A-1

Appendix A

Linkages to Administrative Data Sources
A-2

A.1 Develop Linkages with Administrative Data Sources

We will develop linkages with existing data sources to supplement the Beginning Postsecondary

Students Longitudinal Study (BPS:12/14) interview data. NCES recognizes the great value added to the 

BPS:12/14 data file with the addition of data from specific administrative data sources. Certain data (for 

example, specific financial aid amounts and associated dates) can only be accurately obtained from 

sources other than the student or parent. Through the experience of collecting data for many NCES 

postsecondary studies, including previous BPS studies, Baccalaureate and Beyond (B&B), and National 

Postsecondary Study Aid Study (NPSAS), a considerable knowledge has been gained in performing file 

merges with many existing sources of valuable data, including Department of Education’s (ED) Central 

Processing System (CPS) for Free Application for Federal Student Aid (FAFSA) data, the National 

Student Loan Data System (NSLDS), and ACT. For this study, we plan to perform file merges with the

CPS and NSLDS datasets: CPS, NSLDS.

The Family Educational Rights and Privacy Act (FERPA; 34 CFR Part 99) allows the disclosure 

of information without prior consent for the purposes of BPS:12/14 according to the following excerpts: 

99.31 asks “Under what conditions is prior consent not required to disclose information?” and explains in 

99.31 (a) “an educational agency or institution may disclose personally identifiable information from an 

education record of a student without the consent required by 99.30 if the disclosure meets one or more 

specific conditions. BPS:12/14 collection falls under: 

Sec. 99.31 (a)( 3). The disclosure is, subject to the requirements of Sec. 99.35, to authorized 

representatives of--

(i) The Comptroller General of the United States;

(ii) The Attorney General of the United States;

(iii) The Secretary; or

(iv) State and local educational authorities.

BPS:12/14 is collecting data under the Secretary’s authority. The personally identifiable 

information is collected from student record systems with adherence to the security protocol detailed in 

99.35: “What conditions apply to disclosure of information for Federal or State program purposes?”

(a)(1) Authorized representatives of the officials or agencies headed by officials listed in Sec. 

99.31(a)(3) may have access to education records in connection with an audit or evaluation of 

Federal or State supported education programs, or for the enforcement of or 

compliance with Federal legal requirements that relate to those programs.

(2) Authority for an agency or official listed in Sec. 99.31(a)(3) to conduct an audit, evaluation, 

or compliance or enforcement activity is not conferred by the Act or this part and must be 

established under other Federal, State, or local authority.

(b) Information that is collected under paragraph (a) of this section must:

(1) Be protected in a manner that does not permit personal identification of individuals by anyone 

other than the officials or agencies headed by officials referred to in paragraph (a) of this section, 

except that those officials and agencies may make further disclosures of personally identifiable 

information from education records on behalf of the educational agency or institution in 

accordance with the requirements of Sec. 99.33(b); and

(2) Be destroyed when no longer needed for the purposes listed in paragraph (a) of this section.

(c) Paragraph (b) of this section does not apply if:

(1) The parent or eligible student has given written consent for the 
A-3

disclosure under Sec. 99.30; or

(2) The collection of personally identifiable information is 

specifically authorized by Federal law.

A.2 File Merge with ED Central Processing System (CPS) 

We propose to perform file merges with the CPS data containing federal student aid application 

information. The merge with CPS can occur at any time for any number of cases, provided that the case 

has an apparently valid SSN associated with it. BPS contractor, RTI, will send a file to CPS and receive in 

return a large data file containing all students who applied for federal aid. The programs and procedures

are already in place to prepare and submit files according to rigorous CPS standards. Similarly, programs 

and procedures to receive and process data obtained from CPS have also been developed. 

RTI will electronically upload a file on the FAFSA secure web-site for matching. The file contains 

SSN and the first 2 letters of the sample member’s last name, but no other information. Access to the site 

for the upload is restricted to authorized users who are registered and provide identification/authentication 

information to the FAFSA data site. The file is retrieved by the Central Processing System or CPS (the 

FAFSA contractor data system) for linkage. The linked file, containing student aid applications for 

matched records, is then made available to RTI only through a secure connection (EdConnect) which 

requires username and password. All CPS files will be processed, edited, and documented for inclusion 

on the analytic data files. The CPS data will cover academic years beginning with 2012–2013. All CPS 

files will be processed, edited, and documented for inclusion in the Electronic Codebook (ECB).

A.3 File Merge with National Student Loan Data System Disbursement 

RTI will also conduct a file merge with the NSLDS to collect federal loan and Pell grant data for 

the 2012-13 award year. The resulting file will contain cumulative amounts for each student’s entire 

postsecondary education enrollment. Files are transmitted using a secure connection (EdConnect) which 

requires username and password. Programs to create the files for the merge and also programs to read the 

received data already exist. All matching processes are initiated by RTI staff providing a file with one 

record per sample member to be merged.
B-1

Appendix B

Data Security Language for Vendor Contracts
B-2

Data Security Requirements

a) Contractor shall use data supplied to them by Company for the specific purpose included in the 

corresponding Statements of Work only.

b) Contractor will protect all data supplied to them by Company as specifically stated in Exhibit C, 

attached.

c) Unless otherwise agreed to, Contractor will promptly and properly destroy data supplied to them 

by Company upon the Statement of Work completion date.

EXHIBIT C

COMPANY INFORMATION SECURITY REQUIREMENTS

A. Definitions.

“Business Contact Information” is defined as name, job title, department name, company name, 

business telephone, business fax number, and business email address.

“COMPANY Confidential Information” as defined in the Agreement.

“Information Processing System(s)” is defined as the individual and collective electronic, 

mechanical, or software components of CONTRACTOR operations that store and/or process 

COMPANY Confidential Information.

“Information Security Event” is defined as any situation where COMPANY Confidential 

Information is lost; is subject to unauthorized or inappropriate access, use, or misuse; the security, 

confidentiality, or integrity of the information is compromised; or the availability of 

CONTRACTOR Information Processing Systems is compromised by external attack.

“Security Breach” is defined as an unauthorized access to CONTRACTOR’s facilities, 

Information Processing Systems or networks used to service, store, or access COMPANY 

Confidential Information, provided such unauthorized access exposes COMPANY Confidential 

Information or provided CONTRACTOR is required to report such unauthorized access to 

appropriate legal or regulatory agencies or affected COMPANY members. 

“Industry best practice” is defined by the information security guidelines prepared by the PCI

Security Standards Council and documented in the PCI DSS requirements as well as standards and 

guidelines prepared by the Federal Financial Institutions Examination Council (FFIEC) 

B. Security and Confidentiality.

Before receiving, or continuing to receive, COMPANY Confidential Information, 

CONTRACTOR will implement and maintain an information security program that ensures: 1) 

COMPANY’s Confidential Information and CONTRACTOR’s Information Processing Systems 

are protected from internal and external security threats; and 2) that COMPANY Confidential 

Information is protected from unauthorized disclosure.

C. Security Policy.

a. Formal Security Policy. Consistent with the requirement of this Attachment, 

CONTRACTOR will create an information security policy that is approved by

CONTRACTOR’s management, published and communicated to all CONTRACTOR’s 

employees. Such information security policy may be reviewed by COMPANY at 

CONTRACTOR’s place of business pursuant to confidentiality obligations.
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b. Security Policy Review. CONTRACTOR will review the information security policy at 

planned intervals or if significant changes occur to ensure its continuing suitability, 

adequacy, and effectiveness.

D. Asset Management.

a. Asset Inventory. CONTRACTOR shall have the ability to identify the location of all 

CONTRACTOR Information Processing Systems and media containing COMPANY 

Confidential Information.

b. Acceptable Use. CONTRACTOR will implement rules for the acceptable use of 

information and assets which is no less restrictive than industry best practice and consistent 

with the requirements of this Attachment.

c. Equipment Use While on COMPANY Premises. While on COMPANY’s premises, 

CONTRACTOR will not connect hardware (physically or via a wireless connection) to 

COMPANY systems unless necessary for CONTRACTOR to perform Services under this 

Agreement. This hardware must be inspected / scanned by COMPANY before use.

d. Portable Devices. COMPANY Confidential Information, with the exception of Business 

Contact Information, may not be stored on portable devices including, but not limited to, 

laptops, external hard drives, Personal Digital Assistants, MP3 devices, and USB devices.

e. Personally-owned Equipment. COMPANY Confidential Information, with the exception 

of Business Contact Information, may not be stored on personally-owned equipment.

E. Human Resources Security.

a. Security Awareness Training. Prior to CONTRACTOR employees receiving access to 

COMPANY Confidential Information, they will receive security awareness training 

appropriate to their job function. CONTRACTOR will also ensure that recurring security

awareness training is performed.

b. Removal of access Rights. The access rights of all CONTRACTOR employees to 

CONTRACTOR Information Processing Systems or media containing COMPANY 

Confidential Information will be removed immediately upon termination of their 

employment, contract or agreement, or adjusted upon change.

F. Physical and Environmental Security.

a. Secure Areas. CONTRACTOR will secure all areas, including loading docks, holding 

areas, telecommunications areas, cabling areas and off-site areas that contain Information 

Processing Systems or media containing COMPANY Confidential Information by the use 

of appropriate security controls in order to ensure that only authorized personnel are 

allowed access and to prevent damage and interference. The following controls will be 

implemented:

i. Access will be controlled and restricted by use of a defined security perimeter, 

appropriate security barriers, entry controls and authentication controls. A record 

of all accesses will be securely maintained.

ii. All personnel will be required to wear some form of visible identification to 

identify them as employees, contractors, visitors, et cetera. 
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iii. Visitors to secure areas will be supervised, or cleared for non-escorted accessed via 

an appropriate background check. Their date and time of entry and departure will 

be recorded.

b. Environmental Security. CONTRACTOR will protect equipment from power failures and 

other disruptions caused by failures in supporting utilities.

G. Communications and Operations Management.

a. Protections Against Malicious Code. CONTRACTOR will implement detection, 

prevention, and recovery controls to protect against malicious software, which is no less 

than current industry best practice and perform appropriate employee training on the 

prevention and detection of malicious software.

b. Back-ups. CONTRACTOR will perform appropriate back-ups of CONTRACTOR 

Information Processing Systems and media containing COMPANY Confidential 

Information as required in order to ensure services and service levels described in this 

Statement of Work.

c. Media and Information Handling. CONTRACTOR will protect against unauthorized 

access or misuse of COMPANY Confidential Information contained on media by use of a 

media control management program and provide a copy of the program to COMPANY.

i. COMPANY input and result code data can be stored as Audit Data in a SQLServer table. 

All Audit Data on this SQLServer table can only be accessed for up to 180 days. After 

180 days the Audit Data in the SQLServer table is automatically destroyed.

d. Media and Information Disposal. CONTRACTOR will securely and safely dispose of 

COMPANY Confidential Information that resides on media (including but not limited to 

hard copies, disks, CDs, DVDs, optical disks, USB devices, hard drives) upon the 

Statement of Work completion date using establishment of procedures to include, but not 

be limited to: 

i. Disposing of COMPANY Confidential Information on media so that it is rendered 

unreadable or undecipherable, such as by burning, shredding, pulverizing or 

overwriting in compliance with DoD Standard 5220.22-M.

ii. Maintaining a secured disposal log that provides an audit trail of disposal activities.

iii. Purging COMPANY Confidential Information from all CONTRACTOR’s physical 

storage mediums (filing cabinets, drawers, et cetera.) and from all Information 

Processing Systems, including back-up systems, within thirty (30) days of the latest 

occurrence of following: upon termination of this agreement; or as soon as the 

COMPANY Confidential Information is no longer required to perform services 

under this Statement of Work.

iv. Providing a Certificate of Destruction to COMPANY certifying that all 

COMPANY Confidential Information was purged. The certificate will be provided 

to COMPANY within ten (10) business days after the information was purged.

e. Exchange of Information. To protect confidentiality and integrity of COMPANY 

Confidential Information in transit, CONTRACTOR will:

i. Perform an inventory, analysis and risk assessment of all data exchange channels 

(including but not limited to FTP, HTTP, HTTPS, SMTP, modem, and fax) to 

identify and mitigate risks to COMPANY Confidential Information from these 

channels.
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ii. Monitor and inspect all data exchange channels to detect unauthorized information 

releases.

iii. Ensure that appropriate security controls using approved data exchange channels 

are employed when exchanging COMPANY Confidential Information.

iv. If COMPANY Confidential Information can only be sent to CONTRACTOR 

electronically, then CONTRACTOR must employ industry standard encryption 

security measures (minimum standard of NIST’s FIPS 140-2) to encrypt 

COMPANY Confidential Information prior to transmitting via the Internet. 

Otherwise, COMPANY Confidential Information can only be sent to 

CONTRACTOR using an encrypted (minimum standard NIST’s FIPS 140-2) CDROM sent via courier service with a tracking number.

v. Ensure that information (including persistent cookies) about COMPANY 

customers, members or employees is not harvested by CONTRACTOR web pages 

except for purposes of this Agreement. 

f. Monitoring. To protect against unauthorized access or misuse of COMPANY Confidential 

Information residing on CONTRACTOR Information Processing Systems, 

CONTRACTOR will:

i. Employ current industry best practice security controls and tools to monitor 

Information Processing Systems and log user activities, exceptions, unauthorized 

information processing activities, suspicious activities and information security

events. Logging facilities and log information will be protected against tampering 

and unauthorized access. Logs will be kept for at least 90 days.

ii. Perform frequent reviews of logs and take necessary actions to protect against 

unauthorized access or misuse of COMPANY Confidential Information.

iii. At COMPANY’s request, make logs available to COMPANY to assist in 

investigations of security breaches.

iv. Comply with all relevant legal requirements applicable to monitoring and logging 

activities.

v. Ensure that the clocks of all relevant information processing systems are 

synchronized using a national or international time source.

H. Access Control.

a. User access Management. To protect against unauthorized access or misuse of 

COMPANY Confidential Information residing on CONTRACTOR Information 

Processing Systems, CONTRACTOR will:

i. Employ a formal user registration and de-registration procedure for granting and 

revoking access and access rights to all CONTRACTOR Information Processing 

Systems.

ii. Employ a formal password management process.

iii. Perform recurring reviews of users’ access and access rights to ensure that they are 

appropriate for the users’ role.

b. User Responsibilities. To protect against unauthorized access or misuse of COMPANY 

Confidential Information residing on CONTRACTOR Information Processing Systems, 

CONTRACTOR will:
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i. Ensure that CONTRACTOR Information Processing Systems users follow current 

security practices in the selection and use of strong passwords.

ii. Ensure that unattended equipment has appropriate protection to prohibit access and 

use by unauthorized individuals.

iii. Ensure that COMPANY Confidential Information contained at workstations, 

including but not limited to paper and on display screens is protected from 

unauthorized access.

c. Network access Control. access to internal, external, and public network services that 

allow access to CONTRACTOR Information Processing Systems shall be controlled. 

CONTRACTOR will:

i. Ensure that current industry best practice standard authentication mechanisms for 

network users and equipment are in place and updated as necessary.

ii. Ensure electronic perimeter controls are in place to protect CONTRACTOR 

Information Processing Systems from unauthorized access.

iii. Ensure authentication methods are used to control access by remote users.

iv. Ensure physical and logical access to diagnostic and configuration ports is 

controlled.

d. Operating System access Control. To protect against unauthorized access or misuse of 

COMPANY Confidential Information residing on CONTRACTOR Information 

Processing Systems, CONTRACTOR will:

i. Ensure that access to operating systems is controlled by a secure log-on procedure.

ii. Ensure that CONTRACTOR Information Processing System users have a unique 

identifier (user ID).

iii. Ensure that the use of utility programs that are capable of overriding system and 

application controls are highly restricted and tightly controlled.

iv. Ensure that inactive sessions are shut down when technically possible after a 

defined period of inactivity.

v. Employ restrictions on connection times when technically possible to provide 

additional security for high risk applications.

e. Mobile Computing and Remote Working. To protect COMPANY Confidential 

Information residing on CONTRACTOR Information Processing Systems from the risks 

inherent in mobile computing and remote working, CONTRACTOR will:

i. Perform a risk assessment to identify and mitigate risks to COMPANY 

Confidential Information from residing on mobile computing and remote access 

systems.

ii. Develop a policy, operational plans and procedures for managing mobile 

computing and remote access systems to ensure that COMPANY Confidential 

Information does not reside on or are used on these systems.

