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This occasional paper presents national demographic subgroup data for the 1975-2016 Monitoring the Future (MTF) national survey results on 8th , 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2016 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use" (ED578534) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Volume I, Secondary School Students" (ED578730). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students & Adults Ages 19-55," see ED578605.]

This occasional paper presents national demographic subgroup data for the 1975-2015 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2015 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2015: Overview, Key Findings on Adolescent Drug Use" (ED578539) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2015: Volume I, Secondary School Students" (ED578604). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels.

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students & Adults Ages 19-55," see ED578731.]

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures in this occasional paper contain clickable links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students & Adults Ages 19-55," see ED578455.]

This occasional paper presents national demographic subgroup data for the 1975-2014 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants. The study covers all major classes of illicit and licit drugs for an array of population subgroups. The 2014 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2014: Overview, Key Findings on Adolescent Drug Use" and the "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Volume I, Secondary School Students." Since 2013, the MTF subgroup definitions and data have been presented in a series of occasional paper, such as this, as tables and figures to facilitate the examination and interpretation of trend data. "Volume I" contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds--licit and illicit--and a number of related factors, such as attitudes and beliefs about drugs, age of initiation, noncontinuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section below. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students," see ED578369. For "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use," see ED578603.]

This occasional paper presents national demographic subgroup trends for U.S. secondary school students in a series of figures and tables. It supplements two of four annual monographs from the Monitoring the Future (MTF) study, namely the "Overview of Key Findings" and "Volume I: Secondary School Students." MTF is funded by the National Institute on Drug Abuse under a series of investigator-initiated, competitive research grants. The full 2013 survey results are reported in "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Volume I, Secondary School Students." That monograph contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds, licit and illicit, and a number of related factors such as attitudes and beliefs about drugs, age of initiation, non-continuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. Until 2012, "Volume I" contained the tabular data on trends in drug use for various demographic subgroups that are now presented in the present occasional paper. The trends offered here in tabular form and graphic form--the latter for ease of comprehension--cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in a separate chapter. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 1, Secondary School Students," see ED578546. For "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Overview, Key Findings on Adolescent Drug Use," see ED578545.]

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 9-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females, region describes trends for each of the four major regions defined by the U.S. Census, and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures are actively linked to the content and figures in this occasional paper. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 2, College Students & Adults Ages 19-55," see ED578547.]

The "Maine K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Maine registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the terms "net" or "spread") of voter opinion, and the "intensity" of those responses. Where do Mainers stand on important issues and policy proposals in K-12 education? The author and his colleagues try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Maine voters recently responded to 19 substantive questions and 12 demographic questions. A total of 604 telephone interviews were conducted in English from January 30 to February 6, 2013, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in Maine's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the questionnaire and results ("topline numbers"), allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 11 notes and 4 footnotes.)

Moms and Schools Educational Choice, conducted by Braun Research, Inc. (BRI), measures Americans views on area schools (district, charter, or private), school type preferences, and school vouchers. In this paper, Moms, report response levels of public opinion. For some questions, discussion to examine differences of voter opinion (sometimes using the terms ) and the intensity of responses are also expanded. This polling paper has four sections. The first section summarizes key findings. The second section, "Survey Snapshots", offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents the questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 3 footnotes.)

The "Idaho K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Idaho registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. We report response "levels" and "differences" (we use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? We attempt to provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of Idaho voters recently responded to 17 substantive questions and 11 demographic questions (see pages 47-77). The next section summarizes our key findings. A total of 2,097 telephone interviews were conducted in English from October 22 to November 6, 2011, by means of both landline and cell phone. The statewide sample included 1,202 interviews, and regional oversamples included at least 500 interviews. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 2.8 percentage points. Margin of error for each regional sample (Boise-Nampa, Coeur d'Alene, Idaho Falls) is plus or minus 4.4 percentage points. In this project we included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Our polling paper has four sections. The first section summarizes key findings. We call the second section "Survey Snapshots," which offers charts illustrating the core findings of the survey. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents our questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. We have set out to give a straight-forward analysis, going light on editorial commentary, and letting the numbers and charts communicate the major findings. (Contains 8 notes and 1 footnote.)

Developed for users of the Longitudinal Surveys of Australian Youth (LSAY), this user guide consolidates information about the LSAY 2009 cohort into one document. The guide aims to address all aspects of the LSAY data including: how to access the data; data restrictions; variable naming conventions; the structure of the data; documentation; classifications and code frames used; weights; and derived variables. Updates to the Y09 data file are appended. (Contains 14 tables, 9 figures and 6 footnotes.) [For supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

