Full Scale Student survey

Proposed B&B:09 Data Elements for Full-Scale
Applies to3

Data element

Purpose/issues

Changes for full
scale

B&B eligibility
Confirm received bachelor’s degree or completed
requirements between July 1, 2007 and June 30,
2008?

All

Eligibility
confirmation

Date received bachelor’s (month and year)

All

Eligibility
confirmation

Institution granting the degree (confirm NPSAS or
add code on-line)

All

Path/time to degree

Term and year first began undergraduate
education

All

Undergraduate enrollment at other institutions
between high school and bachelor’s degree

All

Names of other colleges attended (on-line coding)
(up to 6)

Attended multiple

Terms/years attended other colleges

Attended multiple

Degree program and degrees attained at other
colleges

Attended multiple

Class level at other colleges

Attended multiple

Dropped
attendance
status element,
retained class
level

Previous educational attainment prior to
bachelor’s (previous certificate, associate’s,
bachelor’s, other) at NPSAS1

NPSAS nonrespondents

Ask only of
respondents for
whom this
information is
not available
from NPSAS
and revise
question
wording to
mimic NPSAS

Dates of NPSAS attendance (month and year)

All

Continuous enrollment for bachelor's degree

All

Reasons for enrollment gaps

Stopouts

Reasons for attending a 2-year college

Attended a 2-year

Undergraduate enrollment history

1

Revise question
wording to ask
generally about
reasons for 2year institution
enrollment

Column 2 indicates the subsample to whom the item will apply. Column 3 provides the purpose or issue being
addressed by the data element, and column 4 indicates how the data element has been changed since the original
OMB submission if it has changed. Rows with data elements to be deleted are highlighted.

Original major at NPSAS

NPSAS nonrespondents

Ask only of
respondents for
whom this
information is
not available
from NPSAS

Number of times changed major

NPSAS nonrespondents

Ask only of
respondents for
whom this
information is
not available
from NPSAS
and revise
question
wording to
mimic NPSAS

Final major at NPSAS

NPSAS nonrespondents

Ask only of
respondents for
whom this
information is
not available
from NPSAS

Transfer or multiple enrollment (transfer/multiple
enrollment/both)

Attended multiple

Credits attempted to transfer/were accepted from
other colleges

Attended multiple

Reasons for transferring (financial/academic
/personal/location/other)

Transfers

Drop; not
analytically
useful

Purpose of overlapping enrollment
(transfer/additional courses/additional
degree/financial/other)

Overlapping
enrollment

Drop; not
analytically
useful

Performance
Withdrew from any course because failing

All

Repeated any course to improve grade

All

Received any incompletes

All

Ever on academic probation

All

Graduated with academic honors

All

Ever on Dean's list

All

New

Received Pell grant after July 2006

All

Received SMART grant 3rd/4th years

All

Chose or changed major to qualify for SMART
grant

SMART recipients

Major change from what to what

Changed major

Reason not eligible in 4th year (no Pell/not full
time/not

Received SMART
3rd year/not 4th

Drop all SMART
and Pell grant
items; the TRP
recommended
using this item
set for NPSAS
only. We will
include a flag to
identify SMART
recipients
(obtained as

SMART grants

qualifying major/didn’t earn 3.0 GPA)

part of NPSAS
from NSLDS)
so analysts can
track outcomes
of B&B SMART
recipients

Undergraduate student loan debt
Confirm total amount borrowed in student loans
(from NPSAS)

All

Loan type

Borrowers

Amount borrowed

Borrowers

Amount owed

Borrowers

Currently repaying student loans

Borrowers

Amount of monthly payments

Repaying

Parents helping to repay the loans

Repaying

Reasons not repaying

Borrowers not
repaying

Deferment reason

Borrowers not
repaying

Participation in loan forgiveness program

Borrowers

Has the debt influenced career plans

Borrowers

Consider the student loan debt a worthwhile
investment

Borrowers

Debt and finances

Was not included in
field test, will
not be in full
scale

Assessment of education
Undergraduate education was worth cost

All

Satisfaction with quality of education from NPSAS

All

Satisfaction with undergraduate major choice

All

Current status (at time of interview)

