s) you attended or are attending, your employment experiences both while

in school and after, how you financed your education, and your goals and aspirations. Please be assured

that NCES and its contractors adhere to the highest standards in protecting the privacy of individuals

involved in, and safeguarding the confidentiality of data collected during, the studies it undertakes.

NCES is authorized by federal law (P.L. 103-382) to conduct the Beginning Postsecondary Students

Longitudinal Study. BPS collects data about the education and employment experiences of people who

have continued their schooling after high school. NCES will authorize only a limited number of

researchers to have access to information that could be used to identify individuals. They may use the

data for statistical purposes only and are subject to fines and imprisonment for misuse. Data will be

combined to produce statistical reports for Congress and others. No individual data will be reported.

Your participation is completely voluntary. However, we do need your help in collecting these data, as

you were selected to represent hundreds of others like yourself. Your responses are necessary to make the

results of this study accurate and timely.
BPS:96/98 Methodology Report E-9

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 of this

information collection is 1850-0631, and it is completely voluntary. The time required to complete this

information collection is estimated to average about 20 minutes per response, including the time to

review instructions, search existing data resources, gather the data needed, and complete and review the

information collection. If you have any comments concerning the accuracy of the time estimate or

suggestions for improving the interview, please write to: U.S. Department of Education, Washington,

D.C. 20202-4651. If you have comments or concerns regarding the status of your individual interview,

write directly to: Dr. Dennis Carroll, U.S. Department of Education, National Center for Education

Statistics, Capitol Place, Room 310F, 555 New Jersey Avenue, NW, Washington, DC 20208.

If you have any questions about the study or would like to set up an appointment to be interviewed,

please call Marty Nash at RTI. The toll-free number is 1-800-647-9674. We thank you in advance for

your participation in this important study. Your cooperation is greatly appreciated.

Sincerely,

Pascal D. Forgione, Jr. Ph.D.

Commissioner

Enclosure
BPS:96/98 Methodology Report E-10

Carta del Dr. Pascal Forgione Traducción en Español

Usted ha sido seleccionado para participar en un estudio importante de estudiantes llamado el

Estudio Longitudinal de Estudiantes Comenzando la Pos-secundaria (en inglés, Beginning

Postsecondary Students—BPS). El Research Triangle Institute (RTI), una compañia de

investigaciones reconocida nacionalmente y localizada en el estado de North Carolina, está

llevando a cabo este estudio de parte del Centro Nacional para Estadísdicas de la Educación (en

inglés, National Center for Education Statistics –NCES) una rama del Departamento de

Educación de los EE. UU.. BPS es el primer seguimiento del Estudio Nacional de Ayuda

Estudiantil Pos-secundaria (en inglés, National Postsecundary Student Aid Study—NPSAS) que

se llevó a cabo en el 1996.

Incluído encontrará un folleto con una breve descripción de BPS así como mayor detalle acerca

de cómo fue seleccionado y los procedimientos de confidencialidad que aplican..

Adicionalmente, deseamos obtener su número telefónico y dirección actual en preparación para

el comienzo del BPS. Por favor de tomar unos breves minutos para verificar, corregir, y

poner al día la información que se encuentra en el formulario incluso y de devolverlo al

Research Triangle Institute en el sobre con franqueo pagado que le hemos proveído.

Su participación es importante para el éxito del BPS y añade gran valor a la investigación sobre

la educación y la creación de políticas y leyes nuevas. Sólo un número limitado de individuos

fueron seleccionados para participar en este estudio. Por lo cual, usted y cada uno de los otros

seleccionados representan cientos de estudiantes. Son estudiantes similares quienes entraron por

primera vez a una universidad o colegio vocacional al mismo tiempo. La información proveída a

través del BPS sirve como un recurso vital para educadores y creadores de política mientras

encaran asuntos concernientes a la calidad de la educación, el efecto de esa educación en las

vidas de individuos y la forma más productiva de apoyar la participación individual en las

escuelas pos-secundarias.