The "Louisiana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Louisiana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. In this paper the author and his colleagues report response "levels" of public opinion. For some questions, they also expand the discussion to examine "differences" of voter opinion (using the term "net score" or "net") and the "intensity" of responses. Where do Louisiana's voters stand on important issues and policy proposals in K-12 education? They make an effort to provide some observations and insights. A randomly selected and statistically representative sample of Louisiana voters recently responded to 18 substantive questions and 11 demographic questions. The author and his colleagues' methodology included probability sampling and random-digit dial. A total of 2,218 telephone interviews were completed in English from February 14 to 27, 2012, by means of both landline and cell phone. There was a hiatus between February 19 through February 22 to account for prohibited Sunday dialing, Mardi Gras, and Ash Wednesday. The statewide sample includes 802 registered voters in Louisiana. BRI oversampled to reach another 1,634 total interviews in the following parishes to complete, combined with the statewide sample, approximately 325 interviews in each: East Baton Rouge (326), Livingston (325), Orleans (325), St. Tammany (333), Tangipahoa (325). Based on U.S. Census data, statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 3.5 percentage points. The margins of sampling error for the parish samples are approximately plus or minus 5.4 percentage points. Key findings include: (1) The vast majority of Louisiana's voters (79%) are paying attention to issues in K-12 education. Only 21% of voters say they pay "very little" or no attention; (2) Louisianans are much less likely to think that K-12 education is heading in the "right direction" (34%) compared to being on the "wrong track" (50%); (3) Louisiana voters are much more likely to share negative ratings when assessing the state's public school system (34% say "good" or "excellent"; 63% say "fair" or "poor"); (4) Generally speaking, Louisiana voters do not know how much is spent per student in public schools. There is a clear lack of information; (5) When given the latest per-student spending information, voters are less likely to say public school funding is at a level that is "too low," compared to answering without having such information; (6) Voters are much more likely to give grades "A" or "B" to private/parochial schools in their areas, compared to other types of schools; (7) When asked for a preferred school type, Louisiana voters demonstrate a serious disconnect between their preferred school types and actual enrollment patterns in the state. Nearly half of the state's voters (49%) would first choose a private school over other school types. About 3 of 10 voters (31%) would select a regular public school; (8) Roughly equal numbers of respondents in the survey prioritize a "better education" and "individual attention" (14% each impression) as the key attribute they are looking for in the selection of his/her preferred school. The next most important attributes, each suggested by 8% of all respondents, are "teachers" and "discipline or structure"; (9) Louisiana voters are much more likely to favor charter schools (61%), rather than oppose such schools (22%). Nearly 4 of 10 voters (37%) say they are at least "somewhat familiar" with charter schools; (9) Louisiana voters solidly support school vouchers--63% say they favor the school choice policy compared to 29% who say they oppose such a voucher system. Almost 4 of 10 voters (39%) say they are at least "somewhat familiar" with school vouchers; (10) Voters from across the state, and across many demographics, support the Student Scholarships Program. Nearly two of three voters (63%) say they favor the program, versus 26% of respondents who say they oppose it. Almost one-fourth of voters (23%) say they are at least "somewhat familiar" with the voucher program; (11) More than 17% of respondents say they support the Student Scholarships Program because it offers a "better education," doubling the number of responses given for the second-most frequently cited reason. Almost 9% of voters said the program afforded "choice, freedom, or flexibility"; (12) By a two-to-one margin, Louisiana voters support expanding school voucher eligibility--statewide, low and middle income families, and low-rated C, D, and F schools (60% favor vs. 30% oppose); (13) A plurality of voters (47%) say they favor allowing tenure for public school teachers. There is about equal intensity, positive versus negative, on both sides of the issue (23% "strongly favor" vs. 24% "strongly oppose"); and (14) A solid majority of Louisianans (56%) support a new plan to overhaul the guidelines for tenure, seniority status, and teacher salaries. About one of three voters (33%) say they oppose the proposal. There is considerable positive intensity regarding the idea. Those who say they "strongly favor" outnumber those who "strongly oppose" by a two-to-one margin (36% vs. 18%, respectively). (Contains 1 footnote.)

The "Washington K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Washington registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response "levels" and "differences" (using the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do Washington's voters stand on important issues and policy proposals in K-12 education? The author and his colleagues attempt to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Washington voters recently responded to 17 substantive questions and 11 demographic questions. A total of 602 telephone interviews were conducted in English from February 9 to 20, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they included four split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on taxes, education spending, and digital learning--all salient issues in Washington state politics and policy discussions. Key findings include: (1) The vast majority of Washington's voters (79%) are paying attention to issues in K-12 education. Only 5% of voters say they pay no attention; (2) Washingtonians are much less likely to think that K-12 education is heading in the "right direction" (31%) compared to being on the "wrong track" (52%). The statewide sample produces a negative net score (-21 net), suggesting major discontent among voters; (3) Washington voters tend to be positive in the way they rate the state's public school system (52% say "good" or "excellent"; 44% say "fair" or "poor"). In lay terms, the electorate is saying the schools are pretty good, but in light of the previous question, voters are saying they are not content with the pace of improvements; (4) Generally speaking, Washington voters do not know how much is spent in the public schools. There is a yawning information gap; (5) When given the latest per-student spending information, voters are less likely to say public school funding is at a level that is "too low" compared to answering without having such information; (6) In a split-sample experiment, it appears voters are more likely to want tax increases to fund public schools at the state level (47%), rather than increases at the local level (30%). A plurality of voters would like an increase at the state level, compared to keeping taxes "about the same" (36%) or a decrease (13%). On the other hand, a plurality of voters would like local taxes to "stay about the same" (45%), compared to those wanting an increase (30%) or decrease (19%) in local taxes; (7) When asked for a preferred school type, Washington voters demonstrate a serious disconnect between their preferred school types and actual enrollment patterns in the state; (8) About 15% of voters in the survey prioritize a "better education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 11% of all voters, is "individual attention"; (9) Washington voters are much more likely to favor charter schools (60%), rather than oppose such schools (23%). More than 4 of 10 voters (46%) say they are at least somewhat familiar with charter schools, which is similar awareness compared to what the author and his colleagues have seen in other states; (10) Depending on terminology, voters appear to shift their lightly-held views on virtual/online schools. In a split-sample experiment, the author and his colleagues asked identical questions, but alternated the terms "virtual school" and "online school"; (11) Washington voters clearly support "tax-credit scholarships." The percentage of those who favor (59% or 66%, depending on the question version) is more than double the number of people who say they oppose the policy (25% and 21%). No matter the wording of the question, the author and his colleagues measure very positive reactions (+34 net and +45 net); (12) Washington voters support an "education savings account" system (also called "ESA"). The percentage of those who favor ESAs (57%) is much larger than the proportion who say they oppose (31%) the policy. The net score is large (+26 net) with some enthusiasm (+7 intensity); and (13) Washington voters give solid support for school vouchers, 55% say they favor the school choice policy compared to 35% who say they oppose such a system. About one-third third of voters (35%) say they are at least somewhat familiar with school vouchers, which is a bit lower awareness compared to what the author and his colleagues have seen in other states.

This report examines the results of the field test for the base year of the High School Longitudinal Study of 2009 (HSLS:09). The general purposes of the field test were, in anticipation of the base-year full-scale effort, to test instruments, forms, and procedures; to experiment with different approaches to questionnaire content and survey methodology; and to evaluate the overall study design. The HSLS:09 field test faced a number of challenges. In varying degrees, these challenges will require further strategies and efforts be applied in the main study. Specific recommendations are summarized in this report, challenge by challenge. Appendices include: (1) HSLS:09 Sampling Plan for Main Study and Field Test; (2) HSLS:09 Field Test Codebook; (3) HSLS:09 Assessment Pilot Report; (4) HSLS:09 Technical Review Panel Participants and Meeting Minutes; (5) HSLS:09 Field Test Letters, Permission Forms, and Scripts; (6) HSLS:09 Mathematics Assessment Specifications:Final Working Version; (7) HSLS:09 Field Test Classical Item Statistics; (8) HSLS:09 Field Test Item Parameter Estimates; (9) HSLS:09 Student Instrument Scale Reliability Analyses; and (10) Questionnaires. (Contains 42 tables, 10 figures and 9 footnotes.)

