Item Details

Washington State Achievers Longitudinal Surveys, 2000-2007 [electronic resource]

Bill and Melinda Gates Foundation
Format
Computer Resource; Online; Dataset
Published
Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013
Edition
2013-04-03
Series
ICPSR
Gates Foundation Scholars Series
ICPSR (Series)
Access Restriction
AVAILABLE. This study is freely available to the general public.
Abstract
The Washington State Achievers Scholarship program (WSA) started as part of an initiative by the Bill and Melinda Gates Foundation to fund and support 16 high schools in Washington State as they redesigned their schools in order to increase academic achievement for all of their students. The program was administered through the College Success Foundation, formerly the Washington College Success Foundation. All students at these 16 high schools (Cleveland High School, Clover Park High School, Davis High School, Foster High School, Henry Foss High School, Kent-Meridian High School, Kittitas High School, Lincoln High School, Mabton High School, Mariner High School, Mount Tahoma High School, Stevenson High School, Tonasket High School, Truman High School, West Valley High School, Yelm High School) also known as Achiever schools were eligible to apply for a scholarship through WSA. Each year for ten years (2001-2010), approximately 500 students were selected to receive a scholarship. The requirements were that students be from families with low to modest incomes, qualify for state need-grant assistance, and they must have the desire to attain a 4-year degree. Scholarship students were selected in the spring of their final year of high school and began attending college the following fall. The first cohort began college in the fall of 2001 and the final cohort began in the fall of 2010. Questions were asked pertaining to students' feelings of success throughout their years in college. There were asked about their involvement in the community, their attitudes and goals as scholars or non-recipients, how helpful they found their mentorship experience, as well as the reasons, if applicable, why their enrollment in college was interrupted. For each Cohort (2001, 2002, 2003, 2005, 2007) this study contains data for the Baseline, 1st Follow-up, 2nd Follow Up, and Longitudinal surveys where applicable. In addition, Non-Cognitive scores and Non-Enrollee surveys were also made available. Follow-up surveys and Longitudinal surveys were intended to capture the long-term effects of the program on the educational and occupational paths of the recipients. Demographic variables include questions about race, ethnicity, gender, marital status, college enrolled, major field of study, work history, and educational finances.Cf: http://doi.org/10.3886/ICPSR34374.v1
Contents
  • Freshman Cohort 1 (2001) Baseline Survey
  • Freshman Cohort 1 (2001) Baseline Survey - Restricted Use
  • Freshman Cohort 1 (2001) 1st Follow-up Survey
  • Freshman Cohort 1 (2001) 1st Follow-up Survey - Restricted Use
  • Freshman Cohort 1 (2001) 2nd Follow-up Survey
  • Freshman Cohort 1 (2001) 2nd Follow-up Survey - Restricted Use
  • Freshman Cohort 1 (2001) Longitudinal Survey
  • Freshman Cohort 1 (2001) Longitudinal Survey - Restricted Use
  • Freshman Cohort 1 (2001) Non-Cognitive Scores - (Supplemental Data)
  • Freshman Cohort 1 (2001) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
  • Freshman Cohort 1 (2001) Non-Enrollee Survey
  • Freshman Cohort 1 (2001) Non-Enrollee Survey - Restricted Use
  • Freshman Cohort 2 (2002) Non-Enrollee Survey
  • Freshman Cohort 2 (2002) Non-Enrollee Survey - Restricted Use
  • Freshman Cohort 3 (2003) Baseline Survey
  • Freshman Cohort 3 (2003) Baseline Survey - Restricted Use
  • Freshman Cohort 3 (2003) 1st Follow-up Survey
  • Freshman Cohort 3 (2003) 1st Follow-up Survey - Restricted Use
  • Freshman Cohort 3 (2003) 2nd Follow-up Survey
  • Freshman Cohort 3 (2003) 2nd Follow-up Survey - Restricted Use
  • Freshman Cohort 3 (2003) Longitudinal Survey
  • Freshman Cohort 3 (2003) Longitudinal Survey - Restricted Use
  • Freshman Cohort 3 (2003) Non-Cognitive Scores - (Supplemental Data)
  • Freshman Cohort 3 (2003) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
  • Freshman Cohort 5 (2005) Baseline Survey
  • Freshman Cohort 5 (2005) Baseline Survey - Restricted Use
  • Freshman Cohort 5 (2005) 1st Follow-up Survey
  • Freshman Cohort 5 (2005) 1st Follow-up Survey - Restricted Use
  • Freshman Cohort 5 (2005) Non-Cognitive Scores - (Supplemental Data)
  • Freshman Cohort 5 (2005) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
  • Freshman Cohort 7 (2007) Baseline Survey
  • Freshman Cohort 7 (2007) Baseline Survey - Restricted Use
  • Freshman Cohort 7 (2007) Non-Cognitive Scores - (Supplemental Data)
  • Freshman Cohort 7 (2007) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
Description
Mode of access: Intranet.
Notes
Title from ICPSR DDI metadata of 2016-02-11.
Series Statement
ICPSR 34374
ICPSR (Series) 34374
Other Forms
Also available as downloadable files.
Logo for Copyright Not EvaluatedCopyright Not Evaluated
Technical Details