All

Labor market
outcomes

Working for pay at a full-time or part-time job
Taking courses toward a graduate or professional
degree or postbaccalaureate certificate
Taking courses toward an undergraduate degree
or certificate
Taking other courses, not for a formal award
Serving in an internship or training program

Serving on active duty in the armed forces
Keeping house (full-time homemaker)
Holding a job but on temporary layoff from work or
waiting to report to work
Looking for work
Traveling
Disabled

Drop; not
analytically
useful

Volunteering (Peace Corps, VISTA)

Post-baccalaureate enrollment
Enrolled since earning bachelor’s degree

All

Enrolled for degree/certificate

Enrolled

Added; missing in
FT data
elements

When first enrolled for post-BA degree/certificate

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Name of institution attending (on-line coding)

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Currently enrolled

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Degree type

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees
Drop; not
analytically
useful

Type of master's/doctoral/professional degree

Degree program/field of study (on-line coding)

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Attendance status

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

When completed/expect to complete program

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Reasons for enrolling:
- To gain further education before beginning a
career
- To prepare for graduate school or further
education
- To change your academic or occupational field
- To gain further skills or knowledge in your
academic or
occupational field
- For licensure or certification
- To increase opportunities for promotion,
advancement, or
higher salary
- Required or expected by employer
- For leisure or personal interest

Enrolled

Drop; not
analytically
useful

Reason for choosing this institution
(reputation/faculty/location/financial aid/can go
part time/other)

Enrolled

Drop; not
analytically
useful

Reason for choosing this program
(academic/financial/personal/other)

Enrolled

Was not included in
field test, will
not be in full

scale
Type of financial aid received

Enrolled for
degree/certifica
te

Exclude nondegree
enrollees

Receiving any employer aid to support postbaccalaureate education

Enrolled for
degree/certifica
te and working

Exclude nondegree
enrollees

Number of hours worked per week while enrolled

Enrolled for
degree/certifica
te and working

Exclude nondegree
enrollees

Consider yourself primarily an employee or
student

Enrolled for
degree/certifica
te and working

Exclude nondegree
enrollees

Expect to pursue a higher degree/certificate

Not enrolled

Drop; behavior
predictions are
of limited utility

Reasons not going to continue education (no
interest/academic/job/financial/personal)

STEM majors only

Drop; dropped all
STEM-related
items

When expect to start (coming year/next year/2
years/5 years/more than 5 years)

Expect more
education

Drop; behavior
predictions are
of limited utility

Taken GRE or other graduate/first professional
entrance exam

All

Type of degree/field of study expected

Expect more
education

Drop; behavior
predictions are
of limited utility

Intended enrollment intensity

Expect more
education

Drop; behavior
predictions are
of limited utility

Expect tuition reimbursement

Expect more
education

Drop; behavior
predictions are
of limited utility

Reasons for delay (financial, academic/personal)

Expect more
education

Drop; behavior
predictions are
of limited utility

Taken/taking formal courses (credit or noncredit)
other than those taken while enrolled in a
degree or certificate program

All

Drop; replaced by
"Enrolled in any
nondegree
coursework"

Enrolled in any nondegree coursework

All

New

Reasons for taking courses

Enrolled in
nondegree
coursework

Any of school-related costs paid by employer

Taken/taking

Plans for future enrollment in
degree/certificate program

Other coursetaking (nondegree)

Drop; not

courses

analytically
useful

Employment at time of interview
Employed as an elementary/secondary school
teacher

Employed

Labor market
outcomes

Drop; this can be
determined
from the
occupation
coder

Date began job
Employed full-time or part-time
Prefer to have a full-time job

Employed PT

Number of jobs held currently

Employed

Number of jobs held since graduation
Type of occupation (on-line coding)
Type of duties (specify)
Type of industry (on-line coding)
Type of firm
Drop; not
analytically
useful