The 2004 National Postsecondary Student Aid Study (NPSAS:04), conducted for the U.S. Department of Education's National Center for Education Statistics (NCES), collected comprehensive data regarding how students and their families pay for postsecondary education. The primary objective of NPSAS:04 is to produce reliable national estimates of characteristics related to financial aid for postsecondary students. NPSAS:04 also serves as the base year of data collection for the Beginning Postsecondary Students Longitudinal Study (BPS), which will follow a cohort of students from the start of their postsecondary education and collect further data from them in 2006 and 2009. For the first time, NPSAS:04 is being conducted as the student component study of the 2004 National Study of Faculty and Students (NSoFaS:04). The faculty component--the 2004 National Study of Postsecondary Faculty (NSOPF:04)--is primarily a separate study, with the exception of institutional sampling and contacting. Historically, there has been considerable overlap in the institutions selected for participation in NPSAS and NSOPF; therefore, institutional sampling and contacting activities for both studies were coordinated in order to minimize response burden on institutions and to realize data collection efficiencies. This report only describes the methodology and findings of the NPSAS:04 field test, which took place during the 2002-03 school year. The NPSAS:04 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2003-04 school year. The methodology and findings of the NSOPF:04 field test are provided in a separate report. Appended are: (1) Technical Review Panel; (2)Data Collection Notification Materials; (3) Student Instrument Facsimile; (4) Computer-Assisted Data Entry (CADE) Facsimile; (5) Computer-Assisted Telephone Interviewing (CATI) Training; and (6) CADE Verification Form. (Contains 51 tables and 8 figures.)

This guide presents information and materials to help youth programs manage program intake, design an individual service strategy (ISS) as mandated in the Workforce Investment Act, and manage case files. The materials are based on information obtained from staff working in seven successful youth workforce investment programs in Maryland, Pennsylvania, Washington DC, and West Virginia. Section 1, which focuses on the intake process, discusses strategies for creating a user-friendly enrollment process (using customer checklists, staff tape recorders, and staggered intake sessions to streamline the enrollment process) and steps in designing an objective assessment process to review applicants' academic and occupational skills and identify their service needs. Section 2 presents guidelines for developing an ISS approach that identifies each applicant's employment goal, appropriate achievement objectives, and appropriate services to achieve those objectives. Specific guidelines for two approaches to the ISS process the compliance approach and the integrated case management approach--are outlined. Section 3 explains how to integrate paper and electronic files, organize case files, and ensure that files are accurate. The following items are appended: (1) program summaries; (2) sample forms and procedures from actual successful youth workforce development programs; and (3)descriptions of tools for assessing life skills, basic skills, occupational skills, and interests and aptitudes. (MN)

This project, conducted by the Centre for the Economics of Education and Training (CEET) during 2003, set out to investigate the relationship between innovation and the provision of appropriate education and training in regional Australia. The project was designed as a pilot study with two main purposes: (1) To test whether and how the issues could be investigated, with the aim of using the findings as a basis for larger and more comprehensive studies in the future; and (2) To collect and analyse information about innovation and the provision of relevant education and training in some specific regions that would advance understanding of the major concerns and issues, both within the particular area and more generally in regional Australia. The Gannawarra Shire of northern Victoria was chosen for this pilot study because contacts made in the Shire indicated considerable support for investigating the issues and offered opportunities for access to local government, enterprises and training providers. Preliminary discussions and examination of published material also indicated substantial innovation in the region. The project comprised a search for sources of information about the Gannawarra region including geography, population, industries and employment; analysis of this material to gain an understanding of the major characteristics of the region; consultations with relevant people and organisations within and outside the region; and a survey of individuals and enterprises on the Gannawarra Business Register. Opportunities for presenting the preliminary and final survey results within the Shire to local enterprises and training providers enabled the findings to be discussed and contributed to ongoing refinement of the conclusions. Key findings include: (1) Considerable innovation is occurring in the industries and enterprises of Gannawarra, contributing to changes in the types of training being sought; (2) A balance of formal and informal provision of education and training in Gannawarra, although further investigation is recommended to determine that the balance is optimal to needs; and (3) Establishment of Local Learning and Employment Networks (LLENs) by the Victorian Government has been successful in strengthening relationships between educational providers, communities and industry in Gannawarra. Two attachments are included: (1) Regional Development, Skill Needs and Training Questionnaire; and (2) Initiatives of the LLENs in Gannawarra Shire. (Contains 10 figures and 40 tables.)

This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. The study compared limited English proficiency (LEP) and non-LEP students' scores on 20 science items under three different conditions: standard National Assessment for Educational Progress (NAEP) condition (no accommodation), customized dictionary, and glossary. The analyses provided clear results with respect to the performance levels of LEP/non-LEP students, the effectiveness of the accommodations for LEP students, and the validity of the accommodated assessment. It was found that some accommodations would actually benefit all students, while others are useful in removing barriers to participation of special-needs students. Appended are: (1) Follow-up Questionnaires for three groups: Control, Dictionary, Glossary; (2) Science Background Questionnaire; (3) Demographic Form; (4) Science Teacher Questionnaire; (5) Test Administrator Script; (6) Administrator Feedback Form; (7) Letter to the Principal; and (8) Multivariate ANOVA Results for Follow-Up Questions, Dictionary Booklet. (Contains 16 tables, 2 figures, and 2 footnotes.)