Un(a) entrevistador(a) de RTI le llamará para realizar una entrevista por teléfono con usted entre

febrero y septiembre del 1998. Durante la entrevista, se le harán preguntas sobre asuntos

relacionado con su educación, la(s) escuela(s) que asistió o asiste, sus experiencias de trabajo

mientras estaba en la escuela y después, cómo financió su educación, y sus metas y aspiraciones.

El NCES y sus contratista, RTI, se adhieren a estrictos estándares de confidencialidad en cuanto

a proteger la privacidad de individuos envueltos en nuestros estudios. Hay estrictas medidas para

salvaguardar la confidencialidad de los participantes durante la colección, análisis, y reportajes

de todo los datos del estudio.
BPS:96/98 Methodology Report E-11

El NCES está autorizado por la ley federal (P.L.103-382) para llevar a cabo este Estudio

Longitudinal de Estudiantes Comenzando la Possecundaria (BPS). BPS colecta datos acerca de

las experiencias de empleo y educación de personas que han continuado su enseñanza después de

la escuela superior (secundaria). El NCES autorizará solo un número limitado de investigadores

a tener aceso a cualquier información que pueda ser usada para identificar individuos. Ellos

pueden utilizar la información solo para propósitos estadísticos y están sujetos a ser multados y

encarcelados por mal uso de estos datos. La información será combinada para producir reportes

estadísticos para el congreso estadounidense y otros. Ninguna información individual será

reportada. Su participación es estrictamente voluntaria. De cualquier forma, sí, nesecitamos su

ayuda en colectar estos datos ya que usted fue seleccionado al azar para representar miles de

otros como usted. Sus respuestas son necesarias para hacer que los resultados de este estudio

sean puntuales y acertados.

De acuerdo con el Acta de Reducción de Papel del 1995, no se le requiere a ninguna persona a

responder a una colección de información a menos que ésta muestre un número de control OMB

válido. El número de control válido OMB de ésta colección de información es el 1850-0631, y

es estrictamente voluntario. El tiempo requerido para completar esta colecta de información está

estimado en 20 minutos, como promedio, por entrevista, incluyendo el tiempo para revisar

instrucciones, buscar recuros de datos existentes, recoger los datos nescesarios, y completar y

revisar la colecta de información. Si usted tiene cualquier comentario concerniente a la exactitud

del estimado de tiempo o sugerencias para mejorar la entrevista, por favor escríbanos a:

Departamento de Educación de los EE. UU., Washington, D.C. 20202-4651. Si usted tiene

comentarios o dudas en cuanto al estado de su entrevista individual, escriba directamente a: Dr.

Dennis Carroll, U.S. Department of Education, National Center for Education Statistics, Capital

Place, Room 310F, 555 New Jersey Avenue, NW, Washington, DC 20208.

Si usted tiene cualquier pregunta acerca del estudio o desea hacer una cita para ser entrevistado,

por favor llame a Marty Nash de RTI. El número libre de cargos es el 1-800-647-9674. Su

cooperación es grandemente apreciada.
NFIDENTIAL?

ons require strict

obtained from the

 earlier National

(NPSAS). These

4 [5 USC 552a],

R Part 56b], the

ct of 1994, the

NCES Restricted

and the NCES

from groups of 30

oduce reports for

on may use this

al purposes. Any

Law and is subject

mented include:

cess to study data

 imprisonment for

ponses.

ned in secure and

include personally

neral public (for

 be tailored so that

pecific individuals

wed and approved

he RTI Committee

ts.

ORGANIZATIONS ENDORSING BPS:National Association of Student Financial Aid

Administrators

American Council on EducationThe College BoardAmerican Association of Collegiate Registrars and

Admissions Officers

American Association of Community CollegesCareer College AssociationNational Accrediting Commission of Cosmetology

Arts & Sciences

National Association of College and University

Business Officers

National Association of Independent Colleges and

Universities

National Association of State Universities and Land

Grant Colleges

WHERE DO I GET MORE INFORMATION?If you have any questions or concerns about theconfidentiality of any information that you providefor this study, or about any other aspects of this study,please do not hesitate to call the following person(s)toll free:RTI Project Director:

Mr. Dan Pratt, 1-800-334-8571

RTI Data Collection Manager:

Ms. Janice Kelly, 1-800-334-8571

If you have questions about your rights as aparticipant, contact Dr. Steven Garfinkel at 1-800-334-8571. If you have additional questions, you mayalso call the U.S. Department of Education,Dr. C. Dennis Carroll, at (202) 219-1774.