Size of the company (number of employees)

Salary (indicate per time period)
Average number of hours per week worked
Self-employed
Drop; not
analytically
useful

Future plans for self-employment

Reasons for self-employment

Future plans for
selfemployment

Drop; only applies
to a very small
percentage so
won't be useful
data

College degree required to obtain this job

Employed

Drop; we can get a
measure of
prestige from
the occupation
codes

Difficult to get hired

On career path

New

Type of non-career job

Not on career path

Flexibility of job (very flexible/somewhat
flexible/not flexible)

Employed

Drop; not
analytically
useful

Could do this job without flexibility

Flexible job

Drop; not
analytically
useful

Able to telecommute (y/n/does not make sense)

Employed

Drop; not
analytically
useful

Frequency of telecommuting

Telecommuters

Drop; not
analytically

Related to undergraduate major
Job part of career path

useful
Job satisfaction
Compensation

Employed

Labor market
outcomes

Revised item to
"compensation"
from "pay and
fringe benefits"

Importance and challenge
Opportunity for advancement

Drop; not
analytically
useful

Opportunity to use training and education

Drop; not
analytically
useful

Job security
Drop; not
analytically
useful

Opportunity for further training and education

The job as a whole
Benefits
Medical and/or other health insurance (dental,
vision, etc.)

Employed

Labor market
outcomes

Life insurance
Retirement or other financial benefits, such as
401(k)/403(b)
Other
Stock options

Drop; not
analytically
useful

Flexible spending accounts

Drop; not
analytically
useful

Employee discounts

Drop; not
analytically
useful

Other employee facilities or subsidies, such as for
childcare, transit, or fitness

Drop; not
analytically
useful

Employee assistance program (counseling/legal)

Drop; not
analytically
useful

Tuition reimbursement

Drop; not
analytically
useful

Responsibilities
Supervise work of others
Participate in hiring/firing decisions
Participate in setting salary rates

Employed

Labor market
outcomes

Drop; not
applicable to
this group (1
year after

bachelor's
degree receipt)

Level of autonomy

Reasons for part-time work

Part-time

Full-time unavailable
None of the employees worked a full-time
schedule

Drop; not
analytically
useful

Family responsibilities
Attended school while working
No need or desire to work full-time
Pursuing other interests or hobbies
Health problems prohibited full-time work
Other
Job search
Looking for work

All

Job search strategies

Looking for work

Drop; not
analytically
useful

Method for finding job

Which job search activity led to job

Drop; not
analytically
useful

Employed

Drop; not
analytically
useful
Drop; not
analytically
useful

Number of jobs applied to before current job

Location of job search

Employed or
looking for work

Drop; not
analytically
useful

Employed since earning bachelor's

All

Added; missing in
FT data
elements

Employment status by month
July 2007 (working/looking for work)

August 2007 (working/looking for work)
September 2007 (working/looking for work)
October 2007 (working/looking for work)
November 2007 (working/looking for work)
December 2007 (working/looking for work)
January 2008 (working/looking for work)
February 2008 (working/looking for work)
March 2008 (working/looking for work)
April 2008 (working/looking for work)

Added some
months that
were missing
from the FT
data elements,
edited years

May 2008 (working/looking for work)
June 2008 (working/looking for work)
July 2008 (working/looking for work)
August 2008 (working/looking for work)
September 2008 (working/looking for work)
October 2008 (working/looking for work)
November 2008 (working/looking for work)
December 2008 (working/looking for work)
January 2009 (working/looking for work)
February 2009 (working/looking for work)
March 2009 (working/looking for work)
April 2009 (working/looking for work)
May 2009 (working/looking for work)
June 2009 (working/looking for work)
July 2009 (working/looking for work)
August 2009 (working/looking for work)
September 2009 (working/looking for work)
Work-related training
Any work-related training such as workshops or
seminars (not college courses)

