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ERIC Number: ED389709
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 78
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-045644-4
Students' School Transition Patterns between 8th and 10th Grades, Based on NELS:88. National Education Longitudinal Study of 1988.
Myers, David; And Others
This study is based on the National Education Longitudinal Survey of 1988 (NELS:88) sponsored by the National Center for Education Statistics. NELS:88 is a nationally representative sample of approximately 25,000 eighth graders who were enrolled in public or private school in 1988. About 21,000 students were resurveyed in 1990, a second follow-up was completed in 1992, a third follow-up was completed in 1994, and one more additional follow-up interview is planned for 1998. NELS:88 provides a wealth of information on students as they progress through the school system, including information collected from their parents, teachers, and school principals. This study examined the characteristics of students who switched between school sectors (public to private, or private to public) as they moved from 8th to 10th grade. Variables were examined in the following categories: (1) student and family background; (2) parent involvement; (3) academic achievement and educational expectations; (4) characteristics of the student's school; and (5) parental satisfaction with the school. Families of high socioeconomic status were more likely to shift to private schools, as were Catholic students. Females were more likely to shift to public school than were males, but there was no significant association between student race and ethnic background and the likelihood of shifting between school sectors. Appendixes describe the data and methodology and give sample size tables. Eight text tables and 9 appendix tables present study information. (Author/SLD)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematica Policy Research, Washington, DC.