QUESTIONS AND ANSWERSABOUT THE

BeginningPostsecondaryStudents Longitudinal Study

Conducted for:

National Center for Education Statistics (NCES)

U.S. Department of Education

Conducted under contract by:

Research Triangle Institute (RTI)

Research Triangle Park, NC 27709-2194

OMB No. 1850-0631

Visit our web site at www.rti.org/bps

E-mail: bps@rti.org

Telephone: 1-800-647-9674

February 1998
ABOUT THE

Y STUDENTS

articipate in an

dary education,

ndary Students

s brochure, we

tly asked about

ONGITUDINAL

dy is designed

ed to persistence

ndary education

een work and

he effect of

the lives of

tudy is made up

cation after high

mic year. These

the National

tudy (NPSAS).

n postsecondary

e or level of

r BPS, students

ust started their

e interviewed at

hroughout their

e.

WHY IS BPS CONDUCTED?Congress and other policymakers use BPS when

they consider how new legislation will affectcollege students and others in postsecondaryeducation. The kind of questions that are oftenasked include:• What percentage of beginning students

complete their degree programs?

• What are the financial, family, and school

related factors that prevent students fromcompleting their programs, and what can bedone to help them?

• Do students receiving financial aid do as

well as those who do not? Would it bebetter if the amount of financial aid wereincreased?

HOW IS THE STUDY DONE?The BPS First Followup full scale study is beingconducted in the spring/summer of 1998. Thestudy includes more than 12,000 students frommore than 800 institutions.BPS includes a computer-assisted telephoneinterview to collect information on education,work, and related experiences during theinterval since the NPSAS survey. Theextremely high degree of cooperation from BPSsample members in past BPS studies has served

to make this one of the most useful longitudinalstudies conducted by NCES. Participation iscompletely voluntary, but it is very important tothe success of the study.

WHO IS DOING BPS?The study is being conducted for the U.S.Department of Education’s National Center forEducation Statistics (NCES) under contract bythe Research Triangle Institute (RTI). RTI is anot-for-profit research organization in NorthCarolina. RTI is being assisted in the study byMPR Associates, located in Berkeley,California. BPS is authorized by federal law[PL103-382].SOME FINDINGS FROM THE PREVIOUSBPS STUDY:

• 50% of the beginning students completed a

degree or certificate within five years

• 13% were still enrolled after five years and had

not completed a degree

• 37% had not completed any degree and were no

longer enrolled after five years

• 58% of beginning students received financial aid;

students who received aid were more likely tofinish their degree programs in five years thanthose who did not receive aid

• beginning students who did the following were

more likely to complete their degree programs: started college immediately after high school attended full time

 enrolled continuously in all terms

• 29% of beginning students left the college where

they started and transferred elsewhere; those whotransferred were just as likely to complete adegree program as those who did not transfer

• 92% of the beginning students held a job at some

time while they were enrolled. Working lessthan 20 hours a week while enrolled did not havean adverse effect on degree completion.
UESTAS

requieren estricta

ación obtenida del

 Estudio Nacional

aria (NPSAS, en

De Privacidad del

nes del Acta de

], el Acta de

nal 1994, el Acta

l 1987, el Manual

gido de Datos del

0 o más personas,

reportes para el

a puede usar esta

 sean estadísticos.

n de la ley Federal

o severamente o

os implementado

n algún aceso a los

a divulgación que

severamente o

vulgan cualquier

antiene seguro y

quier información

sona en particular

os archivos que

endolo.

da (al público en

estadísticos) será

e sería imposible

uela en particular.

sados y fueron

 y por el Comite

anos del Research

ORGANIZACIONES QUE RESPALDAN ALBPS:National Association of Student Financial Aid

Administrators

American Council on EducationThe College BoardAmerican Association of Collegiate Registrars and

Admissions Officers

American Association of Community CollegesCareer College AssociationNational Accrediting Commission of Cosmetology Arts & SciencesNational Association of College and University

Business Officers

National Association of Independent Colleges and UniversitiesNational Association of State Universities and Land Grant Colleges

FDONDE CONSIGO MAS INFORMACION?

