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High School and Beyond
(High School and Beyond (HS&B) ) is a national longitudinal study originally funded by the (United States Department of Education’s National Center for Education Statistics (NCES) ) as a part of their longitudinal studies program. (NORC at the University of Chicago ), then known as the National Opinion Research Center, developed the sample design and performed the data collection for the study. The study surveyed students from 1,015 public and private high schools on their cognitive and non-cognitive skills, high school experiences, work experiences, and future plans.(). Baseline surveys were administered in 1980, with follow-up surveys in 1982, 1984, 1986, and 1992.()
Additional follow-up studies are underway. The researchers at the (Population Research Center at the University of Texas at Austin ) work in collaboration with NORC and researchers from the University of Minnesota and the University of Wisconsin to continue to build this time series dataset with the endorsement of NCES.() In 2012, The (Alfred P. Sloan Foundation ) awarded a grant to re-contact the 14,825 members of the original 1980 sophomore class. The (National Science Foundation ) awarded a grant in 2014 for the researchers to re-contact the 11,995 members of the 1980 senior class.
== The origins/historical context ==
The HS&B was designed and collected with funding from the U.S. Department of Education, (National Center for Education Statistics (NCES) ) as part of their (National Education Longitudinal Studies ) program to document the “educational, vocational, and personal development of young people… following them over time as they begin to take on adult roles and responsibilities”. (NORC at the University of Chicago ) collected the surveys. Noted sociologist James Samuel Coleman led the design team for the initial study. (James S. Coleman’s )() work has had “a far-reaching impact on government education policy”. In his writings on Coleman, (Peter Marsden ) () notes that “Coleman made influential contributions that range across the sociology of education, policy research, mathematical sociology, network/structural analysis, and sociological theory” and ( “ranks among the most influential sociologists of the twentieth century.” )()
HS&B respondents occupy an important position at the end of the Baby Boom. They are the first post-Civil Rights cohort; they are the first cohort in which women’s educational attainments exceeded those of men; they are the first in recent history in which it was normative for women to experience uninterrupted labor force participation; and they are among the first cohorts to confront the insecurity and loss of the generous pensions and affordable health insurance they experienced and expected when they began their careers. The HS&B cohort is more racially and ethnically diverse than earlier contemporary cohorts, in part because it was the first to come of age after the Immigration and Nationality Act of 1965 (the Hart-Cellar Act).
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