Sheida White NAEP Development and Operations   Assessment Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Sheida. White@ ed. gov http:// nces. ed. gov/ naal National Assessment of Educational Progress The National Assessment of Educational Progress ( NAEP) is a series of cross sectional studies designed and initially implemented in 1969. NAEP has gathered information about selected levels of educational achievement across the country. NAEP has surveyed the educational attainments by age and grade ( 9, 13, and 17 year olds, and 4th, 8th, and 12th graders), and young adults ( ages 25 to 35), in 10 learning areas. NAEP administers two different types of tests, national and state NAEP. At the national level, NAEP is divided into two assessments: the main NAEP and the long term trend NAEP. NAEP long term trend assessments are designed to give information on the changes in the basic achievement of America's youth. Nationally representative samples of students have been assessed in science, mathematics, and reading at ages 9, 13, and 17 since the early 1970s. Students have been assessed in writing at grades 4, 8, and 11 since 1984. To measure trends accurately, assessment items ( mostly multiple choice) and procedures have remained unchanged since the first assessment in each subject. Recent trend assessments were conducted in 1994, 1996, and 1999. About 30,000 students took part in the 1996 trend assessment. Results are reported as average scores for the nation, regions, and for various subgroups of the population such as race and ethnic groups. Data from the trend assessments are available in the most recent report, NAEP 1999 Trends in Academic Progress. In the main national NAEP, a nationally representative sample of students is assessed at grades 4, 8, and 12 in various academic subjects. The assessments change periodically and are based on frameworks developed by the National Assessment Governing Board ( NAGB). Items include both multiplechoice and `` constructed response'' ( requiring written answers). Results are reported in two ways. Average scores are reported for the nation, participating states and jurisdictions, and for subgroups of the population. In addition, the percent of students at or above the basic, proficient, and advanced achievement levels are reported for these same groups. The achievement levels are developed by NAGB. Since 1990, main NAEP has also been conducted for states and other jurisdictions that choose to participate ( 47 participated in 1996). Because the national NAEP samples were not, and are not currently, designed to support the reporting of accurate and representative state level results, separate representative samples of students are selected for each participating jurisdiction. State data are usually available at grades 4 and/ or 8, and may not include all subjects assessed in the national level assessment. In 1994, for example, NAEP assessed reading, geography and history at the national level at grades 4, 8, and 12 ( only reading at grade 4 was assessed at the state level, however). In 1996, mathematics and science were assessed nationally at grades 4, 8, 12. In the states, mathematics was assessed at grades 4 and 8, and science was assessed at grade 8 only. In 1997, the arts were assessed at the national level at grade 8. Reading and writing were assessed in 1998 at the national level for grades 4, 8, and 12, and state levels for grades 4 and 8. Civics was assessed at the national level, as well. These assessments generally involve about 130,000 students at the national and state levels. The assessment data presented in this publication were derived from tests designed and conducted by the Education Commission of the States ( 1969   1983) and by the Educational Testing Service ( 1983 to present). Three stage probability samples have been used. The primary sampling units have been stratified by region and, within region, by state, size of community, and, for the two smaller sizes of community strata, by socioeconomic level. The first stage of sampling entails defining and selecting primary sampling units ( PSUs). For each age/ grade level ( grades 4, 8, and 12) the second stage entails enumerating stratifying, and randomly selecting schools, both public and private, within each PSU selected at the first stage. The third stage involves randomly selecting students within a school for participation in NAEP. Assessment exercises have been administered either to individuals or to small groups of students by specially trained personnel. Sample sizes for the reading proficiency portion of the 1999 NAEP long term trends study were: 5,793 for the 9 year olds, 5,933 for the 13 year olds, and 5,288 for the 17 year olds. Response rates were 94 percent, 92 percent, and 80 percent, respectively. Response rates for earlier years ( 1970   71, 1974   75, and 1979   80) were generally lower. For example, the lowest response rate for the 9 year olds was 88 percent in 1974   75, and the lowest response rate overall was 70 percent for the 17 year olds in 1974   75. 515 GUIDE TO SOURCES Sample sizes in math and science portions of the 1999 long term trends were: 6,032 9 year olds, 5,941 13 year olds, and 3,795 17 year olds. Response rates were 94, 93, and 81 percent, respectively. Assessments focusing on particular subject areas are conducted separately from long term assessments The 2000 mathematics assessment was administered to 13,511 4th graders, 15,694 8th graders, and 13,432 12th graders. The response rates were: 96 percent for 4th graders, 92 percent for 8th graders and 77 percent for 12th graders. The 2000 reading assessment was administered to 7,914 4th graders. The response rate was 96 percent The 1997   98 writing assessment was administered to 19,816 4th graders, 20,586 8th graders, and 19,505 12th graders. Student response rates for the 1997   98 writing assessment were 95 percent for the 4th graders, 92 percent for the 8th graders, and 80 percent for the 12th graders. In 1995   96, a science assessment was administered to 7,305 4th graders, 7,774 8th graders, and 7,537 12th graders. The response rates were 94 percent for the 4th graders, 94 percent for the 8th graders and 93 percent for the 12th graders. The 1993   94 geography assessment was administered to 5,507 4th graders, 6,878 8th graders, and 6,234 12th graders. The response rates for the assessment were 93 percent for the 4th graders, 93 percent for the 8th graders, and 90 percent for the 12th graders. In 1990, representative state level data were produced for mathematics at the 8th grade level. This was the first time NAEP had produced data on a state by state level. In 2000, state level assessments were conducted in 4th and 8th grade mathematics and science. Information from NAEP is subject to both nonsampling and sampling error. Two possible sources of nonsampling error are nonparticipation and instrumentation Certain populations have been oversampled to assure samples of sufficient size for analysis. Instrumentation nonsampling error could result from failure of the test instruments to measure what is being taught and, in turn, what is being learned by the students. Further information on NAEP may be obtained from:

Suzanne Triplett NAEP Development and Operations   Assessment Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Suzanne. Triplett@ ed. gov http:// nces. ed. gov/ nationsreportcard National Education Longitudinal Study of 1988 The National Education Longitudinal Study of 1988 ( NELS: 88) is the third major secondary school student longitudinal study sponsored by the National Center for Education Statistics. The two studies that preceded NELS: 88, the National Longitudinal Study of the High School Class of 1972 ( NLS   72) and High School and Beyond ( HS& B) in 1980, surveyed high school seniors ( and sophomores in HS& B) through high school, postsecondary education, and work and family formation experiences. Unlike its predecessors NELS: 88 begins with a cohort of 8th grade students. In 1988, some 25,000 8th graders, their parents, their teachers, and their school principals were surveyed. Followups were conducted in 1990, 1992, and 1994, when a majority of these students were in 10th and 12th grades, and then 2 years after their scheduled high school graduation. A fourth followup was conducted in 2000. NELS: 88 is designed to provide trend data about critical transitions experienced by young people as they develop, attend school, and embark on their careers It complements and strengthens state and local efforts by furnishing new information on how school policies, teacher practices, and family involvement affect student educational outcomes ( i. e., academic achievement, persistence in school, and participation in postsecondary education). For the base year, NELS: 88 includes a multifaceted student questionnaire four cognitive tests, a parent questionnaire, a teacher questionnaire, and a school questionnaire. In 1990, when the students were in 10th grade, the students, school dropouts, their teachers, and their school principals were surveyed. The 1988 survey of parents was not a part of the 1990 followup. In 1992, when most of the students were in 12th grade, the second followup conducted surveys of students, dropouts, parents, teachers, and school principals. Also, information from the students' transcripts were collected. Tables A3 and A4 present the respondent counts and design effects of NELS: 88 and the 1990 and 1992 followups. Further information on NELS: 88 may be obtained from:

Jeffrey Owings Elementary/ Secondary and Library Studies Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Jeffrey. Owings@ ed. gov http:// nces. ed. gov/ surveys/ nels88/

National Household Education Survey The National Household Education Survey ( NHES) is a data collection system that is designed to ad 516 GUIDE TO SOURCES dress a wide range of education related issues. Surveys were conducted in 1991, 1993, 1995, 1996, 1999, and 2001. NHES targets specific populations for detailed data collection. It is intended to provide more detailed data on the topics and populations of interest than are collected through supplements to other household surveys. The topics addressed by NHES: 91 were early childhood education and adult education. About 60,000 households were screened for NHES: 91. In the Early Childhood Education component, about 14,000 parents/ guardians of 3 to 8 year olds completed interviews about their children's early educational experiences. Included in this component were participation in nonparental care/ education, care arrangements and school, and family, household and child characteristics. In the NHES: 91 Adult Education component, about 9,800 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Data were collected on programs and up to four courses, including the subject matter duration, sponsorship, purpose, and cost. Information on the household and the adult's background and current employment also was collected. In the NHES: 95 survey, 23,969 adults were sampled for the adult education component and 80 percent ( 19,722) completed the interview. In NHES: 93, nearly 64,000 households were screened. Approximately 11,000 parents of 3 to 7 year olds completed interviews for the School Readiness component. Topics included were the developmental characteristics of preschoolers, school adjustment and teacher feedback to parents for kindergartners and primary students, center based program participation, early school experiences, home activities with family members, and health status. In the School Safety and Discipline component, about 12,700 parents of children in grades 3 through 12, and about 6,500 youth in grades 6 through 12, were interviewed about their school experiences. Topics included the school learning environment, discipline policy, safety at school, victimization, the availability and use of alcohol/ drugs, and alcohol/ drug education Peer norms for behavior in school and substance use were also included in this topical component Extensive family and household background information was collected, as well as characteristics of the school attended by the child. In NHES: 95 survey, the Early Childhood Program participation component and the Adult Education component were similar to those in 1991. In the Early Childhood component, about 14,000 parents of children from birth to third grade were interviewed. For the Adult Education component, about 19,500 civilian adults were interviewed. In the spring of 1996, Parent and Family Involvement in education and Civic Involvement were covered For the Parent and Family Involvement component nearly 21,000 parents of children grades 3 to 12 were interviewed. For the Civic Involvement component about 8,000 youth grades 6 to 12, about 9,000 parents, and about 2,000 adults were interviewed The 1996 survey also addressed public library use. Adults in almost 55,000 households were interviewed to support state level estimates of household public library use. NHES: 99 collected end of decade estimates of key indicators from the surveys conducted throughout the 1990s. Approximately 60,000 households were screened for a total of about 40,000 interviews with parents of children from birth through 12th grade, and adults aged 16 or older not enrolled in grade 12 or below. Key indicators included participation of children in nonparental care and early childhood programs school experiences, parent/ family involvement in education at home and at school, youth community service activities, plans for future education, and adult participation in educational activities and community service. NHES: 2001 repeated data collection of prior surveys on Early Childhood Program Participation and Adult Education. The Before and After School Program and Activities survey was a new collection focusing on children from kindergarten to 8th grade. Further information on NHES may be obtained from:

Chris Chapman Early Childhood Longitudinal Study Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 2006 Chris. Chapman@ ed. gov http:// nces. ed. gov/ nhes/

National Longitudinal Study of the High School Class of 1972 The National Longitudinal Study of the high school class of 1972 ( NLS: 72) began with the collection of base year survey data from a sample of about 19,000 high school seniors in the spring of 1972. Five more followup surveys of these students were conducted in 1973, 1974, 1976, 1979, and 1986. NLS: 72 was designed to provide the education community with information on the transitions of young adults from high school through postsecondary education and the workplace. In addition to the followups, a number of supplemental data collection efforts were undertaken. For example, a Postsecondary Education Transcript Study ( PETS) was undertaken in 1984, and the fifth 517 GUIDE TO SOURCES followup survey in 1986 included a supplement for those who became teachers. The sample design for the NLS: 72 was a stratified, two stage probability sample of 12th grade students from all schools, public and private, in the 50 states and the District of Columbia during the 1971   72 school year. During the first stage of sampling, about 1,070 schools were selected for participation in the base year survey. As many as 18 students were selected at random from each of the sample schools. The size of both the school and student samples were increased during the first followup survey. Beginning with the first followup and continuing through the fourth followup, about 1,300 schools participated in the survey and slightly under 23,500 students were sampled. The response rates for each of the different rounds of data collection have been 80 percent or higher. Sample retention rates across the survey years have been quite high. For example, of the individuals responding to the base year questionnaire, the percentages who responded to the first, second, third, and fourth followup questionnaires were about 94, 93, 89, and 83 percent, respectively. Further information on NLS: 72 may be obtained from:

Aurora M. D'Amico Postsecondary Coop System, Analysis, and Dissemination ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Aurora. D'Amico@ ed. gov or http:// nces. ed. gov/ surveys/ nls72/

National Postsecondary Student Aid Study The National Postsecondary Student Aid Study ( NPSAS) is a comprehensive nationwide study of how students and their families pay for postsecondary education. It covers national representative samples of undergraduates, graduates, and first professional students, including students attending less than 2 year institutions, 2 to 3 year schools, 4 year colleges, and major universities. Participants included students who do not receive aid and their parents, as well as students who do receive financial aid and their parents. Study results are used to help determine future federal policy regarding student financial aid. The study was conducted every 3 years. Beginning in 1999   2000, the survey will be conducted every 4 years. The first NPSAS was conducted during the 1986   87 school year. Data were gathered from about 1,074 colleges, universities, and other postsecondary institutions; 60,000 students; and 14,000 parents. These data provided information on the cost of postsecondary education, the distribution of financial aid, and the characteristics of both aided and nonaided students and their families. As a part of NPSAS: 93, information on 77,000 undergraduates and graduate students enrolled during the school year was collected at 1,000 postsecondary institutions. The sample included students enrolled at any time between July 1, 1992 and June 30, 1993. About 66,000 students and a subsample of their parents were interviewed by telephone. NPSAS: 96 contains information on more than 48,000 undergraduate and graduate students from 973 postsecondary institutions. Students were enrolled at any time during the 1995   96 school year. Further information on NPSAS may be obtained from:

Andrew G. Malizio Postsecondary Longitudinal and Sample Survey Studies ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Andrew. Malizio@ ed. gov http:// nces. ed. gov/ npsas/

National Study of Postsecondary Faculty This study is in response to a continuing need for data on faculty and instructors persons who directly affect the quality of education in postsecondary institutions They often determine curriculum content, student performance standards, and the quality of students preparation for careers. Faculty members perform important research and development work and perform public service activities. The National Study of Postsecondary Faculty ( NSOPF) was designed to provide data about faculty to postsecondary researchers planners, and policymakers. NSOPF is the most comprehensive study of faculty in postsecondary educational institutions ever undertaken. The first cycle of NSOPF was conducted by the National Center for Education Statistics ( NCES) with support from the National Endowment for the Humanities ( NEH) in 1987   88 ( NSOPF: 88) with a sample of 480 colleges and universities, over 3,000 department chairpersons, and over 11,000 instructional faculty. The second cycle of NSOPF was conducted by NCES with support from NEH and the National Science Foundation ( NSF) in 1992   93 ( NSOPF: 93). NSOPF: 93 was limited to surveys of institutions and faculty, but with a substantially expanded sample of 974 colleges and universities, and 31,354 faculty and instructional staff. NSPOF: 99 included 960 degreegranting postsecondary institutions and approximately 18,000 faculty and instructional staff questionnaires were completed. 518 GUIDE TO SOURCES Further information on NSOPF may be obtained from:

Linda J. Zimbler Postsecondary Longitudinal and Sample Survey Studies ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Linda. Zimbler@ ed. gov http:// nces. ed. gov/ surveys/ nsopf/

Projections of Education Statistics Since 1964, NCES has published projections of key statistics for elementary and secondary schools and institutions of higher education. These projections include statistics such as enrollments, instructional staff, graduates, earned degrees, and expenditures The Projections reports include several alternative projection series and a methodology section describing the techniques and assumptions used to prepare them. Data in this edition of the Digest reflect the middle alternative projection series. Differences between the reported and projected values are, of course, almost inevitable. An evaluation of past projections revealed that, at the elementary and secondary level, projections of enrollments have been quite accurate: mean absolute percentage differences for enrollment were less than 1 percent for projections from 1 to 5 years in the future, while those for teachers were less than 4 percent. At the higher education level, projections of enrollment have been fairly accurate: mean absolute percentage differences were 5 percent or less for projections from 1 to 5 years into the future. Further information on Projections of Education Statistics may be obtained from:

Debra E. Gerald Annual Reports Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Debra. Gerald@ ed. gov www. nces. ed. gov/ edstats/

Public School Kindergarten Teachers' Views on Children's Readiness for School This sample survey of 1,448 public school kindergarten teachers was conducted as part of a national early childhood assessment system for National Education Goal One: `` By the year 2000, all American children will start school ready to learn.'' The survey obtained data on kindergarten teachers' views of children's readiness and on the teachers' classroom practices. Further information on Public School Kindergarten Teachers' Views on Children's Readiness for School may be obtained from:

Shelley Burns Data Development Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Shelley. Burns@ ed. gov www. nces. ed. gov/ surveys/ frss/

Public School Principal Survey on Safe, Disciplined, and Drug Free Schools This sample survey used the NCES Fast Response Survey System ( FRSS), which is designed to gather timely information for policymakers. The survey was conducted in 1991 by Westat, Inc. A national sample of 830 public school principals, represented by a response rate of 94 percent, answered questions regarding the extent of discipline problems within their schools. They were also questioned about the nature and effectiveness of their schools' current policies and drug education programs. This survey categorized principals by instructional level ( elementary, secondary), type of school location ( city, urban fringe, town, rural), enrollment size ( less than 300, 300 to 999, 1,000 or more), region ( Northeast Central, Southeast, and West), and percentage of students receiving free or reduced price lunches ( 10 percent or less, 11 to 40 percent, 41 percent or more). Further information on Public School Principal Survey on Safe, Disciplined, and Drug Free Schools may be obtained from:

Shelley Burns Data Development Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Shelley. Burns@ ed. gov www. nces. ed. gov/ surveys/ frss/

Survey of Recent College Graduates Since 1976, NCES has conducted six surveys of baccalaureate and master's degree recipients 1 year after graduation. The Recent College Graduates ( RCG) surveys have concentrated on those graduates entering the teaching profession. The surveys link major field of study with outcomes such as whether the respondent entered the labor force or was seeking additional education. Data on labor force includes employment status ( unemployed, parttime or full time employed), occupation, salary, career potential, relation to major field of study, and need for a college degree. To obtain accurate results on teachers, graduates with a major in education 519 GUIDE TO SOURCES were oversampled. The latest two surveys continued to oversample education majors, but increased the sampling of graduates with majors in other fields. The survey involved a two stage sampling procedure First, the universe of institutions awarding bachelor's and master's degrees was stratified by number or percentage of degrees awarded to education graduates and by control of institution ( public or private). A sample of institutions within each stratum was then selected. Second, for each of the selected institutions, a list of their graduates by major field of study was obtained and a sample of graduates was drawn by major field of study. Graduates in certain major fields of study ( e. g., education, mathematics physical sciences) were sampled at higher rates than graduates in other fields. Roughly 1 year after graduation, the sample of graduates was located contacted by mail or telephone, and asked to respond to the questionnaire. The locating process was more detailed than in most surveys. Nonresponse rates were directly related to the time, effort, and resources used in locating graduates, rather than to graduates' refusals to participate. Despite the difficulties in locating graduates response rates for recent studies are comparable to studies without locating problems. The 1976 survey of 1974   75 college graduates was the first, and smallest of the series. The sample consisted of 211 schools, of which 200 ( 96 percent) responded. Of the 5,854 graduates in the sample, 4,350 responded, for a response rate of 79 percent. The 1981 survey was somewhat larger, with a coverage of 297 institutions and 15,852 graduates. Responses were obtained from 283 institutions, for an institutional response rate of 95 percent, and from 9,312 graduates ( 716 others were determined to be out of scope), for a response rate of 74 percent. The 1985 survey sampled 404 colleges and 18,738 graduates of whom 17,853 were found to be in scope. Responses were obtained from 13,200 students for a response rate of 78 percent. The response rate for the colleges was 98 percent. The 1987 survey form was sent to 21,957 graduates. Responses were received from 16,878, for a response rate of 79.7 percent. RCG: 91 involved a sample of 18,135 graduates of 400 bachelor's and master's degree granting institutions The 18,135 graduates consisted of 16,172 bachelor's degrees recipients and 1,963 master's degree recipients receiving diplomas between July 1, 1989 and June 30, 1990. Random samples of graduates were selected from lists stratified by field of study. Graduates in education, mathematics, and the physical sciences were sampled at a higher rate, as were minority graduates to provide a sufficient number of these graduates for analysis purposes. The graduates included in the sample were selected in proportion to the institution's number of graduates. The institutional response rate was 95 percent and the graduate response rate was 83 percent. Table A5 contains sample sizes for number of graduates, by field, for the 1976, 1981, 1985, 1987, and 1991 surveys. This survey system has been replaced by a new data collection entitled Baccalaureate and Beyond Longitudinal Study ( see listing above). Further information on the RCG survey may be obtained from:

Paula Knepper Postsecondary Studies Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Paula. Knepper@ ed. gov http:// nces. ed. gov/ surveys/ rcg/