The 11 papers in this volume were presented at the 1996 American Statistical Association (ASA) meeting in Chicago (Illinois), August 4 through 8. This is the fourth collection of ASA papers of particular interest to users of National Center for Education Statistics (NCES) survey data published in the "Working Papers" series. The following are included: (1) "Teacher Quality and Educational Inequality" (Richard M. Ingersoll); (2) "Using Qualitative Methods To Validate Quantitative Survey Instruments" (John E. Mullens and Daniel Kasprzyk); (3) "Revisiting the NCES Private School Survey: A Method To Design a Systematic Classification of Private Schools in the United States" (Sylvia Kay Fisher and Daniel Kasprzyk); (4) "An Analysis of Response Rates of SASS (Schools and Staffing Survey) 1993-94" (Sameena M. Salvucci, Fan Zhang, Mingxiu Hu, and David Monaco); (5) "An Overview of NCES Surveys Reinterview Programs" (Valerie Conley, Steven Fink, and Mehrdad Saba); (6) "Estimating Response Bias in an Adult Education Survey" (J. Michael Brick and David Morganstein); (7) "Optimal Periodicity of a Survey: Extensions of Probable-Error Models" (Wray Smith, Dhiren Ghosh, and Michael Chang); (8) "Estimating the Variance in the Presence of Imputation Using a Residual" (Steven Kaufman); (9) "Where Will It All End? Some Alternative SASS Estimation Research Opportunities" (Steven Kaufman and Fritz Scheuren); (10) "Estimating State Totals from the Private School Universe Survey" (Easley Hoy, Beverley Causey, Leroy Bailey, and Steven Kaufman); and (11) "Effect of High School Programs on Out-Migration of Rural Graduates" (Gary Huang, Michael P. Cohen, Stanley Weng, and Fan Zhang). Each chapter contains references. (Contains 3 figures and 22 tables.) (SLD)

This resource guide describes approaches to evaluating the mediation of special education conflicts, especially the use of participant questionnaires in evaluating mediation programs. Section 1 establishes the evaluation context and lists 10 action steps in the design and implementation of an evaluation plan. Section 2 addresses issues for consideration in the evaluation process, including: (1) the use of questionnaires for evaluating mediation; (2) accessibility of data collection formats for inclusion of diverse participants; (3) maintenance of confidentiality for participants, identification of key performance measures of mediation; and (4) guidelines for survey data analysis. A table identifies key performance areas and 2 to 5 key performance issues for each performance area. Section 3 offers a structured approach to evaluating mediation using the key performance areas and performance issues. Provided for each performance measure is a definition and brief discussion, a sample question related to the measure, and suggested strategies for improving the performance area. Performance areas (and sample performance issues) include the following: program efficiency (cost to participants); program effectiveness (outcomes of mediation); mediation process (appropriateness and usefulness); and mediator performance (skills of the mediator). Three appendices include a sample exit survey and a sample cover letter. (Contains 11 references.) (DB)

This study tested the amount of value added to critical and communication skills by the university experience using a strategy that compared the skills of entering and graduating students at York University (Ontario). The study involved, first, identifying skills that might be improved over the course of a university education; second, developing survey questions that measured skills for entering and graduating students at four faculties; and third, performing covariance analysis of survey results for entering and graduating students. Data were generated by three questionnaires, with response rates ranging from 55 to 58 percent for two surveys in the fall of 1995 to 58 percent one conducted in the summer of 1996. Eight tables detail skill categories and topics; list characteristics of survey respondents; correlate skills and grades for entering students, for graduating students, by gender, by ethnic origin, and by home language; and provide Z-scores to assess value added for entering and graduating students. Overall, graduating students were found to have better-developed skills than entering students. The paper also focuses on the rationale for the relatively cost-effective research design. (Contains 30 references.) (CH)

This paper is a companion to the book, "Smoking, Drinking, and Drug Use in Young Adulthood: The Impacts of New Freedoms and New Responsibilities," by Bachman, Wadsworth, O'Malley, Johnston, and Schulenberg (1997). The book attempts to disentangle the effects of post-high school roles on drug use by conducting a variety of analyses on data from the Monitoring the Future project. The purpose of this paper is to provide supplemental material to the book, including the full set of regression results upon which the book was written. This paper is not meant to stand alone, nor does it need to be read cover to cover; for the most part it is simply a vehicle for making accessible the data and results of analyses that did not readily fit into the book but may be useful for understanding the findings. It provides the reader with: (1) supplemental material on sample characteristics; (2) descriptive statistics of patterns of change in drug use; (3) a complete set of regression results relating post-high school roles to changes in drug use; (4) a discussion of background factors and their relationship to changes in drug use; and (5) data tables for figures which appear in Bachman et al. (1997). The body of this paper is divided into chapter corresponding to items 1 through 4. The last item includes a set of tables. (Contain 10 references and 67 tables.) (Author/JDM)

The National Center for Education Statistics (NCES) sponsors the Teacher Follow-up Survey (TFS), conducted by the U.S. Census Bureau. The TFS provides information about teacher attrition. The sample is selected from teachers who responded to the Schools and Staffing Survey in the preceding year. The Census Bureau conducted the TFS in 1988-89, 1991-92, and 1994-95. During each of these surveys, the Census Bureau reinterviewed a subsample of the respondent teachers. In 1994-95, the reinterviews focused on current teachers who had remained in teaching after participating in the SASS. The TFS reinterview measured response variance in a subset of questions from the survey. Seventy-eight percent of the questions evaluated displayed high response variance, and only 5% displayed low response variance. The most problematic questions involved allocation of teacher time. Recommendations for survey improvement center on redesign of the questions about teachers' main activity and the substitution of "yes/no" questions for "mark all that apply." Five attachments contain recommendations, response variance formulas and measures tables, a conversion table, and the reinterview questionnaire. (Author/SLD)

The National Household Education Survey (NHES) is a telephone survey of the noninstitutionalized civilian population of the United States that collects data on educational issues that are best explored through contact with households rather than with institutions. The NHES has been conducted in 1991, 1993, 1995, and 1996. In the 1996 NHES (NHES:96), the topical components were parent/family involvement in education and civic involvement. The 1996 expanded screener feature included a set of questions on public library use. This working paper presents information on the potential for undercoverage bias in estimates from the NHES:96. Estimates from the NHES:96 are subject to bias because only households with telephones were sampled. Data from the October 1994 and November 1994 Current Population Survey of the Bureau of the Census are used to estimate the potential size of the undercoverage bias of the estimates. The analysis shows that the coverage biases for estimates of household characteristics are not very large. For estimates of voter participation of adults, the coverage biases are somewhat larger. This is due mainly to extreme differences in voter participation characteristics between adults in telephone and nontelephone households. For the adult civic involvement questions in the NHES:96, the differences may not be so large. However, undercoverage bias for some subgroups in the NHES:96 may be problematic, since coverage biases for Black households and persons, and, to a lesser extent, Hispanic households and persons, were larger than for the population as a whole. Overall, findings about the NHES:96 support the use of telephone data collection as a cost-effective survey procedure. An appendix contains nine tables from the analyses. (Contains 11 references.) (SLD)