I. Information Systems Acquisition, Development and Maintenance.

a. Security of System Files. To protect CONTRACTOR Information Processing Systems 

and system files containing COMPANY Confidential Information, CONTRACTOR will 
B-7

ensure that access to source code is restricted to authorized users who have a direct need to 

know.

b. Security in Development and Support Processes. To protect CONTRACTOR Information 

Processing Systems and system files containing COMPANY Confidential Information, 

CONTRACTOR will:

i. Ensure that the implementation of changes is controlled by the use of formal 

change control procedures.

ii. Employ industry best practice security controls to minimize information leakage.

iii. Employ oversight quality controls and security management of outsourced software 

development.

J. Information Security Incident Management.

Reporting Information Security Events and Weaknesses. To protect CONTRACTOR Information 

Processing Systems and system files containing COMPANY Confidential Information, 

CONTRACTOR will, in the event that Contractor becomes aware of (or reasonably suspects) that 

any information and data obtained pursuant to the Services has been compromised in any manner, 

immediately notify Company via email or telephone call and follow-up on the incident in writing 

and provide all requested information about the event. For purposes of this obligation, 

“compromise” includes suspected or known incidents without limitation: (i) any unauthorized 

access to information and data obtained pursuant to the Services, (ii) any inadvertent disclosure of 

information and data obtained pursuant to the Services to any third party, (iii) any known or 

suspected misuse of information and data obtained pursuant to the Services by any person (even if 

such person was authorized to access such information or data), (iv) any suspected use of 

information and data obtained pursuant to the Services by any person outside of the scope of that 

person’s authority, and (v) any known or suspected alteration of information and data obtained 

pursuant to the Services other than as required or permitted by this Agreement.

a. Information Security Events and Security Breaches: Contractor shall

i. Implement a process to ensure that Information Security Events and Security

Breaches are reported through appropriate management channels as quickly as 

possible.

ii. Train all employees of information systems and services how to report any

observed or suspected Information Security Events and Security Breaches.

iii. Notify COMPANY by email (JDavismailto:@RTI.org or by phone (800-334-8571) 

immediately of all suspected Information Security Events and Security Breaches. 

Following any such event or breach, CONTRACTOR will promptly notify

COMPANY as to the COMPANY Confidential Information affected and the 

details of the event or breach.

K. Business Continuity Management.

a. Business Continuity Management Program. In order to ensure services and service levels 

described in this agreement, CONTRACTOR will:

i. Develop and maintain a process for business continuity throughout the organization 

that addresses the information security requirements needed for the 

CONTRACTOR’s business continuity so that the provision of products and/or 

services provided under the Agreement to COMPANY is uninterrupted.
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ii. Identify events that can cause interruptions to business processes, along with the 

probability and impact of such interruptions and their consequences for information 

security.

iii. Develop and implement plans to maintain or restore operations and ensure 

availability of information at the required level and in the required time scales 

following interruption to, or failure of, critical business processes and provide 

COMPANY a copy of the same.

iv. Test and update Business Continuity Plans regularly to ensure that they are up-todate and effective.

L. Security Assessments. 

a. Initial and Recurring Security Assessments. CONTRACTOR will permit COMPANY 

representatives to perform an on-site physical and logical Security Assessment of 

CONTRACTOR’s data processing and business facilities prior to the release of 

COMPANY Confidential Information and each year thereafter. Security Assessments will 

be performed during regular business hours, at a date and time agreed to by both parties, 

and will not require online access to CONTRACTOR’s Information Processing Systems.

b. Security Assessments Following Information Security Events and Security Breaches. 

Following the occurrence of an Information Security Event or Security Breach, 

CONTRACTOR will permit COMPANY representatives to perform an on-site physical 

and logical Security Assessment of CONTRACTOR’s data processing and business 

facilities to assess the impact of the event or breach even if a Security Assessment has been 

completed within the year.

c. Security Assessment Findings. Upon completion of a Security Assessment, COMPANY 

will provide CONTRACTOR with a Security Assessment completion letter that 

summarizes COMPANY’s Security Assessment findings. These findings may identify 

critical security deficiencies identified as “Mandatory” that require immediate correction 

before COMPANY can release, or continue to release, COMPANY Confidential 

Information to CONTRACTOR. CONTRACTOR will implement and continue to 

maintain all mutually agreed upon “Mandatory” security findings. If mutual agreement to 

“Mandatory” security findings cannot be reached, then these issues may be escalated using 

the dispute resolution provisions within this Agreement
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Appendix C

Full-scale Sampling Specifications
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1. Introduction

For the NPSAS:12 sample design and selection, the following 5-step cost/variance optimization 

process was used:

1. Establish precision requirements for key estimates.

2. Develop institution and student sampling strata to support the key estimates.

3. Develop a cost model.

4. Develop a relative variance model.

5. Determine the optimum sample allocation.

2. Precision Requirements

The precision goal for NPSAS:12 was to achieve relative standard errors (RSEs) of 10 percent or 

less and comparable to or less than NPSAS:08 for key national estimates for the full population, 

undergraduate students, and graduate students. The key estimates are based on acquired knowledge of the 

NPSAS data, how the data will be used for analysis, and what data are most important. An additional 

precision goal for NPSAS:12 was to achieve RSEs of 10 percent or less and comparable to or less than 

NPSAS:04 for key national estimates for first-time beginners (FTBs). The appropriate outcomes and 

domains, for which precision constraints will be developed for FTBs, were determined from field test 

results testing new FTB items.

3. Institution Frame and Sample Selection

To be eligible for NPSAS:12 an institution was required during the 2011-12 academic year to: 

 offer an educational program designed for persons who had completed secondary education;

 offer at least one academic, occupational, or vocational program of study lasting at least 3 

months or 300 clock hours;

 offer courses that are open to more than the employees or members of the company or group 

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

 be located in the 50 states or the District of Columbia;

 be other than a U.S. Service Academy; and

 have a signed Title IV participation agreement with the U.S. Department of Education.

Institutions providing only avocational, recreational, or remedial courses or only in-house courses 

for their own employees were excluded. U.S. Service Academies were also excluded because of their 

unique funding/tuition base.

The NPSAS:12 full-scale institution sampling frame was constructed during the field test from the 

IPEDS:2008–09 header, Institutional Characteristics (IC), 12-Month and Fall Enrollment, and 

Completions files. In order to guarantee complete data for the frame, data were imputed using the latest 

IPEDS imputation procedures for the small number of institutions with missing enrollment information. 

As discussed earlier in the supporting materials for the forms clearance package, the NPSAS:12 

field test institution sample was selected statistically, rather than purposively as had been done in past 

NPSAS cycles. A statistical sample would provide more control to ensure that the field test and the fullscale institution samples have similar characteristics, and would allow inferences to be made to the target 

population, supporting the analytic needs of the field test experiments. In order to accomplish this, 

NPSAS:12 also changed the process by which the institution sample was selected. Previous cycles 

selected the full-scale sample prior to selecting the field test sample from the complement. NPSAS:12 

selected both institution samples simultaneously. First, a sample of 1,971 institutions, comprising the 

institutions needed for both the field test and full-scale studies, was selected from the stratified frame. 
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Then, 300 of the 1,971 institutions were selected for the field test using simple random sampling within 

institutional strata. The remaining 1,671 institutions comprised the full-scale sample. Figure 1 displays 

the flow of institution sampling activities.

Figure 1. NPSAS:12 institution sample flow

Institutions for the initial sample were selected using sequential probability minimum replacement 

(PMR) sampling (Chromy 1979), which resembles stratified systematic sampling with probabilities 

proportional to a composite measure of size (Folsom, Potter, and Williams 1987). This is the same 

methodology that has been used since NPSAS:96. PMR allows institutions to be selected multiple times 

but, instead of allowing that to happen, all institutions with a probability of being selected more than once 

were instead included in the sample one time with certainty, i.e., were a certainty institution. Institution 

measures of size were determined using annual enrollment data from the most recent IPEDS 12-Month 

and Fall Enrollment Components. Using composite measure of size sampling ensured that target sample 

sizes would be achieved within institution and student sampling strata while also achieving approximately

equal student weights across institutions. 

The institution sample was freshened in order to add newly eligible institutions to the sample and 

produce a sample that is representative of institutions eligible in the 2011-2012 academic year. To do this, 

the IPEDS:200910 header, Institutional Characteristics (IC), 12-Month and Fall Enrollment, and 

Completions files were used to create an updated sampling frame of currently NPSAS-eligible 

institutions. This frame was then compared with the original frame, and 387 new or newly eligible 

institutions were identified. These 387 institutions make up the freshening sampling frame. The 

freshening sample size was then determined such that the freshened institutions would have similar

probabilities of selection to the originally selected institutions within sector (stratum) in order to minimize 

unequal weights and subsequently variances; 21 freshened institutions were selected.

The 10 institutional strata used for NPSAS:12 were based on institutional level, control, and 

highest level of offering:1

1. public less-than-2-year

2. public 2-year

 

1

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

3. public 4-year non-doctorate-granting

4. public 4-year doctorate-granting

5. private nonprofit less-than-4-year

6. private nonprofit 4-year non-doctorate-granting

7. private nonprofit 4-year doctorate-granting

8. private for-profit less-than-2-year

9. private for-profit 2-year

10. private for-profit 4-year.

Although prior NPSAS administrations aggregated private for-profit 2-year and 4-year institutions 

into one sampling strata, for NPSAS:12 the two were split into separate strata to reflect the recent growth 

in enrollment in for-profit 4-year institutions.

When data collection is complete, an overall 99 percent eligibility rate among sampled institutions

should be reached. The institutional response rate is expected to be about 85 percent. The eligibility and 

response rates will likely vary by institutional strata. Based on these expected rates, the institution sample 

sizes and estimated sample yield by the ten institutional strata are presented in table 1. 

Within each institutional stratum, additional implicit stratification for the full-scale was 

accomplished by sorting the sampling frame within stratum by the following classifications: (1) 

historically Black colleges and universities (HBCU) indicator; (2) Hispanic-serving institutions (HSI) 

indicator2(3) Carnegie classifications of postsecondary institutions;3(4) the Office of Business Economics 

(OBE) Region from the IPEDS header file (Bureau of Economic Analysis of the U.S. Department of 

Commerce Region); (5) state and system for states with large systems, e.g., the SUNY and CUNY 

systems in New York, the state and technical colleges in Georgia, and the California State University and 

University of California systems in California; and (6) the institution measure of size. The objective of 

this implicit stratification was to approximate proportional representation of institutions on these 

measures.

Table 1. NPSAS:12 full-scale institution sample sizes and estimated yield

Institutional sector

Frame 

count1

Number 

sampled

Number 

eligible

List 

respondents

Total 7,052 1,692 1,672 1,416

Public

Less-than 2-year 271 22 19 14

2-year 1,108 381 381 335

4-year non-doctorate-granting 356 130 130 117

4-year doctorate-granting 309 230 230 200

Private

Nonprofit less-than-4-year 263 20 20 17

Nonprofit 4-year non-doctorate-granting 1,031 260 260 218

Nonprofit 4-year doctorate-granting 555 221 221 183

For-profit less-than-2-year 1,513 55 52 41

For-profit 2-year 1,028 115 111 90

For-profit 4-year 618 258 248 201

1 Institution counts based on IPEDS:2008-09 and IPEDS:2009-10 header files.

 

2

The Hispanic-serving institutions (HSI) indicator no longer exists in IPEDS, so an HSI proxy was created using IPEDS Hispanic enrollment 

data. 

3

Some Carnegie categories were collapsed for the purposes of implicit stratification.
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Table 2. NPSAS:12 preliminary student sample sizes and yield

Institutional sector

Sample students Eligible students Interview Respondents

Responding students perresponding institutionTotalFT

Bs

Other undergraduateStudentsGraduate studentsTotalFT

Bs

Other undergraduatestudentsGraduate studentsTotalFT

Bs

Other undergraduatestudentsGraduate students

Total 124,644 45,413 63,497 15,735 118,748 43,068 60,396 15,283 83,124 31,045 41,746 10,333 59

Public

Less-than 2-year 1,279 717 563 0 1,036 580 456 0 623 366 257 0 45

2-year 41,304 14,822 26,483 0 38,693 13,885 24,808 0 26,235 10,013 16,223 0 78

4-year non-doctorategranting 8,288 1,954 4,962 1,372 8,115 1,913 4,858 1,344 6,095 1,553 3,809 733 52

4-year doctorategranting 20,057 3,864 11,182 5,012 19,728 3,800 10,998 4,930 15,226 3,155 8,585 3,486 76

Private nonprofit

Less-than-4-year 1,646 937 709 0 1,484 844 639 0 811 486 325 0 48

4-year non-doctorategranting 8,311 2,250 3,458 2,604 8,116 2,195 3,378 2,543 6,334 1,906 2,732 1,696 29

4-year doctorategranting 8,770 2,100 1,733 4,937 8,509 2,080 1,692 4,736 6,451 1,703 1,410 3,338 35

Private for-profit

Less-than-2-year 5,472 3,074 2,398 0 4,720 2,651 2,068 0 2,407 1,430 977 0 59

2 year 10,849 5,971 4,878 0 10,408 5,728 4,680 0 7,004 4,028 2,976 0 78

4 year 18,668 9,726 7,131 1,810 17,938 9,391 6,817 1,730 11,938 6,406 4,452 1,080 59

NOTE: FTB = first time beginner. Detail may not sum to totals due to rounding. 
C-8

4. Student Sample Design and Selection

The students eligible for inclusion in the sample were those who are enrolled in a NPSAS-eligible 

institution in any term or course of instruction between July 1, 2011, and April 30, 2012, and who were: 

 enrolled in either (a) an academic program; (b) at least one course for credit that could be 

applied toward fulfilling the requirements for an academic degree; (c) exclusively non-credit 

remedial coursework but who the institution has determined are eligible for Title IV aid; or (d) 

an occupational or vocational program that required at least 3 months or 300 clock hours of 

instruction to receive a degree, certificate, or other formal award;

 not currently enrolled in high school; and

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

The following section describes the student sample design, including plans for sampling students 

from enrollment lists.

Based on past experience, a minimum of a 95 percent student eligibility rate and an overall 70 

percent student interview response rate are expected. The preliminary sample sizes and sample yield are 

presented in table 2. As indicated in the table, the sample was designed to include about 117,000 students. 

The distribution of the sample by institution and student strata will be finalized after completion of the 

sample optimization process. 

Several student subgroups were intentionally sampled at rates different than their natural 

occurrence within the population due to specific analytic objectives. Two groups were oversampled to 

better understand their unique experiences within postsecondary education. Specifically:

(a) Undergraduates, both FTB and non-FTB, at all award levels enrolled in for-profit institutions, 

who receive about 25 percent of disbursed federal aid despite constituting only about 11 

percent of the student population; and

(b) FTB undergraduates enrolled in sub-baccalaureate programs at all types of institutions, which 

have important early labor market experiences that can only be explored via BPS if a sufficient 

starting sample is identified.

Similarly, two students groups were undersampled: graduate students in business and graduate students in 

education. Because of their sheer number, these sample members make it difficult to draw inference about 

the experiences of graduate students in other disciplines, particularly those related to science, engineering, 

technology, and mathematics (STEM), which were oversampled. 

Potential FTBs will be identified for longitudinal follow up, and the remaining undergraduate students 

will be classified as other undergraduates. The NPSAS sampling rates for students identified as potential 

FTBs and other undergraduate students were adjusted based on field test interview and pre-sampling 

matching results (see below), as well as on results from both NPSAS:04 and BPS:04/06, to yield 

appropriate sample sizes after accounting for expected false positive and false negative rates by sector

The eleven student sampling strata are:

1. first-time beginning undergraduate students enrolled in sub-baccalaureate programs

2. other first-time beginning undergraduate students

3. other undergraduate students

4. master’s degree students in STEM programs

5. master’s degree students in education and business programs

6. master’s degree students in other programs

7. doctoral-research/scholarship/other students in STEM programs

8. doctoral-research/scholarship/other students in education and business programs
C-9

9. doctoral-research/scholarship/other students in other programs

10. doctoral-professional practice students4

11. other graduate students5

As part of the cost/variance optimization process, it was determined that there is sufficient sample 

for the graduate student strata.6 The sample size for graduate students was increased to help offset the 

increased design effect and variance for analyses of all graduate students. 

