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 Pub Number  Title  Date
NCES 2007162 The Path Through Graduate School: A Longitudinal Examination 10 Years After Bachelorís Degree
The report uses longitudinal data from the 1992Ė93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992Ė93 bachelorís degree recipients. About 40 percent of 1992Ė93 bachelorís degree recipients had enrolled in a graduate degree program by 2003. On average, most students waited between 2 and 3 years to enroll for the first time in a graduate degree program, and among those who enrolled between 1993 and 2003, some 62 percent had earned at least one graduate degree by 2003. Masterís degree students took an average of 3 years to complete their degree, first-professional students took about 4 years, and doctoral students took more than 5 years. After controlling for a wide range of relevant variables, several enrollment characteristics retained a significant relationship with graduate degree persistence and completion. Rates of persistence and completion were higher among students who entered graduate school immediately after earning a bachelorís degree, who attended full time and enrolled continuously, and who enrolled in multiple graduate degree programs.
3/6/2007
NCES 2007316 Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04
This report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report supplies a brief examination of the coursetaking patterns of 2003-04 graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. Additionally, the report links these coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. Major findings in the report are that: the high school graduating class of 2003-04 earned an average of 25.8 course credits (measured in Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of the class earned at least a credit in Advanced Placement or International Baccalaureate courses. Among the graduates, 5 percent got no further than basic math or pre-algebra courses, 45 percent completed at least algebra I or II, 36 percent completed at least one trigonometry, statistics, or precalculus course, and 14 percent calculus, as their highest level mathematics in high school. Ninety one percent of graduates who completed an academic curriculum and 46 percent of students who completed an occupational curriculum demonstrated mastery at proficiency level 3 on the ELS:2002 12th grade mathematics assessment, which is simple problem-solving, requiring low-level mathematical concepts.
11/22/2006
NCES 2006071 The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
6/1/2006
IES 2005AR IES 2005 Biennial Report to Congress
Established by the Education Sciences Reform Act of 2002, the Institute of Education Sciences is the research arm of the Department of Education. Its mission is to expand knowledge and provide information on the condition of education, practices that improve academic achievement, and the effectiveness of federal and other education programs. Its goal is the transformation of education into an evidence-based field in which decision makers routinely seek out the best available research and data before adopting programs or practices that will affect significant numbers of students.
5/13/2006
NCES 92088 National Education Longitudinal Study of 1988 First Follow-up: Student Component Data File User's Manual Volume II
These NELS:88 files contain data on NELS:88 first follow-up students and schools. The student file also contains dropout data for those students who left school. The user manual will familiarize data users and others with the procedures followed for data collection and processing and provide necessary documentation for use of the files. Volume II of this 2 volume user manual series on the First Follow-UP: Student Component Data File is a companion to Userís Manual Volume I NCES 92-030. Volume I includes technical information and Appendices A through L. Volume II includes questionnaires used in the survey in appendices M though W.
5/8/2006
NCES 2006330 Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year to First Follow-up Data Files and Electronic Codebook System
This ELS CD includes the restricted-use base-year and first follow-up data and the electronic codebook. The data documentation is also on the CD. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work.
12/16/2005
NCES 2006344 Education Longitudinal Study of 2002/2004: Base-Year to First Follow-up Data File Documentation (including Field Test report)
The Data File Documentation reports on the procedures and methodologies employed during the Education Longitudinal Study of 2002 (ELS:2002) base year and first follow-up. The document is designed to provide guidance for users of the public-use data as released in Electronic Codebook (ECB) format (NCES 2006-346). Included in the documentation are the following: an overview of the study and its predecessor studies; an account of instrumentation (both assessments and various questionnaires); documentation of the sample design, weighting, design effects, and evaluations of data quality; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview of data file structure and contents. In addition, there are a number of appendices that provide additional technical details about topics ranging from cross-cohort comparison to issues associated with imputation.

The Field Test report for the ELS:2002/04 first follow-up data collection can be found in Appendix J of the first follow-up data file documentation manual.
12/16/2005
NCES 2006346 Education Longitudinal Study: 2002/2004 Public Use Base-Year to First Follow-up Data Files and Electronic Codebook System
This ELS data, which includes the public use base-year and first follow-up, is now available for download through the EDAT (see below). This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work.

NOTE: CDs are no longer available.
12/16/2005
NCES 2006348 A Profile of the American High School Senior in 2004: A First Look. Initial Results From the First Follow-up of the Education Longitudinal Study of 2002 (ELS:2002)
This report presents initial findings from the first follow-up of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 is the fourth major secondary school longitudinal study sponsored by NCES, closely reflecting the research purposes and design of its three predecessor studies, NLS-72, HS&B, and NELS:88. ELS:2002 began with a nationally representative sample of 10th-graders in 2002. In the first follow-up, this sophomore cohort was studied 2 years later (2004), and the sample freshened to provide a representative sample of 12th-graders. This ED TAB report summarizes the demographic and educational characteristics of the high school senior class of 2004. It also reports on the senior cohortís mathematics achievement, their expectations for eventual educational attainment, the importance to them of various institutional characteristics in choosing a college, and their values and plans.
10/7/2005
NFES 2005802 Forum Guide to Education Indicators
The Forum Guide to Education Indicators provides encyclopedia-type entries for 44 commonly used education indicators. Each indicator entry contains a definition, recommended uses, usage caveats and cautions, related policy questions, data element components, a formula, commonly reported subgroups, and display suggestions. The document will help readers better understand how to appropriately develop, apply, and interpret commonly used education indicators.
7/22/2005
NCES 2005094 The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2005
NCES 2005335 1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at: http://nces.ed.gov/surveys/SASS/question9900.asp; see the Online Availability for the TFS questionnaires.
4/1/2005
NCES 2004404 Education Longitudinal Study: 2002 Data Files and Electronic Codebook System
This ELS data, which includes public use base-year version, is now available through the EDAT (see below). This study is designed to monitor a national sample of young poeple as they progress from tenth grade through high school and on to postsecondary education and/or the world of work.

NOTE: CDs are no longer available.
11/12/2004
NCES 2005026 Educational Attainment of High School Dropouts 8 Years Later
This issue brief examines the educational outcomes of students who were ever classified as high school dropouts by 8 years after when most of their 1988 cohort of 8th graders would have completed high school. Some students who drop out return a short time later to earn a diploma, some may pursue an alternative credential such as a General Educational Development (GED) certificate, and others may enroll in a postsecondary institution without having earned a high school credential. Using data on public and private school students from the National Education Longitudinal Study of 1988 (NELS:88), examines the educational attainment of the 21 percent of 1988 eighth-graders who had dropped out of high school at least once since eighth grade.
11/8/2004
NCES 2004077 The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2004
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