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<!DOCTYPE html> <html lang="en"> <head><meta http-equiv="content-type" content="text/html; charset=utf-8" /> <link rel="contents" title="Archive" href="/blogs/nces/archive" /> <link rel="start" title="NCES Blog" href="/blogs/nces/" /> <link type="application/rsd+xml" rel="edituri" title="RSD" href="http://nces.ed.gov/blogs/nces/rsd.axd" /> <link type="application/rdf+xml" rel="meta" title="SIOC" href="http://nces.ed.gov/blogs/nces/sioc.axd" /> <link type="application/apml+xml" rel="meta" title="APML" href="http://nces.ed.gov/blogs/nces/apml.axd" /> <link type="application/rdf+xml" rel="meta" title="FOAF" href="http://nces.ed.gov/blogs/nces/foaf.axd" /> <link type="application/rss+xml" rel="alternate" title="NCES Blog (RSS)" href="http://nces.ed.gov/blogs/nces/syndication.axd" /> <link type="application/atom+xml" rel="alternate" title="NCES Blog (ATOM)" href="http://nces.ed.gov/blogs/nces/syndication.axd?format=atom" /> <link type="application/opensearchdescription+xml" rel="search" title="NCES Blog" href="http://nces.ed.gov/blogs/nces/opensearch.axd" /> <link href="/blogs/Content/Auto/Global.css" rel="stylesheet" type="text/css" /><meta name="viewport" content="width=device-width, initial-scale=1.0, maximum-scale=1.0, user-scalable=no" /><link href="../Custom/Themes/Standard-New/css/bootstrap.min.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/main.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/responsive.css" rel="stylesheet" /><link href="//fonts.googleapis.com/css?family=Archivo+Narrow:700" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Lora:400,700" rel="stylesheet" type="text/css" />    <link href="../scripts/syntaxhighlighter/styles/shCore.css" rel="stylesheet" type="text/css" /><link href="../scripts/syntaxhighlighter/styles/shThemeDefault.css" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Roboto+Condensed:400,300,700" rel="stylesheet" type="text/css" /> <script type="text/javascript" src="/blogs/nces/en-us.res.axd"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/01-jquery-1.9.1.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/02-jquery.cookie.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/04-jquery-jtemplates.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/05-json2.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/blog.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/XRegExp.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shCore.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shAutoloader.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/shActivator.js"></script> <meta name="description" content=" All posts tagged 'High-School-Longitudinal-Study-of-2009'" /> <meta name="keywords" content="Datasets,FAQs,Findings,General" /> <meta name="author" content="NCES" />   <script async src="https://www.googletagmanager.com/gtag/js?id=G-0EYJGC1REQ"></script> <script> window.dataLayer = window.dataLayer || []; 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I know what you’re thinking. <em>Oh, great. Another request for my time.</em> <em>I am already </em><strong>so</strong><em> busy. </em></p> <p><em>Hmm, if I participate, what is my information going to be used for? Well, the letter says that collecting data from me will help researchers study education, and it says something else about how the information I provide would “inform education policy . . .” </em></p> <p><em>But what does that <strong>mean</strong>?</em></p> <p>If you’re a parent, student, teacher, school administrator, or district leader, you may have gotten a request like this from me or a colleague at the National Center for Education Statistics (NCES). NCES is one of 13 federal agencies that conducts survey and assessment research in order to help federal, state, and local policymakers better understand public needs and challenges. It is the U.S. Department of Education’s (ED’s) statistical agency and fulfills a congressional mandate to collect, collate, analyze, and report statistics on the condition of American education. The law also directs NCES to do the same about education across the globe.</p> <p><em>But how does my participation in a study actually support the role Congress has given NCES?</em></p> <p>Good question. When NCES conducts a study, participants are asked to provide information about themselves, their students or child/children, teachers, households, classrooms, schools, colleges, or other education providers. What exactly you will be asked about is based on many considerations, including previous research or policy needs. For example, maybe a current policy might be based on results from an earlier study, and we need to see if the results are still relevant. Maybe the topic has not been studied before and data are needed to determine policy options. In some cases, Congress has charged NCES with collecting data for them to better understand education in general.</p> <p>Data collected from participants like you are combined so that research can be conducted at the group level. Individual information is not the focus of the research. Instead, NCES is interested in the experiences of groups of people or groups of institutions—like schools—based on the collected data. To protect respondents, personally identifiable information like your name (and other information that could identify you personally) is removed before data are analyzed and is never provided to others. This means that people who participate in NCES studies are grouped in different ways, such as by age or type of school attended, and their information is studied to identify patterns of experiences that people in these different groups may have had.</p> <p>Let’s take a look at specific examples that show how data from NCES studies provide valuable information for policy decisions.