| Summary: | This data collection presents follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study collected information from student surveys and tests and from surveys of parents, school administrators, and teachers. It was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. This collection provides the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provides a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captures the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The student component (Part 1) collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and students' goals, aspirations, and opinions about themselves. The student component also measured tenth-grade achievement and cognitive growth between 1988 and 1990 in the subject areas of mathematics, science, reading, and social studies. The school component (Part 3) supplies general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data were collected from the chief administrator of each base-year school and cover school characteristics, grading and testing structure, school culture and academic climate, program and facilities information, parental interactions and involvement, and teaching staff characteristics. The dropout component (Part 5) provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The teacher component (Part 7) was administered to teachers of follow-up students in four basic subject areas: mathematics, science, English, and history. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture.
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