Si usted tiene cualquier pregunta o preocupaciónacerca de la confidencialidad de cualquiera de lainformación que usted provea para este estudio, porfavor no tarde en llamar a la(s) siguiente(s) persona(s)libre de cargo:Director del Projecto en RTI:

Sr. Dan Pratt, 1-800-334-8571

Gerente de Colección de Datos en RTI:

Sra. Janice Kelly, 1-800-334-8571

Si usted tiene preguntas acerca de sus derechos comoparticipante, hablele a la Dr. Steven Garfinkel al1-800-334-8571. Si tiene preguntas adicionales,también puede hablarle al oficial del proyecto en lasoficinas del NCES, el Dr. C. Dennis Carroll, al 202-219-1774.

PREGUNTAS Y RESPUESTAS

ACERCA DE

Llevado a cabo por:

National Center for Education Statistics (NCES)

U.S. Department of Education

Actualizado bajo contrato por:

Research Triangle Institute (RTI)

Research Triangle Park, NC 27709-2194

OMB No.: 1850-0631

Visite nuestra página electrónica al www.rti.org/bps

E-mail: bps@rti.org

Teléfono: 1-800-647-9674

febrero 1998

BeginningPostsecondaryStudents Longitudinal Study
 ACERCA DEL

Y STUDENTS

participar en un

ón pos-secundaria

de Estudiantes

ndarios. (BPS, en

mos las preguntas

unmente sobre la

TUDINAL BPS?

 esta dise

wado

 relacionados a la

de programas de

ón entre empleos y

tos en las vidas de

 pos-secundaria.

al está compuesto

primera vez una

perior (secundaria)

Estos estudiantes

ional de Ayuda

aria (NPSAS, en

do el mundo en

ortar la edad o el

marticulados. Para

NPSAS que recien

secundaria serán

tres- a

wos a través

rza laboral.

DO EL BPS?

bo por el Centro

a Educación (en

o de Educación

trato hecho con el

). RTI es una

nes de lucro en el

. RTI es asistido

MPR localizada en

utorizado por ley

FPOR QUE SE ESTA LLEVANDO A CABO EL

BPS?El congreso y otros que realizan la políticanorteamericana utilizan al BPS cuando ellosconsideran como alguna nueva legislatura puedaafectar a estudiantes universitarios y otros eneducación pos-secundaria.La clase de preguntas que a menudo son hechasincluyen:• FQué porcentaje de estudiantes comenzando su

programa de estudios los terminan?

• FCuales son los factores económicos, o

circumstancias familiares o escolares queimpidan a que estudiantes terminen susprogramas y qué se puede hacer para ayudarlos?

• FSalen tan bien los estudiantes que reciben ayuda

financiera como los que no la reciben? FSeríaesto mejor si se aumentara la cantidad de ayuda?

FCOMO SE HACE EL ESTUDIO?

La primera etapa de BPS se llevará a cabo en laprimavera/verano del 1998. El estudio incluirá a másde 12,000 estudiantes en más de 800 instituciones.BPS incluye una entrevista telefónica asistida porcomputador (en inglés, CATI) para recolectarinformación sobre la educación, el empleo, y lasexperiencias entre el período desde que se llebo acabo la encuesta NPSAS. El altísimo nivel decooperación de los miembros de la muestra del BPSen el pasado nos a servido para hacer de este uno delos estudios longitudinales más útiles conducido porel NCES. Su participación es estrictamentevoluntaria, pero aún es muy importante para el éxitode éste estudio.