</p> <p>When policymakers are considering how data can inform policy—either in general or for a specific law under consideration—data from NCES studies play an important role. For example, policymakers concerned that students in their state/district/city often struggle to pay for college may be interested in this question:</p> <p style="margin-left:.5in;"><strong><em>“What can education data tell me about how to make college more affordable?”</em></strong></p> <p>Or policymakers further along in the law development process might have more specific ideas about how to help low-income students access college. They may have come across research linking programs such as dual enrollment—when high school students take college courses—to college access for underrepresented college students. An example of this research is provided in the <a href="https://ies.ed.gov/ncee/wwc/Intervention/1043">What Works Clearinghouse (WWC) dual-enrollment report</a> produced by ED’s Institute for Education Sciences (IES), which shows that dual-enrollment programs are effective at increasing students’ access to and enrollment in college and attainment of degrees. This was found to be the case especially for students typically underrepresented in higher education.   </p> <p>Then, these policymakers might need more specific questions answered about these programs, such as:</p> <p style="margin-left:.5in;"><strong>“<em>What is the benefit of high school students from low-income households also taking college courses?”</em></strong></p> <p>Thanks to people who participate in NCES studies, we have the data to address such policy questions. Rigorous research using data from large datasets, compiled from many participants, can be used to identify differences in outcomes between groups. In the case of dual-enrollment programs, college outcomes for dual-enrollment participants from low-income households can be compared with those of dual-enrollment participants from higher-income households, and possible causes of those differences can be investigated.</p> <p>The results of these investigations may then inform enactment of laws or creation of programs to support students. In the case of dual enrollment, grant programs might be set up at the state level for districts and schools to increase students’ local access to dual-enrollment credit earning.</p> <p>This was very close to what happened in 2012, when I was asked by analysts in ED’s Office of Planning, Evaluation, and Policy Development to produce <a href="https://nces.ed.gov/surveys/els2002/tables/careeracademies_03.asp">statistical tables</a> with data on students’ access to career and technical education (CTE) programs. Research, as reviewed in the <a href="https://ies.ed.gov/ncee/wwc/Intervention/1043">WWC dual-enrollment report</a>, was already demonstrating the benefits of dual enrollment for high school students. Around 2012, ED was considering a policy that would fund the expansion of dual enrollment specifically for CTE. The reason I was asked to provide tables on the topic was my understanding of two important NCES studies, the <a href="https://nces.ed.gov/surveys/els2002/">Education Longitudinal Study of 2002 (ELS:2002)</a> and the <a href="https://nces.ed.gov/surveys/hsls09/">High School Longitudinal Study of 2009 (HSLS:09)</a>. Data provided by participants in those studies were ideal for studying the question. The tables were used to evaluate policy options. Based on the results, ED, through the President, made a budget request to Congress to support dual-enrollment policies. Ultimately, dual-enrollment programs were included in the <a href="https://www.congress.gov/bill/115th-congress/house-bill/2353">Strengthening Career and Technical Education for the 21st Century Act (Perkins V)</a>.  </p> <p>The infographic below shows that this scenario—in which NCES data provided by participants like you were used to provide information about policy—has happened on different scales for different policies many times over the past few decades. The examples included are just some of those from the NCES high school longitudinal studies. NCES data have been used countless times in its 154-year history to improve education for American students. Check out the <a href="/blogs/nces/file.axd?file=%2f2022%2f05%2fImpact+of+NCES+Longitudinal+Studies_.pdf">full infographic (PDF)</a> with other examples.</p> <hr /> <p><img alt="Excerpt of full infographic showing findings and actions for NCES studies on Equity, Dropout Prevention, and College and Career Readiness" src="/blogs/nces/image.axd?picture=%2f2022%2f04%2f14374HSB22PolicyDocInfographic_vert_cropped.png" /></p> <hr /> <p>However, it’s not always the case that a direct line can be drawn between data from NCES studies and any one policy. Research often informs policy indirectly by educating policymakers and the public they serve on critical topics. Sometimes, as in the dual-enrollment and CTE programs research question I investigated, it can take time before policy gets enacted or a new program rolls out. This does not lessen the importance of the research, nor the vital importance of the data participants provide that underpin it.</p> <p>The examples in <a href="/blogs/nces/file.axd?file=%2f2022%2f05%2fImpact+of+NCES+Longitudinal+Studies_.pdf">the infographic</a> represent experiences of actual individuals who took the time to tell NCES about themselves by participating in a study.  </p> <p>If you are asked to participate in an NCES study, <strong><em>please</em></strong> consider doing so. People like you, schools like yours, and households in your town <strong><em>do</em> </strong>matter—and by participating, you are helping to inform decisions and improve education across the country.