Employed

Drop; not
analytically
useful

Areas of training (management or
supervisor/training in occupational
field/general professional training, such as
speaking, writing, computer software
skills/other

Had training

Drop; not
analytically
useful

Reasons for training (facilitate change in
occupational field/gain skills or knowledge in
current occupational field/licensure or
certification/increase opportunities for
advancement or salary increases/learn skills for
recently acquired position/required or
expected by employer)

Had training

Drop; not
analytically
useful

Most important reason (select one of above)

Had training

Drop; not
analytically
useful

Current demographics

Date of birth

NPSAS nonrespondents

Background
information for
analyses of
debt/teaching/o
ther
employment

Limit question to
those for whom
we do not have
preloaded
information

Citizenship status (citizen, permanent resident,
other)

NPSAS nonrespondents
and noncitizens in
NPSAS

Limit question to
those for whom
we do not have
preloaded
information
saying they are
a citizen

Current state of legal residence

All

Live more than 50 miles from NPSAS institution

All

Live more than 50 miles from where attended high
school

All

Reasons live more than 50 miles from where
attended high school (work/school/location
preference/family/other personal)

Those who lived
more than 50
miles from
where attended
high school

Drop; not
analytically
useful

Reasons live more than 50 miles from where
graduated from college (work/school/location
preference/family/other personal)

Those who lived
more than 50
miles from
NPSAS
institution

Drop; not
analytically
useful

Household composition

All

Marital status (never married/ married/
separated/divorced/partner)

All

Date of last change in status

All

Number of dependent children

All

Age of youngest dependent child

Have children

Employment/enrollment status of spouse/partner

Have spouse/
partner

Condensed items

Income/debt of spouse/partner

Have spouse/
partner

Condensed items

Income in 2008

All

Adjust question
wording to
make clear that
respondent
should report
his/her income
only, not
household
income

Type of disability

All

Longitudinal item
from
NPSAS:08;
inadvertently
omitted from
FT data
elements

Main disability

Disabled

Native language

All

New

Other language

All

New

Drop item; detail
not necessary

Language coursetaking

Know a nonEnglish
language

New

Non-English language use during childhood

Know a nonEnglish
language

New

Use of non-English language

Know a nonEnglish
language

New

Proficiency in non-English language

Know a nonEnglish
language

New

Assets and debt
Own home or rent

All

Debt and finances

Monthly mortgage/rent amount

All

Other type of housing (parents/military/job
includes/religious/other)

No mortgage/rent
payment

Own any motor vehicles

All

Monthly auto payments

Vehicle owners

Untaxed benefits

All

Drop; not
analytically
useful

Impact of recession on enrollment and
employment decisions

All

New

Drop; the important
items here are
captured other
places (military
service and
living with
parents)

Civic and volunteer activity
Registered to vote in U.S.

U.S. citizens

Voted in any election

U.S. citizens

Military status (veteran, active, reserves, none)

All

Perform any community service/volunteer work in
last year

All

Types of service and time commitment

All

Volunteer hours per month

Volunteers

Added; missing in
FT data
elements

Reasons why volunteered

Volunteers

Drop; not
analytically
useful

Volunteer benefits

Volunteers

Drop; not
analytically
useful

Future plans to volunteer

Volunteers

Revised from
"Volunteer
again in next
12 months" to
"Future plans to
volunteer"

Identifying prospective teacher pipeline
members
Teaching experience at K-12 level

All

Prepared for teaching

All who hadn’t
taught

Considering teaching

All who hadn’t
taught or
prepared

Screen for K–12
teaching
pipeline

Teaching experiences
Types of teaching positions held since NPSAS
school:
regular, short-term substitute, long-term substitute,
teacher’s aide, support, itinerant, student teacher

All who had taught

Identify K-12
teachers (those
who had
regular, longterm substitute,
support, or
itinerant
positions in a
public or
private K-12
school)

Number of schools/districts held teaching
positions since
NPSAS school
Teaching career
paths

For types held, month/year when first taught
Held substitute or teacher’s aide position to get
permanent K-12 job

Taught only in
short-term
substitute or
teacher’s aide
positions

Current teaching position/most recent position if
not currently teaching

K-12 teachers

Participated in teacher internship program

K-12 teachers

Teaching career
paths

How well did your student teaching or internship
experience prepare you for teaching?