The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics that concentrates on aspects of education that can best be addressed through contacts with households rather than institutions. The NHES is a telephone survey of the noninstitutionalized civilian population of the United States that has been conducted in 1991, 1993, 1995, and 1996. In the 1996 NHES (NHES:96), the primary topics addressed were parent and family involvement in education and civic involvement. This working paper presents information on the survey design, data collection, interview timing, and data editing for the NHES:96. The section on "Design Overview" describes the four interviews that evaluated the three substantive topics of the NHES:96, household members' use of public library services, parent and family involvement in education, and civic involvement. "Sample Design" describes the sample design, the way sample sizes were determined, the random digit dialing method, and sampling of households and within households. "Data Collection" describes supervisor and interviewer training, data collection procedures, special data collection activities, and data quality. The data editing process that ensures the completeness and quality of the data is described in the last section. Six appendixes present materials used for the interviews, edit specifications, and a database design diagram. (Contains 18 tables and 7 references.) (SLD)

The National Household Education Survey (NHES) is a data collection effort of the National Center for Education Statistics that collects and publishes data on the condition of education in the United States. The NHES is designed to provide information on issues that are best addressed by contacting households rather than institutions. It is a telephone survey of the civilian, noninstitutionalized population that collects repeated measurements of the same phenomena at different times. This paper presents information on the survey design, data collection, interview timing, and data editing in the 1995 NHES Survey. The NHES:95 included two components about which respondents were interviewed: Early Childhood Program Participation and Adult Education. The first section, "Questionnaire Design," discusses the questionnaires developed for each component. The second section, "Sample Design," describes the procedures for sampling households and then for sampling household members for both components. "Data Collection" describes the NHES:94 data collection experience, including discussions of supervisor and interviewer training, data collection procedures and their results, special data collection activities, and data quality control. "Survey Administration Time" reports interview administration times for the components of the NHES:95. The time it takes respondents to complete survey interviews is an important factor in both response rate and response quality. "Data Editing" reviews the procedures used to ensure that data were complete and of high quality. Three attachments discuss range and logit edit specifications and edits for structural completeness, and present the database design diagram. (Contains 2 figures, 14 tables, and 10 references.) (SLD)

This paper is a guide to self-assessment of campus information technology services and includes an assessment questionnaire and guidelines developed by CAUSE and EDUCOM. An introduction stresses the role of self-assessment in an overall quality improvement plan. The following section argues that pressures for higher education accountability and campus technology visibility both make the present a particularly good time for self-assessment. The next section defines self-assessment as preventive medicine, a diagnostic tool, a comparative measure, and as a tool to promote alignment with users' assessments. A section on mechanics describes the four basic steps of an assessment: (1) asking questions, (2) answering them, (3) evaluating the results, and (4) constructing an action plan based on what the results revealed. The following section discusses some of the difficulties of dealing with the results. Appendix A contains an assessment tool containing questions on planning, policies and procedures, facilities and staff, products and services, organization and external relationships, and funding. Appendix B reprints the CAUSE/EDUCOM Evaluation Guidelines for Institutional Information Technology Resources. Also included are a list of other titles in this series and a profile of the company that sponsored the paper. (Contains 16 references.) (JB)

This document reports on a project conducted to seek previously uncollected information on Catholic colleges and universities with respect to institutional demographics and programs being used to increase diversity. The project goals also included exploring the impact of Catholic identity on these programs and testing the hypothesis that the religious character of an institution uniquely facilitates the development of a multicultural community. The project involved a survey of the 198 member institutions of the Association of Catholic Colleges and Universities and statistical and other analyses of the 86 responses. The survey addressed institutional characteristics, campus activities concerning diversity, campus culture and climate, and overall forces and lessons learned concerning campus issues of diversity. This report is divided into four parts. Part 1 concentrates on ethnocultural diversity issues and the degree of diversity at Catholic colleges. Part 2 describes project objectives and methodology. Part 3 lists questionnaire items in the survey, and summarizes the responses. Part 4 highlights 13 of the 86 responding institutions and includes an annotated bibliography and biographical information about the authors of this document. A directory of university contacts is attached. (Contains 50 references.) (CK)

This report describes the methods and procedures used for the field test of the Beginning Postsecondary Students Longitudinal Study First Followup 1996-98 (BPS:96/98). Students in this survey were first interviewed during 1995 as part of the National Postsecondary Student Aid Study 1996 field test. The BPS:96/98 full-scale student sample includes students who started their postsecondary education during the 1995-96 academic year. Evaluation of procedures used in the field test has led to refinements that benefit the full-scale study. The introductory chapter describes the study and the unique purposes of the field test. Chapter 2 reviews the study design and methodology for the field test. Chapter 3 presents overall outcomes of data collection and the special procedures implemented during the field test. Chapter 4 examines issues related to the quality of the data collected. The major recommendations for changes in the design of the full-scale study are included by topic in chapters 3 and 4, and summarized at the end of chapter 4. Materials used in the field test, including 5 facsimile interviews are provided as five appendixes to the report. (Contains 2 figures and 17 tables.) (SLD)

The National Household Education Survey (NHES) is a telephone survey of the noninstitutionalized civilian population of the United States that collects data on educational issues that are best explored through contact with households rather than with institutions. In the 1996 NHES (NHES:96) the topical components of interest were parent and family involvement in education and civic involvement. This report examines errors arising from interviewing respondents in the Parent and Family Involvement and Civic Involvement (PFI/CI) and the Youth Civic Involvement (YCI) components of the NHES:96. The estimates from these components and every survey are subject to both sampling error and nonsampling error. Sampling errors, the differences between population values and the sample estimates that arise because data are obtained from only a sample population, are generally well understood, but nonsampling errors arise from a variety of sources and are more difficult to measure. Important components of nonsampling errors for the NHES:96 include coverage, nonresponse, and measurement errors. The reinterview program was designed to identify survey questions that were not reliable, quantify the magnitude of the response variance for groups of questions collected from the same respondent at different times, and to provide feedback to improve the NHES for future surveys. A sample of 1,808 interviews (854 parent and 954 youth) was selected for reinterview. In all, 806 parent and 892 youth reinterviews were completed. Overall, both reinterview analyses indicate that the impact of measurement error on the estimates is low to moderate, as measured by the gross difference rates. In addition, the net difference rates support the use of the gross difference rates as measures of response variance. The reinterviews served their major purposes of finding questions with high error rates and providing feedback to improve the design of future questions. An appendix contains the reinterview questionnaires. (Contains 10 tables, 1 exhibit, and 7 references.) (SLD)