ALGUNOS DE LOS RESULTADOS DEESTUDIOS PREVIOS DEL BPS:• 50% de los estudiantes comenzando sus estudios

pos-secundarios lograron terminar su grado,diploma o certificado al cabo de cinco a

wos

• 13% todavia estaban matriculados después de

cinco a

wos y no habían terminado su grado

(título/diploma)

• 37% no habían terminado su grado

(título/diploma) y no estaban matriculadosdespués de cinco a

wos

• 58% de estudiantes comenzando sus estudios

pos-secundarios recibieron ayuda financiera; losestudiantes que recibieron ayuda estaban máspropensos a terminar sus programas de estudiosen cinco a

wos que aquellos que no recibieron

ayuda

• estudiantes comenzando sus estudios possecundarios que hicieron lo siguiente, era más

probable que terminaran sus programas deestudios (recibir su grado/título/diploma):

• comenzaron la universidad

inmediatamene después de la escuelasuperior (secundaria)

• asitían a clases por tiempo completo• se matriculaban continuamente en todos

los semestres (períodos)

• 29% de los estudiantes comenzando sus estudios

pos-secundarios dejaron la universidad dondeempezaron y se transfirieron a otro lugar;aquellos que se transfirieron estaban tanpropensos a terminar como aquellos que no setransfirieron

• 92% de los estudiantes comenzando sus estudios

pos-secundarios mantuvieron un empleo en algúnmomento mientras estaban matriculados. Eltrabajar menos de 20 horas a la semana mientrasestaban matriculados, no tuvo efecto adverso enobtener un grado (título/diploma/ certificado)universitario.
BPS:96/98 Methodology Report E-16

BEGINNING POSTSECONDARY STUDENTS LONGITUDINAL STUDY

*‹BpsId›*

Your BPS Id Number is: «BpsId»

Participant Address and Telephone Information

A. This is the address and telephone number we have as your local or school address and

telephone number. 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 have only one address and enter that address below as your permanent address.

B. This is what we have as your permanent address and telephone number. 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.

C. 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. Is there a particular date or range of dates on which you’d like to be contacted?

 (We expect to begin interviewing in mid-February of 1998 and continue through August.)

  February ________  March ________  April ________  May ________

  June ________  July ________  August ________  September ________

D. 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 cooperation and participation. This information is strictly confidential.

Please return this page in the enclosed postage paid envelope.

«FName» «LName»

«Student_LocalAddress1»

«Student_LocalAddress2»

«Student_LocalCity», «Student_LocalState»

«Student_LocalZipCode»«StudentLocalZipCode4Fill»

«StudentLocalPhoneFill»

«FName» «LName»

«Student_PermanentAddress1»

«Student_PermanentAddress2»

«Student_PermanentCity», «Student_PermanentState»

«Student_PermanentZipCode»«StudentPermZipCode4Fill»

«StudentPermPhoneFill»
BPS:96/98 Methodology Report E-17

BEGINNING POSTSECONDARY STUDENTS LONGITUDINAL STUDY

Información sobre el Domicilio del Estudiante---Dado por Amistades/Parientes

Código de Disposición: «XXXX»

Dirección y Número Telefónico: Información Actual

A. Aquí hemos anotado la dirección y número telefónico que nos dió el estudiante como su domicilio local o su

dirección escolar y su número telefónico durante el año 1996. Si actualmente, no está corrrecta, favor de

ponerla al día en las lineas proveídas.

Nombre

Dirección:

Teléfono en casa: ( ) empleo:( )

 Favor marque esta casilla si la información impresa arriba está actualmente correcta.

 Favor marque esta casilla si usted no sabe si esta información está actualmente correcta.

B. Aquí hemos anotado la dirección y número telefónico que tenemos como la dirección permanente del estudiate

y su número telefónico. Si actualmente, no está corrrecta, favor de ponerla al día en las lineas proveídas.

Nombre:

Dirección:

Teléfono en casa:( ) empleo:( )

 Favor marque esta casilla si la información impresa arriba está actualmente correcta.

 Favor marque esta casilla si usted no sabe si esta información está actualmente correcta.

C. Aquí hemos anotado lo que tenemos como su dirección. Si actualmente, no está corrrecta, favor de ponerla al

día en las lineas proveídas.

Nombre:

Dirección:

 Teléfono en casa: ( ) empleo: ( )____

 Favor marque esta casilla si la información impresa arriba está actualmente correcta.