As was done in past rounds of NPSAS, the eleven student strata were sampled at different rates to 

control the sample allocation. Differential sampling rates facilitate obtaining the target sample sizes 

necessary to meet analytic objectives for defined domain estimates. 

A variable-based (rather than source-based) definition of a study member will be used, like that 

used in NPSAS:04 and NPSAS:08, updated by changes to the interview. Specifically, a NPSAS:12 study 

member will be defined as any sample member who is determined to be eligible for the study and, 

minimally, has valid data from any source for the following:

 student type (undergraduate or graduate); 

 date of birth or age; 

 gender; and

 at least 8 of the following 15 variables:

 dependency status;

 marital status;

 any dependents;

 income;

 expected family contribution (EFC);

 degree program;

 class level;

 first-time beginner (FTB) status; 

 months enrolled;

 tuition;

 received federal aid;

 received non-federal aid;

 student budget;

 race; and

 parent education.

The rate of study membership is expected to be about 90 percent.7 

Creating student sampling frames. Sample institutions were asked to provide an electronic 

student enrollment list. The following data items were requested for NPSAS-eligible students enrolled at 

each sample institution. Most of these items are the same as what was collected in past NPSAS studies: 

 Name

 

4

Past rounds of NPSAS have included samples of first-professional students. However, IPEDS has replaced the term first-professional with 

doctoral-professional practice. We will work with the sample institutions when requesting enrollment lists to ensure that they understand 

how to identify doctoral-research/scholarship/other and doctoral-professional practice students.

5

“Other graduate” students are those who are not enrolled in a degree program, such as students just taking graduate courses. 

6

The master’s and doctoral STEM programs as domains will be added at the same time FTB domains and outcomes are added. 

7

NPSAS has many administrative data sources, along with the student interview. Key variables have been identified across the various data 

sources to determine the minimum requirements to support the analytic needs of the study. Sample members who meet these minimum 

requirements will be classified as study members. These study members will have enough information from these multiple sources to be 

included in the NPSAS analysis files. 
C-10

 Social Security Number (SSN)

 Student ID number (if different from SSN)

 Student level (undergraduate, masters, doctoral-research/scholarship/other, doctoral-professional 

practice, other graduate)

 First-time beginner (FTB) indicator

 Class level of undergraduates (first year, second year, etc.)

 Date of birth (DOB)

 CIP or major

 Degree program

 High school graduation date (month and year) 

 Contact information (local and permanent street address and phone number and school and home 

e-mail address)

As with NPSAS:04 and NPSAS:08, locating data were requested from institutions concurrent with 

the collection of student lists used for sample selection. This allowed web-based student record collection 

and interviewing to begin almost immediately after sample selection and thus help meet the tight schedule 

for data collection, data processing, and file development. For institutions unwilling to provide locating 

data for all students on enrollment lists, locating data were requested for sampled students only 

immediately after the sample was selected. 

The FTB indicator, student level, class level, and date of birth were used to identify and 

oversample potential FTBs, as described below. 

High school graduation date has not been requested on lists in the past for NPSAS, so the 

feasibility of this request was tested in the field test. About 80 percent of institutions were able to provide 

this field, and no institution complained about being asked to do so. The information proved useful in 

identifying current high school students who were not FTBs and were ineligible for the study. 

CIP code and major have been collected in the past for NPSAS in order to help identify

baccalaureate recipients who are business majors, so that they could be undersampled in NPSAS years 

that spin off the Baccalaureate and Beyond Longitudinal Study. In NPSAS:08, CIP code and major were 

also used to oversample STEM majors who were not SMART grant recipients. For NPSAS:12, in order to 

appropriately undersample business and education graduate students and oversample graduate students in 

STEM fields, CIP code and major were collected on lists. Schools were also asked to provide degree 

program for use in identifying FTBs in sub-baccalaureate programs, as described above. 

The field test included an indicator of whether the institution received an ISIR (electronic record 

summarizing the results of the student’s FAFSA processing) from CPS. This was considered potentially

useful in FTB analyses; however it has not proved useful for that purpose and, therefore, was not 

requested in the full-scale study. 

Obtaining student enrollment lists. To ensure the secure transmission of sensitive information 

on the enrollment lists, the following options were provided to institutions: (1) upload encrypted student 

enrollment list files to the project’s secure website using a login ID and “strong” password provided by

RTI, or (2) provide an appropriately encrypted list file via e-mail (RTI will provide guidelines on 

encryption and creating “strong” passwords). In the field test, only two institutions e-mailed their lists, 

and the rest of the institutions uploaded them. Based on NPSAS:08 and field test results, few institutions 

were expected to ask to provide a paper list. However, in the event that an institution was unable to 

transmit data via the secure electronic methods of transmission outlined above, faxes sent to a secure 

electronic fax machine could be accepted. 
C-11

Identifying FTBs during the base year. Accurately qualifying sample members as FTBs is a 

continuing challenge. Correctly classifying FTBs is important because unacceptably high rates of 

misclassification (i.e., false positives) can and have resulted in (1) excessive cohort loss with too few 

eligible sample members to sustain the longitudinal study, (2) excessive cost to “replenish” the sample 

with little value added, and (3) inefficient sample design (excessive oversampling of “potential” FTBs) to 

compensate for anticipated misclassification error.

Several steps were taken early in the NPSAS:12 listing and sampling processes to improve the rate 

at which FTBs would be correctly classified for sampling. First, in addition to an FTB indicator, 

enrollment lists provided by institutions and institution systems were to include class level, student level, 

date of birth, and high school graduation date. Students identified by the institution as FTBs, but also 

identified as in their third year or higher and/or not an undergraduate student, were not classified as FTBs 

for sampling. Additionally, students appearing to be dually enrolled at the postsecondary institution and in 

high school based on the high school graduation date were also not eligible for sampling. If the FTB 

indicator was not provided for a student on the list, but the student was 18 years old or younger and did 

not appear to be dually enrolled, the student was classified as an FTB for sampling. Otherwise, if the FTB 

indicator was not provided for a student on the list and the student was over the age of 18, then the student 

was sampled as an “other undergraduate,” but will be added to the BPS cohort if identified during the 

interview as an FTB. 

Second, prior to sampling, all students listed as potential FTBs were matched to National Student

Loan Data System (NSLDS) records to determine if any have a federal financial aid history pre-dating the 

NPSAS year (earlier than July 1, 2011). Since NSLDS maintains current records of all Title IV grant and 

loan funding, any students with data showing disbursements from prior years could be reliably excluded 

from the sampling frame of FTBs. Given that about 60 percent of FTBs receive some form of Title IV aid 

in their first year, this matching process will not be able to exclude all listed FTBs with prior enrollment, 

but will significantly improve the accuracy of the listing prior to sampling, yielding fewer false positives. 

All potential FTBs were sent to NSLDS because ten percent of students aged 18 and younger, sampled as 

FTBs, and interviewed in the field test were not FTBs (false positives). In the field test, matching to 

NSLDS identified about 19 percent of the cases sent for matching as false positives. The field test showed 

that it is feasible to send all potential FTBs to NSLDS for matching. NSLDS has a free process to match 

the FTBs, and lists were usually returned to RTI in one day. 

Third, simultaneously with NSLDS matching, all potential FTBs were matched to the Central 

Processing System (CPS) to identify students who on their FAFSA indicated that they had attended 

college previously. In the field test, this process for identifying potential FTBs from a subset of 94 

institutions, mainly public and private nonprofit institutions, was evaluated and an additional 2.4 percent 

of false positives was found from the initial pool of potential FTBs who were not identified as such by

NSLDS and NSC. CPS has an automated, free process for matching that has been used for other purposes 

in the past for NPSAS sample students. This matching can handle large numbers of cases, and the 

matching usually takes one day. 

Fourth, after NSLDS and CPS matching, a subset of the remaining potential FTBs was matched to 

the National Student Clearinghouse (NSC) for further narrowing of FTBs based on the presence of 

evidence of earlier enrollment. In the field test, matching to NSC identified about 14 percent of the 

remaining potential FTBs, after NSLDS matching, as false positives. NSC worked with RTI to set up a 

process that can handle a large number of potential FTBs and return FTB lists to RTI within two or three 

days. There is a “charge per case matched” for NSC matching, so an approach targeting potential FTBs 

over the age of 18 in the public 2-year and for-profit sectors was used. These sectors tended to have high 

false-positive rates in the field test and in NPSAS:04, and have large full-scale sample sizes. 
C-12

Fifth, the FTB selection rates set took into account error rates observed in the NPSAS:12 field test, 

in NPSAS:04, and in BPS:04/06, and the expected pre-sampling matching results, within each sector, as 

described above. As shown in table 3, some NPSAS:04 institution sectors were better able to accurately

identify their students as FTBs. While the sample selection rates took into account false positive rates, the 

NSLDS, CPS, and NSC record matches should result in improved accuracy. Table 4 shows the field test 

false positive identification from NSLDS, NSC, CPS, and overall matching, as well as from the interview, 

by sector. 

Table 3. Weighted false positive rate observed in FTB identification, by sector: NPSAS:04

Sector in NPSAS:04

False positive rate 

(weighted)

Public

Less-than 2-year 64.4

2-year 72.5

4-year non-doctorate-granting 26.8

4-year doctorate-granting 27.0

Private nonprofit

Less-than-4-year 63.1

4-year non-doctorate-granting 43.4

4-year doctorate-granting 15.2

Private for-profit

Less-than-2-year 63.1

2 years or more 70.0

FTB = first time beginner.

Table 4. Unweighted false positive rate observed in FTB identification from NSLDS, NSC, CPS, and overall 

matching and from the interview, by sector: NPSAS:12 field test

Sector in NPSAS:12

False positive rate (unweighted)

NSLDS NSC CPS Overall matching Interview

All institutions 19.2 14.1 10.2 32.1 18.2

Public

Less-than 2-year 29.8 29.1 0 50.2 53.8

2-year 22.0 13.7 14.9 34.9 18.1

4-year non-doctorate-granting 6.7 7.0 9.5 15.6 8.4

4-year doctorate-granting 4.2 13.0 6.4 18.2 6.4

Private nonprofit

Less-than-4-year 8.7 16.3 14.0 26.3 24.1

4-year non-doctorate-granting 20.1 12.3 6.0 31.2 10.4

4-year doctorate-granting 13.0 14.1 8.4 26.3 7.9

Private for-profit

Less-than-2-year 33.6 25.4 0 50.4 18.8

2 year 25.5 20.8 0 41.0 44.4

4-year 48.4 22.7 9.1 60.2 28.6

FTB = first time beginner.

Quality control checks for lists. Several checks on the quality and completeness of student lists 

were implemented before the sample students were selected. For example, the lists failed quality control 

checks if student level and/or the FTB indicator were not included on the list. Additionally, the 

unduplicated total of students at the undergraduate and graduate levels on each institution’s student list 

was checked against the latest IPEDS unduplicated enrollment data from the 12-Month Enrollment 

Component. The unduplicated count of FTBs on each institution’s student list was checked against IPEDS 

enrollment data from the Fall Enrollment Component adjusted to estimate full year enrollment. Contact 

information was checked carefully for each enrollment list as well as for each student sampled. If an 
C-13

institution did not provide high school graduation date, but included many students who were less than 

18, the list failed quality control checks because it could erroneously contain high school students. 

Institutions failing quality control checks were re-contacted to resolve the discrepancy and verify

that the institution coordinator who prepared the student list(s) clearly understood the request being made 

and provided a list of the appropriate students. When it was determined that the initial list provided by an 

institution was not satisfactory, a replacement list was requested. Sample students were selected once it 

was either confirmed that the list received was correct or a corrected list was received. If the list was 

incorrect, but the institution would not or could not correct it, a determination was made as to whether or 

not sample selection could proceed depending on the severity of the problem.

Selection of sample students. Students were sampled on a flow basis, as student lists were 

received, using a stratified systematic sampling procedure. Sample yield was monitored by institution and 

student sampling strata, and the sampling rates were adjusted, as necessary, to achieve the desired sample 

yield. 

Quality control checks for sampling. RTI has developed technical operating procedures (TOPs) 

that describe how to properly implement statistical procedures and QC checks. A checklist is available to 

all NPSAS:12 statisticians to ensure that appropriate QC checks were performed. 

Some specific sampling QC checks will include checking that the: 

 students on the sampling frames all have a known, non-zero probability of selection;

 number of students selected match the target sample size; and

 sample weight for each student is the inverse of the probability of selection.

5. Cost/Variance Optimization

A cost/variance optimization procedure developed by Chromy

8 was used to determine the sample size 

distribution across institution and student strata that minimized data collection costs and the variance of 

estimates of key outcomes. The first step was to set the precision constraints to be the levels of precision 

achieved in NPSAS:08 (and NPSAS:04 for BPS estimates) for each domain and outcome that drives the 

sample design. This produced sample sizes that were comparable to those achieved in past studies. A 10 

percent level of precision was imposed for some domains where historical levels of precision were higher 

than 10 percent. The sample sizes and yield presented in table 2 are based on the preliminary optimal 

allocation that did not yet include domains and outcomes for FTBs. 

 

8

Chromy, J.R. (1987). Design Optimization with Multiple Objectives. Proceedings of the American Statistical Association Section on Social 

Statistics, 194-199.
D-1

Appendix D

Bibliography of Publications Using BPS Data
D-2

Bibliography of Publications Using BPS Data 

Arranged alphabetically by year 

National Center for Education Statistics (NCES) publication numbers are indicated in brackets. 

Publications with an NCES number may be accessed from http://nces.ed.gov. 

2012

Mamiseishvili, K. (2012). Academic and Social Integration and Persistence of International Students at 

U.S. Two-Year Institutions. Community College Journal of Research and Practice, 36(1), 15-27.

2011

Alon, S. (2011). Who Benefits Most from Financial Aid? The Heterogeneous Effect of Need-Based 

Grants on Students’ College Persistence. Social Science Quarterly, 92(3), 807-829. 

Alon, S. & Gelbgiser, D. (2011). The Female Advantage in College Academic Achievements and 

Horizontal Sex Segregation. Social Science Research. 40(1). 107-119. 

Attewell, P., Heil, S, & Reisel, L. Competing Explanations of Undergraduate Noncompletion. American 

Educational Research Journal, 48(3), 536-559. 

Doyle, W. R. (2011). Effect of Increased Academic Momentum on Transfer Rates: An Application of the 

Generalized Propensity Score. Economics of Education Review, 30(1), 191-200.

Hinrichs, P. (2011). The Effects of Attending a Diverse College. Economics of Education Review, 30(2), 

332-341. 

Ho, P. & Chang Wei, C. (2011). Trends in Attainment Among Student Populations at Increased Risk of 

Noncompletion: Selected Years, 1989–90 to 2008–09. (NCES 2012-254). Washington, DC: National 

Center for Education Statistics.

Horn, L. & Skomsvold, P. (2011). Community College Student Outcomes: 1994-2009. (NCES 2012-253). 

Washington, DC: National Center for Education Statistics. 

Mamiseishvili, K. (2011, September 13). International student persistence in U.S. postsecondary

institutions. Higher Education. 

Mamiseishvili, K. & Koch, L.C. (2011). First-to-Second-Year Persistence of Students with Disabilities in 

Postsecondary Institutions in the United States. Rehabilitation Counseling Bulletin. 54(2): 93-105. 

McKean, J.R. (2011). First-time Beginning Student Attainment: Examining the Role of Distance 

Education. Unpublished Ph.D. dissertation, Ohio University.

Radford, A.W. (2011). Military Service Members and Veterans: A Profile of Those Enrolled in 

Undergraduate and Graduate Education in 2007–08. (NCES 2011-163). Washington, DC: National 

Center for Education Statistics.

Settle, J.S. (2011). Variables that Encourage Students to Persist in Community Colleges. Community 

College Journal of Research and Practice, 35(4), 281-300. 
D-3

Skomsvold, P., Radford, A.W., & Berkner, L. (2011). Web Tables—Six-Year Attainment, Persistence, 

Transfer, Retention, and Withdrawal Rates of Students Who Began Postsecondary Education in 2003-

04. (NCES 2011-152). Washington, DC: National Center for Education Statistics

Soldner, M.E. (2011). Persistence and Attainment among Pell Grant Recipients: Results from the 

Beginning Postsecondary Students Longitudinal Study of 2004/09. (NCES 2011-275). Washington, 

DC: National Center for Education Statistics.