K-12 teachers

Teacher
education/traini
ng, teaching
career paths

Drop; not
analytically
useful

How well did your education courses in college
prepare you for teaching?

K-12 teachers

Teacher
education/traini
ng, teaching
career paths

Drop; not
analytically
useful

How well did your academic courses in college
prepare you for teaching?

K-12 teachers

Teacher
education/traini
ng, teaching
career paths

Drop; not
analytically
useful

Identify transition
jobs into
teaching

Drop; not
analytically
useful

Drop; this
information can
be derived from
responses to
items in the
school/district
loop

How many K-12 teaching jobs (not including
teacher’s aide, short-term substitute, or
student teaching jobs)?

K-12 teachers

Teaching career
paths

For each school/district (not including teacher’s
aide, short-term substitute, or student teaching
jobs):

K-12 teachers

Teaching career
paths

Was not included in
field test, will
not be in full
scale

Type of teaching job (regular, long-term substitute,
support, itinerant)
Start and end date
Number of schools at which taught in this job
School(s) where taught (CCD/PSS coder)
Sector and level of school

If school not in
coder

County and district of school for itinerant position

Itinerant teachers

Whether participated in a formal induction
program (first job only)
Grades taught
Subject areas taught
Taught any college prep, AB/IB, honors,
bilingual/ESL, gifted, or remedial classes
(check all that apply)

Drop; not
analytically
useful

Whether prepared to teach all subjects taught
Whether taught full or part-time
Academic year base salary and other
compensation
Why did you leave that school/district?
Degree of preparation for first teaching position

K-12 teachers

Teaching career
paths

Support from school or district in first teaching job

K-12 teachers

Teaching career
paths

Satisfaction with aspects of teaching

K-12 teachers

Teaching career
paths

How long do you plan to continue teaching?

Currently teaching

Teaching career
paths

Drop; not
analytically
useful

Do you plan to return to teaching?

Taught but no
longer teaching

Teaching career
paths

Drop; not
analytically
useful

Teacher
education/traini
ng, teaching
career paths

Certification and preparation

Ever certified to teach at the K-12 level? (Do not
include emergency certificates or waivers.)

Prepared to teach

Currently certified to teach in any of grades K-12
in any state?

Ever certified

Drop; not
analytically
useful

State of certification

Ever certified

Drop; not
analytically
useful

Type of certification

Ever certified

Added; missing in
FT data
elements

Name of teaching certification

Ever certified

Drop; was used
only to
generate data
to help
determine
response
categories for
type of
certification
item

Date first certified (month, year)

Ever certified

Field(s) in which certified

Ever certified

Certified through an alternative certification
program?

Ever certified

Drop; not
analytically
useful

Type of alternative certification program

Certified by
alternate route

Drop; not
analytically
useful

Completed or completing student teaching or
teacher practicum

No regular
certification or
not teacher
education
majors

Ask only of
respondents
without
regular/standar
d certifications
or who were
not teacher
education
majors

Taken or taking courses towards certification

Prepared but never
certified

Teaching job applications
Applied for teaching jobs since completing degree

Not taught, but had
prepared or
were currently
considering

Received any offers?

Applied

Rejected all offers?