This report compares selected estimates from the 1996 National Household Education Survey (NHES:96) with estimates from previous NHES collections, the Current Population Survey (CPS), and other relevant data sources. The comparisons provide an indication of the reasonableness of selected NHES:96 estimates. Where discrepancies were found between NHES:96 estimates and those from other sources, possible reasons are suggested. In the NHES:96, three topical components were covered in four interviews: (1) a screening interview that also questioned library use; (2) a survey of parent and family involvement in education and civic involvement; (3) a youth civic involvement survey; and (4) an adult civic involvement component. Because of the multiple surveys, various data sources must be used for comparisons. More and larger differences were found for NHES:96 and comparable surveys than were found for previous NHES surveys. This might reflect the lower response rates in the NHES:96, since lower response rates increase the potential for bias increases. Ways to adjust for bias are suggested. An appendix contains a summary of the comparative data sets. (Contains 55 tables and 17 references.) (SLD)

The Teacher List Validation Study was conducted to evaluate the quality of the Teacher Listing Record (TLR), a form used during the Schools and Staffing Survey (SASS) to obtain a list of teachers in each school. The SASS is a set of four inter-related surveys of public and private elementary and secondary schools, districts, teachers, and administrators conducted by the National Center for Education Statistics (NCES). For the first component of the study, 100 private and 100 public schools were selected for reinterview to determine whether the TLRs had been completed accurately. In the second component of the study, an additional 100 schools and 100 districts were reinterviewed to determine whether the TLR or the school questionnaire provided a more accurate account of teachers. Data suggest that public schools were more accurate listing teachers than were school districts. The types of errors usually made were characterized. Private schools incorrectly included nonteachers and incorrectly excluded teachers, although the instances were few in each teacher/nonteacher group. Both public and private schools were more accurate in listing teachers using the TLR than the SASS school questionnaire. Part-time teachers were most often omitted, and the types of nonteachers most often included erroneously were librarians and prekindergarten teachers. Two attachments describe the study sample and teacher/nonteacher categories for the report. (Contains 6 graphs and 14 tables.) (SLD)

The National Education Longitudinal Study of 1988 (NELS:88) provides a wealth of information about factors that influence academic performance and social development of students. The focus of this content overview is the research issues addressed by the NELS:88 second followup in 1992. In 1988, by surveying nearly 25,000 eighth graders, their parents, teachers, and principals, baseline information was obtained. In 1990, the first followup was conducted, and in 1992, the second followup of this cohort occurred. At the student level, this followup collected a third set of scores on the cognitive battery, providing measures of cognitive growth, and information about educational processes and individual plans for the future. The first section of this report contains discussions of content areas and corresponding questions in the NELS:88 Second Followup for Student, Dropout, and School Questionnaires in the following categories, presented in table form: (1) equity/access/choice; (2) cognitive growth; (3) tracking dynamics; (4) dropping out; (5) transition patterns; (6) school effectiveness; and (7) parental involvement. The second section contains discussions of the content areas and corresponding questions for Student, Teacher, and Parent Questionnaires in the same seven categories. A list of technical documentation and analysis reports on the NELS:88 is attached. (SLD)

This study examines estimates of the same or similar variables in the 1990-91 Schools and Staffing Survey (SASS) and the 1991-92 Teacher Followup Survey conducted by the U.S. Bureau of the Census for the National Center for Education Statistics. The SASS is a national survey of elementary and secondary schools, which consists of components surveying teacher supply and demand, school administrator characteristics, student and school characteristics, and teacher qualifications and characteristics. The Teacher Followup Survey, conducted a year after the SASS, uses a sample derived from the participants in the SASS Teacher Survey. Data from the Teacher Followup Survey allow for comparative analyses of public and private school teacher job satisfaction and movement within and out of the teaching profession. The SASS sample comprises approximately 13,200 schools and 65,200 public and private school teachers. This report, results of which are intended primarily for users of the 1990-91 SASS data sets, identifies the same or similar survey items across the SASS and Teacher Followup Survey and compares these items and estimates across national, state, and private schools. It also decomposes estimates to understand the source or sources of differences. Following an introduction, the chapters of this report concentrate on the variables identified as being common across the surveys: (1) public school enrollment; (2) teacher totals; (3) number of teachers by race/ethnicity; (4) teacher schooling and certification; (5) and teacher attrition. Tables presenting comparison results are found at the end of each chapter. A concluding chapter summarizes differences, which in general, differ only by small percentages, even though they often show statistical significance. An appendix provides the Statistical Analysis System computer programs used to analyze the SASS results. (Contains 2 figures, 26 tables, and 7 references.) (SLD)

Graduate surveys are a good way for home study schools to determine whether graduates are getting jobs in their field of training and whether courses are meeting student expectations. Although telephone surveys are more costly and time-consuming than mail surveys, they are usually more accurate. Survey response rates can be boosted to 50-60% by making surveys brief, anonymous, and "official looking." Survey planners should take the following steps: decide whether to make the survey an in-house or outside operation; prepare a survey budget covering survey administration, analysis, and follow-up costs; delegate control of the survey to a responsible administrator with knowledge of surveys and in-house and vendor capabilities; select an attractive survey format; make cover letters courteous and brief; enclose a return envelope; make a list of question topics directly related to survey objectives, group the topics into logical categories, and determine whether individual questions will be open or closed ended; limit surveys to two sheets; balance the need to require identifying information and ensure respondent confidentiality; make surveys readable, arrange for pretests of surveys; and survey graduates' employers and colleges. (Four sample cover letters and six sample surveys are included.) (MN)