Staklis, S., Bersudskaya, V., & Horn, L. (2011). Students Attending For-Profit Postsecondary Institutions: 

Demographics, Enrollment Characteristics, and 6-Year Outcomes. (NCES 2012-173). Washington, 

DC: National Center for Education Statistics. 

Wine, J., Janson, N., & Wheeless, S. (2011). 2004/09 Beginning Postsecondary Students Longitudinal 

Study (BPS:04/09) Methodology Report. (NCES 2012-246). Washington, DC: National Center for 

Education Statistics.

2010

Camp, A. G., Gilleland, D. S., Pearson, C., & Putten, J. V. (2010). Differentiating between Women in 

Hard and Soft Science and Engineering Disciplines. Journal of College Student Retention: Research, 

Theory & Practice, 11(3): 363-384. 

Chen, R., & DesJardins, S. L. (2010). Investigating the Impact of Financial Aid on Student Dropout 

Risks: Racial and Ethnic Differences. Journal of Higher Education, 81(2): 179-208. 

Crisp, G., and Nora, A. (2010). Hispanic Student Success: Factors Influencing the Persistence and 

Transfer Decisions of Latino Community College Students Enrolled in Developmental Education. 

Research in Higher Education, 51(2): 175-194.

Griffith, J. (2010). Community Service Among a Panel of Beginning College Students: Its Prevalence and 

Relationship to Having Been Required and to Supporting “Capital.” Nonprofit and Voluntary Sector 

Quarterly, 39(5): 884-900.

Hornak, A.M, Farrell, P.L., and Jackson, N.L. Making It (or Not) on a Dime in College: Implications for 

Practice. (2010). Journal of College Student Development, 51(5): 481-495.

Li, D. (2010). They Need Help: Transfer Students from Four-Year to Four-Year Institutions. The Review 

of Higher Education, 33(2): 207-238.

Mamiseishvili, K. (2010). Effects of Employment on Persistence of Low-income, First-Generation

College Students. College Student Affairs Journal, 29(1), 65-74, 93.

Museus, S. D. (2010). Understanding Racial Differences in the Effects of Loans on Degree Attainment: A 

Path Analysis. Journal of College Student Retention: Research, Theory & Practice, 11(4), 499-527. 

Radford, A., Berkner, L., Wheeless, S. C., & Shepherd, B. (2010). Persistence and Attainment of 2003-04 

Beginning Postsecondary Students: After 6 Years. First Look (NCES 2011-151). Washington, DC: 

National Center for Education Statistics.

Settle, J. S. (2011). Variables that Encourage Students to Persist in Community Colleges. Community 

College Journal of Research and Practice, 35(4), 281-300. 
D-4

2009

Camp, A., Gilleland, D., Pearson, C., and Putten, J.V. (2009). Women's path into science and engineering 

majors: a structural equation model. Educational Research & Evaluation, 15(1): 63-77.

Camp, A.G., Gilleland, D.S., Pearson, C., and Putten, J.V. (2009). Differentiating between Women in 

Hard and Soft Science and Engineering Disciplines. Journal of College Student Retention, 11(3): 363-

384.

Chen, X. (2009). Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in 

Postsecondary Education (2009-161). National Center for Education Statistics, Institute of Education 

Sciences, U.S. Department of Education. Washington, DC.

Choy, S.P., Berkner, L., Lee, J., and Topper, A. (2009). Academic Competitiveness and SMART Grant 

Programs: First-Year Lessons Learned. Washington, DC: U.S. Department of Education

Cragg, K.M. (2009). Influencing the Probability for Graduation at Four-Year Institutions: A Multi-Model 

Analysis. Research in Higher Education, 50(4): 394-413.

Doyle, W. (2009). The effect of community college enrollment on bachelor's degree completion. 

Economics of Education Review, 28(2): 199-206.

Horn, L. (2009). On Track to Complete? A Taxonomy of Beginning Community College Students and 

Their Outcomes 3 Years After Enrolling: 2003-04 through 2006 (NCES 2009-152). National Center 

for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, 

DC.

Radford, A. (2009, July). Military Service Members and Veterans in Higher Education: What the New GI 

Bill May Mean for Postsecondary Institutions. Washington, DC: American Council on Education.

Radford, A., and Tasoff, S. (2009, July). Web Tables: Choosing a Postsecondary Institution: 

Considerations Reported by Students (NCES 2009-186). National Center for Education Statistics, 

Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Radford, A., and Wun, J. (2009, April). Issue Tables: A Profile of Military Service members and Veterans 

Enrolled in Postsecondary Education in 2007-08 (NCES 2009-182). National Center for Education 

Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2009, March). Digest of Education Statistics, 2008

(NCES 2009-020). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC.

Wine, J., Cominole, M., and Caves, L. (2009, June). 2004/09 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/09) Field Test (NCES 2009-01). National Center for Education Statistics, 

Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Wine, J., Cominole, M., and Caves, L. (2009, June). 2004/09 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/09) Field Test (NCES 2009-01). National Center for Education Statistics, 

Institute of Education Sciences, U.S. Department of Education. Washington, DC.
D-5

2008

Berkner, L., and Choy, S. (2008). Descriptive Summary of 2003-04 Beginning Postsecondary Students: 

Three Years Later (NCES 2008-174). National Center for Education Statistics, Institute of Education 

Sciences, U.S. Department of Education. Washington, DC.’

Provasnik, S., and Planty, M. (2008, August). Community Colleges: Special Supplement to The 2008 

Condition of Education (NCES 2008-033). National Center for Education Statistics, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC.

Stratton, L.S., O’Toole, D.M., and Wetzel, J.N. (2008, June). A Multinomial Logit Model of College 

Stopout and Dropout Behavior. Economics of Education Review, 27(3): 319-331.

2007

Berkner, L., He, S., Mason, M., and Wheeless, S. (2007). Persistence and Attainment of 2003-04 

Beginning Postsecondary Students: After Three Years (NCES 2007-169). National Center for

Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Chen, X. (2007). Part-Time Undergraduates in Postsecondary Education: 2003–04 (NCES 2007-165). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of 

Education. Washington, DC.

Cominole, M., Wheeless, S., Dudley, K., Franklin, J., and Wine, J. (2007). 2004/06 Beginning 

Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report (NCES 2008-184). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of 

Education. Washington, DC.

Dongbin, K. (2007). The Effect of Loans on Students' Degree Attainment: Differences by Student and 

Institutional Characteristics. Harvard Educational Review, 77(1): 64-100. 

Goan, S.K., and Cunningham, A.F. (2007). Differential Characteristics of 2-Year Postsecondary 

Institutions (NCES 2007-164rev). National Center for Education Statistics, Institute of Education 

Sciences, U.S. Department of Education. Washington, DC.

Hudson, L., Kienzl, G., and Diehl, J. (2007). Students Entering and Leaving Postsecondary Occupational 

Education: 1995-2001. (NCES 2007-041). National Center for Education Statistics, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC.

Hunt-White, T. (2007). 2004/06 Beginning Postsecondary Students Longitudinal Study Data Analysis 

System (NCES 2007-185). National Center for Education Statistics, Institute of Education Sciences, 

U.S. Department of Education. Washington, DC.

2006

Anderson, G. (2006). Effectiveness of Statewide Articulation Agreements on the Probability of Transfer: 

A Preliminary Policy Analysis. The Review of Higher Education, 29(3): 261-291.

Blecher, L. (2006). Persistence toward Bachelor Degree Completion of Students in Family and Consumer 

Sciences. College Student Journal, 40(3):469-484.
D-6

Dougherty, K.J., and Kienzl, G.S. (2006). It's Not Enough to Get Through the Open Door: Inequalities by

Social Background in Transfer from Community Colleges to Four-Year Colleges. Teachers College 

Record, 108(3): 452-487.

Dowd, A. and Coury, T. (2006). The Effect of Loans on the Persistence and Attainment of Community

College Students. Research in Higher Education, 47(1): 33-62.

Flowers, L.A. (2006). Effects of Attending a 2-Year Institution on African American Males’ Academic and 

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Murphy, K. (2006). Factors Affecting the Retention, Persistence, and Attainment of Undergraduate 

Students at Public Urban Four Year Higher Education Institutions. Washington, DC: AIR.

Person, A., and Rosenbaum, J. (2006). Educational Outcomes of Labor-Market Linking and Job 

Placement for Students at Public and Private 2-Year Colleges. Economics of Education Review, 25(4): 

412-429.

Titus, M.A. (2006). No College Student Left Behind: The Influence of Financial Aspects of a State's 

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Titus, M.A. (2006). Understanding the Influence of the Financial Context of Institutions on Student 

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Wine, J., Cominole, M., Wheeless, S., Bryant, A., Gilligan, T., Dudley, K., and Franklin, J. (2006). 

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U.S. Department of Education. Washington.

2005

Adelman, C. (2005). Moving into Town--and Moving On: The Community College in the Lives of 

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Alfonso, M., Bailey, T.R., and Scott, M. (2005). The Educational Outcomes of Occupational SubBaccalaureate Students: Evidence from the 1990s. Economics of Education Review, 24(2): 197-212.

Bailey, T., Jenkins, D., and Leinbach, T. (2005). What We Know about Community College Low-Income 

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Glenn, D. (2005, September 2). Sociologists Debate Degrees, Dropouts, and Faculty Beliefs. Chronicle of 

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Horn, L., Cataldi, E., and Sikora, A. (2005). Waiting to Attend College: Undergraduates Who Delay Their 

Postsecondary Enrollment (NCES 2005-152). National Center for Education Statistics, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC.
D-7

Leppel, K. (2005). College Persistence and Student Attitudes Toward Financial Success. College Student 

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Lohfink, M.M., and Paulsen, M.B. (2005). Comparing the Determinants of Persistence for FirstGeneration and Continuing-Generation Students. Journal of College Student Development, 46(4): 

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Peter, K., and Cataldi, E. (2005). The Road Less Traveled? Students Who Enroll in Multiple Institutions

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Department of Education. Washington, DC.

Peter, K., and Horn, L. (2005). Gender Differences in Participation and Completion of Undergraduate 

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Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Schuetz, P. (2005). UCLA community college review: campus environment: a missing link in studies of 

community college attrition. Community College Review, 32(4): 60–80.

2004

Bauer, C.J. (2004). The nexus between community college choice and student persistence. Unpublished 

Ph.D. dissertation, University of Missouri, Saint Louis

Borden, V.M.H. (2004). Accommodating student swirl: when traditional students are no longer the 

tradition. Change, 36(2): 10–17. [EJ701873]

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Brothen, T., and Wambach, C.A. (2004). Refocusing Developmental Education. Journal of 

Developmental Education, 28(2): 16–33. 

Duggan, M.B. (2004). E-Mail as Social Capital and Its Impact on First-Year Persistence of 4-Year College 

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[EJ683627]

Ferris, E., Finster, M., McDonald, D. (2004). Academic Fit of Student-Athletes: An Analysis of NCAA

Division I-A Graduation Rates. Research in Higher Education, 45(6): 555–575.

Hahs-Vaughn, D. (2004). The Impact of Parents' Education Level on College Students: An Analysis Using 

the Beginning Postsecondary Students Longitudinal Study 1990-92/94. Journal of College Student 

Development, 45(5): 483-500.

Horn, L., and Berger, R. (2004). College Persistence on the Rise? Changes in 5-Year Degree Completion 

and Postsecondary Persistence Rates Between 1994 and 2000 (NCES 2005-156). National Center for 

Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Kane, M.A., Beals, C., Valeau, E.J., Johnson, M.J. (2004). Fostering Success Among Traditionally

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Engineering, and Science Achievement (MESA) Program. Community College Journal of Research 

and Practice, 28(1): 17–26. 
D-8

Kim, M.H. (2004). The determinants of institutional financial aid and its effect on degree completion: the 

difference between students at public and private four-year institutions. Ph.D. dissertation Columbia 

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graduates: A comparative study using national BPS data. Unpublished Ph.D. dissertation, Oregon 

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Pascarella, E.T. (2004). First-Generation College Students: Additional Evidence on College Experiences 

and Outcomes. The Journal of Higher Education, 75(3): 249-284.

Pascarella, E.T. (2004). The Role of Race in the Development of Plans for a Graduate Degree"

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Persell, C.H., and Wenglinsky, H. (2004). For-profit post-secondary education and civic engagement. 

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modeling test of an elaborated theory of socialization. Unpublished Ph.D. dissertation, Iowa State 

University

Wassmer, R., Moore, C., and Shulock, N. (2004). Effect of Racial/Ethnic Composition on Transfer Rates 

in Community Colleges: Implications for Policy and Practice. Research in Higher Education, 45(6): 

651–672.

2003

Alfonso, M., Bailey, T.R., and Scott, M. (2003, April). The Educational Outcomes of Occupational SubBaccalaureate Students: Evidence from the 1990s. Paper presented at the annual meeting of the 

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Berkner, L., He, S., and Cataldi, E. F. Descriptive summary of 1995-96 beginning postsecondary students: 

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Freeman, T.L.(2003). Theoretical model for studying year-to-year persistence of two-year college students 

by ethnicity using the Beginning Postsecondary Students Longitudinal Study, 1996—1998. Ph.D. 

dissertation, University of Missouri, Saint Louis.

Hahs, D. L. (2003). The utilization of sample weights in structural equation modeling: An application 

using the beginning postsecondary students longitudinal study 1990/92/94. Ph.D. dissertation, 

University of Alabama.

Hoachlander, G., Sikora, A. C., and Horn, L. (2003). Community college students: Goals, academic 

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D-9

Horn, L., and Berker, A. (2004). Work First, Study Second: Adult Undergraduates Who Combine 

Employment and Postsecondary Enrollment. Education Statistics Quarterly, 5(3): 59–66. 

Horn, L., and Peter, K. (2003). What colleges contribute: Institutional aid to full-time undergraduates 

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Kim, D. (2003). Multilevel analysis of the effect of loans on degree attainment: differences by race, SES, 

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O'Toole, D.M., Stratton, L.S., and Wetzel, J.N. (2003). A longitudinal analysis of the frequency of parttime enrollment and the persistence of students who enroll part time. Research in Higher Education, 

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Perez, N.M. (2003). Factors associated with the college success of Hispanic women: A mixed methods 

investigation. Ed.D. Dissertation, Texas A&M University, Corpus Christi.

Rosenfield, E.D. (2003). A demographic profile of single-mother college students and an examination of 

factors that influence their persistence. Ed.D. Dissertation, University of Rochester.

Titus, M.A. (2003). An examination of the influence of institutional context on persistence at four-year 

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Yang, P. (2003, March 30). Do Institutional Characteristics Matter in Two- to Four-Year Transfer? Paper 

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2002

Berkner, L., He, S., and Cataldi, E. F. (2003). Descriptive Summary of 1995-96 Beginning Postsecondary

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National Center for Education Statistics. Statistical Analysis Report. 

Blecher, L., Michael, W.B., and Hagedorn, L.S. (2002, April). Factors Related to the "System" 

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annual meeting of the North East Association for Institutional Research, New Orleans, LA. 

[ED465345]

Bradburn, E. (2002). Short-Term Enrollment in Postsecondary Education: Student Background and 

Institutional Differences in Reasons for Early Departure, 1996–98. (NCES 2003–153) U.S. 

Department of Education. Washington, DC: National Center for Education Statistics. Statistical 

Analysis Report. 

Choy, S.P. (2002). Access & Persistence: Findings from 10 Years of Longitudinal Research on Students.

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Choy, S. (2002). Nontraditional Undergraduates: Findings From the Condition of Education, 2002.

(NCES 2002–012) U.S. Department of Education. Washington, DC: National Center for Education

Statistics. 
D-10

Duggan, M.B. (2002). The effect of social capital on the first-year persistence of first generation college 

students. Ph.D. dissertation, University of Massachusetts, Boston.

Hudson, L., and Hurst, D. 2002. The Persistence of Employees Who Pursue College Study. (NCES 2002–

118) Washington, DC: National Center for Educational Statistics. Stats in Brief. 