D. Si el estudiante tiene dirección-electrónica que pudieramos usar a través del Internet (red mundial) para

comunicarnos con el o ella, favor de proveernos esa información aquí. Dirección-electrónica:

Gracias por su ayuda y participación. Esta información es completamente confidencial.

Por favor devuelva esta página en el sobre con franqueo que encontrará adjunto.

«FName» «LName»

«Student_LocalAddress1»

«Student_LocalAddress2»

«Student_LocalCity», «Student_LocalState»

«Student_LocalZipCode»-

«Student_LocalZipCode4»

«sLocalPhonenumber»

«FName» «LName»

«Contact_Address1»

«Contact_Address2»

«Contact_City», «Contact_State»

«Contact_ZipCode»-«Contact_ZipCode4»

«sContactPhonenumber»

«FName» «LName»

«Student_PermAddress1»

«Student_PermAddress2»

«Student_PermCity», «Student_PermState»

«Student_PermZipCode»-«Student_PermZipCode4»

«sPermPhonenumber»
BPS:96/98 Methodology Report E-18

UNABLE TO CONTACT BY PHONE LETTER

[DATE]

[NAME]

[STREET ADDRESS]

[CITY, STATE ZIP]

Dear [NAME]:

We have been trying to contact you concerning the Beginning Postsecondary Students (BPS) Longitudinal Study

which we are conducting for the U.S. Department of Education’s National Center for Education Statistics. Let me

reassure you that this study is quite important, since results will be used to determine how student participation in

higher education can be better supported and encouraged.

Unfortunately, we have been unable to reach you by telephone. Since you may not have access to a telephone at this

time and because your input is of great significance to the BPS study, we would like to suggest several alternatives

that may enable you to take part in the study:

1) Is a neighbor’s phone or any public phone convenient? If so, you may place a toll-free call to Marty

Nash Monday through Thursday between the hours of 9:00 AM and 11:00 PM or Fridays between 1:00

PM and 7:00 PM Eastern time. You may also call Saturdays between 11:00 AM and 7:00 PM or

Sunday between 1:30 PM and 9:30 PM Eastern time. Select the most convenient time for you to

complete the interview. The toll-free number is 1-800-647-9674.

2) If you now have a home or work telephone number, please print your current telephone information on

the enclosed interview information sheet, return it in the postage paid envelope, and an interviewer will

call you.

3) If you would prefer that an interviewer call you at another location (e.g., the home of a parent, relative,

friend), please indicate the telephone number for that person in the spaces on the enclosed interview

information sheet. Be sure to include the date(s) and time(s) that you can be contacted at the number.

The interview will take approximately 20 minutes to complete. We thank you for your continued participation in this

important study. Your responses are truly needed to make study results accurate and timely.

To further facilitate your participation in the study, we have enclosed the BPS Self-Administered Interview for you

to complete. We have included instructions with the Self-Administered Interview.

Sincerely,

Daniel J. Pratt

BPS Project Director
BPS:96/98 Methodology Report E-19

[Student id]

BPS 96/98 INTERVIEW INFORMATION SHEET

Call Marty Nash at 1-800-647-9674

Monday through Thursday between 9:00am and 11:00pm EDT

Friday between 1:00pm and 7:00pm EDT

Saturday between 11:00am and 7:00pm EDT

Sunday between 1:30pm and 9:30pm EDT

OR

If you have a home or work telephone at which we may contact

you, please enter it below:

Home phone: ( ) - 

Work phone: ( ) -

OR

If you currently do not have a telephone at your home or place of work, but you can be

reached at the home of a parent, other relative, or friend, please provide that phone number

below:

 Other phone: ( ) -

Within the next two weeks, what dates and times do you expect to be

at this telephone number?

Date(s): ________________

Time(s): ________________

Thank you for your cooperation and participation. This information is strictly confidential.

