Early Millennials: The Sophomore Class of 2002 a Decade Later. Statistical Analysis Report. NCES 2017-437

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Autor/inn/en	Chen, Xianglei; Lauff, Erich; Arbeit, Caren A.; Henke, Robin; Skomsvold, Paul; Hufford, Justine
Institution	National Center for Education Statistics (ED); RTI International
Titel	Early Millennials: The Sophomore Class of 2002 a Decade Later. Statistical Analysis Report. NCES 2017-437
Quelle	(2017), (275 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; High School Students; Longitudinal Studies; Achievement; Young Adults; High School Graduates; Graduation; Postsecondary Education; Student Loan Programs; Marital Status; Child Rearing; Family Structure; Employment Level; Socioeconomic Status; Influences; Probability; Statistical Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Performance; Leistung; Young adult; Junger Erwachsener; Graduate; Graduates; Absolvent; Absolventin; Abschluss; Graduierung; Post-secondary education; Tertiäre Bildung; Familienstand; Kindererziehung; Familienkonstellation; Familiensystem; Beschäftigungsgrad; Socio-economic status; Sozioökonomischer Status; Influence; Einfluss; Einflussfaktor; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	This Statistical Analysis Report tracks a cohort of 2002 high school sophomores over 10 years, examining the extent to which cohort members had reached such life course milestones as finishing school, starting a job, leaving home, getting married, and having children. The analyses in this report are based on data from the Education Longitudinal Study of 2002 (ELS:2002), a multifaceted survey sponsored by the U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES) and designed to study the 2002 sophomore cohort's transition from adolescence to adulthood. Launched in spring 2002, ELS:2002 started with a nationally representative sample of more than 15,000 high school sophomores from public and private high schools across the United States. Over the next 10 years, these sample members were resurveyed three times--in 2004, 2006, and 2012. The final (2012) data collection occurred at a key stage of life for the 2002 sophomore cohort--most members were 26 years old and had been out of high school for 8 years, and many also had completed postsecondary education and formally entered the labor market. This study is designed to examine the extent to which 2002 high school sophomores achieved various milestones of early adulthood as of 2012, including high school completion, entrance into postsecondary education, progress toward or completion of a postsecondary credential, family formation, and employment and earnings. Specifically, the study addresses the following questions: (1) Where did 2002 high school sophomores stand a decade later in education, the labor market, and family formation?; (2) Did 2002 sophomores from different demographic backgrounds and with different academic characteristics in high school achieve the same or different outcomes in these areas?; (3) Did various demographic and high school academic characteristics have unique associations with 2002 sophomores' later outcomes in education and the labor market when other factors were taken into account?; and (4) How did 2002 sophomores who achieved various levels of education--from not completing high school through post-baccalaureate attainment--fare in the labor market in 2012? This study addresses these questions by analyzing longitudinal data from ELS:2002. The following are appended: (1) Glossary; (2) Technical Notes and Methodology; and (3) Appendix Tables. (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01