Hudson, L., and Hurst, D. (2002). The persistence of employees who pursue postsecondary study.

Education Statistics Quarterly, 4(1): 33–36. 

King, J.E. (2002). Crucial choices: How students' financial decisions affect their academic success.

American Council on Education, Washington, DC. Center for Policy Analysis.

Pearson, A. F. (2002). Gendered organizations: Academic and social integration of females in engineering 

and science programs. Paper presented at the Southern Sociological Society.

Sherlin, J.H., Jr. (2002). Understanding the system persistence of first-generation students through path 

modeling.(Ph.D. dissertation, University of Maryland, College Park.

Wei, C.C., and Horn, L. (2002). Persistence and Attainment of Beginning Students with Pell Grants.

(NCES 2002–169) U.S. Department of Education. Washington, DC: National Center for Education 

Statistics. Statistical Analysis Report.

Wei, C. C., and Horn, L. (2002). Persistence and attainment of beginning students with Pell grants. 

Education Statistics Quarterly, 4(2): 91–96. 

Wine, J.S., Heuer, R.E., Wheeless, S.C., Francis, T.L., and Dudley, K.M. (2002). Beginning 

Postsecondary Students Longitudinal Study: 1996–2001 (BPS:1996/2001) Methodology Report. 

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Wine, J. S., Heuer, R. E., Wheeless, S. C., Francis, T. L., Franklin, J. W., and Dudley, K. M. (2002). 

Beginning Postsecondary Students Longitudinal Study: 1996–2001 (BPS:1996/2001) Methodology

Report. Education Statistics Quarterly, 4(3): 147–149. 

2001

Choy, S.P. (2001). Findings from the Condition of Education 2001: Students Whose Parents Did Not Go 

to College. (NCES 2001–126, ED460660) Washington DC: National Center for Education Statistics. 

Bradburn, E.M., Hurst, D.G., and Peng, S. (2001). Community College Transfer Rates to 4-Year 

Institutions Using Alternative Definitions of Transfer. (NCES 2001–197, ED454301) Research and 

Development Report. Washington DC: National Center for Education Statistics. 

Duggan, M. (2001, November). Factors Influencing the First-Year Persistence of First Generation 

College Students. Paper presented at the Annual Meeting of the North East Association for 

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Horn, L., and Kojaku, L.K. (2001). High School Academic Curriculum and the Persistence Path Through 

College. (NCES 2001–163, ED456694) Washington DC: National Center for Education Statistics. 

Descriptive Analysis Report. 
D-11

Leppel, K., Williams, M.L., and Waldauer, C. (2001). The impact of parental occupation and 

socioeconomic status on choice of college major. Journal of Family & Economic Issues, 22(4): 373–

394. 

Stratton, L.S., O'Toole, D.M., and, Wetzel, J.N. (2001, June). Factors Affecting Part-Time College 

Enrollment within the First Year. AIR 2001 Annual Forum Paper. Paper presented at the Annual 

Meeting of the Association for Institutional Research, Long Beach, CA. [ED456791]

Teng, L.Y., Morgan, G.A., and Anderson, S.K. (2001). Career development among ethnic and age groups 

of community college students. Journal of Career Development, 28(2): 115–127. 

Warburton, E.C., Bugarin, R., and Nuñez, A. (2001). Bridging the Gap: Academic Preparation and 

Postsecondary Success of First-Generation Students. (NCES 2001–153, ED456168) Descriptive 

Analysis Report. Washington DC: National Center for Education Statistics. 

Wine, J.S., Heuer, R.E., Link, M.W., Whitmore, R.W., and Francis, T.L. (2001). Beginning Postsecondary 

Students Longitudinal Study:1996–2001 (BPS:1996/2001) Field Test Methodology Report. (NCES 

2001–04) Washington DC: National Center for Education Statistics. Technical Report. 

2000

Ariguzo, G.C. “An examination of the effects of the federal College Work-Study program on minority

students' persistence, academic performance, and graduation rates: Based on the NCES 1990/94 

Beginning Postsecondary Students Longitudinal Study” (Ph.D. dissertation, University of 

Massachusetts, Boston, 2000).

Berkner, L., Horn, L. and Clune, M. (2000). Descriptive Summary of 1995–96 Beginning Postsecondary 

Students: Three Years Later, With an Essay on Students Who Started at Less-Than-4-Year Institutions.

(NCES 2000–154) Washington DC: National Center for Education Statistics. 

Boyles, L.W. (2000). Exploration of a Retention Model for Community College Students. (Ph.D. 

dissertation, The University of North Carolina at Greensboro. 

Byun, K. (2000). A Study on the Applicability of Bean and Metzner’s Nontraditional Student Attrition 

Model for Older Students Using Four Different Measures of Persistence. Ph.D. dissertation, 

University of Oregon.

Chae, J. (2000). Student departure from United States community colleges: A competing risks survival 

analysis. Ph.D. dissertation, Harvard University.

Choy, S.P. (2000). Low-Income Students: Who They Are and How They Pay for Their Education. (NCES 

2000–169) Washington DC: National Center for Education Statistics. Statistical Analysis Report. 

Huang, G., Taddese, N., and Walter, E. (2000). Entry and Persistence of Women and Minorities in College 

Science and Engineering Education. (NCES 2000–161) Washington, DC: National Center for 

Educational Statistics. Research and Development Report. 

Hurst, D., Ed., and Smerdon, B., Ed. (2000). Postsecondary Students with Disabilities: Enrollment, 

Services, and Persistence. (NCES 2000–092, ED444329) Washington, DC: National Center for 

Educational Statistics. Stats in Brief. 
D-12

Ishitani, T.T. (2000). An application of event history modeling to assessing student dropout behavior: A 

national data approach. Ph.D. dissertation, The University of Iowa.

Levesque, K., Lauen, D., Teitelbaum, P., Alt, M., and Librera, S. (2000). Vocational Education in the 

United States: Toward the Year 2000. (NCES 2000–029) Washington DC: National Center for 

Education Statistics. Statistical Analysis Report. 

U.S. Department of Education, National Center for Education Statistics. (2000). The Condition of 

Education 2000 (NCES 2000–062). Indicator 35, “Postsecondary Persistence and Progress: 

Persistence Toward a Bachelor's Degree.” Washington, DC: U.S. Government Printing Office.

U.S. Department of Education, National Center for Education Statistics. (2000). The Condition of 

Education 2000 (NCES 2000–062). Indicator 51, “Learning Opportunities: Student Satisfaction with 

Instruction.” Washington, DC: U.S. Government Printing Office.

Wine, J.S., Whitmore, R.W., Heuer, R.E., Biber, M., and Pratt, D.J. (2000). Beginning Postsecondary 

Students Longitudinal Study First Follow-up 1996–98 (BPS:96/98) Methodology Report. (NCES 

2000–157) Washington DC: National Center for Education Statistics. Technical Report. 

1999

Choy, S.P. (1999). College Access and Affordability. (NCES 1999–108) Washington, DC: National Center 

for Education Statistics. 

Contento, J.M. (1999).Impacts of Financial Aid on Persistence: A Longitudinal Analysis of Beginning 

Undergraduate Students. Ph.D. Dissertation, Arizona State University.

Horn, L.J. (1999). Students with Disabilities in Postsecondary Education: A Profile of Preparation, 

Participation, and Outcomes. (NCES 1999–187) Washington, DC: National Center for Education 

Statistics. Statistical Analysis Report. 

Kaufman, P., and Chen, X. (1999). Projected Postsecondary Outcomes of 1992 High School Graduates.

(NCES 1999–15) Washington, DC: National Center for Education Statistics. Working Paper. 

LeBard, C. (1999). The Relationship between American Community Colleges’ Curricular and 

Extracurricular Programs and Students’ Perceptions of Their Leadership Abilities. [ED429625]

Salvucci, S., Wenck, S., and Tyson, J. (1999). Development of a Prototype System for Accessing Linked 

NCES data. (NCES 9815) Washington, DC: National Center for Education Statistics. Working Paper. 

Shafer, L.L. (1999). Data Sources on Lifelong Learning. (ED431892) Washington, D.C.: National Center 

for Education Statistics. Working Paper. 

1998

Choy, S.P., and Ottinger, C. (1998). Choosing a Postsecondary Institution. (NCES 98–080) Washington, 

DC: National Center for Education Statistics. Statistical Analysis Report. 

Cuccaro-Alamin, S., and Choy, S.P. (1998). Postsecondary Financing Strategies: How Undergraduates 

Combine Work, Borrowing, and Attendance. (NCES 98–088) Washington, DC: National Center for 

Education Statistics. Statistical Analysis Report. 
D-13

Horn, L.J. (1999). Stopouts or Stayouts? Undergraduates Who Leave College in Their First Year. (NCES 

1999–087, ED425683) Washington, DC: National Center for Education Statistics. Statistical Analysis 

Report. 

Horn, L. J. (1998). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1995–96, 

With an Essay on Undergraduates Who Work. (NCES 98–084) Washington, DC: National Center for 

Education Statistics. Statistical Analysis Report. 

Kojaku, L.K. and Nunez, A. (1998). Descriptive Summary of 1995–96 Beginning Postsecondary Students, 

with Profiles of Students Entering 2- and 4-Year Institutions. National Postsecondary Student Aid 

Study: 1995–96. (NCES 1999–030; ED425684) Washington, DC: National Center for Education 

Statistics. Statistical Analysis Report. 

Nunez, A. (1998, November). First-Generation Students: A Longitudinal Analysis of Educational and 

Early Labor Market Outcomes. Paper presented at the Annual Meeting of the Association for the 

Study of Higher Education, Miami, FL. [ED427599]

Nunez, A., and Cuccaro-Alamin, S. (1998). First-Generation Students: Undergraduates Whose Parents 

Never Enrolled in Postsecondary Education. (NCES 98–082, ED420235) Washington, DC: National 

Center for Education Statistics. Statistical Analysis Report. 

Perna, L.W. (1998). The Contribution of Financial Aid to Undergraduate Persistence. Journal of Student 

Financial Aid, 28(3): 25–40. [EJ584135] 

Perna, L.W. (1998). Does Financial Aid Help Students To Attend Higher Priced Colleges? Journal of 

Student Financial Aid, 28(1): 19–38. [EJ567587]

Pratt, D.J., Wine, J.S., Heuer, R.E., Whitmore, R.W., Kelly, J.E., Doherty, J.M., Simpson, J.B., and Marti, 

N. (1998). Beginning Postsecondary Students Longitudinal Study First Follow-up (BPS:96/98) Field 

Test Report. (ED434132, NCES 98–11) Washington, DC: U.S. Department of Education, Department 

of Educational Research and Improvement, National Center for Education. Working Paper. 

Smith, T.M., et al. (1998). Employment and Postsecondary Persistence and Attainment. (NCES 98-008, 

ED419473. Extracted from The Condition of Education, 1997 see ED404766) Washington, DC: 

National Center for Education Statistics, January 1998. Indicator of the Month.

U.S. Department of Education, National Center for Education Statistics. (1998). Sub baccalaureate 

Persistence and Attainment. January 1998. Indicator of the Month. (NCES-98-001, ED411918. 

Extracted from The Condition of Education, 1997, see ED410681.) Washington, DC: U.S.

Government Printing Office.

Teng, L.Y. (1998 ). The Institutional Experience and Career Development of Community College Students 

(Minority Students, Employment). Ph.D. Dissertation, Colorado State University.

1997

Arnold, C.L. (1997). Using National Data Sets To Create Comparable National Statistics for the Student 

Characteristics and Outcomes in Community Colleges. (ED421197) Washington, DC: National Center 

for Education Statistics and VA, Arlington: National Science Foundation, Association for Institutional 

Research. 
D-14

Choy, S.P., and Geis, S. (1997). Early Labor Force Experiences and Debt Burden. (NCES 97–286, 

ED411746) Washington, DC: National Center for Education Statistics. Statistical Analysis Report. 

Hurtado, S., et.al. (1997). Differences in College Access in Choice among Racial/Ethnic Groups: 

Identifying Continuing Barriers. Research in Higher Education, 38(1): 43–75. [EJ539550]

McCormick, A.C. (1997). Transfer Behavior among Beginning Postsecondary Students: 1989–94. (NCES 

97–266, ED408929) Washington, DC: National Center for Education Statistics. Statistical Analysis 

Report. 

Nettles, M.T., and Perna, L.W. (1997). The African American Education Data Book. Volume I: Higher and 

Adult Education. (ED406871) Fairfax, VA: College Fund/UNCF. 

Riccobono, J.A., Whitmore, R.W., Gabel, T.J., Traccarella, M.A., Pratt, D.J., and Berkner, L.K. (1997). 

National Postsecondary Student Aid Study, 1995-96 (NPSAS:96) Methodology Report (NCES 98–073) 

Washington, DC: National Center for Education Statistics. Technical Report. 

1996

Berkner, L.K., et al. (1996). Descriptive Summary of 1989-90 Beginning Postsecondary Students: 5 Years 

Later, with an Essay on Postsecondary Persistence and Attainment. (NCES 96–155, ED396597) 

Washington, DC: National Center for Education Statistics. Statistical Analysis Report. 

Choy, S.P., and Premo, M.D. (1996). How Low Income Undergraduates Financed Postsecondary 

Education: 1992-93. (NCES 96–161, ED394473) Washington, DC: National Center for Education 

Statistics. Statistical Analysis Report. 

Horn, L.J. (1996). Nontraditional Undergraduates: Trends in Enrollment from 1986 to 1992 and 

Persistence and Attainment among 1989–90 Beginning Postsecondary Students. (NCES 97–578, 

ED402857) Washington, DC: National Center for Education Statistics. Statistical Analysis Report. 

Perna, L.W. (1996, October 31–November 1). The Contribution of Financial Aid to the Price of FourYear Institution Attended by 1989/90 Freshmen. Paper presented at the Annual Meeting of the 

Association for the Study of Higher Education, Memphis, TN. [ED402820] 

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K.J., Mitchell, M., and Borman, G.D. (1996). Beginning Postsecondary Students Longitudinal Study 

Second Follow-up (BPS: 90/94) Final Technical Report. (NCES 96–153) Washington, DC: National 

Center for Education Statistics.

1995

Choy, S.P. and Premo, M.K. (1995). Profile of Older Undergraduates: 1989–90. (NCES 95–167, 

ED382122) Washington, DC: National Center for Education Statistics. Statistical Analysis Report. 

Davis, C., Ed. 1995. Programs and Plans of the National Center for Education Statistics. 1995 Edition. 

(ED379357) Washington, DC: National Center for Education Statistics. 

Horn, L.J. (1995). Minority Undergraduate Participation in Postsecondary Education. (NCES 95–166, 

ED383276) Washington, DC: National Center for Education Statistics. Statistical Analysis Report. 
D-15

McCormick, A., and Geis, S. (1995). Profile of Part-Time Undergraduates in Postsecondary Education: 

1989–90. (NCES 95–173) Washington, DC: National Center for Education Statistics. 

McGrew, K. (1995). Disability Summary Analyses of Select National Data Collection Programs. 

Technical Report 11. (ED396477) Washington, DC: Special Education Programs ED/OSERS. 

Perna, L.W. (1997, November 6–9). The Contribution of Financial Aid to Undergraduate Persistence. 

(ED415818) Paper presented at Annual Meeting of the Association for the Study of Higher Education, 

Albuquerque, NM. 

1994

Burkheimer, G. J., Jr, et al. (1994). Beginning Postsecondary Students Longitudinal Study First Follow-up 

(BPS:90/92): Final Public Technical Report. (NCES 94–369) Washington, DC: National Center for 

Education Statistics. 

Fitzgerald, R., et al. (1994). Descriptive Summary of 1989-90 Beginning Postsecondary Students: Two 

Years Later. (NCES 94–386, ED372691) Washington, DC: National Center for Education Statistics. 

Statistical Analysis Report. 

Persistence and Attainment in Postsecondary Education for Beginning AY 1989-90 Students as of Spring 

1992. Beginning Postsecondary Students Longitudinal Study 1992 Follow-up (BPS: 90/92). (NCES94-477) Washington, DC: National Center for Education Statistics, November 1993. E.D. TABS. 

Pratt, D.J., et al. (1994). Beginning Postsecondary Students Longitudinal Study. Second Follow-up Field 

Test Report; BPS:90/94. (NCES 94–370) Washington, DC: National Center for Education Statistics. 