</p> <p> </p> <p><em>By Elise Christopher, NCES</em></p> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/differences-in-postsecondary-enrollment-and-employment-by-socioeconomic-status">Differences in Postsecondary Enrollment and Employment by Socioeconomic Status</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>July 10, 2019</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fdifferences-in-postsecondary-enrollment-and-employment-by-socioeconomic-status"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fdifferences-in-postsecondary-enrollment-and-employment-by-socioeconomic-status"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fdifferences-in-postsecondary-enrollment-and-employment-by-socioeconomic-status"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>New data suggest that the socioeconomic status of high school freshmen plays a role in their future education and employment.  </p> <p>The data come from the NCES High School Longitudinal Study of 2009 (HSLS:09), which follows a nationally representative group of ninth-graders. In 2009, NCES measured the socioeconomic status (SES) of these students by collecting data on the income, occupation, and educational attainment of their parents or guardians. In 2016, NCES conducted a follow-up survey with the 2009 ninth-graders, gathering data on their educational and employment status.   </p> <p>Data show that 2009 ninth-graders who were in the lowest-SES category were 20 percentage points more likely to be neither enrolled in postsecondary education nor working in 2016 than those in the highest-SES category (figure 1). These students were also 50 percentage points less likely to be enrolled in postsecondary institutions than those in the highest-SES category (figure 2).</p> <p> </p> <hr /> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f07%2fFigure+1_HSLS+COE+rev.png" /></p> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f07%2fFigure+2_HSLS+COE+rev.png" /></p> <hr /> <p> </p> <p>These findings are just a glimpse into the insights on socioeconomic mobility that HSLS:09 can generate by linking data on parent and child educational attainment and employment.</p> <p>Check out our recent <a href="https://nces.ed.gov/programs/coe/indicator_tbe.asp">spotlight indicator</a> in the <em>Condition of Education</em> for more information on how the educational and employment outcomes of young adults varied in relation to family socioeconomic status.</p> <p> </p> <p><em>By Joel McFarland</em></p> <p> </p> <p> </p> <p> </p> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/announcing-the-condition-of-education-2019-release">Announcing the Condition of Education 2019 Release</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>May 22, 2019</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fannouncing-the-condition-of-education-2019-release"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fannouncing-the-condition-of-education-2019-release"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fannouncing-the-condition-of-education-2019-release"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>We are pleased to present <em>The Condition of Education 2019</em>, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year’s report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.</p> <p>In addition to the regularly updated annual indicators, this year’s spotlight indicators show how recent NCES surveys have expanded our understanding of outcomes in postsecondary education.</p> <p>The first spotlight examines the variation in postsecondary enrollment patterns between young adults who were raised in high- and low-socioeconomic status (SES) families. The study draws on data from the NCES <a href="https://nces.ed.gov/surveys/hsls09/">High School Longitudinal Study of 2009</a>, which collected data on a nationally representative cohort of ninth-grade students in 2009 and has continued to survey these students as they progress through postsecondary education. The indicator finds that the percentage of 2009 ninth-graders who were enrolled in postsecondary education in 2016 was 50 percentage points larger for the highest SES students (78 percent) than for the lowest SES students (28 percent). Among the highest SES 2009 ninth-graders who had enrolled in a postsecondary institution by 2016, more than three-quarters (78 percent) first pursued a bachelor’s degree and 13 percent first pursued an associate’s degree. In contrast, the percentage of students in the lowest SES category who first pursued a bachelor’s degree (32 percent) was smaller than the percentage who first pursued an associate’s degree (42 percent). In addition, the percentage who first enrolled in a highly selective 4-year institution was larger for the highest SES students (37 percent) than for the lowest SES students (7 percent).<br /> <br /> The complete indicator, <a href="https://nces.ed.gov/programs/coe/indicator_tbe.asp">Young Adult Educational and Employment Outcomes by Family Socioeconomic Status</a>, contains more information about how enrollment, persistence, choice of institution (public, private nonprofit, or private for-profit and 2-year or 4-year), and employment varied by the SES of the family in which young adults were raised.</p> <p> </p> <hr /> <p><strong>Among 2009 ninth-graders who had enrolled in postsecondary education by 2016, percentage distribution of students' first credential pursued at first postsecondary institution, by socioeconomic status: 2016</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f05%2fTBE-3.PNG" /></p> <p><span style="font-size:11px;"><sup>1 </sup>Socioeconomic status was measured by a composite score of parental education and occupations and family income in 2009.<br /> NOTE: Postsecondary outcomes are as of February 2016, approximately 3 years after most respondents had completed high school. Although rounded numbers are displayed, the figures are based on unrounded data. Detail may not sum to totals because of rounding.