National Education Longitudinal Study, 1988: First Follow-up (1990)

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.

本数据集为1988年全国教育纵向研究（NATIONAL EDUCATION LONGITUDINAL STUDY, 1988，ICPSR 9389）的追踪数据。该研究的基准年度调研通过学生问卷、测试，以及家长、学校行政人员与教师问卷收集相关信息，其设计初衷是为学生从小学毕业、依次完成高中、高等教育阶段或进入职场的关键过渡阶段提供趋势数据。本数据集首次实现了对1988年基准样本的纵向追踪测量，同时也可与1980年《高中与后续：美国学生纵向调查》（HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES，ICPSR 7896）中调研的十年前高中二年级学生群体形成对照。此外，本研究覆盖了早期辍学者群体（即十年级结束前辍学的学生），同时追踪学生群体向中等教育阶段过渡的情况。
学生问卷模块（第一部分）收集了学生的学校与家庭环境、课堂及课外活动参与情况、当前兼职情况，以及学生的目标、抱负与自我认知相关的基础背景信息；该模块还测量了1988至1990年间学生在数学、科学、阅读与社会研究学科的十年级学业成就与认知发展水平。
学校问卷模块（第三部分）提供了受访学生就读的教育场景与环境的一般性描述信息，此类数据由每所基准年度学校的首席行政人员填写，涵盖学校基本特征、评分与考试体系、学校文化与学术氛围、项目与设施情况、家校互动与家长参与度，以及教职工队伍特征等内容。
辍学者问卷模块（第五部分）提供了八年级起学生辍学全过程的相关数据，包含的变量涵盖在校出勤情况、辍学决定因素、自我认知与态度、工作经历，以及学生与学校工作人员、同伴及家人的关系等。
教师问卷模块（第七部分）面向追踪调研学生的数学、科学、英语与历史学科教师发放，该问卷收集了教师对学生特征与课堂表现的评价、所授课程的课程信息、教师的人口学与职业特征、家校互动情况、教师在各类任务上的耗时，以及对学校氛围与文化的认知等内容。