This study is intended to assess the changing lifestyles, values, and preferences of American youth on a continuing basis. Each year since 1975, about 17,000 seniors have participated in the survey, which is conducted in about 130 high schools nationwide. In addition, subsamples of seniors from previously participating classes receive follow-up questionnaires by mail each year. This analysis examines how work intensity (hours worked per week) is linked to indicators of psychosocial functioning and adjustment in a nationally representative sample of high school seniors from the classes of 1985-1989. Consistent with previous research, bivariate correlations were positive between work intensity and problem behaviors. However, once background and educational success indicators were controlled, theses associations were diminished. The results indicate that work intensity does contribute directly and negatively to getting sufficient sleep, eating breakfast, exercising, and having a satisfactory amount of leisure time. These findings, together with the positive association between work intensity and frequency of dating, suggest that adolescents working long hours are adopting a "harried young adult" lifestyle. It briefly discusses conceptual and policy implications, including the likelihood that long hours of part-time work are as much a symptom as a cause of psychosocial difficulties. (Contains 33 references, 3 appendixes, 29 tables, and 33 figures.) (JDM)

This report summarizes the attitudinal portion of a nation-wide survey on the computerization of Canadian universities. Six different questionnaires, each of which contained the same questions on attitudes, were mailed to faculty, deans, admissions, officers, registrars, computer center directors, and other administrators at 63 Canadian universities. The overall return rate for the survey was 28.6%, thus restricting the conclusions that can be drawn from the results. Questions on the 30-item survey were grouped according to instruction, administration, equity, and social impact. Independent variables that were explored included the size of the university, the level of education, and the age of the respondent. Results of the survey showed that, within the university, there were few significant differences in attitudes between variable groups. Overall, there was a positive feeling about computers within the university which cut across all groups. There were differences, however, in the level of positive attitudes among the subjects, with the strongest differences in attitudes occurring between the faculty and the administrative staff. There was a strong tendency for senior administrators to be the most enthusiastic of all, while the faculty were more circumspect about the changes to teaching that the computer will supposedly bring. Data are presented in five tables and four figures as well as a narrative report. The appendices contain a copy of the attitude survey questions, and a table showing the breakdown of the attitude survey data by question. (DB)

This publication ends by offering a self study booklet to assist those in Catholic schools in drafting a practical and effective statement of their school's philosophy. The chapters that precede it provide the background and context of the self study booklet. In this paper the "Catholic" dimension of the school's philosophy is especially emphasized and other dimensions are to some extent slighted. The first chapter discusses the four "faith-views" held by Catholics: the traditional, the conciliar, the reform, and the independent. The second chapter summarizes two National Catholic Educational Association (NCEA) surveys of practices that had some relationship to the Catholic dimension of the school, ranging from religious instruction, to faculty, student, and parent interaction. Chapter 3 reports on several research findings that show correspondence between basic beliefs and attitudes and views on school practices. Chapter 4 presents ways to develop an effective philosophy for a Catholic school. (Author/MLF)

The papers and research reports comprising the ten chapters of this monograph were originally prepared as background information for a national study of engineering technology education in the United States. Chapter I briefly describes the historical and contemporary settings of engineering technology education. After Chapter II provides information on the characteristics of engineering technology curricula and a tentative classification system for content areas, Chapter III illustrates the kinds of curriculum guides which appear in the catalogs of two-year institutions offering engineering technology programs. Chapter IV describes some of the characteristics of the mathematics, chemistry, and physics courses taught as part of the engineering technology curriculum. An overview is presented in Chapter V of the process of accreditation, especially in relation to the engineering technology field. Chapter VI reports on a study of engineering technology faculty, providing information about characteristics and attitudes. Chapters VII and VIII provide results for studies of the characteristics, perceptions, and activities of engineering technology students and graduates. Chapter IX considers issues related to the certification of engineering technicians, while Chapter X concludes the monograph with a statistical model projecting the future of engineering technology education. Appendices provide a list of institutions offering educational technology programs, survey instruments, enrollment estimates, and a bibliography. (AYC)

This report describes a study conducted by the Audio-Visual Media Research Group of the Open University to investigate student attitudes, over time, to the value of radio as a course component. Results of a January 1979 survey using a questionnaire are reported with tables and analyzed according to (1) whether a student had access to a VHF radio at home, (2) the way in which a student already used radio, (3) any experience a student may have had with Open University radio before beginning a foundation course, and (4) any expectations students might have of the role radio could play as a course component and how confident they were that they could use radio in this way. The appendices include the questionnaire, data on the samples used, and the percentage of responses to individual questionnaire items. (CHC)

A low cost approach to measuring materials availability in small- or medium-sized libraries using an interview questionnaire is described in detail, along with an application of this approach. A rationale for using this method is provided, as well as guidelines for conducting such a survey. Facts of the study are discussed, including objectives, methods of estimating availability, design criteria, staff and materials commitments, the purpose of each of the six questions, when and how to administer the questionnaire, the method of coding and scoring responses, test limitations, and interpretation of results. Sample questionnaires, scoring instructions, and a scoring sheet are provided. A description of a study conducted at the Champaign Public Library and Information Center in March 1979 to evaluate the test instrument and user response to it is appended. This report covers procedures for conducting the interview, sampling of library patrons, and the results of the survey, including responses used, types of materials requested, the success and failure rates of materials by class and item, and the cost of the survey. Eleven tables and a list of 36 references are provided. (RBF)

Because the concept of staff development has generated considerable interest in community colleges nationwide, and many educators are engaged in its implementation, this handbook was prepared as a comprehensive survey of essential topics in planning, implementing, and evaluating staff development programs. The handbook, focusing on in-service education, is divided into six chapters and four appendices. Chapter 1 deals with definitions, purposes, and rationale of staff development; Chapter 2 reviews some of the more persistent questions raised about planning and implementing a program for full-time staff; and Chapter 3 describes various means to determine staff needs. In Chapter 4, the unique needs of part-time faculty are delineated, while Chapter 5 discusses program evaluation. Chapter 6 represents views on key elements essential to effective programs. Appendix A includes a useful format for a staff development questionnaire; Appendices B and C illustrate different needs survey instruments and interview questions; and Appendix D lists possible topics to be included in a needs assessment query. A practitioner's bibliography and a list of references follow the appendices. (Author/TR)