Received an offer

Teaching career
paths

Was not included in
field test, will
not be in full
scale

Was not included in
field test, will
not be in full
scale

Reasons for not taking offered teaching job(s)
- Received offer after another job was accepted
- Pay was not adequate
- Job offer too far from home
- Job offer in dangerous/difficult school
- Offer not in area for which I was qualified
- Another job offered more interesting/challenging
work
- Poor teaching conditions
- Already in another job
- Received better offer

Rejected offers

Reasons for not applying for a teaching position

Did not apply

Have you had any non-teaching jobs in
elementary or secondary education?
(principal, assistant principal, program
administrator, curriculum coordinator,
department head, school
psychologist/counselor/advisor, coach, library
media specialist/librarian, support staff (e.g.,
secretary), other)

Taught, prepared,
or were
currently
considering

Teaching career
paths

Do you have any plans to move into or continue in
a non teaching job in elementary or secondary
education?

Taught, prepared,
or were
currently
considering

Teaching career
paths

Why did you major in teacher education?

Teacher education
majors who
said no to
screeners 1
and 3 and had
neither applied
nor taught
since
graduation

Plan to teach in future

Teacher education
majors who
said no to
screeners 1
and 3 and had
neither applied
nor taught
since
graduation

Loan forgiveness program awareness and
participation

All who taught,
prepared, or
are currently
considering

Loan forgiveness
programs

Locating information

All

Tracing for next
follow-up

Was not included in
field test, will
not be in full
scale

Drop; not
analytically
useful

NOTE: This
addresses
TEACH grants

Additional Foreign Language Questions
NAAL 2003
Question

Similar/modified/
new

A-5, A-6

Similar

This a gateway question to differentiate
between native and non-native speakers.

What language do you consider
to be your native language?

A-7

Similar

This question to be used to set primary
language acquisition

Do you know any other
language(s) or have you ever
taken classes in a foreign
language?

A-8

Modified

The NAAL currently asks this question in
respect to ESL classes. We would like to
modify it have it apply to all people who
know more than one language.

Which second language do you
know best?

A-13

Similar

This question to be used to set secondary
language acquisition

How long ago did you last take a
[T_LNGNAM] class?

A-10

Similar

This question asked to understand when
last formal class was taken.

A-5

Similar

A-14, A-15

Similar

---

New

---

New

Proposed Wording

Is English your native language?

Growing-up, did you speak
[T_LNGNAM] at home always,
sometimes, or never?
In comparison to your English,
how proficient in [T_LNGNAM]
are you in the following:
Currently, do you interact with
people in [T_LNGNAM] on a
regular basis?
Do you use, or plan to use, your
[T_LNGNAM] in your career?

Justification

This language to determine how nonenglish language was spoken in home.

Question asked to get self-assessment of
non-english language skills versus english.
These questions are not asked in the NAAL.
We would like to cognitively test these so
that we may get an accurate picture of how
people are maintaining their 2nd language
skills

Additional Questions Adopted from the National Science Foundation's 2008 
National Survey of Recent College Graduates
Proposed Wording 
Would you say your job is closely 
related, somewhat related, or not 
related to your bachelor's degree 
from BA school? 
Which of the following factors 
influenced your decision to work 
in an area outside of your BA 
school bachelor's degree field...
Which of the following was your 
most important reason for 
working in an area outside of your 
bachelor's degree field...
Which of the following was your 
second most important reason for 
working in an area outside of your 
[Y_NPSCHL] bachelor's degree 
field...
Of which foreign country are you 
a citizen?
Are you a U.S. citizen...

NSF 2008 
NSRCG 
Question  Similar/modified/ new 

Justification 

New 

To find out if sample member 
associates work with bachelor's 
degree.  Analytically useful in 
recession.

New 

To find out if sample member 
took job due to economic 
necessity.  Analytically useful in 
recession.

New 

To have sample member 
prioritize reasons for working 
out of bachelor's degree field.

B21

New 

To have sample member 
prioritize reasons for working 
out of bachelor's degree field.

D11

New 

D9

New 

B19

B20

B21

For non‐citizens to find out 
country of citizenship.
For citizens to find out if they 
were born in the U.S. or 
naturalized another way.