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ERIC Number: ED580432
Record Type: Non-Journal
Publication Date: 2018-Feb
Pages: 71
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up: A First Look at Fall 2009 Ninth-Graders in 2016. NCES 2018-139
Radford, Alexandria Walton; Fritch, Laura Burns; Leu, Katherine; Duprey, Michael
National Center for Education Statistics
This report presents selected findings from the second follow-up of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. Key research topics for HSLS:09 include secondary to postsecondary transition plans and the evolution of those plans; paths into and out of science, technology, engineering, and mathematics (STEM) studies and careers; and the relationships between students' school experiences (educational and social) and their academic, work, and life plans and paths. The second follow-up data collection was conducted from March 14, 2016, through January 31, 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support. This report highlights selected findings from the HSLS:09 second follow-up data with the goal of encouraging interested researchers to explore the data for their own analytic purposes.
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/
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: High Schools
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED); RTI International
IES Funded: Yes
Grant or Contract Numbers: EDIES14C0112