Please return this page in the enclosed postage paid envelope.
BPS:96/98 Methodology Report E-20

PARENT LETTER ACCOMPANYING POSTCARD

<DATE>

<FIRSTNAME MI LAST NAME>

<ADDRESS>

<CITY, STATE ZIP>

Dear <FIRSTNAME MI LAST NAME>:

In 1996, <STUDENT’S FIRST AND LAST NAME> took part in the National Postsecondary Student

Aid Study (NPSAS:96), and provided information about [his/her] experiences at [fill school name]. The

information from <Mr. OR Ms.> <STUDENT’S LAST NAME> helped us learn valuable information

about education beyond high school, particularly how students are able to meet the ever-rising costs of

higher education.

We are continuing our research with these students as they continue in, complete, or leave school, so we

would like to talk to [Mr. Or Ms.] [Last name] to see what has happened to [him/her] since 1996. It is

just a short, 20 minute interview, but answers from those who participate will help researchers better

understand what happens to students after they have entered higher education, why some students choose

to leave school while others remain to earn their degrees or certificates, and what schools can do to better

help students succeed.*

In order for <FILLIN name > to continue to be included in this important study, we need to talk to

him/her. Unfortunately, we have been unable to reach <him/her> at the address [he/she] provided. We

would like to ask you to give the enclosed postcard to [Mr/Ms.] [Last name]. All [he/she] needs to do is

call the toll free number provided and ask for Marti Nash. The postcard lists our telephone number and

hours of operation.

Your help will ensure the success of this follow-up. We thank you in advance for your support in helping

us conduct this important study.

Sincerely,

Daniel J. Pratt

BPS Project Director

Enclosure

*This follow-up, called the Beginning Postsecondary Students (BPS) Longitudinal Study, is being

conducted for the National Center for Education Statistics (NCES) by the Research Triangle Institute.

BPS is authorized by federal law (PL 103-382).
BPS:96/98 Methodology Report E-21

We Need Your Help

In 1996, you took part in a study about your education experiences after high school. We now want to

follow up with you to see what has happened since we talked to you then. By answering a few questions,

you will help ensure the success of the study and the accuracy of study results.

PLEASE call Research Triangle Institute toll free

at 1-800-647-9674. Ask for Marti Nash.

Our office hours are (Eastern time zone):

Mon-Thur 9 am to 11 pm

Fri 9 am to 9 pm

Sat 11 am to 7 pm

Sun 1:30 pm to 9:30 pm

At other times an answering machine is available for you to leave a message.

Thank you for your cooperation and participation
BPS:96/98 Methodology Report E-22

UNABLE TO CONTACT BY PHONE EMAIL

Hello, my name is Dan Pratt and I am the Project Director for the Beginning Postsecondary

Students(BPS)Longitudinal Study which is being conducted on behalf of the U.S. Department of

Education’s National Center for Education Statistics. This study is conducted primarily by telephone at

the Research Triangle Institute (RTI) in Research Triangle Park, North Carolina.

Unfortunately, we have been unable to reach you by phone.

Please respond to this email so that we may call you at the most convenient time and location. You may

also call 1-800-647-9674 and ask for Marty Nash. Please refer to study id number__________.

This study collects data related to higher education programs, relationships between work and education

efforts, and the effects of education on the lives of individuals.

Your participation is strictly voluntary and any answers you provide will not affect any financial aid or

other benefits you may receive. Let me assure you this study is important, since results will be used to

determine how student participation in higher education can be better supported and encouraged.

You may reach me directly at 1-800-334-8571, extension 6615, if you have any questions about this

study.

Thank you for your time and participation.
BPS:96/98 Methodology Report E-23

SELF-ADMINISTERED INSTRUMENT LETTER - FIELD

August, 1998

Dear BPS Sample Member:

To facilitate your participation in the Beginning Postsecondary Students (BPS) Longitudinal Study, which we are

conducting for the U.S. Department of Education’s National Center for Education Statistics, we are enclosing the

BPS Self-Administered Interview. We have included instructions with the Self-Administered Interview. The

enclosed postage-paid envelope should be used to facilitate its return. It is still not too late to be a part of this timely

and important study.

Your participation is strictly voluntary, and your participation and any answers you may provide will not affect any

financial aid or other benefits you may receive. Let me reassure you that this study is quite important, since results

will be used to determine how student participation in higher education can be better supported and encouraged.

