Librarian View
LEADER
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190613s2011 miu fo a eng d
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(MiAaI)ICPSR29841
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MiAaI
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MiAaI
245
0
0
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Texas Higher Education Opportunity Project
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[electronic resource]
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Marta Tienda, Teresa A. Sullivan
250
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2011-06-02
260
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Ann Arbor, Mich.
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Inter-university Consortium for Political and Social Research [distributor]
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2011
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1
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ICPSR
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29841
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Access restricted by licensing agreement.
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Numeric
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Title from ICPSR DDI metadata of 2019-06-13.
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Spencer Foundation
536
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Ford Foundation
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Hewlett Foundation
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Andrew W. Mellon Foundation
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National Science Foundation
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Princeton University
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AVAILABLE. This study is freely available to the general public.
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Also available as downloadable files.
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Texas
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United States
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3
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The research goals of the Baseline survey were to establish a panel of sophomore and senior high school students in the state of Texas that can be followed to examine the decision-making, knowledge and attitudes of students regarding post-high school life course decisions in light of the existence of the Top 10 legislation in Texas. The baseline survey was intended to establish benchmark measures. Follow-up surveys with a subsample of the students will be used to track the evolution of student decision-making about college attendance among those who attend college (full time or part time) immediately after high school graduation as well as those who decide to attend college one or more years after graduation. The Baseline survey objectives called for the collection of 33,000 to 35,000 completed interviews with sophomores and seniors in Texas public high schools using a sample survey design. A probability sample of 100 high schools was desired. Interviews were to be conducted in class using self-administered surveys. This would require district and high school cooperation with the survey effort. Analysis was desired at multiple levels of the education system -- students, schools and districts. Because of the multilevel nature of the analytic goals of the study, a census of sophomores and seniors was desired within the schools that were selected into the survey (to facilitate multilevel analyses). At the student level, analyses were desired separately by racial/ethnic subgroup: non-Hispanic Whites; African Americans; Asians and Hispanics. Moreover, analyses of likely college goers and non-college goers were desired. The Wave 2 Senior Study is the first follow-up with a subsample of baseline seniors. This phase tracks the evolution of student decision-making about college attendance among those who decide to attend college (full or part time) immediately after high school graduation, as well as those who decide to attend college one or more years after graduation. The survey also covers post high school activities including military enlistment, employment, civic activities, high school experiences, life events, self-esteem, and current living status. The following demographic subgroups will be used for comparative analyses: Non-Hispanic Whites, African Americans, Hispanics, and Asians. Additionally, separate analyses are desired for students attending college or technical school and students not attending college one year after attending high school. The Sophomore Wave 2 "Stayer Leaver" Survey is the first follow-up with a subsample of baseline sophomores. Most of the respondents were in their senior year of high school at the time of the interview. The focus of the survey is on the student's activities during the senior year and their plans after high school. An important component of this study was to partition the sophomore cohort into Stayers and Leavers. Stayers represent those students who have attended the same high school from the baseline survey in 2002 to the Wave 2 survey in 2004. Analysis of students who stayed at the same high school will determine whether students' knowledge of the Top 10 Percent law increased and whether they changed their college aspirations as they progressed through school. Leavers are those students that have changed schools or dropped out (and did not return to the same high school) between the baseline survey and the Wave 2 survey. Analysis of the leaver students will determine whether, how many, and which students deliberately changed schools in order to qualify for the benefits of the Top 10 Percent law. Students that had dropped out of school, regardless of whether they returned to school or not, were asked a series of questions that explored reasons for dropping out and activities during their time away from school. Students that dropped out, but then returned to the same high school are defined as Stayers. Those that dropped out and did not return to school, or attended a different school, are defined as Leavers. The Senior Wave 3 survey is the second follow-up interview with the subsample of 8,345 baseline seniors. The Wave 3 survey sought to determine students' educational pursuits and levels of attainment, and other life choices, four years after high school graduation. For students following a four-year path through college or university, graduation would occur in 2006, but a special strength of Wave 3 is its ability to identify delayed college entry; transfers among post-secondary institutions, including transfers to and from community colleges; withdrawal from college; and variation in school-to-work trajectories for students according to class rank. The THEOP administrative data consists of college applications and enrollee college transcripts obtained from nine Texas universities--seven public and two private institutions. For the public institutions, freshman Application Data spans several years prior to the implementation of the Texas Top 10 Percent law in 1998, and extends until at least 2002. Application Data for the two private institutions is available only for the period after implementation of the automatic admission law.Cf: http://doi.org/10.3886/ICPSR29841.v1
505
0
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Senior Wave 1
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0
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Senior Wave 1 and Wave 2 Combined
505
0
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Sophomore Wave 1
505
0
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Sophomore Wave 1 and Wave 2 Combined
505
0
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University of Texas-Austin Application Data
505
0
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University of Texas-Austin Transcript Data
505
0
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Texas A&M University Application Data
505
0
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Texas A&M University Transcript Data
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All seniors and sophomores attending public high schools in the state of Texas in the Spring of 2002.
590
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Individual login required to download datasets.
590
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Access is available to the Yale community.
650
7
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academic ability
|2
icpsr
650
7
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academic achievement
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icpsr
650
7
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academic degrees
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icpsr
650
7
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academic standards
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icpsr
650
7
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admissions policies
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icpsr
650
7
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Affirmative Action
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icpsr
650
7
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college students
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icpsr
650
7
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demographic characteristics
|2
icpsr
650
7
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education
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icpsr
650
7
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educational environment
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icpsr
650
7
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educational opportunities
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icpsr
650
7
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educational populations
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icpsr
650
7
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educational system
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icpsr
650
7
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ethnic discrimination
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icpsr
650
7
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ethnic groups
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icpsr
650
7
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ethnic tensions
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icpsr
650
7
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ethnicity
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icpsr
650
7
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high school graduates
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icpsr
650
7
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high school students
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icpsr
650
7
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higher education
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icpsr
650
7
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Hispanic or Latino Americans
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icpsr
650
7
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public policy
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icpsr
650
7
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qualifications
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icpsr
650
7
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race
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icpsr
650
7
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race relations
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icpsr
650
7
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racial discrimination
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icpsr
650
7
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students
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icpsr
650
7
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universities
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icpsr
653
0
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DSDR VI. Population Characteristics
653
0
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ICPSR V.A. Education, United States
653
0
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DSDR VII. Population Growth and Decline
653
0
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RCMD III. Education
700
1
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Tienda, Marta
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Princeton University
700
1
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Sullivan, Teresa A.
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University of Michigan
710
2
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Inter-university Consortium for Political and Social Research.
830
0
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ICPSR (Series)
|v
29841
852
8
0
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yulint
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None
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Online resource
852
8
0
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Online resource
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4
0
|y
Online dataset
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https://yale.idm.oclc.org/login?URL=http://doi.org/10.3886/ICPSR29841.v1
902
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Yale Internet Resource
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Yale Internet Resource >> None|DELIM|14439025
905
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online resource
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2019-06-17T14:10:32.000Z
946
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DO NOT EDIT. DO NOT EXPORT.
090
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yuldset
090
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yuldsetnum
300
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1 online resource
336
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computer dataset
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cod
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rdacontent
337
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computer
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c
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rdamedia
338
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online resource
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cr
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rdacarrier
655
7
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Data sets.
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lcgft
953
4
0
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http://doi.org/10.3886/ICPSR29841.v1