Technical Report. 

1993

Bobbitt, L.G., and Carroll, C.D. (1993). Coding Major Fields of Study. (ED363665) Washington, DC: 

National Center for Education Statistics. 

1992

Burkheimer, G. J., Jr.; et al. (1992). Beginning Postsecondary Students Longitudinal Study Field Test 

Methodology Report: BPS 90/92. (NCES 92–160) Washington, DC: National Center for Education 

Statistics.

1991

Nelson, D.D., Ed. (1991). Programs and Plans of the National Center for Education Statistics, 1991

Edition. (NCES 91–694, ED339739) Washington, DC: National Center for Education Statistics.

.
E-16

Appendix E

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

Teresita Bazan

Director, Student Assistance and Veterans

Austin Community College

5930 Middle Fiskville Road 

Austin, TX 78752

Phone: (512)223-7550

Email: tbazan@austincc.edu

James Cole

Project Manager

Beginning College Survey of Student Engagement

1900 East Tenth Street Eigenmann Hall, Suite 419

Bloomington, IN 47406

Phone: (812)856-3004

Email: colejs@indiana.edu

Bryan Cook

Director, Center for Policy Analysis

American Council on Education

One Dupont Circle, NW - Suite 800

Washington, DC 20036

Phone: (202)939-9381

Email: bcook@acenet.edu

Stephen DesJardins

Associate Professor, School of Education

University of Michigan

610 East University 

2108-D School of Education Bldg, 1259

Ann Arbor, MI 48109

Phone: (734)647-1984

Email: sdesj@umich.edu

Sara Goldrick-Rab

Associate Professor of Educational Policy Studies and 

Sociology

University of Wisconsin-Madison

1025 West Johnson Street - 575K

Madison, WI 53706

Phone: (608)265-2141

Email: Srab@education.wisc.edu

Tricia Grimes

Research Analyst

Minnesota Office of Higher Education

1450 Energy Park Drive - Suite 350

St. Pauls, MN 55108

Phone: (651)259-3964

Email: Tricia.Grimes@state.mn.us

Tammy Halligan

Director of Regulatory Affairs

Association of Private Sector Colleges and Universities

1101 Connecticut Ave. NW - Suite 900

Washington, DC 20036

Phone: (202)336-6839

Email: tammyh@career.org

Don Heller

Dean, College of Education

Michigan State University

501 Erickson Hall 

East Lansing, MI 48824

Phone: (517)355-1734

Email: dheller@msu.edu

Nick Hillman

Assistant Professor

University of Utah

1704 Campus Center Drive - Room 313

Salt Lake City, UT 84112

Phone: (801)585-1378

Email: Nick.Hillman@Utah.edu

Gigi Jones

Director of Research

National Association of Student Financial Aid 

Administrators (NASFAA)

1101 Connecticut Ave. NW - Suite 1100

Washington, DC 20036

Phone: (202)785-8866

Email: jonesg@nasfaa.org

Young Kim

American Council on Education

One Dupont Circle, NW - Suite 800

Washington, DC 20036

Phone: (202)939-9300

Email: ykim@acenet.edu

Laura Perna

Associate Professor

University of Pennsylvania, Graduate School of 

Education

3700 Walnut Street - Room 424

Philadelphia, PA 19104

Phone: (215)746-2522

Email: lperna@gse.upenn.edu

Kent Phillippe

Senior Research Associate

American Association of Community Colleges

One Dupont Circle, NW - Suite 410

Washington, DC 20036

Phone: (202)728-0200

Email: kphillippe@aacc.nche.edu
E-18

Josipa Roksa

Associate Professor, Sociology

University of Virginia

PO Box 400766 

Charlottesville, VA 22904

Phone: (434)924-6528

Email: jroksa@virginia.edu

Kurt Slobodzian

Vice President of Research

Nexus Research and Policy Center

875 W Elliot Road - Mail Stop: AA-L104

Tempe, AZ 85284

Phone: (602)568-1178

Email:kurt.slobodzian@nexusresearchcenter.org

Marvin Titus

Assistant Professor, Higher Education

Unievrsity of Maryland

EDHI - Room 2200 Benjamin

College Park, MD 20742

Phone: (301)405-2220

Email: mtitus@umd.edu

Wendy Weiler

Research and Policy Analyst

National Association of Independent Colleges & 

Universities (NAICU)

1025 Connecticut Ave. NW - Suite 700

Washington, DC 20036

Phone: (202)785-8866

Email: wendy@naicu.edu

Federal Panelist

Nabeel Alsalam

Congressional Budget Office

Ford House Office Building - Room 423A

Washington, DC 20515

Phone: (202)225-2639

Email: nabeel@cbo.gov

David Bergeron

Chief, Budget and Policy Development

U.S. Department of Education, 

Office of Postsecondary Education (OPE)

1990 K Street, NW - Room 8022

Washington, DC 20006

Phone: (202)502-7815

Email: david.bergeron@ed.gov

Elise Christopher

Associate Research Scientist

U.S. Department of Education, NCES

1990 K Street, NW - Room 9021

Washington, DC 20006

Phone: (202)502-7899

Email: Elise.Christopher@ed.gov

Daniel Goldenberg

Management and Program Analyst

U.S. Department of Education, Office of Planning,

Evaluation and Policy Development (OPEPD) 

Budget Service, Cost Estimation and Analysis Division

400 Maryland Ave, SW - Room 5W308

Washington, DC 20202

Phone: (202)401-3562

Email: daniel.goldenberg@ed.gov

Nimmi Kannankutty

Senior Analyst

National Science Foundation

4201 Wilson Boulevard - Suite 965 S

Arlington, VA 22230

Phone: (703)292-7797

Email: nkannank@nsf.gov

Kashka Kubbzdela

Research Scientist

U.S. Department of Education, 

Institute of Education Sciences

1990 K Street, NW - Room 9014

Washington, DC 20006

Phone: (202)502-7411

Email: kashka.kubzdela@ed.gov

Sue Liu

U.S. Department of Education, 

Office of Vocational and Adult Education

400 Maryland Ave, SW 

Washington, DC 20202

Phone: (202)245-8266

Email: sue.liu@ed.gov

Laura LoGerfo

HSLS:09 Project Office

U.S. Department of Education, NCES

1990 K Street, NW - Room 9022

Washington, DC 20006

Phone: (202)502-7402

Email: Laura.LoGerfo@ed.gov
E-19

Shannon Mahan

Congressional Research Service

101 Independence Ave., SE 

Washington, DC 20540

Phone: (202)707-7759

Email: smahan@crs.loc.gov

Rochelle Martinez

Office of Management and Budget

725 17th Street, NW - Room 10202 NEOB

Washington, DC 20503

Phone: (202)395-3147

Email: Rochelle_W._Martinez@omb.eop.gov

John Mingus Jr.

U.S. Government Accountability Office

441 G Street, NW 

Washington, DC 20548

Phone: (202)512-4987

Email: MingusJ@gao.gov

Jon O'Bergh

Special Assistant to the Undersecretary

U.S. Department of Education

555 New Jersey Avenue, NW 

Washington, DC 20208

Phone: (202)260-8568

Email: jon.obergh@ed.gov

Isaiah O'Rear

U.S. Department of Education

1990 K Street, NW 

Washington, DC 20006

Phone: (202)502-7378

Email: Isaiah.O'Rear@ed.gov

Emilda Rivers

Director, Human Resources Statistics Program

National Science Foundation

4201 Wilson Boulevard - Suite 965 S

Arlington, VA 22230

Phone: (703)292-7773

Email: erivers@nsf.gov

David Smole

Specialist in Education Policy

Congressional Research Service

101 Independence Ave., SE 

Washington, DC 20540

Phone: (202)707-0624

Email: dsmole@crs.loc.gov

Johan Uvin

U.S. Department of Education, 

Office of Vocational and Adult Education

400 Maryland Ave, SW 

Washington, DC 20202

Phone: (202)245-6332

Email: Johan.Uvin@ed.gov

Ex Officio Members

US Department of Education, NCES

Postsecondary, Adult and Career Education

Division, (PACE)

Sharon Boivin

U.S. Department of Education, PACE

1990 K Street, NW - Room 9022

Washington, DC 20006

Phone: (202)502-7627

Email: sharon.boivin@ed.gov

Sarah Crissey

U.S. Department of Education, PACE

1990 K Street, NW - Room 8123

Washington, DC 20006

Phone: (202)502-7395

Email: sarah.crissey@ed.gov

Lisa Hudson

U.S. Department of Education, PACE

1990 K Street, NW - Room 8104

Washington, DC 20006

Phone: (202)502-7358

Email: lisa.hudson@ed.gov

Tracy Hunt-White

U.S. Department of Education, NCES

1990 K Street, NW - Room 8121

Washington, DC 20006

Phone: (202)502-7438

Email: tracy.hunt-white@ed.gov

Jessica Shedd

U.S. Department of Education, PACE

1990 K Street, NW - Room 8116

Washington, DC 20006

Phone: (202)502-7446

Email: jessica.shedd@ed.gov

Sean Simone

U.S. Department of Education, NCES

1990 K Street, NW - Room 8125

Washington, DC 20006

Phone: (202)502-7367

Email: sean.simone@ed.gov
E-20

Ted Socha

U.S. Department of Education, NCES

1990 K Street, NW - Room 8130

Washington, DC 20006

Phone: (202)502-7383

Email: ted.socha@ed.gov

Matthew Soldner

U.S. Department of Education, NCES

1990 K Street, NW - Room 8124

Washington, DC 20006

Phone: (202)219-7025

Email: matthew.soldner@ed.gov

Tom Weko

U.S. Department of Education, NCES

1990 K Street, NW - Room 8099

Washington, DC 20006

Phone: (202)502-7643

Email: tom.weko@ed.gov

Contractors

RTI International

Kristin Dudley

Research Programmer Analyst

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)541-6855

Email: marvill@rti.org

Jeffrey Franklin

Data Collection Task Leader

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)485-2614

Email: jwf@rti.org

Natasha Janson

Education Analyst

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)316-3394

Email: njanson@rti.org

Dionne McLean

Associate Project Management Specialist

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)541-6166

Email: dmclean@rti.org

John Riccobono

Vice President, Education Studies Division

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)541-7006

Email: jar@rti.org

Jennifer Wine

Director, Logitudinal Studies Program

RTI International

P.O. Box 12194 - 3040 East Cornwallis Road

RTP, NC 27709

Phone: (919)541-6870

Email: jennifer@rti.org

KGS

Daniel Heffron

Statistician

Kforce Government Solutions

2750 Prosperity Avenue - Suite 300

Fairfax, VA 22031

Phone: (703)245-7388

Email: dheffron@kforcegov.com

Laurium Evaluation Group

Cynthia Decker

Laurium Evaluation Group

2216 East 26th Place 

Tulsa, OK 74114

Phone: (918)728-8380

Email: cynthiadecker@yahoo.com

Andrea Sykes

Laurium Evaluation Group

6032 Holland Court 

Columbia, MD 21044

Phone: (240)593-4842

Email: asykes@lauriumevaluation.com

MPR Associates, Inc

Laura Horn

Program Director, Postsecondary Education

MPR Associates, Inc.

2150 Shattuck Avenue - Suite 800

Berkeley, CA 94704

Phone: (510)849-4942

Email: lhorn@mprinc.com
E-21

Nicole Ifill

Research Associate

MPR Associates, Inc.

2401 Pennsylvania Avenue, NW - Suite 410

Washington, DC 20037

Phone: (202)478-1027

Email: nifill@mprinc.com

Alexandria Radford

Associate Director, Post Secondary Education

MPR Associates, Inc.

2401 Pennsylvania Avenue, NW - Suite 410

Washington, DC 20037

Phone: (202)478-1027

Email: aradford@mprinc.com
F-1

Appendix F

Confidentiality Agreements
F-2

CONFIDENTIALITY AGREEMENT

2011-12 National Postsecondary Student Aid Study (NPSAS:12)

Option 6: BPS 12/14 First Follow-up of First-Time Beginning Students (BPS:12/14)

(RTI Under Contract No. ED-IES-09-C-0039)

Safeguards for Individuals Against Invasion of Privacy: In accordance with the Privacy Act of 1974 (5 United States 

Code 552a), the Education Sciences Reform Act of 2002 (Public Law 107-279), the Federal Statistical 

Confidentiality Order of 1997, the E-Government Act of 2002 (Public Law 107-347), the Computer Security Act of 

1987, and the National Center for Education Statistics’ (NCES’) Restricted Use Data Procedures Manual, RTI 

International (RTI) and all its subcontractors are required to comply with the applicable provisions of the legislation, 

regulations, and guidelines and to undertake all necessary safeguards for individuals against invasions of privacy. 

To provide this assurance and these safeguards in performance of work on this project, all staff, consultants, and agents 

of RTI, and its subcontractors who have any access to study data, shall be bound by the following assurance. 

Assurance of Confidentiality

1. In accordance with all applicable legislation, regulations, and guidelines, RTI assures all respondents that their 

responses may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any 

other purpose except as required by law [Education Sciences Reform Act of 2002 (ESRA 2002), 20 U.S. Code, § 

9573].

2. The following safeguards will be implemented to assure that confidentiality is protected as allowable by law (20 U.S.C. 

§ 9573) by all employees, consultants, agents, and representatives of RTI and all subcontractors and that physical 

security of the records is provided:

a. All staff with access to data will take an oath of nondisclosure and sign an affidavit to that effect. 

b. At each site where these items are processed or maintained, all confidential records that will permit identification 

of individuals shall be kept in a safe, locked room when not in use or personally attended by project staff.

c. When confidential records are not locked, admittance to the room or area in which they reside shall be restricted 

to staff sworn to confidentiality on this project.

d. All electronic data shall be maintained in secure and protected data files, and personally identifying information 

shall be maintained on separate files from statistical data collected under this contract.

e. All data files on network or multi-user systems shall be under strict control of a database manager with access 

restricted to project staff sworn to confidentiality, and then only on a need-to-know basis.

f. All data files on single-user computers shall be password protected and all such machines will be locked and 

maintained in a locked room when not attended by project staff sworn to confidentiality.

g. External electronically stored data files (e.g., tapes on diskettes) shall be maintained in a locked storage device 

in a locked room when not attended by project staff sworn to confidentiality.

h. Any data released to the general public shall be appropriately masked or perturbed such that linkages to 

individually identifying information are protected to avoid individual identification in disclosed data.

i. Data or copies of data may not leave the authorized site for any reason.

3. Staff, consultants, agents, or RTI and all its subcontractors will take all necessary steps to ensure that the letter and 

intent of all applicable legislation, regulations, and guidelines are enforced at all times through appropriate 

qualifications standards for all personnel working on this project and through adequate training and periodic follow-up 

procedures.

By my signature affixed below, I hereby swear and affirm that I have carefully read this statement and fully understand the 

statement as well as legislative and regulatory assurances that pertain to the confidential nature of all records to be 

handled in regard to this project, and will adhere to all safeguards that have been developed to provide such 

confidentiality. As an employee, consultant, agent, or representative of RTI or one of its subcontractors, consultants, 

agents, or representatives, I understand that I am prohibited by law from disclosing any such confidential information to 

anyone other than staff, consultant, agents, or representatives of RTI, its subcontractors, or agents, and NCES. I 

understand that any willful and knowing individual disclosure or allowance of disclosure in violation of the applicable 

legislation, regulations, and guidelines is punishable by law and would subject the violator to possible fine or 

imprisonment. 

