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|NCES 2021056||Education, Employment, and Earnings: Expectations of 2009 Ninth-Graders in 2016
This Statistics in Brief examines the educational, employment, and salary expectations of the 2009 ninth-grade cohort. It also explores their ranking of aspects of a job, such as teamwork or job security, compared to salary. This report draws on data from the High School Longitudinal Study of 2009 (HSLS: 09) Second Follow-Up, conducted in 2016.
|NCES 2020167||STEM Occupational Intentions: Stability and Change Through High School
This Statistics in Brief provides information about the occupational expectations of high school freshmen in 2009 and how their expectations changed (or did not) by the spring of 2012. The focus is on expectations for a career in a STEM field, defined in this report as science, technology, engineering, and mathematics. The report draws on data from the High School Longitudinal Study of 2009 (HSLS:09).
|NCES 2020222||Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).
|REL 2019011||The postsecondary education and employment pathways of Minnesota public high school graduates: Investigating opportunity gaps
In Minnesota, as in many other states, not all students have access to the types of educational experiences in high school that are likely to lead to high-paying jobs. If Minnesota policymakers and practitioners are to be well positioned to reduce achievement gaps that lead to different career and college outcomes, they must have reliable data on the postsecondary pathways Minnesota public high school graduates take, as well as information about differences in pathways and outcomes for different groups of students. Members of the Midwest Career Readiness Research Alliance collaborated with Regional Educational Laboratory Midwest to conduct a study that describes the postsecondary pathways of Minnesota public high school graduates, including the pathways graduates take within one year of high school graduation and their degree attainment and employment outcomes six years later. The study also examined differences in initial pathways, degree attainment, and employment outcomes for students with different characteristics. Using data from the Minnesota Statewide Longitudinal Education Data System, the study examined the initial postsecondary pathways of Minnesota public high school students who graduated from high school between 2008 and 2015. The study also examined the college certificate and degree attainment and employment outcomes of Minnesota public high school students who graduated from high school between 2008 and 2010. The study describes differences in initial postsecondary pathways, college certificate and degree attainment, and employment for students from different groups. The study found that within one year of high school graduation, nearly all Minnesota public high school graduates were enrolled in college or employed. There were differences in initial postsecondary pathway by student characteristics but not by rurality. Graduates who had disabilities, graduates who had limited English proficiency, Hispanic graduates, and American Indian/Alaska Native graduates were the most likely to be neither employed nor enrolled in college within one year of high school graduation. Six years after high school graduation, 48 percent of graduates had not earned a college certificate or degree. Thirty-seven percent of graduates had earned a bachelor’s degree or higher, 11 percent of graduates had earned an associate’s degree, and 4 percent of graduates had earned a college certificate. In addition, six years after high school graduation, 71 percent of graduates were employed, and their median annual earnings were $22,717. Finally, there were differences in college certificate and degree attainment, employment, and earnings by student characteristics. These differences remained when comparing graduates who participated in the same initial postsecondary pathway.
|NCES 2018118||Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking
This report examines mathematics and science coursetaking in high school by providing a description of coursetaking within each of the mathematics and science subject areas in ninth, tenth, eleventh and twelfth grades, as well as by showing the association between early mathematics coursetaking and subsequent science coursetaking.
The report also describes coursetaking in engineering and technology, and the associations between coursetaking in these subject areas and in mathematics and science. The results are based on 2009 high school transcripts that are linked to 2009 NAEP mathematics and science 12th grade assessments.
|NCES 2017013||College Applications by 2009 High School Freshmen: Differences by Race/Ethnicity
This report uses data from the High School Longitudinal Study of 2009 (HSLS:09) 2013 Update collection to look at college applications by high school freshmen four years later.
|NCES 2017437||Early Millennials: The Sophomore Class of 2002 a Decade Later
This Statistical Analysis Report examines the early adulthood milestones of 2002 high school sophomores as of 2012. It reports on key outcomes, including high school completion, enrollment in postsecondary education, progress toward or completion of a college degree, family formation (marriage and having children), and employment status and earnings. The analysis of key postsecondary education and employment milestones control for demographic and high school academic characteristics that are associated with such outcomes. The analysis uses nationally representative data from the Education Longitudinal Study of 2002 (ELS:2002).
|NCES 2016667REV||Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).
How to get PIAAC Restricted Use Data.
|NCES 2013399REV||Data File: Common Core of Data Local Education Agency Universe Survey Graduation Restricted-Use Data File: School Year 2009-10, version 1a
This Restricted-use data file publishes data on high school completers at the local education agency (LEA) or school district level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. The High School Dropout count, rate, and associated enrollment are provided on this file. High school completion totals are presented for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided.
|NCES 2013316||Characteristics of Private Schools in the United States: Results From the 2011-12 Private School Universe Survey
This First Look Report provides selected findings from the 2011-12 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2011-12 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
|NCES 2013309REV||Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9–12 for public schools in school year 2009–10 as reported by State Education Agencies to the NCES Common Core of Data Universe Survey of public elementary and secondary institutions.
|NCES 2012046||Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|NCES 2012026||America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
|NCES 2011465||The 2009 High School Transcript Study User’s Guide
This user’s guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.
|NCES 2011388||ELS:2002 Updated First Look Tables for 2003-2004 High School Graduates: Postsecondary Attendance and Expectations for Further Education
These web tables report estimates of postsecondary enrollment, type of institution, selectivity of institution, highest level of education attempted and expectations for further education for ELS:2002 respondents who were high school graduates in 2003-2004.
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