Schools and Staffing Survey The Schools and Staffing Survey ( SASS) is a set of linked questionnaires that covers public school districts public and private schools, principals, and teachers as its core components. SASS was first conducted for the National Center for Education Statistics by the Bureau of the Census during the 1987   88 school year. SASS subsequently was conducted in 1990   91, 1993   94, and 1999   2000. SASS data are reported through a mail questionnaire with telephone followup. SASS collects data on the nation's public and private elementary and secondary teaching force, characteristics of schools and school principals demand for teachers, and school/ school district policies. The 1990   91, 1993   94, and 1999   2000 SASS also obtained data on Bureau of Indian Affairs ( BIA) or tribally run schools. For the first time, SASS, 1999   2000 included the entire universe of charter schools known to be in operation during 1998   99. SASS data are collected through a sample survey of schools, the school districts associated with sampled schools, school principals, school library/ media centers and teachers. Both the 1993   94 and 1999   2000 SASS estimates are based upon a sample consisting of approximately 9,900 public schools, 3,600 private schools, and 5,500 public school districts associated with the public schools in the sample. From these schools, about 56,000 public school teachers and 10,700 private school teachers were selected for the 1993   94 and 1999   2000 SASS teacher surveys. The 1999   2000 SASS included 1,100 charter schools, and a sample of 4,400 charter school teachers. The public school sample for the 1999   2000 SASS was based on the 1997   98 school year Common Core of Data ( CCD), the compilation of all the nation's public school districts and public schools. CCD 520 GUIDE TO SOURCES is collected annually from state education agencies. The frame includes regular public schools, Department of Defense operated military base schools in the United States, and other schools, such as special education, vocational, and alternative schools. SASS is designed to provide national estimates for public and private school characteristics and state estimates for school districts, public schools, principals, and teachers. The teacher survey is designed as well to allow comparisons between new and experienced teachers, and between bilingual/ ESL teachers and other teachers. The private school sample for 1993   94 SASS was selected from the 1991   92 Private School Universe Survey ( PSS) ( 1997   98 PSS for the 1999   2000 SASS), supplemented with list updates from states and some associations available in time for sample selection. PSS collects basic data on all of the nation's private schools from two sources: the list frame and the area search frame. The list frame was compiled from a set of private school associations that provide NCES with their membership lists and states that gather lists of private schools. The area search frame consisted of schools not included on the list frame that were compiled from local sources in a sample of counties around the United States. Private school estimates are available at the national level and by type of private school. The 1993   94 Teacher Demand and Shortage ( TDS) and School Principal Questionnaires were mailed out first in October 1993, along with School Library/ Media Center and Library Media Specialist/ Librarian Questionnaires. The weighted response rate for the Teacher Demand and Shortage Questionnaire was 93.9 percent. Weighted response rates for the Public School Principal Questionnaire and the Private School Questionnaire were 96.6 percent and 87.6 percent, respectively. In December 1993, public, private, and BIA school questionnaires were mailed out as part of the 1993   94 SASS. The public, private, and BIA teacher questionnaires were sent out in several batches, between mid December 1993 and early February 1994. Weighted response rates for the Public School Questionnaire and the Private School Questionnaire were 92.3 percent and 83.2 percent, respectively. Five percent of public schools and 9 percent of private schools did not provide a list of teachers in their schools and were thus ineligible for sampling. Weighted response rates were 88.2 percent for public school teachers and 80.2 percent for private school teachers. Item response rates were varied, but generally high, ranging from 67 to 100 percent for the 1993   94 TDS, 65 to 100 percent for public school principal questions, 55 to 100 percent for private school principal items, 83 to 100 percent for public school items, 61 to 100 percent for private school survey items, 71 to 100 percent for public school teacher items, and 69 to 100 percent for private school teacher items. For SASS, 1999   2000, the School District and School Principal Questionnaires were mailed out first in October 1999, along with School Library/ Media Center Questionnaires. The unweighted response rate for the School District Questionnaire was 90.6 percent. Unweighted response rates for the Public School Principal Questionnaire, the Private School Principal Questionnaire, and the Charter School Principal Questionnaire were 92.8 percent, 88.6 percent, and 94.6 percent, respectively. In December 1999, public, private, charter, and BIA school questionnaires were mailed out as part of the 1999   2000 SASS. The public, private, charter, and BIA teacher questionnaires were sent out in several batches, between mid December 1999 and February 2000. Unweighted response rates for the Public School Questionnaire, the Private School Questionnaire and the Charter School Questionnaire were 90.0 percent, 79.8 percent, and 86.1 percent, respectively Seven percent of public schools, 13 percent of private schools, and 9 percent of charter schools did not provide a list of teachers in their schools and were thus ineligible for sampling. Weighted response rates were 83.0 percent for public school teachers, 77.0 percent for private school teachers, and 78.3 percent for charter school teachers. Public use data files will be available on CD ROM ( 2002 forthcoming). Restricted use data files are also available to approved, licensed users. Summary data from the 1999   2000 SASS can be found in the forthcoming Schools and Staffing Survey, 1999   2000: Overview of the Data ( NCES 2002   313). Further information about the sample design may be obtained from the 1999   2000 Schools and Staffing Survey: Sample Design and Estimation ( forthcoming). There also is a methodology report on SASS, A Quality Profile for SASS, Rounds 1   3: 1987 to 1995 ( NCES 2000   308). The SASS homepage at the address below contains updates on the latest publications. Further information on SASS may be obtained from:

Kerry Gruber Elementary/ Secondary Sample Survey Studies Program ( ESLSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Kerry. Gruber@ ed. gov http:// nces. ed. gov/ surveys/ sass/

Private School Universe Survey The purposes of Private School Survey ( PSS) data collection activities are: to build an accurate and 521 GUIDE TO SOURCES complete list of private schools to serve as a sampling frame for NCES sample surveys of private schools; and to report data on the total number of private schools, teachers, and students in the survey universe. The PSS is conducted every 2 years with collections in 1989   90, 1991   92, 1993   94, 1995   96, 1997   98, and 1999   2000 school years. The next survey will be in the 2001   02 school year. The PSS produces data similar to that of the CCD for the public schools, and can be used for public private comparisons. The data are useful for a variety of policy and research relevant issues, such as the growth of religiously affiliated schools, the number of private high school graduates, the length of the school year for various private schools, and the number of private school graduates, the length of the school year for various private schools, and the number of private school students and teachers. The target population for the universe survey consists of all private schools in the United States that meet NCES criteria of a school ( e. g., private school is an institution which provides instruction for any of grades K through 12, has one or more teachers to give instruction, is not administered by a public agency and is not operated in a private home). The survey universe is composed of schools identified from a variety of sources. The main source is a list frame, initially developed for the 1989   90 PSS. The list is updated regularly matching it with lists provided by nationwide private school associations, state departments of education, and other national guides and sources which list private schools. The other source is an area frame search in approximately 120 geographic areas, conducted by the Bureau of the Census Further information on PSS may be obtained from:

Steve Broughman Elementary/ Secondary Sample Survey Studies Program ( ESLSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Stephen. Broughman@ ed. gov http:// nces. ed. gov/ surveys/ pss/

The Third International Mathematics and Science Study The Third International Mathematics and Science Study ( TIMSS) is the largest, most comprehensive, and most rigorous international comparison of education ever undertaken. During the 1995 school year, the study tested the mathematics and science knowledge of half a million students from 42 nations at three different grade levels. At the same time, the students, their teachers, and the principals of their schools were asked to respond to questionnaires about their backgrounds and their attitudes, experiences and practices in the teaching and learning of mathematics and science. In 1999, the Third International Mathematics and Science Study   Repeat ( TIMMS   R) compared the mathematics and science achievement of 8th graders in 38 countries. TIMSS is a collaborative research project sponsored by the International Association for the Evaluation of Educational Achievement ( IEA). The TIMSS International Study Center is housed in the Center for the Study of Testing, Evaluation, and Educational Policy ( CSTEEP) at Boston College. The TIMSS International Study Director, Albert E. Beaton, directs the international activities of the study, together with his staff at the International Study Center. Further information on TIMSS may be obtained from:

Dr. Albert Beaton, TIMSS International Study Director CSTEEP, Campion Hall 323 Boston College Chestnut Hill, MA 02467 http:// nces. ed. gov/ timss/

Other Department of Education Agencies Office for Civil Rights Elementary and Secondary Civil Rights Compliance Report ( Survey)

The Office for Civil Rights ( OCR), U. S. Department of Education, conducts biennial surveys of public school districts and of schools within those districts. Data are obtained on the characteristics of pupils enrolled in public schools throughout the nation. Such information is required under Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973 to enable OCR to carry out its compliance responsibilities. The 1990 survey included the 100 largest public school districts, those of special interest ( i. e., court order, compliance review), and a stratified random sample of approximately 3,500 districts representing approximately 40,000 schools. School, district, and national data are currently available Further information on the Elementary and Secondary Civil Rights Compliance Report ( Survey) may be obtained from:

Peter McCabe Office for Civil Rights U. S. Department of Education 330 C Street SW Washington, DC 20202 http:// www. ed. gov/ offices/ OCR/ 522 GUIDE TO SOURCES The Office of Special Education and Rehabilitative Services Annual Report to Congress on the Implementation of the Education of the Handicapped Act The Individuals with Disabilities Education Act ( IDEA), formerly the Education of the Handicapped Act ( EHA), requires the Secretary of Education to transmit to Congress annually, a report describing the progress in serving the nation's disabled children. The annual report contains information on children served by the public schools under the provisions of Part B of the IDEA and for children served in stateoperated programs ( SOP) for the handicapped under Chapter I of the Elementary and Secondary Education Act ( ESEA). Statistics on children receiving special education and related services in various settings and school personnel providing such services are reported in an annual submission of data to the Office of Special Education and Rehabilitative Services ( OSERS), by the 50 states, the District of Columbia and the outlying areas. The child count information is based on the number of disabled children receiving special education and related services on December 1st of each year. Since each participant in programs for the disabled is reported to OSERS, the data are not subject to sampling error. However, nonsampling error can occur from a variety of sources. Some states follow a noncategorical approach to the delivery of special education services, but produce counts by disabling condition because EHA   B requires it. In those states that do categorize their disabled students, definitions and labeling practices vary. Further information on the Annual Report to Congress may be obtained from:

Office of Special Education Programs Office of Special Education and Rehabilitative Services 330 C Street SW Washington, DC 20202 www. ed. gov/ offices/ OSERS/ OSEP/ index. html National Longitudinal Transition Study of Special Education Students As part of the 1983 amendments to the Education of the Handicapped Act ( EHA), Congress requested that the U. S. Department of Education conduct a national longitudinal study of the transition of secondary special education students to determine how they fare in terms of education, employment, and independent living. A 5 year study was mandated, which was to include youth from ages 13 to 21 who were in special education at the time they were selected and who represented all 11 federal disability categories Data were drawn from extensive telephone interviews with parents, from school records, and from a survey of educators in secondary schools attended by youth in the study. The study was conducted by SRI International and began in April, 1987. The National Transition Study involves a nationally representative sample of more than 8,000 secondary age youth with disabilities. A sample of 450 school districts was randomly selected from the universe of approximately 14,000 school districts serving secondary special education students An additional replacement sample of 176 additional districts was selected due to a low rate of agreement to participate from the initial group of districts Participation in the study was invited from the approximately 80 special schools serving secondaryage deaf, blind, and deaf blind schools. A total of approximately 300 school districts and 25 special schools agreed to have youth selected for the study. Further information on the National Longitudinal Transition Study of Special Education Students may be obtained from:

Office of Special Education Programs Office of Special Education and Rehabilitative Services 330 C Street SW Washington, DC 20202 www. ed. gov/ offices/ OSERS/ OSEP/ index. html Other Governmental Agencies Bureau of the Census Current Population Survey Current estimates of school enrollment rates, as well as social and economic characteristics of students are based on data collected in the Census Bureau's monthly household survey of about 50,000 dwelling units. The monthly Current Population Survey ( CPS) sample consists of 754 areas comprising 2,007 geographic areas, independent cities, and minor civil divisions throughout the 50 states and the District of Columbia. The samples are initially selected based on the decennial census files and are periodically updated to reflect new housing construction The monthly CPS deals primarily with labor force data for the civilian noninstitutional population ( i. e., excluding military personnel and their families living on post and inmates of institutions). In addition, in October of each year, supplemental questions are asked about highest grade completed, level and grade of current enrollment, attendance status, number and type of courses, degree or certificate objective and type of organization offering instruction for each member of the household. In March of each year, supplemental questions on income are asked. 523 GUIDE TO SOURCES The responses to these questions are combined with answers to two questions on educational attainment: highest grade of school ever attended, and whether that grade was completed. The estimation procedure employed for monthly CPS data involves inflating weighted sample results to independent estimates of characteristics of the civilian noninstitutional population in the United States by age, sex, and race. These independent estimates are based on statistics from decennial censuses; statistics on births, deaths, immigration, and emigration; and statistics on the population in the armed services Generalized standard error tables are provided in the Current Population Reports. The data are subject to both nonsampling and sampling errors. Further information on CPS may be obtained from:

Education and Social Stratification Branch Population Division Bureau of the Census U. S. Department of Commerce Washington, DC 20233 http:// www. bls. census. gov/ cps/ cpsmain. htm Educational Attainment Data on years of school completed are derived from two questions on the Current Population Survey ( CPS) instrument. Formal reports documenting educational attainment are produced by the Bureau of the Census using March CPS results. The latest report is Educational Attainment in the United States, March 2000, Series P20   536, which is available from the Government Printing Office. In addition to the general constraints of CPS, some data indicate that the respondents have a tendency to overestimate the educational level of members of their household. Some inaccuracy is due to a lack of the respondent's knowledge of the exact educational attainment of each household member and the hesitancy to acknowledge anything less than a high school education. Another cause of nonsampling variability is the change in the numbers in the armed services over the years. Caution should also be used when comparing newer data, which reflect 1990 census based population controls, with data from March 1993 and earlier years, which reflect 1980 or earlier census based population controls. This change in population controls had relatively little impact on summary measures such as means, medians, and percentage distributions It did have a significant impact on levels. For example, use of 1990 based population controls results in about a 1 percent increase in the civilian noninstitutional population and in the number of families and households. Thus, estimates of levels for data collected in 1994 and later years will differ from those for earlier years by more than what could be attributed to actual changes in the population. These differences could be disproportionately greater for certain subpopulation groups than for the total population Examples of the sampling variability in the estimates of educational attainment are given in table A7. For the March 2000 basic CPS, the nonresponse rate was 7.0 percent and for the suppplement the nonresponse rate was an additional 8.0 percent for a total supplement nonresponse rate of 14.4 percent. The figures shown in the table hold for total or white population estimates only. The variability in estimates for subgroups ( region, household relationships etc.) can be estimated using the tables presented in Current Population Reports. Further information on the Current Population Survey may be obtained from the CPS Web Site at: http:// www. bls. census. gov/ cps/ cpsmain. htm Further information on CPS `` Educational Attainment in the United States'' may be obtained from:

Education and Social Stratification Branch Bureau of the Census U. S. Department of Commerce Washington, DC 20233 http:// www. census. gov/ population/ www/ socdemo/ educ attn. html School Enrollment Each October, the Current Population Survey ( CPS) includes supplemental questions on the enrollment status of the population 3 years old and over, in addition to the monthly basic survey on labor force participation. The main sources of nonsampling variability in the responses to the supplement are those inherent in the survey instrument The question of current enrollment may not be answered accurately for various reasons. Some respondents may not know current grade information for every student in the household, a problem especially prevalent for households with members in college or in nursery school. Confusion over college credits or hours taken by a student may make it difficult to determine the year in which the student is enrolled. Problems may occur with the definition of nursery school ( a group or class organized to provide educational experiences for children), where respondents interpretations of `` educational experiences vary. The 2000 CPS sample was selected from the 1990 Decennial Census files with coverage in all 50 states and the District of Columbia. The sample is continually updated to account for new residential construction The United States was divided into 2,007 geographic areas. In most states, a geographic area consisted of a county or several contiguous counties. In some areas of New England and Hawaii, minor civil divisions are used instead of counties. A total of 754 geographic areas were selected for sample. About 50,000 occupied households are eligible for 524 GUIDE TO SOURCES interview every month. Interviewers are unable to obtain interviews at about 3,200 of these units. This occurs when the occupants are not found at home after repeated calls or are unavailable for some other reason For the October 2000 basic CPS, the nonresponse rate was 6.8 percent, and for the school enrollment supplement the nonresponse rate was an additional 3.1 percent for a total supplement nonresponse rate of 9.7 percent. Examples of sampling variability in the estimates of school enrollment rates are given in table A6. Further information on CPS methodology may be obtained from:

http:// www. bls. census. gov/ cps/ cpsmain. htm Further information on CPS `` School Enrollment'' may be obtained from:

Education and Social Stratification Branch Bureau of the Census U. S. Department of Commerce Washington, DC 20233 http:// www. census. gov/ population/ www/ socdemo/ school. html Dropouts Each October, the Current Population Survey ( CPS) includes supplemental questions on the enrollment status of the population 3 years old and over as part of the monthly basic survey on labor force participation. In addition to gathering the information on school enrollment, with the limitations as noted under `` School Enrollment,'' the survey data permit calculations of dropout rates. Both status and event dropout rates are tabulated from the CPS Survey The Digest provides information using the status rate calculation. Event rates describe the proportion of students who leave school each year without completing a high school program. Status rates provide cumulative data on dropouts among all young adults within a specified age range. Status rates are higher than event rates because they include all dropouts ages 16 through 24, regardless of when they last attended school. In addition to other survey limitations, dropout rates may be affected by survey coverage and exclusion of the institutionalized population. The incarcerated population has grown more rapidly than the general population, and they have a higher dropout rate than the general population. Dropout rates for the total population might be higher than those for the noninstitutionalized population if the prison and jail populations were included in the dropout rate calculations On the other hand, the inclusion of military personnel, who tend to be high school graduates, might offset some or all of the impact from the inclusion of the jail and prison population. Another area of concern with tabulations involving young people in household surveys is the relatively low coverage ratio compared to older age groups. CPS undercoverage results from missed housing units and missed persons within sample households. Overall CPS undercoverage is estimated to be about 8 percent. CPS undercoverage varies with age, sex, and race. Generally, undercoverage is larger for males than for females and larger for blacks and other races combined than for whites. For example, the undercoverage ratio for black 20 to 29 year olds males is 34 percent. Ratio estimation to independent age sex race Hispanic population controls partially corrects for the bias due to undercoverage. However, biases exist in the estimates to the extent that missed persons in missed households or missed persons in interviewed households have different characteristics from those of interviewed persons in the same age sex race origin state group. Further information on CPS methodology may be obtained from:

http:// www. bls. census. gov/ cps/ cpsmain. htm Further information on calculation of dropouts and dropout rates may be obtained from the NCES Dropout Rates in the United States: 2000 at:

http:// nces. ed. gov/ pubsearch/ pubsinfo. asp? pubid= 2002144 or by contacting,

Chris Chapman Early Childhood Longitudinal Study Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Chris. Chapman@ ed. gov Government Finances The Census Bureau conducts an annual survey of Government Finances as authorized by law under Title 13, United States Code, Section 182. This survey covers the entire range of government finance activities: revenue, expenditure, debt, and assets. Revenues and expenditures comprise actual receipts and payments of a government and its agencies, including government operated enterprises, utilities, and public trust funds. The expenditure reporting categories comprise all amounts of money paid out by a government and its agencies with the exception of amounts for debt retirement and for loan, investment, agency, and private trust transactions. Most of the federal government statistics are based on figures that appear in The Budget of the United States Government. Since the classification used by the Census Bureau for reporting state and local government finance statistics differs in a number of important respects from the classification used in the United States Budget, it was necessary to adjust the federal data. For this report, federal budget expenditures include interest accrued, but not paid, 525 GUIDE TO SOURCES during the fiscal year; Census data on interest are on a disbursement basis. The state government finances are based primarily on the annual Census Bureau survey of state finances Census staff compiled figures from official records and reports of the various states for most of the state financial data. The sample of local governments is drawn from the periodic Census of Governments and consists of certain local governments taken with certainty plus a sample below the certainty level. The statistics in Government Finances that are based wholly or partly on data from the sample are subject to sampling error. State government finance data are not subject to sampling error. Estimates of major United States totals for local governments are subject to a computed sampling variability of less than one half of l percent. The estimates are also subject to the inaccuracies in classification, response and processing which would occur if a complete census had been conducted under the same conditions as the sample. Further information on Government Finances may be obtained from:

Governments Division Bureau of the Census U. S. Department of Commerce Washington, DC 20233 http:// www. census. gov/ govs/ www/ index. html 1990 Census of Population   Education in the United States This report is based on a part of the decennial census which consists of questions asked of a onein six sample of persons and housing units in the United States. This sample was asked more detailed questions about income, occupation, and housing costs in addition to general demographic information. School Enrollment Persons classified as enrolled in school reported attending a `` regular'' public or private school or college at any time between February 1, 1990, and the time listed. Questions asked were whether the institution attended was public or private, and level of school in which the student was enrolled Educational Attainment Data for educational attainment were tabulated for persons 15 years and over, and classified according to the highest grade completed or the highest degree received. Instructions were also given to include the level of the previous grade attended or the highest degree received for persons currently enrolled in school. Poverty status To determine poverty status, answers to income questions were used and compared to the appropriate poverty threshold. All persons except institutionalized persons, persons in military group quarters and in college dormitories, and unrelated persons under 15 years old were considered. If total income of each family or unrelated individual in the sample was less than the corresponding cutoff, that family or individual was classified as `` below the poverty level.'' Further information on the 1990 Census of population may be obtained from:

Population Division Bureau of the Census U. S. Department of Commerce Washington, DC 20233 http:// www. census. gov/ prod/ www/ abs/ decenial. html Bureau of Labor Statistics Unemployment Surveys Statistics on the employment status of the population and related data are compiled by the Bureau of Labor Statistics ( BLS) using data from the Current Population Survey ( CPS). This monthly survey of households is conducted for BLS by the Bureau of the Census through a scientifically selected sample designed to represent the civilian noninstitutional population. Respondents are interviewed to obtain information about the employment status of each member of the household 16 years of age and over. Each month about 50,000 occupied units are eligible for interview. Some 3,200 of these households are contacted, but interviews are not obtained because the occupants are not at home after repeated calls or are unavailable for other reasons. This represents a noninterview rate for the survey that ranges between 6 and 7 percent. In addition to the 50,000 occupied units, there are 9,000 sample units in an average month which are visited, but found to be vacant or otherwise not eligible for enumeration. The current sample design, introduced in January 1996, includes about 59,000 households from 754 sample areas and maintains a 1.9 percent coefficient of variation ( cv) on national monthly estimates of unemployment level. This translates into a change of 0.2 percentage points in the unemployment rate being significant at a 90 percent confidence level. For each of the 50 states and for the District of Columbia the design maintains a cv of 8 percent on the annual average estimate of unemployment level, assuming a 6 percent unemployment rate. Further information on unemployment surveys may be obtained from:

Mary Bowler Bureau of Labor Statistics U. S. Department of Commerce 2 Massachusetts Avenue NE Washington, DC 20212 http:// ww. bls. gov/ eag/ eag. us. htm 526 GUIDE TO SOURCES Consumer Price Indexes The Consumer Price Index ( CPI) represents changes in prices of all goods and services purchased for consumption by urban households. Indexes are available for two population groups: a CPI for All Urban Consumers ( CPI   U) and a CPI for Urban Wage Earners and Clerical Workers ( CPI   W). Price Indexes are available for the United States, the four Census regions, size of city, cross classifications of regions and size classes, and for 26 local areas. The major uses of the CPI include the CPI as an economic indicator, as a deflator of other economic series, and as a means of adjusting income payments Further information on consumer price indexes may be obtained from:

Consumer Price Indexes Bureau of Labor Statistics U. S. Department of Commerce 2 Massachusetts Avenue NE Washington, DC 20212 http:// stats. bls. gov/ cpiovrvw. htm National Institute on Drug Abuse The National Institute on Drug Abuse of the U. S. Department of Health and Human Services is the primary supporter of the long term study entitled `` Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth,'' conducted at the University of Michigan, Institute for Social Research. One component of the study deals with student drug abuse. Results of a national sample survey have been published annually since 1975. With the exception of 1975, when about 9,400 students participated in the survey, the annual senior samples are comprised of roughly 16,000 students in 133 schools. They complete self administered questionnaires given to them in their classrooms by University of Michigan personnel. Beginning in 1991, similar surveys of nationally representative samples of 8th and 10th grade students have been conducted annually. The 10th grade samples involve about 17,000 students in 140 schools each year, while the 8th grade samples have approximately 18,000 students in 150 schools. In all, approximately 50,000 students from 420 public and private secondary schools are surveyed annually. Over the years, the response rate has varied from 77 to 84 percent. Table A8 provides examples of the survey's sampling error. Understandably, there will be some reluctance to admit illegal activities. Also, students who were out of school on the day of the survey were nonrespondents The survey did not include high school dropouts The inclusion of these two groups would tend to increase the proportion of individuals who had used drugs. A 1983 study found that the inclusion of the absentees could increase some of the drug usage estimates by as much as 2.7 percentage points. ( Details on that study and its methodology were published in Drug Use Among American High School Students, College Students, and Other Young Adults, by Lloyd D. Johnston, Patrick M. O'Malley, and Jerald G. Bachman, available from the National Clearinghouse on Drug Abuse Information, 5600 Fishers Lane, Rockville, MD 20857.) Further information Monitoring the Future drug abuse survey may be obtained from:

National Institute of Drug Abuse Division of Epidemiology and Statistical Analysis 5600 Fishers Lane Rockville, MD 20857 http:// www. isr. umich. edu/ src/ mtf/ index. html National Science Foundation Survey of Earned Doctorates Awarded in the United States The Survey of Earned Doctorates Awarded in the United States has collected basic statistics from the universe of doctoral recipients in the United States each year since 1958. It has been supported by five federal agencies: the National Science Foundation, in conjunction with the U. S. Department of Education; the National Endowment for the Humanities; the U. S. Department of Agriculture; and the National Institutes of Health. A survey form is distributed with the assistance of graduate deans, to each person completing the requirements for a doctorate. Of the 41,140 new research doctorates granted in 1999, the response rate was 92 percent. The questionnaire obtains information on sex, race/ ethnicity, marital status, citizenship, handicaps, dependents, specialty field of doctorate, educational institutions attended, time spent in completion of doctorate, financial support, educational debt, postgraduation plans, and educational attainment of parents. The data are collected, edited, and published by the National Academy of Sciences. Further information on the Survey of Earned Doctorates Awarded in the United States may be obtained from:

Science and Engineering Education and Human Resources Program Division of Science Resources Studies National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 http:// www. nsf. gov/ sbe/ srs/ ssed/ start. htm 527 GUIDE TO SOURCES Federal Obligations to Universities, Colleges, and Nonprofit Institutions Each year, the National Science Foundation collects data on obligations to colleges and universities from federal agencies. Obligations differ from expenditures in that funds obligated during one fiscal year may be spent by the recipient in later years. Obligation amounts include direct federal support, so that amounts subcontracted to other institutions are included. Those funds received through subcontracts from prime contractors are excluded. Also excluded from the data are certain types of financial assistance such as the U. S. Department of Education's Guaranteed Student Loan Program and obligations to the U. S. service academies. For purposes of tabulations in this publication, university administered federally funded research and development centers ( FFRDCs) have been included in appropriate state totals. The universe of academic institutions for this survey is based on the Integrated Postsecondary Education Data System conducted by the National Center for Education Statistics ( see above). Institutions without federal support were excluded and some systems were combined into single reporting units. Further information on Federal Support to Universities Colleges, and Nonprofit Institutions may be obtained from:

Science and Engineering Activities Program Division of Science Resources Studies National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 http:// www. nsf. gov/ sbe/ srs/ fedsuppt/

Survey of Scientific and Engineering Expenditures at Universities and Colleges The National Science Foundation's annual academic survey collects data on research and development expenditures in the sciences and engineering from a sample of 573 institutions in the United States and outlying areas. Those institutions were selected from the universe of 595 schools that grant a graduate science or engineering degree and/ or perform activities for which at least $ 50,000 has been funded from separately budgeted R& D expenditures. In addition the survey includes 19 university affiliated, federally funded research and development centers ( FFRDCs). The 573 institutions sampled for FY 1998 include all doctorate granting institutions, all historically black colleges and universities with any R& D expenditures, and a random sample of all other institutions. The response rate was 97 percent. Data presented are assembled from the most recently completed survey and represent the latest totals available. Further information on Academic Science/ Engineering R& D Funds may be obtained from:

Science and Engineering Activities Program Division of Science Resources Studies National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 http:// www. nsf. gov/ sbe/ srs/ sseeuc/ start. htm Other Organization Sources American College Testing Program The American College Testing ( ACT) Assessment is designed to measure educational development in the areas of English, mathematics, social studies, and natural sciences. The ACT Assessment is taken by college bound high school students and the test results are used to predict how well students might perform in college. Prior to the 1984   85 school year, national norms were based on a 10 percent sample of the students taking the test. Since then, national norms are based on the test scores of all students taking the test. Moreover, beginning with 1984   85, these norms have been based on the most recent ACT scores available from students scheduled to graduate in the spring of the year. Duplicate test records are no longer used to produce national figures. Separate ACT standard scores are computed for English, mathematics, social studies, science reasoning and, as of October 1989, reading. ACT standard scores are reported for each subject area on a scale from 1 to 36. The four ACT standard scores have a mean ( average) of about 19 and a standard deviation of about 6 for college bound students nationally. A composite score is obtained by taking the simple average of the four standard scores and is an indication of a student's overall academic development across these subject areas. Beginning with the October 1989 test date, a new version of the ACT was introduced. It should be noted that college bound students who take the ACT Assessment are not representative of college bound students nationally. First, students who live in the Midwest, Rocky Mountains and Plains, and the South are overrepresented among ACT tested students as compared with collegebound students nationally. Second, ACT tested students tend to enroll in public colleges and universities more frequently than do college bound students nationally. 528 GUIDE TO SOURCES Further information on the ACT may be obtained from:

The American College Testing Program 2201 North Dodge Street P. 0. Box 168 Iowa City, IA 52243 http:// www. act. org/ news/ data. html American Federation of Teachers The American Federation of Teachers ( AFT) has reported national and state average salaries and earnings for teachers, other school employees, government workers, and professional employees over the past 25 years. The AFT's survey of state departments of education obtains information on minimum salaries, experienced teachers reentering the classroom and teacher age and experience. Most data from the survey are reported as received, although some data are confirmed by telephone. These data are available in the AFT's annual report Survey and Analysis of Salary Trends. While this serves as the primary vehicle for reporting the results of the AFT's annual survey of state departments of education, several other data sources are also used in the report Further information on Survey and Analysis of Salary Trends may be obtained from:

American Federation of Teachers 555 New Jersey Avenue NW Washington, DC 20001 http:// www. aft. org/ research/ survey/ index. html College Entrance Examination Board The Admissions Testing Program of the College Board comprises a number of college admissions tests, including the Preliminary Scholastic Assessment Test ( PSAT) and the Scholastic Assessment Test ( SAT). High school students participate in the testing program as sophomores, juniors, or seniors   some more than once during these 3 years. If they have taken the tests more than once, only the most recent scores are tabulated. The PSAT and SAT report subscores in the areas of mathematics and verbal ability. The SAT results are not representative of high school students or college bound students nationally since the sample is self selected. Generally, tests are taken by students who need the results to attend a particular college or university. The state totals are greatly affected by the requirements of its state colleges Public colleges in a number of states require ACT scores rather than SAT scores. Thus, the proportion of students taking the SAT in these states is very low and is inappropriate for any comparison. In recent years, more than 1 million high school students have taken the examination annually. Further information on the SAT can be obtained from:

College Entrance Examination Board Educational Testing Service Princeton, NJ 08541 http:// www. collegeboard. org/

Graduate Record Examinations Board The Graduate Record Examinations ( GRE) tests are taken by individuals applying to graduate or professional school. GRE offers three types of tests, the General Test, Subject Tests and the new Writing Assessment The General Test, which is mainly offered on computer, measures verbal, quantitative, and analytical reasoning skills. These skills are not necessarily related to any particular field of study. In contrast, the Subject Tests measure achievement in 14 subject areas. Subject areas include Biochemistry Cell and Molecular Biology, Biology, Chemistry, Computer Science, Economics, Engineering Geology, History, Literature in English, Mathematics Music, Physics, Psychology, and Sociology. Finally, the Writing Assessment, introduced in October 1999, consists of two analytical writing tasks. Each graduate institution or division of the institution determines which GRE tests are required for admission Individuals may take GRE tests more than once. Score reports only reflect scores earned within the past 5 year period. Further information on the GRE may be obtained from:

Graduate Record Examinations Board Educational Testing Service Princeton, NJ 08541 http:// www. gre. org Council for Aid to Education The Council for Aid to Education, Inc., ( CFAE) is a not for profit corporation funded by contributions from businesses. CFAE largely provides consulting and research services on voluntary support to corporations and information services to education institutions Each year CFAE conducts a survey of colleges and universities and private elementary and secondary schools to obtain information on the amounts, sources, and purposes of private gifts, grants, and bequests received during the academic year. In the 1999   2000 study, approximately 2,973 colleges and universities were invited to participate and 1,040 responded. The response rates were much higher for the 4 year colleges than for the 2 year col 529 GUIDE TO SOURCES leges. For example, 79 percent of the doctoral level institutions, but only 7 percent of the 2 year colleges responded. CFAE estimates that about 85 percent of all voluntary support is reported in the survey because of the high participation of institutions receiving large amounts of funding. Survey forms are reviewed by CFAE for internal consistency before preparing a computerized database Institutional reports of voluntary support data from the CFAE Survey of Voluntary Support of Education are more comprehensive and detailed than the related data in the Integrated Postsecondary Education Data System, Finance Survey conducted by NCES. The results from the Survey of Voluntary Support of Education are published in the annual Voluntary Support of Education, which may be purchased from CFAE. Further information on Voluntary Support of Education may be obtained from:

Director of Research Council for Aid to Education, Inc. 51 Madison Avenue Suite 2200 New York, NY 10010 http:// www. cae. org/ VSE/ vseindex. cfm National Catholic Educational Association The National Catholic Educational Association ( NCEA) is an organization devoted to providing leadership and service to Catholic education since 1904. NCEA began to publish The United States Catholic Elementary and Secondary Schools: Annual Statistical Report on Schools, Enrollment and Staffing in 1970 because of the lack of educational data on the private sector. The report is based on data gathered by each of the 175 archdiocesan and diocesan offices of education in the United States. These data enable NCEA to present information on school enrollment and staffing patterns for grades PK   12. The first part of the report presents data concerning the context of American education, while the following segment focuses on statistical data of Catholic schools. Statistics include enrollment by grade level, ethnicity, and religious affiliation. Further information on The United States Catholic Elementary and Secondary Schools: Annual Statistical Report on Schools, Enrollment, and Staffing may be obtained from:

Sister Dale McDonald National Catholic Educational Association 1077 30th Street NW, Suite 100 Washington, DC 20007   6232 Mcdonald@ ncea. org http:// www. ncea. org Council of Chief State School Officers The Council of Chief State School Officers ( CCSSO) is a nonprofit organization of the 57 public officials who head departments of public education in every state, the outlying areas, the District of Columbia and the U. S. Department of Defense Dependents Schools. In 1985, the CCSSO founded the State Education Assessment Center to provide a locus of leadership by the states to improve the monitoring and assessment of education. State Education Indicators is the principal report of the Assessment Center's program of indicators on education. Most of the data are obtained from a member questionnaire, and the remainder of the data are from federal government agencies. Further information on CCSSO publications may be obtained from:

Rolf Blank State Education Assessment Center Council of Chief State School Officers One Massachusetts Avenue NW 7th Floor Washington, DC 20001 http:// www. ccsso. org/

Council of State Directors of Programs for the Gifted The Council of State Directors of Programs for the Gifted is composed of the director or individual in the leadership position for gifted education in each of the 50 states, the District of Columbia, and the outlying areas. The Council has conducted many surveys in the past and most recently conducted two comprehensive state surveys in order to produce a profile of gifted education throughout the nation. These data are reported in the 1985, 1987, 1990, and 1994 State of the States Gifted and Talented Education reports This edition of the Digest uses data from the 1995   96 school year. Further information on State of the States Gifted and Talented Education reports is available from:

Michael Hall, Executive Director Council of State Directors of Programs for the Gifted c/ o Office of Public Instruction P. O Box 202501 Helena, MT 59620   2501 Education Commission of the States The Education Commission of the States ( ECS) Clearinghouse collects information on laws and standards in the field of education and reports them periodically in Clearinghouse Notes. The Commission collects information about administrators, principals, and teachers. It also examines policy areas, such as assessment and testing, collective bargaining, early 530 GUIDE TO SOURCES childhood issues, quality education, and school schedules. The information is collected by reading state newsletters, tracking state legislation, and surveying state education agencies. Data are verified by the individual states when necessary. Even though ECS monitors state activity on a continuous basis, it updates the reports only when there is significant change in state activity. Further information on Clearinghouse Notes is available from:

Kathy Christie Education Commission of the States 707 17th Street, Suite 2700 Denver, CO 80202   3427 http:// www. ecs. org/ ecs/ ecsweb. nsf Gallup Poll Phi Delta Kappa Survey Each year the Gallup Poll conducts the `` Public Attitudes Toward the Public Schools'' survey, funded by Phi Delta Kappa. The survey includes interviews with adults representing the civilian noninstitutional population 18 years old and over. The sample used in the 33rd annual survey was made up of a total of 1,108 respondents and is described as a modified probability sample of the nation Personal, in home interviewing was conducted in representative communities. Gallup uses an unclustered, directory assisted, random digit telephone sample, based on a proportionate stratified sampling design. In 1999, the final sample was weighted so that the distribution corresponded with the U. S. Census Bureau's Current Population Survey ( CPS) estimates for adult population living in telephone households in the continental U. S. The survey is a sample survey and is subject to sampling error. The size of error depends largely on the number of respondents providing data. Table A9 shows the approximate sampling errors associated with different percentages and sample sizes for the survey. Table A10 provides approximate sampling errors for comparisons of two sample percentages. For example, an estimated percentage of about 10 percent based on the responses of 1,000 sample members maintains an approximate sampling error of 2 percent at the 95 percent confidence level. The sampling error for the difference in 2 percentages ( 50 percent versus 41 percent) based on 2 samples of 750 members and 400 members, respectively, is about 8 percent at the 95 percent confidence level. Further information on the `` Public Attitudes Toward the Public Schools'' survey may be obtained from:

Pauline Gough Phi Delta Kappa P. O. Box 789 Bloomington, IN 47402   0789 http:// www. pdkintl. org/ kappan/ k0109gal. htm Independent Sector Survey In 1988, The Independent Sector commissioned the Gallup Poll to conduct a national survey on the giving and volunteering behavior of Americans. This survey is part of a series of surveys taking place every 2 years. The 1999 information was obtained from in home personal interviews conducted from May , June, and July 1999, with a representative national sample of 2,553 adult Americans 18 or more years old. Weighting procedures were used to ensure that the sample makeup corresponds with that of the adult population of the United States. The sampling procedure did not include those with incomes above $ 200,000 because they constitute such a small percentage of the population. The sampling area for this survey was plus or minus 3 percent. The results from this survey are published in Giving and Volunteering in the United States and may be purchased from:

Independent Sector 1828 L Street NW Washington, DC 20036 http:// www. inedependentsector. org International Association for the Evaluation of Educational Achievement ( IEA)

The International Association for the Evaluation of Educational Achievement, known as the IEA, is comprised of research centers and scholars from around the world whose aim is to investigate education problems common among countries. In 1988, the IEA General Assembly, composed of the research institutes participating in IEA projects, decided to undertake a study of reading literacy. The study held its first National Research Coordinator ( NRC) meeting in November 1988. The construction and pilot testing of instruments was conducted in the period from November 1988 to July 1990. The main testing took place in the period from October 1990 to April 1991 depending on the school year in each country. Thirtytwo school systems were involved in the IEA Reading Literacy Study. Data were collected from 210,059 531 GUIDE TO SOURCES students, 10,518 teachers, and 9,073 schools. All students took reading tests for 2 sessions totaling 75 minutes at the 9 year old level and 2 sessions totaling 85 minutes at the 14 year old population. All students responded to a background questionnaire about their reading at home and at school. Teachers and school principals responded to questionnaires about themselves, their teaching and the school organization Each national center ( NCES was the center for the United States) completed a National Case Study Questionnaire. Further information on the IEA reading literacy study may be obtained from:

Marilyn Binkley, NRC USA National Center for Education Statistics 1990 K Street NW Washington, DC 20006 http:// nces. ed. gov/ pubsearch/ pubsinfo. asp? pubid= 98053 Institute of International Education Each year the Institute of International Education ( IIE) conducts a survey of the number of foreign students studying in American colleges and universities and reports these data in Open Doors. All of the regionally accredited institutions in the Education Directory Colleges, and Universities published by NCES are surveyed by IIE. The data presented in the Digest are drawn from the IIE survey which requests the total enrollment of foreign students in an institution and information on student characteristics, such as country of origin. For the 1999   2000 survey, 2,696 ( over 92 percent) institutions reported data for the survey. Additional information can be obtained from the publication Open Doors or by contacting:

Todd M. Davis Institute of International Education 809 United Nations Plaza New York, NY 10017   3580 http:// www. iie. org/ opendoors/

National Association of College and University Business Officers The National Association of College and University Business Officers ( NACUBO) is a nonprofit professional organization representing chief administrative and financial officers at more than 2,100 colleges and universities across the country. Over two thirds of all institutions of higher learning in the United States are members of NACUBO. Each year TIAA   CREF Trust Company, the premier pension system for educators and a manager of college endowments through its subsidiary, the Trust Company conducts an in depth study of college and university endowments for NACUBO. Endowment asset ranges for 2000 NACUBO Endowment Study participants are for the fiscal year ending June 30, 2000. Endowments include stocks, bonds, cash, and real estate that colleges and universities receive as gifts. Colleges or universities receiving endowments may not spend the endowment principal, only investment income derived from the principal. Quasi endowments   year end surplus assets that institutions choose to treat as permanent capital   may also be included in an investment pool's endowment composition Also, because donors frequently stipulate that their gifts support specific programs at colleges and universities, the overall size of the endowment can be misleading in terms of available income to support the education of undergraduate students. For example, the income from an endowment gift to a medical school or law school may only be spent on those schools. In such cases, the income would not be available to support undergraduate education. Thus, at some research universities with extensive graduate and professional schools, as little as onethird of the institution's endowment may actually be available to generate income to support undergraduate programs and students. Of the 569 responding higher education institutions 192 were public institutions and 377 were independent colleges and universities. The survey was mailed to over 720 colleges and universities, including both NACUBO member and non member institutions Only a limited number of not for profit higher education institutions in the United States have endowments Further information on the 2000 NACUBO Endowment Study may be obtained from:

National Association of College and University Business Officers ( NACUBO) 2501 M Street, NW, Suite 400 Washington, DC 20037 http:// www. nacubo. org National Association of State Student Grant and Aid Programs The National Association of State Student Grant and Aid Programs ( NASSGAP) is an association of states with general programs of scholarship or grant assistance for undergraduate study. Executive officers responsible for grant program administration represent each state in the Association. The 30th Annual Survey Report: 1998   99 Academic Year is produced by the New York State Higher Education Services Corporation, and data are reported for all 50 states, the District of Columbia, and Puerto Rico. 532 GUIDE TO SOURCES Further information on the 30th Annual Survey Report 1998   99 Academic Year may be obtained from:

Charles Treadwell New York State Higher Education Services Corporation 99 Washington Avenue, Room 1438 Albany, NY 12255 Attention: NASSGAP http:// www. nassgap. org/ researchsurveys National Education Association The National Education Association ( NEA) reports enrollment, expenditure, revenue, graduate, teacher, and instructional staff salary data in its annual publication Estimates of School Statistics. Each year NEA prepares regression based estimates of financial and other education statistics and submits them to the states for verification. Generally, about 30 states adjust these estimates based on their own data. These preliminary data are published by NEA along with revised data from previous years. States are asked to revise previously submitted data as final figures become available. The most recent publication contains all changes reported to the NEA.

Status of the American Public School Teacher The Status of the American Public School Teacher survey is conducted every 5 years by the National Education Association ( NEA). The survey was designed by the NEA Research Division and initially administered in 1956. The intent of the survey is to solicit information covering various aspects of public school teachers' professional, family, and civic lives. Participants for the survey are selected using a two stage sample design, with the first stage stratum determined by the number of students enrolled in the districts. Selection probabilities are determined so that the resulting sample is self weighting. In 1990   91, questionnaires were sent to a sample of 1,981 of the nation's approximately 2.4 million public school teachers. With an initial and four followup mailings, 1,499 questionnaires were returned, of which 145 were not usable. The sample was adjusted to 1,836 to reflect the 145 unusable responses. The response rate was 73.7 percent. In the 1995   96 survey, 1,325 public school teachers responded. The results based on this survey have a margin of error of plus or minus 2.3 percent at the 90 percent confidence level. Possible sources of nonsampling errors are nonresponses misinterpretation, and   when comparing data over years   changes in the sampling method and instrument. Misinterpretation of the survey items should be minimal, as the sample responding is not from the general population, but one knowledgeable about the area of concern. Also, the sampling procedure changed after 1956 and some wording of items has changed over the different administrations. Since sampling is used, sampling variability is inherent in the data. An approximation to the maximum standard error for estimating the population percentages is 1.4 percent. Approximations for significance for other comparisons appear on table A11. To estimate the 95 percent confidence interval for population percentages, the maximum standard error of 1.4 percent is multiplied by 2 ( 1.4 x 2). The resulting percentage ( 2.8) is added and subtracted from the population estimate to establish upper and lower bounds for the confidence interval. For example, if a sample percentage is 60 percent, there is a 95 percent chance that the population percentage lies between 57.2 percent and 62.8 percent ( 60 percent ± 2.8 percent). Further information on Status of the American Public School Teacher may be obtained from:

Brooke E. Whiting National Education Association   Research 1201 16th Street NW Washington, DC 20036 http:// www. nea. org/ nr/ nr970702. html Organization for Economic Cooperation and Development The Organization for Economic Cooperation and Development ( OECD) publishes analyses of national policies in education, training, and economics in about 30 countries. The countries surveyed are: Australia Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary Iceland, Ireland, Italy, Japan, Korea, Luxembourg Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Spain, Sweden, Switzerland, Turkey United Kingdom, and the United States. In addition to these OECD countries, a number of other countries are participating in the related World Education Indicators ( WEI) project including: Argentina, Brazil, Chile, China, Indonesia, Jordan, Malaysia, Paraguay, Philippines, Russian Federation, Thailand, and Uruguay. In the past several years, OECD has revised its data collection procedures to highlight current education issues and improve data comparability. The Centre for Educational Research and Innovation ( CERI) has developed an Indicators of Education Systems ( INES) project involving representatives of the OECD countries and the OECD Secretariat to improve international education statistics. Large improvements in data quality and comparability among OECD countries have resulted from the country to country interaction sponsored through the INES and WEI projects. The most recent publication in this se 533 GUIDE TO SOURCES ries is Education at a Glance, OECD Indicators, 2001. Further information on INES may be obtained from:

Andreas Schleicher INES/ OECD 2, rue Andre Pascal 75775 Paris CEDEX 16 France Andreas. SCHLEICHER@ oecd. org http:// www. oecd. org/

Research Associates Research Associates annually compiles the Higher Education Price Index ( HEPI) which measures average changes in prices of goods and services purchased by colleges and universities through educational and general expenditures. Sponsored research and auxiliary enterprises are not priced by HEPI. HEPI is based on the prices ( or salaries) of faculty and of administrators and other professional service personnel; clerical, technical, service, and other nonprofessional personnel; and contracted services, such as data processing, communication, transportation supplies and materials, equipment, books and periodicals, and utilities. These represent the items purchased for current operations by colleges and universities Prices for these items are obtained from salary surveys conducted by various national higher education associations, the American Association of University Professors, the Bureau of Labor Statistics, and the National Center for Education Statistics; and from components of the Consumer Price Index ( CPI) and the Producer Price Index ( PPI) published by the U. S. Department of Labor, Bureau of Labor Statistics The quantities of these goods and services have been kept constant based on the 1971   72 buying pattern of colleges and universities. The weights assigned the various items priced, which represent their relative importance in the current fund educational and general budget, are estimated national averages. Variance in spending patterns of individual institutions from these national averages reduces only slightly the applicability of the HEPI to any given institutional situation. Modest differences in the weights attached to expenditure categories have little effect on overall index values. This is because the HEPI is dominated by the trend in faculty salaries and similar salary trends for other personnel hired by institutions, which absorbs or diminishes the effects of price changes in other items purchased in small quantities. Further information on HEPI may be obtained from:

Kent Halstead Research Associates 1200 North Nash Street, # 225 Arlington, VA 22209 http:// www. rschassoc. com/ inflation. html United Nations Educational, Scientific, and Cultural Organization The United Nations Educational, Scientific, and Cultural Organization ( UNESCO) conducts annual surveys of education statistics of its member countries Besides official surveys, data are supplemented by information obtained by UNESCO through other publications and sources. Each year more than 200 countries reply to the UNESCO surveys. In some cases, estimates are made by UNESCO for particular items such as world and continent totals. While great efforts are made to make them as comparable as possible, the data still reflect the vast differences among the countries of the world in the structure of education. While there is some agreement about the reporting of first and second level data, the third level data ( postsecondary education) presents numerous substantial problems. Some countries report only university enrollment while other countries report all postsecondary, including vocational and technical schools and correspondence programs A very high proportion of some countries' third level students attend institutions in other countries While definition problems are many in this sort of study, other survey problems should not be overlooked The member countries that provide data to UNESCO are responsible for their validity. Thus, data for particular countries are subject to nonsampling error and perhaps sampling error as well. Some countries may furnish only rough estimates, while data from other countries may be very accurate. Other difficulties are caused by the varying periodicity of data collection among the countries of the world. In spite of such problems, many researchers use UNESCO data because they are the best available for such a large group of countries. Users should examine footnotes carefully to recognize some of the data limitations. Further information on the Statistical Yearbook may be obtained from:

UNESCO Institute for Statistics C. P. 6128 Succursale, Centre ville Montreal, Quebec, H3C 3J7 Canada http:// unescostat. unesco. org 534 GUIDE TO SOURCES Table A1.   Respondent counts for selected High School and Beyond surveys Classification variable and subgroup followup survey of 1980 sophomores in 1982 followup survey of 1980 seniors in 1982 followup survey of 1980 sophomores in 1984 followup survey of 1980 seniors in 1984 followup survey of 1980 sophomores in 1986 followup survey of 1980 seniors in 1986 Total respondents ( unweighted) ...................... 25,830 11,227 11,463 10,925 11,248 10,536 Sex Male ......................................................................... 12,717 5,213 5,514 5,058 5,391 4,832 Female ..................................................................... 13,113 6,014 5,949 5,867 5,857 5,704 Race/ ethnicity White, non Hispanic ................................................. 17,295 5,180 7,285 5,057 7,194 5,246 Black, non Hispanic ................................................. 3,338 2,724 1,651 2,625 1,585 2,726 Hispanic ................................................................... 4,439 2,749 1,795 2,654 1,745 1,950 Asian or Pacific Islander .......................................... 413 367 425 355 413 356 American Indian or Alaskan Native ......................... 248 191 253 185 246 200 Other or unclassified ................................................ 97 16 54 49 65 58 Socioeconomic status composite ( SES) 1 Low .......................................................................... 6,752 3,940 2,831 3,857 2,751 3,668 Low middle ............................................................... 6,234 2,390 2,624 2,314 2,559 2,289 High middle .............................................................. 6,134 2,168 2,849 2,107 2,817 1,995 High .......................................................................... 6,341 1,988 3,086 1,936 3,044 1,900 Unclassified .............................................................. 369 741 73 711 77 684 Father's highest level of education Less than high school .............................................. 5,179           High school graduate 2 ............................................ 11,961           College graduate 3 ................................................... 5,169           Don't know/ missing .................................................. 3,521           High school program ( self reported) Academic ................................................................. 10,152 4,145 6,547 4,007   3,899 General .................................................................... 8,789 3,829 3,468 3,764   3,602 Vocational ................................................................ 6,664 2,660 3,611 2,581   2,481 Unclassified .............................................................. 225 593 56 573   554 High school type Public .......................................................................   9,969 8,647 9,727   9,385 Catholic ....................................................................   964 2,479 911   876 Other private ............................................................   294 337 287   275 Postsecondary education status 4 Full time ...................................................................     4,466       Part time ..................................................................     3,275       Never enrolled .........................................................     3,678       Missing/ unclassified .................................................     44       October 1980 postsecondary education attendance status Part time 2 year public institution ............................           352 Part time 4 year public institution ............................           152 Full time 2 year public institution .............................           1,312 Full time 4 year public institution .............................           1,986 Full time 4 year private institution ...........................           1,015 Not a student ...........................................................           4,523 Other and missing ...................................................           1,196 Postsecondary education plans No plans ...................................................................           1,623 Attend vocational/ technical school ..........................           1,835 Attend college less than four years .........................           1,528 Earn bachelor's degree ...........................................           2,631 Earn advanced degree ............................................           2,265 Missing .....................................................................           654 Participation in high school extracurricular activities 5 Never participated ....................................................           1,024 Participated as a member .......................................           4,104 Participated as a leader ...........................................           4,457   Not available. 1 The SES index is a composite of five equally weighted measures: father's education, mother's education, family income, father's occupation, and presence of certain items in the respondent's household. 2 Includes attendance at a vocational, trade, or business school, or 2 year college; or attendance at a 4 year college resulting in less than a bachelor's degree. 3 Includes those with a bachelor's or higher level degree. 4 Postsecondary education status was determined by students' enrollment in academic or vocational study during the four semesters   fall 1982, spring 1983, fall 1983, and spring 1984   following their scheduled high school graduation. Students who enrolled in full time study in each of the four semesters were classified as full time. Students who were enrolled in part time study in any of the four semesters and those who were enrolled in full time study in fewer than four semesters were classified as part time. Students who had neither enrolled on a full time nor part time basis in each of the four semesters were classified as never enrolled.

5 Responses to questions concerning participation in each of 15 different extracurricular activity areas ( i. e., varsity sports, debate, band, subject matter clubs, etc.) were used to classify students' overall level of participation in extracurricular activities. The difference between the sum of the three category respondent counts and the total sample size is due to missing data.

NOTE: Data from students who dropped out of school between the 10th and 12th grades were not used in analyses of sophomore samples.

SOURCE: U. S. Department of Education, National Center for Education Statistics, High School and Beyond surveys. 535 GUIDE TO SOURCES Table A2.   Design effects ( DEFF) and root design effects ( DEFT) for selected High School and Beyond surveys and subsamples Classification variable and subgroup followup survey of 1980 sophomores in 1984 followup survey of 1980 seniors in 1984 followup survey of 1980 sophomores in 1986 followup survey of 1980 seniors in 1986 Total sample ................................................................................................................... 2.40 ( 1.54) 2.87 ( 1.69) 2.19 ( 1.47) 2.28 ( 1.50)

Sex Male .................................................................................................................................     2.07 ( 1.43) 2.13 ( 1.45) Female .............................................................................................................................     2.06 ( 1.43) 2.26 ( 1.50)

Race/ ethnicity White and other ............................................................................................................... 2.06 ( 1.42) 2.09 ( 1.44) 1.92 ( 1.38) 1.70 ( 1.30) Black ................................................................................................................................ 2.22 ( 1.47) 2.26 ( 1.50) 2.19 ( 1.47) 2.40 ( 1.54) Hispanic ........................................................................................................................... 3.15 ( 1.73) 3.72 ( 1.92) 3.11 ( 1.76) 4.06 ( 2.01)

Socioeconomic status composite ( SES) 1 Low .................................................................................................................................. 1.91 ( 1.37) 2.28 ( 1.50) 1.83 ( 1.35) 2.31 ( 1.51) Middle .............................................................................................................................. 1.95 ( 1.39) 1.81 ( 1.34) 2.06 ( 1.42) 2.02 ( 1.42) High .................................................................................................................................. 2.05 ( 1.42) 1.93 ( 1.38) 1.92 ( 1.38) 1.71 ( 1.30)

  Not available. 1 The SES index is a composite of five equally weighted measures: father's education, mother's education, family income, father's occupation, and presence of certain items in the respondent's household.

NOTE: The average design effect for the 1980 sophomore cohort first followup ( 1982) survey is 3.59( 1.89) and the average design effect for the 1980 senior first followup ( 1982) survey is 2.64( 1.62). SOURCE: U. S. Department of Education, National Center for Education Statistics, High School and Beyond surveys.

Table A3.   Respondent counts for the National Education Longitudinal Study: 1988, 1990, and 1992 Classification variable and subgroup Base Year, 1988 First followup, 1990 Second followup, 1992 Total respondents ( unweighted) .................................................... 24,599 20,706 21,188 Sex Male ......................................................................................................... 12,241 10,462 10,713 Female ..................................................................................................... 12,358 10,244 10,475 Race/ ethnicity White, non Hispanic ................................................................................. 16,317 13,837 14,024 Black, non Hispanic ................................................................................. 3,009 2,218 2,260 Hispanic ................................................................................................... 3,171 2,751 2,922 Asian or Pacific Islander .......................................................................... 1,527 1,302 1,406 American Indian or Alaskan Native ......................................................... 299 259 266 Other or unclassified ................................................................................ 276 399 310 Socioeconomic status composite ( SES) 1 Low ........................................................................................................... 5,934 4,556 4,395 Low middle ............................................................................................... 5,788 4,472 4,501 High middle .............................................................................................. 5,836 4,378 4,516 High .......................................................................................................... 7,030 5,262 5,437 Unclassified .............................................................................................. 11 2,038 2,339 High school program ( self reported) Academic ................................................................................................. 7,298 6,420 7,567 General .................................................................................................... 3,369 7,990 6,125 Vocational ................................................................................................ 4,161 1,806 1,911 Unclassified .............................................................................................. 9,771 4,490 5,585 High school type Public ....................................................................................................... 19,396 16,813 15,145 Catholic .................................................................................................... 2,602 1,012 934 Other private ............................................................................................ 2,601 1,602 1,530 Not enrolled .............................................................................................. ( 2) 1,043 2,725 Missing ..................................................................................................... ( 2) 236 854 Postsecondary education plans No plans ................................................................................................... 2,685 2,483 2,646 Attend vocational/ technical school ........................................................... 2,102 2,323 2,072 Attend college less than 4 years ............................................................. 3,078 3,074 2,457 Earn bachelor's degree ............................................................................ 10,251 5,874 5,631 Earn advanced degree ............................................................................. 6,268 5,269 5,580 Missing ..................................................................................................... 215 1,683 2,802 School academic clubs and extracurricular activities Never participated .................................................................................... 21,516 15,292 17,117 Participated as a member ........................................................................ 2,798 5,144 3,355 Participated as a leader ........................................................................... 285 270 716 1 The SES index is a composite of five equally weighted measures: father's education, mother's education, family income, father's occupation, and presence of certain items in the respondent's household.

2 Not applicable. SOURCE: U. S. Department of Education, National Center for Education Statistics, National Education Longitudinal Survey. 536 GUIDE TO SOURCES Table A4.   Design effects ( DEFF) and root design effects ( DEFT) for selected National Education Longitudinal Survey samples Subsample characteristic Base year, 1988 First followup, 1990 Second followup, 1992 Mean DEFF Mean DEFT Mean DEFF Mean DEFT Mean DEFF Mean DEFT All students .................................................................................... 2.54 1.56 3.802 1.912 3.668 1.881 Dropouts .................................................................................     4.705 1.997 2.919 1.686 Sex Male ............................................................................................... 1.98 1.39 3.456 1.817 3.094 1.729 Female ........................................................................................... 1.93 1.38 3.324 1.783 3.238 1.785 Race/ ethnicity White and other ............................................................................. 2.25 1.48 3.101 1.729 3.084 1.737 Black .............................................................................................. 1.65 1.27 3.804 1.867 2.938 1.654 Hispanic ......................................................................................... 2.06 1.41 2.643 1.591 2.772 1.626 Asian/ Pacific Islander ..................................................................... 2.00 1.40 2.758 1.609 2.511 1.562 American Indian/ Alaskan Native ....................................................     2.066 1.362 3.292 1.687 Socioeconomic status composite ( SES) 1 Low ................................................................................................. 1.58 1.25 2.797 1.644 2.931 1.680 Middle ............................................................................................. 1.66 1.28 3.138 1.732 2.516 1.569 High ................................................................................................ 1.84 1.34 3.576 1.817 3.849 1.921 High school type Public ............................................................................................. 2.27 1.48 3.147 1.736 3.116 1.733 Catholic .......................................................................................... 2.70 1.59 2.619 1.513 2.545 1.564 Other private .................................................................................. 8.80 1.83 6.529 2.391 6.049 2.334 Community type Urban .............................................................................................     3.463 1.842 3.742 1.897 Suburban ........................................................................................     3.412 1.788 2.998 1.705 Rural ...............................................................................................     2.634 1.571 3.311 1.687   Not available. 1 The SES index is a composite of five equally weighted measures: father's education, mother's education, family income, father's occupation, and presence of certain items in the respondent's household. SOURCE: U. S. Department of Education, National Center for Education Statistics, National Education Longitudinal Survey.