 / / / 

(Signature) (RTI Employee ID Number) (Date) 

 / / / 

(Supervisor's Signature) (RTI Employee ID Number) (Date)
F-3

AFFIDAVIT OF NONDISCLOSURE 

2011-12 National Postsecondary Student Aid Study (NPSAS:12)

Option 6: BPS 12/14 First Follow-up of First-Time Beginning Students (BPS:12/14)

(RTI Under Contract No. ED-IES-09-C-0039)

(Name)

(Job Title)

(Date of Assignment to NPSAS:12 Project)

(Organization, State, or Local Agency or Instrumentality)

(Address)

I, _________________________________, do solemnly swear (or affirm) that when given access to any 2011-12 

National Postsecondary Student Aid Study (NPSAS:12)/Option 6 BPS 12/14 First Follow-up of First-Time 

Beginning Students (BPS:12/14) project-related databases or files containing individually identifiable information, 

I will not:

(i) use or reveal any individually identifiable information furnished, acquired, retrieved or assembled by me or 

others, under the provisions of Section 183 of the Education Sciences Reform Act of 2002 (PL 107-279) and 

Title V, subtitle A of the E-Government Act of 2002 (PL 107-347) for any purpose other than statistical 

purposes specified in the NCES survey, project or contract;

(ii) make any disclosure or publication whereby a sample unit or survey respondent could be identified or the data 

furnished by or related to any particular person under this section could be identified; or

(iii) permit anyone other than the individuals authorized by the Commissioner of the National Center for Education 

Statistics to examine the individual reports. 

__________________________________

(Signature)

(The penalty for unlawful disclosure is a fine of not more than $250,000 [under 18 U.S.C. 3571] or imprisonment for 

not more than 5 years [under 18 U.S.C. 3559], or both. The word "swear" should be stricken out wherever it 

appears when a person elects to affirm the affidavit rather than to swear to it.) 

State of _________________________

County of ________________________

Subscribed and sworn/affirmed before me, _____________________________, a Notary Public in and for 

________________________County, State of ____________________________, on this date, 

____________________.

___________________________________________

Notary Public

My commission expires: ___________________________.
G-1

Appendix G

Letters and Contacting Materials

BPS:12/14 Brochure Text ...................................................................................................................... 2

Initial Contact Letter – Parent ................................................................................................................ 5

Address Update Form – Sample Members............................................................................................. 6

Initial Contact Letter – Sample Member................................................................................................ 7

Data Collection Announcement Letter................................................................................................... 9

Reminder Letter.................................................................................................................................... 11

Thank You/Reminder Postcard ............................................................................................................ 12

Reminder Folded Postcard ................................................................................................................... 14

Thank You/Incentive Letter ................................................................................................................. 16

Final Flyer............................................................................................................................................ 17

Data Collection Announcement E-mail ............................................................................................... 18

First Early Reminder E-mail ................................................................................................................ 19

Second Reminder E-Mail..................................................................................................................... 20

Example Text for Brief Reminder E-mails .......................................................................................... 21

Brief E-mail Reminder 1...................................................................................................................... 22

Brief E-mail Reminder 2...................................................................................................................... 23

BPS CATI Consent Text...................................................................................................................... 24

BPS:12/14 FS Panel Maintenance........................................................................................................ 26

Note: The materials included in this appendix reference the field test study to be conducted in 2013. These materials will also 

be used for the full-scale study. Materials will be updated to reflect full-scale sample sizes and dates. Emails and letters 

providing similar content to those shown in this appendix will be sent throughout data collection to encourage participation.

In addition, sample members that request follow-up reminders via text message will receive text message prompts to complete 

the survey.
G-2

BPS:12/14 Brochure Text

FOR ASSISTANCE WITH BPS, PLEASE CONTACT THE HELP DESK OR VISIT THE STUDY 

WEBSITE:

https://surveys.nces.ed.gov/bps/

BPS HELP DESK

1-800-XXX-XXXX

bps@rti.org

If you have questions or concerns, you may contact the following: 

Dr. Jennifer Wine Dr. Sarah Crissey

BPS Project Director (RTI) BPS Project Officer (NCES)

877-225-8470 202- 502-7395 

jennifer@rti.org Sarah.Crissey@ed.gov.

If you have questions about your rights as a study participant, please call RTI’s Institutional Review 

Board at 866-214-2043 or send an email message to orpe@rti.org regarding IRB number xxxxx. 

Why was I chosen to participate?

You were selected to participate in BPS because you first enrolled in college or other postsecondary 

education during the 2010-11 academic year. Study participants were first interviewed in 2011. We 

want to contact you to find out about your education, employment, and other experiences during the past 

few years. 

Why should I participate?

Policymakers and researchers use BPS data to better understand beginning students’ paths in 

postsecondary education. Your responses, combined with institutional records, help answer questions 

such as the following: 

 What percentages of students complete various degree programs?

 Do students who receive financial aid complete their programs in the same length of time as those 

who do not receive financial aid?

 Why do students leave school? 

 How does employment affect students’ success in school?

Although participation in this study is voluntary, there is no substitute for your responses.

What is BPS about?

BPS follows first time beginning students to find out about their experiences during the 2 years since they

first enrolled in postsecondary education. We are interviewing more than xx,xxx people, selected from 

x,xxx institutions. The interview will collect information on a number of topics including the following:

 education progress and plans;

 experience in the workforce;

 earnings and expenses;

 family status; 

 personal and professional goals. 

BPS is sponsored by the National Center for Education Statistics (NCES) in the U.S. Department of 

Education’s Institute of Education Sciences. The study is being conducted under contract by RTI 
G-3

International, a nonprofit research organization based in North Carolina. BPS is authorized by the 

Education Sciences Reform Act of 2002 (Public Law 107-279). 

How will my information be protected?

Federal law requires that we protect your privacy. Your responses may be used only for statistical 

purposes and will not be disclosed, or used, in identifiable form for any other purpose, except as required 

by law (20 U.S.C. § 9573).

Data security procedures are reviewed and approved by NCES/IES and ED data security staff and by

RTI’s Institutional Review Board in the Office of Research Protection. Your answers are secured behind 

firewalls and are encrypted during internet transmission using Secure Sockets Layer (SSL) protocol. All 

data entry modules are password protected and require the user to log in before accessing confidential 

data. Project staff are subject to large fines or imprisonment if individual responses are disclosed.

The Beginning Postsecondary Students Longitudinal Study (BPS:12/14) is conducted under the authority

of the Education Sciences Reform Act (ESRA) of 2002 (20 U.S.C.§ 9543), which authorizes NCES to 

collect and disseminate information about education in the United States. Collection is most often done 

through surveys.

NCES is required to follow strict procedures to protect the confidentiality of persons in the collection, 

reporting, and publication of data. All individually identifiable information supplied by individuals or 

institutions to NCES may be used only for statistical purposes and may not be disclosed, or used, in 

identifiable form for any other purpose, unless otherwise compelled by law (20 U.S.C. § 9573).

What have we learned from BPS?

Attainment and persistence at any institution within 6 years (2004–09)

 Among 2003–04 beginning students, about 9 percent had received a certificate, 9 percent had 

received an associate’s degree, and 31 percent had received a bachelor’s degree within 6 years 

from any institution (table 1). Another 15 percent had not yet received a degree but were currently

enrolled at some institution (7 percent at a 4-year institution and 8 percent at a less-than-4-year 

institution), while an additional 35 percent had not received a degree and were not enrolled at any 

institution. 

 Among 2003–04 beginning students who first enrolled in a public 2-year institution, about 8 

percent had received a certificate, 14 percent had received an associate’s degree, and 12 percent 

had received a bachelor’s degree within 6 years from any institution (table 2). Another 20 percent 

had not yet received a degree but were currently enrolled somewhere (7 percent at a 4-year 

institution and 13 percent at a less-than-4-year institution) and 46 percent had not received a 

degree and were not enrolled at any institution. 

 Among 2003–04 beginning students who first enrolled in a 4-year institution, 58 percent had 

received a bachelor’s degree, 5 percent had received an associate’s degree, and 2 percent had 

received a certificate within 6 years from any institution (table 3). An additional 12 percent had 

not yet received a degree but were currently enrolled somewhere (9 percent at a 4-year institution 

and 3 percent at a less-than-4-year institution) and 24 percent had not received a degree and were 

not enrolled at any institution. 

Attainment and persistence at first institution within 6 years (2004–09) 

 In contrast to the above bullets that presented students’ attainment and persistence rates at any

institution, the following bullets highlight students’ attainment and persistence rates just at their 
G-4

first postsecondary institution. Specifically, among 2003–04 beginning students, about 8 percent 

had received a certificate, 9 percent had received an associate’s degree, and 22 percent had 

received a bachelor’s degree within 6 years from the first institution that they attended (table 4). 

Students who had not yet attained a degree from their first institution by the spring of 2009 were 

currently enrolled at their first institution (6 percent), had left their first institution but had 

transferred to another institution (27 percent), or had left their first institution and had not enrolled 

anywhere else (28 percent). 

 Among 2003–04 beginning students who first enrolled in a public 2-year institution, 6 percent had 

received a certificate and 15 percent had received an associate’s degree at their first institution

within 6 years (table 5). Students who had not yet attained a degree from their first institution by

the spring of 2009 were currently enrolled at their first institution (9 percent), had left their first 

institution but transferred to another institution (32 percent), or had left their first institution and 

had not enrolled elsewhere (37 percent). 

 Among 2003–04 beginning students who first enrolled in a 4-year institution, about 50 percent had 

received a bachelor’s degree, 3 percent had received an associate’s degree, and about 1 percent 

had received a certificate at their first institution within 6 years (table 6). Students who had not yet 

received a degree from their first institution by spring of 2009 were currently enrolled at their first 

institution (5 percent), had left their first institution but transferred to another institution (25 

percent), or had left their first institution and had not enrolled anywhere else (17 percent). 

How do I participate?

You may complete the BPS interview in one of two ways:

1. Online. Log in to the study website at https://surveys.nces.ed.gov/bps/ with the study ID and 

password provided to you. If you need assistance, call the BPS Help Desk at xxx-xxx-xxxx or 

contact us via email at bps@rti.org. 

2. By telephone. If you prefer to complete the BPS interview by telephone, call the BPS Help Desk 

at xxx-xxx-xxxx to speak with a professionally trained interviewer from RTI. 

On average, the interview takes about [if MODIFIED=1: 20; ELSE; 35] minutes to complete. Web interview 

time will vary depending on your internet connection speed.

Are there benefits or risks to my participation?

The risk of participation in this study relates to data security. Given the strict security procedures in place, 

risks to participation are minimal. While there are no specific benefits to you for participating in BPS, 

your participation will help ensure the success of the study and help educators, researchers, and 

policymakers better understand the experiences of recent bachelor’s degree recipients.

How can I get a copy of the results?

Publications from previous studies are available free of charge on the BPS website at 

http://nces.ed.gov/surveys/bps/. Results from the current study are scheduled to be released in spring 

20xx and will be posted on the BPS website as soon as they are available.
G-5

Initial Contact Letter – Parent

Date

«Cpfname» «Cpmname» «Cplname» «caseid» (Study ID number)

«CAddr1» «panelinfo» (RTI use only)

«CAddr2»

«Ccity», «Cstate» «CZip» «CZip4»

Dear «Cpfname» «Cplname»:

The U.S. Department of Education’s National Center for Education Statistics (NCES) is conducting an important 

study of students who first enrolled in college during the 2010-11 school year. The Beginning Postsecondary 

Students Longitudinal Study (BPS) will help educators, researchers, and policymakers better understand beginning 

students’ paths in postsecondary education. Out of the students who began their postsecondary education in the 

2010-11 school year, «fname» was selected to participate in BPS, FILL <<and also participated in the 2011-12 

National Postsecondary Student Aid Study (NPSAS)>>. The enclosed brochure provides information about the 

study and our strict confidentiality procedures.

We will be contacting «fname» and other study participants in «start_month» to ask questions about «pronoun3»

education and work experiences. Only a limited number of people are selected for this study so it is extremely 

important that we be able to contact «pronoun2». If «fname» completes the survey by the date provided in the 

announcement letter we will be sending in «start month», «pronoun1» will receive a «IncAmt» incentive as a 

token of our appreciation.

Before data collection can begin, we need your help to update our records for «fname» «lname» so that we will 

be able to get in touch with <<pronoun2>>. Please take a few minutes right now to update the contact 

information online, or complete the enclosed Address Update Information sheet and return it in the enclosed 

postage-paid envelope. 

To update your contact information online: 

Go to: https://surveys.nces.ed.gov/bps/

Enter Study ID number: «caseid»

NCES has contracted with RTI International to conduct the BPS study on its behalf. If you would like more 

information about the BPS study, please visit http://surveys.nces.ed.gov/bps/ or call the RTI study director, 

Jennifer Wine at 1-877-225-8470.

We sincerely appreciate your assistance and thank you in advance for helping us conduct this important study.

Sincerely,

Sharon A. Boivin

Acting Associate Commissioner

Postsecondary, Adult, and Career Education Division

National Center for Education Statistics

Enclosure
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Address Update Form – Sample Members

Study ID number: «caseid»

1. Please review your current address and phone numbers displayed on the left side of the box below. 

Check here if all information preprinted in this section is entirely correct............ 

If your address is not entirely correct or current, please update it in the space provided on the right side of the 

box. If you prefer to update your address information online, visit our secure website at 

https://surveys.nces.ed.gov/bps/ and refer to your Study ID number «caseid».

«fname» «mname» «lname» «suffix»

«addr1»

«addr2»

«city», «state» «zip» «zip4»

(«area1») «phone1»

«panelinfo»

Name:

Address:

Home phone: ( )

Work phone: ( )

Cell phone: ( )

2. We will send an e-mail to let you know that data collection has begun. Please provide an e-mail address that 

we can use to contact you.

Primary e-mail address:

Alternate e-mail address:

3. Would you like us to send you a text message on your cell phone when data collection is about to begin?

Please check one.....................................................................Yes No

If yes, what cell number should we use?__________________________________________

What is your cell phone service provider (e.g. AT&T, Verizon, etc.)?* ___________________

__________________________________________________________________________

Thank you for your assistance. 

Please return this page in the enclosed postage-paid envelope or return to:

RTI International

ATTN: Jeff Franklin (0212353.200.002.232)

PO Box 12194

Research Triangle Park, NC 27709-9935

* We ask for your cell phone service provider to enable us to identify the format of the text message we send.
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Initial Contact Letter – Sample Member

Date

«fname» «mname» «lname» «suffix» Study ID: «caseid»

«addr1»

«addr2»

«city», «state» «zip»«zip4»

Dear «fname», 

You have been randomly selected to participate in the Beginning Postsecondary Students Longitudinal Study 

(BPS), sponsored by the National Center for Education Statistics (NCES) in the U.S. Department of Education’s 

Institute of Education Sciences. BPS will collect education, employment, and other information from you and 

others like you who first enrolled in college during the 2010–11 school year. Data collected from BPS will help 

educators, researchers, and policymakers better understand beginning students’ paths in postsecondary 

education. This is the first round of BPS. <<You may recall participating in the National Postsecondary Student Aid 

Study in 2011. >>

When BPS data collection begins in March 2013, you will receive a letter in a large white envelope that will 

provide specific information about how to participate. The letter will explain that if you complete the 

approximately <<time>> minute survey on the Web by the date indicated, you will receive <<INC_AMT>> as a 

token of our appreciation. In the meantime, we need to update our contact information for you. 

Please help us now by providing your mailing address, telephone number(s), and e-mail address (es) online at 

https://surveys.nces.ed.gov/bps/. You will also find out more about BPS at this website. As a token of our 

appreciation for providing your contact information, you will receive <<UPDATE_INC_AMT>>.

NCES has contracted with RTI International to conduct BPS on its behalf. The enclosed brochure provides a brief 

description of BPS, findings from past studies, and a summary of our strict confidentiality procedures. If you have 

additional questions or concerns about the study after reviewing this material, please call the RTI study director, 

Jennifer Wine at 1-877-225-8470. 

We thank you in advance for your participation in this important study. Your cooperation is greatly appreciated.

Sincerely,

Sharon A. Boivin

Acting Associate Commissioner

Postsecondary, Adult, and Career Education Division

National Center for Education Statistics

Enclosure

To update your contact information online: Go to: 

https://surveys.nces.ed.gov/bps/

Enter Study ID number: «caseid»
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According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it

displays a valid OMB control number. The valid OMB control number for this voluntary information collection is XXXX–XXX.

The time required to complete this information collection is estimated to average [if MODIFIED=1: 20; ELSE; 35] minutes per 

response, including the time to review instructions, gather the data needed, and complete and review the information 

collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this survey, 

please write to: U.S. Department of Education, Washington, DC 20202–4537. If you have any comments or concerns 

regarding the status of your individual submission of this survey, write directly to: The 2012-14 Beginning Postsecondary 

Students Longitudinal Study (BPS:12/14), National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006.
Data Collection Announcement Letter

Date

«fname» «mname» «lname» «suffix»

«addr1»

«addr2»

«city», «state» «zip»-«zip4»

Dear «fname» «lname»:

Surveys for the Beginning Postsecondary Students

will take about <<time>> minutes to complete. As a token of our appreciation

will mail you $«IncAmt» check.