</span><br /> <span style="font-size:11px;">SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), Base Year and Second Follow-up. See <em>Digest of Education Statistics 2018</em>, table 302.44.</span></p> <hr /> <p> </p> <p>The second spotlight explores new data on postsecondary outcomes, including completion and transfer rates, for nontraditional undergraduate students. While the <a href="https://nces.ed.gov/ipeds/">Integrated Postsecondary Education Data System</a> formerly collected outcomes data only for first-time, full-time students, a new component of the survey includes information on students who enroll part time, transfer among institutions, or leave postsecondary education temporarily but later enroll again. These expanded data are particularly important for 2-year institutions, where higher percentages of students are nontraditional. For example, the indicator finds that, among students who started at public 2-year institutions in 2009, completion rates 8 years after entry were higher among full-time students (30 percent for first-time students and 38 percent for non-first-time students) than among part-time students (16 percent for first-time students and 21 percent for non-first-time students). Also at public 2-year institutions, transfer rates 8 years after entry were higher among non-first-time students (37 percent for part-time students and 30 percent for full-time students) than among first-time students (24 percent for both full-time and part-time students).<br /> <br /> For more findings, including information on outcomes for nontraditional students at 4-year institutions, read the complete indicator, <a href="https://nces.ed.gov/programs/coe/indicator_tta.asp">Postsecondary Outcomes for Nontraditional Undergraduate Students</a>.</p> <p> </p> <hr /> <p><strong>Percentage distribution of students' postsecondary outcomes 8 years after beginning at 2-year institutions in 2009, by initial attendance level and status: 2017</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f05%2fTTA-2.PNG" /></p> <p><span style="font-size:11px;"># Rounds to zero.</span><br /> <span style="font-size:11px;"><sup>1</sup><sup><span style="font-size:11px;"> </span></sup>Attendance level (first-time or non-first-time student) and attendance status (full-time or part-time student) are based on the first full term (i.e., semester or quarter) after the student entered the institution. First-time students are those who had never attended a postsecondary institution prior to their 2009–10 entry into the reporting institution.<br /> <sup>2</sup> Includes certificates, associate’s degrees, and bachelor’s degrees. Includes only those awards that were conferred by the reporting institution (i.e., the institution the student entered in 2009–10); excludes awards conferred by institutions to which the student later transferred.<br /> <sup>3</sup> Refers to the percentage of students who were known transfers (i.e., those who notified their initial postsecondary institution of their transfer). The actual transfer rate (including students who transferred, but did not notify their initial institution) may be higher.<br /> <sup>4</sup> Includes students who dropped out of the reporting institution and students who transferred to another institution without notifying the reporting institution.<br /> NOTE: The 2009 entry cohort includes all degree/certificate-seeking undergraduate students who entered a degree-granting institution between July 1, 2009, and June 30, 2010. Student enrollment status and completion status are determined as of August 31 of the year indicated; for example, within 8 years after the student’s 2009–10 entry into the reporting institution means by August 31, 2018. Detail may not sum to totals because of rounding. Although rounded numbers are displayed, the figures are based on unrounded data.</span><br /> <span style="font-size:11px;">SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Winter 2017–18, Outcome Measures component; and IPEDS Fall 2009, Institutional Characteristics component. See <em>Digest of Education Statistics 2018</em>, table 326.27.</span></p> <hr /> <p> </p> <p><em>The Condition of Education</em> includes an <a href="https://nces.ed.gov/programs/coe/ataglance.asp">At a Glance</a> section, which allows readers to quickly make comparisons within and across indicators, and a <a href="https://nces.ed.gov/programs/coe/highlights.asp">Highlights</a> section, which captures key findings from each indicator. The report also contains a <a href="http://nces.ed.gov/programs/coe/guide.asp">Reader’s Guide</a>, a <a href="https://nces.ed.gov/programs/coe/glossary.asp">Glossary</a>, and a <a href="https://nces.ed.gov/programs/coe/sources.asp">Guide to Sources</a> that provide additional background information. Each indicator provides links to the source <a href="https://nces.ed.gov/programs/coe/current_tables.asp">data</a><a href="http://nces.ed.gov/programs/coe/current_tables.asp"> </a><a href="https://nces.ed.gov/programs/coe/current_tables.asp">tables</a> used to produce the analyses.</p> <p>As new data are released throughout the year, indicators will be updated and made available on <a href="http://nces.ed.gov/programs/coe/index.asp"><em>The Condition of Education</em> website</a>. In addition, NCES produces a wide range of reports and datasets designed to help inform policymakers and the public. For more information on our latest activities and releases, please visit <a href="https://nces.ed.gov/">our website</a> or follow us on <a href="https://twitter.com/EdNCES">Twitter</a>, <a href="https://www.facebook.com/EdNCES/">Facebook</a>, and <a href="https://www.linkedin.com/company/ednces">LinkedIn</a>.</p> <p> </p> <p><em>By James L. 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