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|NCES 2021178||2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile
The 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile is a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year. Efforts, albeit unsuccessful, were made to collect student level data on enrollment, student budget, and financial aid from postsecondary education institutions attended between the 2011–12 and 2016–17 academic years.
|NCES 2021029||2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15.
|REL 2021087||The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota
Education leaders in Nebraska and South Dakota partnered with the Regional Educational Laboratory Central to examine how completing a sequence of career and technical education (CTE) courses in high school affects students' rates of on-time high school graduation and their rates of postsecondary education enrollment and completion within two and five years. The study found that CTE concentrators (students who complete a sequence of CTE courses aligned to a specific career field such as manufacturing or education and training) were 7 percentage points more likely than non-CTE concentrators to graduate from high school on time and 10 percentage points more likely to enroll in any type of postsecondary education within two years of their expected high school graduation year. The study also found that CTE concentrators were 3 percentage points more likely than non-CTE concentrators to earn a postsecondary award, such as a professional certificate, diploma, or associate’s or bachelor’s degree, within five years of their expected high school graduation year. CTE concentrators were 4 percentage points more likely than non-CTE concentrators to obtain up to an associate’s degree as their highest postsecondary award within five years of their expected high school graduation year but 1 percentage point less likely to obtain a bachelor’s degree or higher.
|NCES 2021241||Baccalaureate and Beyond (B&B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007–08 College Graduates
This report describes outcomes of 2007–08 bachelor’s degree recipients in 2018, about 10 years after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status.
|NCES 2021177||2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Postsecondary Education Transcript Study (PETS) Restricted-use Data
BPS:12 PETS is the third data release for a study of a nationally representative sample of first-time beginning postsecondary students who were surveyed 3 times over 6 academic years, in 2011-12, 2014, and 2017. Postsecondary academic transcripts were requested from all institutions attended by sample members. These transcript data include detailed information, by institution attended and by time periods, on enrollment, degree programs, fields of study, course taking, credit accumulation, and academic performance.
|REL 2021050||Examining high school career and technical education programs and the postsecondary outcomes of career and technical education students in the Round Rock Independent School District
This study investigated the percentage of Round Rock Independent School District (ISD) graduates from 2012/13 through 2017/18 who completed one or more career and technical education (CTE) programs of study and attained outcomes after high school graduation including college enrollment, degree or certificate attainment, and employment. The study also examined the alignment of CTE programs of study in Round Rock ISD and 41 other Central Texas districts with high-wage, in-demand career pathways in Central Texas, and the percentages of graduates who completed programs of study aligned with those high-wage, in-demand career pathways. The study used longitudinal student-level administrative high school, postsecondary education, and employment data, as well as Texas labor market information. The percentage of Round Rock ISD students who graduated with one or more CTE programs of study increased substantially across the six graduating cohorts to 47 percent for the 2017/18 cohort. More than 80 percent of Round Rock ISD CTE graduates from each cohort enrolled in two- or four-year colleges or were employed within one year of high school graduation. Seventy-six percent of 2015/16 through 2017/18 Round Rock ISD CTE graduates completed course requirements in the 13 programs of study aligned with regional high-wage, in-demand career pathways in the Central Texas labor market. Round Rock ISD leaders could use findings to encourage participation in CTE by all student groups. They also could use the results regarding CTE programs of study completed by graduates and the alignment of those programs to high-wage, in-demand career pathways in Central Texas to refine the CTE programs of study offered. To encourage postsecondary enrollment and completion, Round Rock ISD leaders could demonstrate for students and families which colleges and universities in the region have credentials in high-wage, in-demand programs of study. Finally, findings from the study provide information to inform Round Rock ISD leaders as they consider opening a CTE high school. Expanding CTE through an additional high school may expand opportunities for students to enroll in postsecondary education and engage in occupations related to science, technology, engineering, and mathematics.
|NCES 2020341||One Year After a Bachelor’s Degree: A Profile of 2015–16 Graduates
These Web Tables present outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include undergraduate enrollment experiences, postbaccalaureate enrollment, characteristics of first postbaccalaureate job, financial wellbeing, and student loan debt and repayment
|NCES 2020035||First-Time Subbaccalaureate Students: An Overview of Their Institutions, Programs, Completion, and Labor Market Outcomes After 3 Years
This Statistics in Brief report examines the 3-year completion and employment outcomes of students who first entered postsecondary certificate and associate’s degree programs in 2011–12.
|NCES 2020941||2016-17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17) restricted-use data files (RUF)
This is the restricted-use microdata to B&B:16/17 which looks at the Class of 2016 one year after graduation in 2017.
The Baccalaureate and Beyond Longitudinal Study (B&B) examines students' education and work experiences after they complete a bachelor’s degree, with a special emphasis on the experiences of new elementary and secondary teachers.
DATA IS PUBLICLY AVAILABLE via QuickStats and PowerStats: http://nces.ed.gov/datalab/
|NCES 2020441||2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17)
This publication describes the methods and procedures used in the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17). These graduates, who completed the requirements for a bachelor’s degree during the 2015–16 academic year, were first interviewed as part of the 2016 National Postsecondary Student Aid Study (NPSAS:16), and then followed up one year later in 2017. B&B:16/17 is the first follow-up interview of this cohort. This report details the methodology and outcomes of the B&B:16/17 student interview data collection and administrative records matching.
|NCES 2020504||2012-17 Beginning Postsecondary Students Longitudinal Study restricted-use data
BPS:12/17 is the second data release for a study of a nationally representative sample of first-time beginning postsecondary students who were surveyed 3 times over 6 academic years, 2011-12 through 2016-17. These restricted-use data files will be available to those with a restricted-use data license and include detailed information about student demographics, enrollment patterns, attainment, early employment, and changes over time in education and career goals for over 22,000 respondents.
|NCES 2019241||Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later
This report describes outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015–16 academic year.
|NCES 2018163||College Majors and Careers: Job Relatedness and Compensation of 1992–93 and 2007–08 Bachelor’s Degree Recipients 4 Years After Graduation
This Statistics in Brief examines the distribution of college majors between the classes of 1992–93 and 2007–08. The brief also explores how the relatedness of 2007–08 bachelor's degree recipients' jobs to their college major differ from that of 1992–93 bachelor's degree recipients, four years after receiving their bachelor's degrees.
|NCES 2019038||Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
|NCES 2018435||Four Years Later: 2007–08 College Graduates' Employment, Debt, and Enrollment in 2012
This Statistics in Brief examines the employment, education debt, and additional postsecondary enrollment experiences of a cohort of students 4 years after they received their bachelor’s degrees in 2007–08.
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