You may access the survey by logging on to our secure website at 

Study ID and password provided below.

appears here.

Study ID = «caseid»

Password = «password»

Enclosed you will find a brochure with a brief description of findings from prior 

procedures. Federal law requires that we protect your privacy. Your responses will be secured behind firewalls 

and will be encrypted during internet transmission. Your responses will be used only for statistical purposes and 

may not be disclosed, or used, in identifiable fo

9573). If you have questions, problems completing your survey online, or prefer to complete the survey over the 

telephone, simply call the BPS Help Desk at 1

study’s success. You can learn more about BPS by watching a brief informational video,

study website, https://surveys.nces.ed.gov/bps/

If you have any other questions or concerns about the study, please contact the 

Wine, at 877-225-8470, jennifer@rti.org

Sarah.Crissey@ed.gov.

Thank you in advance for making BPS a success.

Sincerely,

Jennifer Wine Sarah 

BPS Project Director NCES Project Officer

Education Studies Division National Center for Education Statistics 

RTI International U.S. Department of Education

Enclosure

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Data Collection Announcement Letter

Study ID: «caseid»

Postsecondary Students Longitudinal Study (BPS) are now being conducted. The survey 

minutes to complete. As a token of our appreciation, once you complete the survey, we 

You may access the survey by logging on to our secure website at https://surveys.nces.ed.gov/

The password is case sensitive; you will need to enter it exactl

«password»m

Enclosed you will find a brochure with a brief description of findings from prior BPS studies and our strict security 

l law requires that we protect your privacy. Your responses will be secured behind firewalls 

and will be encrypted during internet transmission. Your responses will be used only for statistical purposes and 

may not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 

9573). If you have questions, problems completing your survey online, or prefer to complete the survey over the 

BPS Help Desk at 1-XXX-XXX-XXXX Your participation, while voluntary, is critical to the 

You can learn more about BPS by watching a brief informational video, featuring ED

https://surveys.nces.ed.gov/bps/.

If you have any other questions or concerns about the study, please contact the BPS Project Director, 

jennifer@rti.org, or the NCES Project Officer, Dr. Sarah Crissey, at 202

a success.

Sarah Crissey

NCES Project Officer

National Center for Education Statistics 

U.S. Department of Education

RTI USE ONLY: 

«caseid»

) are now being conducted. The survey 

nce you complete the survey, we 

https://surveys.nces.ed.gov/bps/ using the 

The password is case sensitive; you will need to enter it exactly as it 

studies and our strict security 

l law requires that we protect your privacy. Your responses will be secured behind firewalls 

and will be encrypted during internet transmission. Your responses will be used only for statistical purposes and 

rm for any other purpose, except as required by law (20 U.S.C. § 

9573). If you have questions, problems completing your survey online, or prefer to complete the survey over the 

Your participation, while voluntary, is critical to the 

featuring ED, on our

Project Director, Dr. Jennifer 

202- 502-7395, 

RTI USE ONLY: «panelinfo»
G-10

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a 

valid OMB control number. The valid OMB control number for this voluntary information collection is xxxx-xxxx. The time required to 

complete this information collection is estimated to average [if MODIFIED=1: 20; ELSE; 35] minutes per response, including the time to 

review instructions, gather the data needed and complete and review the information collection. If you have any comments concerning 

the accuracy of the time estimate or suggestions for improving this survey, please write to: U.S. Department of Education, Washington, DC 

20202–4537. If you have any comments or concerns regarding the status of your individual submission of this survey, write directly to: The 

2012-14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14), National Center for Education Statistics, 1990 K Street, NW, 

Washington, DC 20006
G-11

Reminder Letter

Dear <<fname>>,

Students who recently began their postsecondary education face many opportunities and challenges as they 

transition into the next phase of their lives. The Beginning Postsecondary Students Longitudinal Study (BPS) is 

collecting information from students who recently first enrolled in college about their lives, careers, and further 

education pursuits to help better understand beginning students’ paths in postsecondary education. Although 

participation in BPS is voluntary, we hope you will decide to complete the survey about your experiences.

For participating, you will receive a $<<INCAMT>> check as a token of our appreciation. The survey will take, on 

average, about <<time>> minutes to complete. Please access the BPS survey by logging on to our secure website 

at:

https://surveys.nces.ed.gov/bps/

Study ID = <<CASEID>>

Password = <<PSWD>>H

Note: The password is case sensitive; you will need to enter it exactly as it appears here.

Federal laws require that we protect your privacy. Your responses will be used only for statistical purposes and 

may not be disclosed, or used, in identifiable form for any other purpose, except as required by law (20 U.S.C. § 

9573).

If you have questions, problems completing your survey online, or prefer to complete the survey over the 

telephone, simply call the BPS Help Desk at 1-877-262-4440.

Thank you, in advance, for your participation.

Sincerely,

Jennifer Wine

Director, Beginning Postsecondary Students Longitudinal Study
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Thank You/Reminder Postcard
G-13
G-14

Reminder Folded Postcard
G-15
Thank You/Incentive Letter

(Date) 

«fname» «mname» «lname» «suffix»

«addr1»

«addr2»

«city», «state» «zip» «zip4»

Dear «fname» «lname»:

On behalf of the National Center for Education Statistics (NCES) in the U.S. Department of Education’s 

Institute of Education Sciences and the staff of 

BPS survey. Your participation in BPS

Enclosed you will find a check for $«IncAmt»

If you have any questions, please do not hesitate to contact 

Sincerely,

 

Jennifer Wine

BPS Project Director

Education Studies Division

RTI International

Enclosure

G-16

Thank You/Incentive Letter

«suffix» Study ID: 

On behalf of the National Center for Education Statistics (NCES) in the U.S. Department of Education’s 

Institute of Education Sciences and the staff of BPS, we would like to thank you for participating in the 

BPS is very important in helping to ensure the success of the study. 

«IncAmt» as a token of our appreciation.

please do not hesitate to contact us at 1-877-225-8470.

Sarah Crissey

NCES Project Officer

National Center for Education Statistics 

U.S. Department of Education

Study ID: «caseid»

On behalf of the National Center for Education Statistics (NCES) in the U.S. Department of Education’s 

would like to thank you for participating in the 

is very important in helping to ensure the success of the study. 
G-17

Final Flyer
G-18

Data Collection Announcement E-mail

SUBJ: The BPS Survey Has Begun!

Dear <<fname>>,

Surveys for the Beginning Postsecondary Students Longitudinal Study (BPS) are now being conducted. 

The survey will take about <<time>> minutes to complete and the data collected from it will help 

researchers and policymakers to better understand beginning students’ paths in postsecondary 

education.

If you complete your BPS survey by [INCDATE], you will receive a $[INCAMT] check as a token of our 

appreciation. To access the online survey, just click here to get started or log in on our secure website.

To complete your survey:

https://surveys.nces.ed.gov/bps/ 

Study ID: <caseid>

Password: <password>e

You can learn more about BPS by watching a brief informational video, featuring ED, on the study 

website: https://surveys.nces.ed.gov/bps/. If you have questions or problems completing your survey, 

or would like to complete the survey over the telephone, please call the BPS Help Desk at 1-8XX-XXXXXXX.

Your participation is voluntary but critically important to the success of the study. To ensure 

confidentiality, your responses will be secured behind firewalls and will be encrypted during internet 

transmission. Federal law requires that we protect your privacy. Your responses will be used only for 

statistical purposes and will not be disclosed, or used, in identifiable form for any other purpose, except 

as required by law (20 U.S.C. § 9573).

RTI International is conducting BPS on behalf of the National Center for Education Statistics (NCES) in the 

U.S. Department of Education's Institute of Education Sciences. If you have any questions about the 

study, please contact me at 1-877-225-8470, e-mail: jennifer@rti.org, or the NCES Project Officer, Dr. 

Sarah Crissey, at 202- 502-7395, Sarah.Crissey@ed.gov.

Thank you for helping to make BPS a success.

Jennifer Wine

BPS Project Director
G-19

First Early Reminder E-mail

Subject: Don’t Forget to Complete Your BPS:12 Survey!

Dear [FIRSTNAME],

I would like to remind you that your participation in the Beginning Postsecondary Students Longitudinal Study 

(BPS) is still needed, and that I hope that you will participate in the study soon. 

If you complete the BPS survey, you will receive a $[INCAMT] check as a token of our appreciation. 

To access the online survey, just click here!

If you need help accessing the online survey, or if you prefer to complete the survey by telephone, please call our 

Help Desk at 1-877-262-4440.

RTI International is conducting this study for the National Center for Education Statistics (NCES) in the U.S. 

Department of Education's Institute of Education Sciences. If you have any questions or concerns about the study, 

please contact me at 1-877-225-8470 (e-mail: jennifer@rti.org), or the NCES Project Officer, Dr. Sarah Crissey, at 

202- 502-7395, Sarah.Crissey@ed.gov.

You can learn more about BPS by watching a brief informational video, featuring ED, on the study 

website: https://surveys.nces.ed.gov/bps/.

Thank you in advance for your participation in this very important study.

Sincerely,

Jennifer Wine

BPS Project Director

To complete your survey:

https://surveys.nces.ed.gov/bps/

Study ID: <caseid>

Password: <password>a
G-20

Second Reminder E-Mail

Subject: Don’t Delay - Complete Your BPS:12 Survey Today!

Dear [FIRSTNAME],

I would like to remind you that data collection for the Beginning Postsecondary Students Longitudinal 

Study (BPS) is underway. I hope that you will participate in the study soon. 

If you complete your survey, you will receive a $[INCAMT] check as a token of our appreciation. 

To access the online survey on our secure website, click here!

If you need help accessing the online survey, or if you prefer to complete the survey by telephone, 

please call our Help Desk at 1-877-262-4440.

RTI International is conducting this study for the National Center for Education Statistics (NCES) in the 

U.S. Department of Education's Institute of Education Sciences. If you have any questions or concerns 

about the study, please contact me at 1-877-225-8470 (e-mail: jennifer@rti.org), or the NCES Project 

Officer, Dr. Sarah Crissey, at 202- 502-7395, Sarah.Crissey@ed.gov.

You can learn more about BPS by watching a brief informational video, featuring ED, on our study 

website: https://surveys.nces.ed.gov/bps/.

Thank you in advance for your participation in this very important study.

Sincerely,

Jennifer Wine

BPS Project Director

To complete your survey:

https://surveys.nces.ed.gov/bps/

Study ID: <caseid>

Password: <password>b
G-21

Example Text for Brief Reminder E-mails

<FirstName>, 

It’s time to complete the Beginning Postsecondary Students (BPS) Survey and receive your check for 

$<incent>! The survey takes <<time>> minutes and can be completed online or over the phone. 

It’s easy to participate in BPS on our secure website. Just click here to get started right away! 

To complete your survey: 

https://surveys.nces.ed.gov/bps/

Study ID: <caseid>

Password: <password>d

Or, you can complete the survey by phone by calling 1-877-262-4440. 

If you have questions or problems completing your survey, please call the BPS Help Desk at 1-877-262-

4440 or visit the study website at https://surveys.nces.ed.gov/bps/.

Thanks!

Jennifer Wine 

Project Director, BPS

RTI International 

jennifer@rti.org 

1-877-225-8470 
G-22

Brief E-mail Reminder 1

<FirstName>, 

BPS data collection ends on <<Date>>, which means you only have [x] days left to participate! Complete 

your BPS survey by the deadline and receive $<incent> as a token of our appreciation.

The survey takes <<time>> minutes and can be completed online or over the phone. BPS is easy to do on 

our secure website – just click here to get started! 

To complete your survey:

https://surveys.nces.ed.gov/bps/

Study ID: <caseid>

Password: <password>f

Or, you can complete the survey by phone by calling 1-877-262-4440. 

If you have questions or problems completing your survey, please call the BPS Help Desk at 1-877-262-

4440 or visit the study website at https://surveys.nces.ed.gov/bps/.

Thanks!

Jennifer Wine 

Project Director, BPS

RTI International 

jennifer@rti.org 

1-877-225-8470 
G-23

Brief E-mail Reminder 2

<FirstName>, 

Don’t forget that we still need you to participate in the Beginning Postsecondary Students Longitudinal 

Study (BPS) for the U.S. Department of Education. It takes about <<time>> minutes and, once you’ve 

completed the survey, we’ll send you a check for $<incamt>! 

Data collection ends on <<date>>, so you only have a few days left to participate! It’s easy to do on our 

secure website. You can click here to get started right away!

To complete your survey:

https://surveys.nces.ed.gov/bps/

Study ID: <caseid>

Password: <password>c

Or, you can complete the survey by phone by calling 1-877-262-4440. 

If you have questions or problems completing your survey, please call the BPS Help Desk at 1-877-262-

4440 or visit the study website at https://surveys.nces.ed.gov/bps/.

Thanks!

Jennifer Wine

Project Director, BPS

RTI International

jennifer@rti.org

1-877-225-8470
G-24

BPS CATI Consent Text

LTR_S

IF OUTBOUND CALL AND NOT ALREADY MENTIONED, READ: Hello, this is _________. I am 

calling for the U.S. Department of Education about the Beginning Postsecondary Students Longitudinal 

Study of students who first enrolled in postsecondary education during the 2010-2011 school year.

READ VERBATIM: IF Y_MINOR=3: Recently, we sent material to you and your parents about the U.S. 

Department of Education's Beginning Postsecondary Students Longitudinal Study, or BPS. This survey is 

being conducted to better understand the education and employment experiences of students who 

began their postsecondary education during the 2010-2011 academic year. As a token of our 

appreciation, you will receive a <INC_AMOUNT> check once you complete the survey. Have you had a 

chance to read the material?

Non-minors: Recently, we sent you material about the U.S. Department of Education’s Beginning 

Postsecondary Students Longitudinal Study (BPS). This survey is being conducted to better understand 

the education and employment experiences of students who began their postsecondary education 

during the 2010-2011 academic year. As a token of our appreciation, you will receive a <INC_AMOUNT> 

check once you complete the survey. Have you had a chance to read the material?

If yes, read the material:

(Good.) The survey takes about [if MODIFIED=1: 20; ELSE; 35] minutes and may be monitored or 

recorded for quality assurance purposes. Your participation is voluntary and will not affect any aid or 

other benefits that you may receive. You may decline to answer any question or stop the survey at any 

time. If you have any questions about the study, please let me know. May we begin the survey now?

(You can contact the study's director, Jennifer Wine, at 1-877-225-8470. For questions about your rights 

as a study participant, please contact RTI's Office of Research Protection at 1-866-214-2043.)

TI: IF ENTIRE CONSENT WASN'T READ AND THE INTERVIEW ISN'T STARTED, PRESS THE 

BREAK BUTTON.

If no, did not read the material (or did not receive it):

(At your request we can remail the material to you.) (If you can bear with me for a moment, I am 

required to read the following information about your rights as a participant.) The BPS survey takes 

about [if MODIFIED=1: 20; ELSE; 35] minutes and may be monitored or recorded for quality assurance 

purposes. Your responses, combined with student record information (such as financial aid data), may 

be used only for statistical purposes and may not be disclosed, or used, in personally identifiable form 

for any other purpose, unless otherwise required by law. (You are one of approximately 3,500 students 

who will be taking part in this study.) In addition to your survey responses, we collect financial aid, 

student records and related information from your school and sources such as student loan databases 

and admissions testing agencies. 
G-25

Your participation is voluntary and will not affect any aid or other benefits that you may receive. You 

may decline to answer any question or stop the survey at any time. The risk of participating in this study 

is small and relates to data security. However, there are strict security procedures in place. If you would 

like us to remail the material to you, please let me know. May we begin the survey now? (You may 

contact the study's director, Jennifer Wine, at 1 877-225-8470. For questions about your rights as a 

study participant, please contact RTI's Office of Research Protection at 1-866-214-2043.) 

TI: IF THE SURVEY ISN’T STARTED AND THE ENTIRE CONSENT WASN’T READ, PRESS THE BREAK BUTTON 

BELOW.
G-26

BPS:12/14 FS Panel Maintenance