The design of the Graduate Management Admission Council's (GMAC) New Matriculants Survey, which gathered data on 2,053 first-year students at 91 U.S. graduate schools of business and management in 1985, is described. The basic purposes and parameters of the GMAC Survey (requests for proposals) are explained, and the GMAC survey design is detailed. This survey provides a representative national sample of graduate management students who are newly matriculated. This sample may be used for comparison of Masters of Business Administration (MBA) students to other interesting student groups. It may also be used for analysis of the career decisions of MBA students and potential MBA students. The survey asks for information on personal and family background, occupational history, educational background, financial status, personality characteristics, attitudes, decisions on graduate education, and expectations on type and quality of employment. Six appendices are as follows: table of relative efficiencies from different disproportionate allocations among school strata; summary of representative indicators from surveys related to the GMAC MBA Matriculant Survey; in-scope and out-of-scope programs for the GMAC Survey; issues explored in preliminary survey of schools; schools contacted in preliminary survey; and annotated bibliography. The MBA New Matriculants Survey questionnaire is included. Response rates and sample sizes by stratum and primary sampling unit are noted. (SM)

This paper reports on a study investigating the beliefs of general education faculty, including their assumptions about "typical" undergraduates' approaches to reasoning. The article maintains that in studies designed to identify and examine variables affecting complex cognitive tasks, researchers have discovered that performance often depends on individual epistemological beliefs. In addition a growing consensus is reported that adult reasoning behavior is affected by cognitive developmental patterns that evolve beyond adolescence. The Reflective Judgment Model served as the basis for the study. Seven faculty members completed a questionnaire on courses and students taught, focus of teaching and prior experience as well as the California Critical Thinking Disposition Inventory. The professors were then interviewed by a graduate student regarding their course goals, teaching and assessment methods and kinds of assignments given to students and given a task involving judging reflective thinking levels of typical responses to a problem. The study found that, in general, professors assumed that their students possess epistemic beliefs consistent with the earliest levels of reflective judgment, whereas they view their own approach to reasoning as consistent with the very highest stages. Appendices provide more detail on the measures used and a graphical representation of the results. (Contains 23 references.) (CK)

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006. The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006.

The College Student Experiences Questionnaire (CSEQ) was developed by UCLA Professor Emeritus Dr. C. Robert Pace in the 1970s. First administered by Dr. Pace in 1979, the CSEQ Research Program formally moved its operations to Indiana University's Center for Postsecondary Research and Planning in 1994, under the direction of Chancellor's Professor George D. Kuh. Since then, the CSEQ Research Program has expanded each year in scope and function. More students complete the survey each year, and more institutions are using the survey as part of assessment strategies. In addition, the development of the College Student Expectations Questionnaire (CSXQ) complements the CSEQ in assessing incoming students' expectations of college. Several years ago, the CSEQ Research Program collaborated with the Center for Survey Research at Indiana University to develop and launch web versions of both the CSEQ and CSXQ. This paper represents an updated version of the "Tentative Norms for the Fourth Edition" (Kuh & Siegel, 2000) with a larger dataset as well as complete psychometric information for the Fourth Edition. This report is divided into six parts. Part I describes the conceptual framework, history, and content of the CSEQ. This section also introduces indices that colleges and universities can use to estimate the extent to which students are exposed to three "good practices" in undergraduate education (i.e., faculty-student contact, cooperation among students, active learning), students' capacity for life-long learning, and the quality of student experiences with diversity. Part II describes the psychometric properties of the CSEQ Fourth Edition including information about scale reliability and the factors derived from the Activity, Environment, and Gains scales. Part III is included to help readers understand the Tables and provides some other useful information for comparing local data to these national data. Part IV includes two sections: first, information about the sample and institutions represented in the norms, and second, the norms Tables. References cited in "CSEQ Norms" appear in Part V. Finally, Part VI (Appendices) contains some additional technical information about the development of this document. Appendices include: (1) CSEQ Users Since 1983; (2) College Student Experiences Questionnaire, Fourth Edition; (3) Third to Fourth Edition Changes in the CSEQ; (4) Codebook for the CSEQ Fourth Edition; (5) College Student Expectations Questionnaire, Second Edition; and (6) Institutions Represented in the Fourth Edition Norms. (Contains 19 tables and 17 figures.) [This paper was published by the College Student Experiences Questionnaire Research Program of the Indiana University Center for Postsecondary Research.]

Several models for improving school effectiveness are now available, and most of them highlight the principal's leadership role. Unfortunately, administrators do not regularly reflect on the important aspects of their professional roles or analyze the factors that may make it difficult for them to implement given models of effectiveness in their particular settings. This paper proposes a model for self-appraisal by principals. Principals should first review the research literature on competing models of school effectiveness. Second, principals should select the effectiveness model that best meets their needs, then match their own abilities with those required of administrators by the model. Finally, principals should interact with the effectiveness model to discover their own strengths and weaknesses. Limitations on the self-appraisal model include (1) the difficulties in selecting criteria for judging effectiveness, (2) the confounding effects of experience and expertise, and (3) the implicit assumption that principals bring administrative knowledge to the process. An evaluation form to use in the self-appraisal process is included in the paper. Twenty-six references are cited. (PGD)

This paper describes an activity that is not only effective for teaching audience analysis to introductory public speaking students, but also serves as an instructor feedback tool. The activity outlined in the paper takes students through every step of the audience analysis process, from selecting question types to tallying and formulating results. To help the instructor develop the activity, the paper provides a purpose statement, a list of materials needed, time requirement, and a rationale. Includes a sample dispositional audience analysis questionnaire. (NKA)

This paper asserts that the diversity of existing parenting programs is an advantage, and that one program cannot possibly meet the needs and interests of all parents. The challenge, therefore, is to find the curriculum that will best suit a specific parent or group of parents. The discussion in this paper develops a questionnaire for professionals and parents to use for this process, focusing on two questions: (1) What does the curriculum offer?; and (2) What is the parent looking for? First, the paper identifies descriptive characteristics of curricula. Second, for each characteristic the paper develops a list and/or set of questions that can serve as a means of describing what a curriculum offers. These lists and questions form the first part of the questionnaire and provide a means of answering the first question, i.e., what does a curriculum offer. Third, the paper adapts the lists and questions so that they ask about parents' strengths, interests, and preferences. These questions form the second and third parts of the questionnaire and provide a means of identifying the needs of those who will use the curriculum. The second part is for parents to answer; the third part is to answer about a group of parents. A comparison of the answers to what a curriculum offers and what parents are looking for should guide people to select a curriculum that will meet their needs. Contains 46 references. (EV)