Table A5.   Respondent counts of full time workers from the Recent College Graduates survey: 1976 to 1991 Field of study Number employed full time 1974   75 graduates in May 1976 1979   80 graduates in May 1981 1983   84 graduates in April 1985 1985   86 graduates in April 1987 1989   90 graduates in April 1991 Total respondents ( unweighted) ................................................ 2,464 5,521 6,799 15,024 9,451 Professions ............................................................................................. 1,840 4,260 3,730 8,987 3,825 Arts and sciences ................................................................................... 514 811 2,586 4,869 2,256 Other ...................................................................................................... 110 450 483 1,168 3,370 Newly qualified to teach ..................................................................... 1,337 2,469 1,109 2,546 1,966 Not newly qualified to teach ............................................................... 1,127 3,052 5,690 12,478 7,485 Professions ............................................................................................. 601 1,841 2,809 7,043 2,549 Engineering ......................................................................................... 80 270 601 915 411 Business and management ................................................................ 290 749 1,532 2,407 1,598 Health ................................................................................................. 72 252 387 3,106 281 Education 1 .......................................................................................... 141 464 146 521 188 Public affairs and services ................................................................. 18 106 143 94 71 Arts and sciences ................................................................................... 433 770 2,430 4,369 2,006 Biological sciences ............................................................................. 83 116 243 380 179 Physical sciences and mathematics .................................................. 40 103 1,062 1,782 466 Psychology ......................................................................................... 64 105 189 366 316 Social sciences ................................................................................... 107 252 449 780 813 Humanities .......................................................................................... 139 194 487 1,061 232 Other ...................................................................................................... 93 441 451 1,066 2,930 Communications ................................................................................. 7 73 240 392 217 Miscellaneous ..................................................................................... 86 368 211 674 2,713 1 Includes those who had not finished all requirements for teaching certification or were previously qualified to teach. SOURCE: U. S. Department of Education, National Center for Education Statistics, Recent College Graduates surveys. 537 GUIDE TO SOURCES Table A6.   Estimated standard errors for enrollment rates in the October Current Population Survey: 1996 or 1997 Base of percentage, in thousands Estimated percentage 2 or 98 5 or 95 10 or 90 25 or 75 50 Total or white persons 100 ...................................................................... 2.2 3.4 4.6 6.7 7.7 250 ...................................................................... 1.4 2.1 2.9 4.2 4.9 500 ...................................................................... 1.0 1.5 2.1 3.0 3.4 1,000 ................................................................... 0.7 1.1 1.5 2.1 2.4 2,500 ................................................................... 0.4 0.7 0.9 1.3 1.5 5,000 ................................................................... 0.3 0.5 0.7 0.9 1.1 10,000 ................................................................. 0.2 0.3 0.5 0.7 0.8 25,000 ................................................................. 0.1 0.2 0.3 0.4 0.5 50,000 ................................................................. 0.1 0.2 0.2 0.3 0.3 100,000 ............................................................... 0.1 0.1 0.1 0.2 0.2 150,000 ............................................................... 0.1 0.1 0.1 0.2 0.2 Black persons 75 ........................................................................ 2.6 4.1 5.7 8.2 9.5 100 ...................................................................... 2.3 3.6 4.9 7.1 8.2 250 ...................................................................... 1.4 2.3 3.1 4.5 5.2 500 ...................................................................... 1.0 1.6 2.2 3.2 3.7 1,000 ................................................................... 0.7 1.1 1.6 2.2 2.6 2,500 ................................................................... 0.5 0.7 1.0 1.4 1.6 5,000 ................................................................... 0.3 0.5 0.7 1.0 1.2 10,000 ................................................................. 0.2 0.4 0.5 0.7 0.8 15,000 ................................................................. 0.2 0.3 0.4 0.6 0.7 20,000 ................................................................. 0.2 0.3 0.3 0.5 0.6 Hispanic persons 75 ........................................................................ 2.8 4.4 6.1 8.7 10.1 100 ...................................................................... 2.4 3.8 5.2 7.6 8.7 250 ...................................................................... 1.5 2.4 3.3 4.8 5.5 500 ...................................................................... 1.1 1.7 2.3 3.4 3.9 1,000 ................................................................... 0.8 1.2 1.7 2.4 2.8 2,500 ................................................................... 0.5 0.8 1.0 1.5 1.7 5,000 ................................................................... 0.3 0.5 0.7 1.1 1.2 10,000 ................................................................. 0.2 0.4 0.5 0.8 0.9 15,000 ................................................................. 0.2 0.3 0.4 0.6 0.7 20,000 ................................................................. 0.2 0.3 0.4 0.5 0.6 SOURCE: U. S. Department of Commerce Bureau of the Census, School Enrollment: Social and Economic Characteristics of Students.

Table A7.   Estimated educational attainment rates and standard errors in the March Current Population Survey Estimate Base of percentage in thousands Standard error 90 percent confidence interval 1 95 percent confidence interval 1 Lower bound Upper bound Lower bound Upper bound 2 or 98 ............................ 100 2.15 0.0 5.5 0.0 6.2 100,000 0.07 1.9 2.1 1.9 2.1 10 or 90 .......................... 100 4.61 2.4 17.6 1.0 19.0 100,000 0.15 9.8 10.2 9.7 10.3 50 .................................... 100 7.68 37.3 62.7 34.9 65.1 100,000 0.24 49.6 50.4 49.5 50.5 1 The confidence interval for the larger values can be found by taking the complement of that shown, e. g., for 98 it would be 93.8 to 100 for 95 percent confidence. SOURCE: U. S. Department of Commerce, Bureau of the Census, Educational Attainment in the United States.

Table A8.   Standard errors for the proportion of seniors who had used drugs in the previous 12 months: 1975 to 1997 Drug 1975 1980 1985 1990 1991 1992 1993 1994 1995 1996 1997 Alcohol ............................................................................................ 0.4 0.3 0.3 0.3 0.3 0.3 0.3 0.4 0.4 0.4 0.3 Marijuana/ hashish ........................................................................... 0.5 0.4 0.4 0.4 0.3 0.3 0.3 0.4 0.4 0.4 0.4 Any illicit drug other than marijuana 0.5 0.4 0.4 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 LSD ............................................................................................. 0.3 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 Cocaine ....................................................................................... 0.2 0.3 0.3 0.2 0.2 0.1 0.1 0.2 0.2 0.2 0.2 SOURCE: University of Michigan, Survey Research Center, Institute for Social Research Monitoring the Future Study. 538 GUIDE TO SOURCES Table A9.   Sampling errors ( 95 percent confidence level) for percentages estimated from the Gallup Poll: 1992 and 1993 Percent Size of sample 1,500 1,000 750 600 400 200 100 Recommended allowance for sampling error of a percentage Percentages near 10 or 90 .................................................................. 2 2 3 3 4 5 8 Percentages near 20 or 80 .................................................................. 3 3 4 4 5 7 10 Percentages near 30 or 70 .................................................................. 3 4 4 5 6 8 12 Percentages near 40 or 60 .................................................................. 3 4 5 5 6 9 12 Percentages near 50 ............................................................................ 3 4 5 5 6 9 13 SOURCE: Phi Delta Kappan, `` The Annual Gallup Poll of the Public's Attitudes Toward the Public Schools.''

Table A10.   Sampling errors ( 95 percent confidence level) for the difference in 2 percentages estimated from the Gallup Poll: 1992 and 1993 Size of sample Size of sample 1,500 1,000 750 600 400 200 Recommended allowance for sampling error of a difference in percentages ( percentages near 80 or 20)

1,500 ........................................................... 4 1,000 ........................................................... 4 5 750 .............................................................. 5 5 5 600 .............................................................. 5 5 6 6 400 .............................................................. 6 6 6 7 7 200 .............................................................. 8 8 8 8 9 10 Recommended allowance for sampling error of a difference in percentages ( percentages near 50)

1,500 ........................................................... 5 1,000 ........................................................... 5 6 750 .............................................................. 6 6 7 600 .............................................................. 6 7 7 7 400 .............................................................. 7 8 8 8 9 200 .............................................................. 10 10 10 10 11 13 SOURCE: Phi Delta Kappan, `` The Annual Gallup Poll of the Public's Attitudes Toward the Public Schools.''

Table A11.   Maximum differences required for significance ( 90 percent confidence level) between sample subgroups from the `` Status of the American Public School Teacher'' survey Size of one subgroup Size of other subgroup 100 200 300 400 500 600 700 100 .......................................... 11.6 10.1 9.5 9.2 9.0 8.9 8.8 200 .......................................... 10.1 8.2 7.5 7.1 6.9 6.7 6.6 300 .......................................... 9.5 7.5 6.7 6.3 6.0 5.8 5.7 400 .......................................... 9.2 7.1 6.3 5.8 5.5 5.3 5.2 500 .......................................... 9.0 6.9 6.0 5.5 5.2 5.0 4.8 600 .......................................... 8.9 6.7 5.8 5.3 5.0 4.7 4.6 700 .......................................... 8.8 6.6 5.7 5.2 4.8 4.6 4.4 SOURCE: National Education Association, `` Status of the American Public School Teacher.'' ( Copyright by the National Education Association. All rights reserved.) 539 Definitions Academic support This category of college expenditures includes expenditures for support services that are an integral part of the institution's primary missions of instruction, research, or public service. Includes expenditures for libraries, galleries, audio/ visual services, academic computing support, ancillary support, academic administration, personnel development and course and curriculum development.

Achievement test An examination that measures the extent to which a person has acquired certain information or mastered certain skills, usually as a result of specific instruction.

Administrative support staff Includes personnel dealing with salary, benefits, supplies, and contractual fees for the office of the principal, full time department chairpersons, and graduation expenses.

Agriculture Courses designed to improve competencies in agricultural occupations. Included is the study of agricultural production, supplies, mechanization and products, agricultural science, forestry, and related services.

American College Testing Program ( ACT) The ACT assessment program measures educational development and readiness to pursue college level coursework in English, mathematics, natural science, and social studies. Student performance on the tests does not reflect innate ability and is influenced by a student's educational preparedness.

Appropriation ( federal funds) Budget authority provided through the congressional appropriation process that permits federal agencies to incur obligations and to make payments.

Appropriation ( institutional revenues) An amount ( other than a grant or contract) received from or made available to an institution through an act of a legislative body.

Associate degree A degree granted for the successful completion of a sub baccalaureate program of studies, usually requiring at least 2 years ( or equivalent) of full time college level study. This includes degrees granted in a cooperative or workstudy program.

Auxiliary enterprises This category includes those essentially self supporting operations which exist to furnish a service to students, faculty, or staff, and which charge a fee that is directly related to, although not necessarily equal to, the cost of the service Examples are residence halls, food services, college stores, and intercollegiate athletics.