We thank you for your continued participation in this important study. Your responses are truly needed to make

study results accurate and timely.

Sincerely,

Daniel J. Pratt

BPS Project Director

Enclosures
BPS:96/98 Methodology Report E-24

SELF-ADMINISTERED INSTRUMENT REQUESTED LETTER

[DATE]

[NAME]

[STREET ADDRESS]

[CITY, STATE ZIP]

Dear [NAME]:

Thank you for your willingness to participate in the Beginning Postsecondary Students (BPS) Longitudinal Study

which we are conducting for the U.S. Department of Education’s National Center for Education Statistics.

To facilitate your participation in the study, we have enclosed the BPS Self-Administered Interview for you to

complete. We have included instructions with the Self-Administered Interview.

Your participation is strictly voluntary, and your participation and any answers you may provide will not affect any

financial aid or other benefits you may receive. Let me reassure you that this study is quite important, since results

will be used to determine how student participation in higher education can be better supported and encouraged.

We thank you for your continued participation in this important study. Your responses are truly needed to make

study results accurate and timely.

Sincerely,

Daniel J. Pratt

BPS Project Director

Enclosures
BPS:96/98 Methodology Report E-25

SELF-ADMINISTERED INSTRUMENT LETTER – NPSAS RESPONDENT

[DATE]

[NAME]

[STREET ADDRESS]

[CITY, STATE ZIP]

[BPS ID]

Dear [NAME]:

In 1996, we talked to you and other students around the country about your experiences continuing your education

beyond high school, particularly how you were able to meet the ever-rising costs of higher education. We are

continuing our research and would like to know about your experiences with both school and work since you first

attended [fill NPSAS school]. Your responses will help to answer many questions about higher education, including

what schools can do to help students succeed.*

Unfortunately, we have been unable to reach you by telephone. In order for you to continue to be included in this

study, please do one of the following:

1) Call us toll free (1-800-647-9674, ask for Marty Nash) using the information printed on the enclosed

card to complete the interview over the telephone. It will take approximately 20 minutes.

 OR

2) Fill in the enclosed BPS Self-Administered Interview and return it in the addressed, postage-paid

envelope. Instructions are included inside the cover.

We thank you for your continued participation in this important study. Your input is of great significance and your

responses are truly needed to make study results accurate and timely.

Sincerely,

Daniel J. Pratt

BPS Project Director

Enclosure

*

 This follow-up, called the Beginning Postsecondary Students (BPS) Longitudinal Study, is being

conducted for the National Center for Education Statistics (NCES) by the Research Triangle Institute.

BPS is authorized by federal law (PL 103-382).
BPS:96/98 Methodology Report E-26

SELF-ADMINISTERED INSTRUMENT LETTER – NPSAS NONRESPONDENT

[DATE]

[NAME]

[STREET ADDRESS]

[CITY, STATE ZIP]

[BPS ID]

Dear [NAME]:

In 1996, we talked to students around the country about their experiences continuing their education beyond high

school, particularly how they were able to meet the ever-rising costs of higher education. We are continuing our

research and would like to know about your experiences with both school and work since you first attended [fill

NPSAS school]. Your responses will help to answer many questions about higher education, including what schools

can do to help students succeed.*

Unfortunately, we have been unable to reach you by telephone. In order for you to continue to be included in this

study, please do one of the following:

3) Call us toll free (1-800-647-9674, ask for Marty Nash) using the information printed on the enclosed

card to complete the interview over the telephone. It will take approximately 20 minutes.

 OR

4) Fill in the enclosed BPS Self-Administered Interview and return it in the addressed, postage-paid

envelope. Instructions are included inside the cover.

We thank you for your participation in this important study. Your input is of great significance and your responses

are truly needed to make study results accurate and timely.

Sincerely,

Daniel J. Pratt

BPS Project Director

Enclosure

*

 This follow-up, called the Beginning Postsecondary Students (BPS) Longitudinal Study, is being

conducted for the National Center for Education Statistics (NCES) by the Research Triangle Institute.

BPS is authorized by federal law (PL 103-382).