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    a| The Washington State Achievers Scholarship program (WSA) started as part of an initiative by the Bill and Melinda Gates Foundation to fund and support 16 high schools in Washington State as they redesigned their schools in order to increase academic achievement for all of their students. The program was administered through the College Success Foundation, formerly the Washington College Success Foundation. All students at these 16 high schools (Cleveland High School, Clover Park High School, Davis High School, Foster High School, Henry Foss High School, Kent-Meridian High School, Kittitas High School, Lincoln High School, Mabton High School, Mariner High School, Mount Tahoma High School, Stevenson High School, Tonasket High School, Truman High School, West Valley High School, Yelm High School) also known as Achiever schools were eligible to apply for a scholarship through WSA. Each year for ten years (2001-2010), approximately 500 students were selected to receive a scholarship. The requirements were that students be from families with low to modest incomes, qualify for state need-grant assistance, and they must have the desire to attain a 4-year degree. Scholarship students were selected in the spring of their final year of high school and began attending college the following fall. The first cohort began college in the fall of 2001 and the final cohort began in the fall of 2010. Questions were asked pertaining to students' feelings of success throughout their years in college. There were asked about their involvement in the community, their attitudes and goals as scholars or non-recipients, how helpful they found their mentorship experience, as well as the reasons, if applicable, why their enrollment in college was interrupted. For each Cohort (2001, 2002, 2003, 2005, 2007) this study contains data for the Baseline, 1st Follow-up, 2nd Follow Up, and Longitudinal surveys where applicable. In addition, Non-Cognitive scores and Non-Enrollee surveys were also made available. Follow-up surveys and Longitudinal surveys were intended to capture the long-term effects of the program on the educational and occupational paths of the recipients. Demographic variables include questions about race, ethnicity, gender, marital status, college enrolled, major field of study, work history, and educational finances.Cf: http://doi.org/10.3886/ICPSR34374.v1
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    t| Freshman Cohort 1 (2001) Baseline Survey
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    t| Freshman Cohort 1 (2001) Baseline Survey - Restricted Use
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    t| Freshman Cohort 1 (2001) 1st Follow-up Survey
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    t| Freshman Cohort 1 (2001) 1st Follow-up Survey - Restricted Use
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    t| Freshman Cohort 1 (2001) 2nd Follow-up Survey
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    t| Freshman Cohort 1 (2001) 2nd Follow-up Survey - Restricted Use
    505
      
      
    t| Freshman Cohort 1 (2001) Longitudinal Survey
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    t| Freshman Cohort 1 (2001) Longitudinal Survey - Restricted Use
    505
      
      
    t| Freshman Cohort 1 (2001) Non-Cognitive Scores - (Supplemental Data)
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    t| Freshman Cohort 1 (2001) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
    505
      
      
    t| Freshman Cohort 1 (2001) Non-Enrollee Survey
    505
      
      
    t| Freshman Cohort 1 (2001) Non-Enrollee Survey - Restricted Use
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    t| Freshman Cohort 2 (2002) Non-Enrollee Survey
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    t| Freshman Cohort 2 (2002) Non-Enrollee Survey - Restricted Use
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    t| Freshman Cohort 3 (2003) Baseline Survey
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    t| Freshman Cohort 3 (2003) Baseline Survey - Restricted Use
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    t| Freshman Cohort 3 (2003) 1st Follow-up Survey
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    t| Freshman Cohort 3 (2003) 1st Follow-up Survey - Restricted Use
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    t| Freshman Cohort 3 (2003) 2nd Follow-up Survey
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    t| Freshman Cohort 3 (2003) 2nd Follow-up Survey - Restricted Use
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    t| Freshman Cohort 3 (2003) Longitudinal Survey
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    t| Freshman Cohort 3 (2003) Longitudinal Survey - Restricted Use
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    t| Freshman Cohort 3 (2003) Non-Cognitive Scores - (Supplemental Data)
    505
      
      
    t| Freshman Cohort 3 (2003) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
    505
      
      
    t| Freshman Cohort 5 (2005) Baseline Survey
    505
      
      
    t| Freshman Cohort 5 (2005) Baseline Survey - Restricted Use
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    t| Freshman Cohort 5 (2005) 1st Follow-up Survey
    505
      
      
    t| Freshman Cohort 5 (2005) 1st Follow-up Survey - Restricted Use
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    t| Freshman Cohort 5 (2005) Non-Cognitive Scores - (Supplemental Data)
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    t| Freshman Cohort 5 (2005) Non-Cognitive Scores - (Supplemental Data) - Restricted Use
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    t| Freshman Cohort 7 (2007) Baseline Survey
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    t| Freshman Cohort 7 (2007) Baseline Survey - Restricted Use
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    a| Population of Washington state students from the 16 participating high schools that graduated during the years 2001-2007.
    650
      
    7
    a| academic achievement 2| icpsr
    650
      
    7
    a| bachelors degrees 2| icpsr
    650
      
    7
    a| career development 2| icpsr
    650
      
    7
    a| career guidance 2| icpsr
    650
      
    7
    a| college students 2| icpsr
    650
      
    7
    a| community involvement 2| icpsr
    650
      
    7
    a| education 2| icpsr
    650
      
    7
    a| education reform 2| icpsr
    650
      
    7
    a| educational needs 2| icpsr
    650
      
    7
    a| educational opportunities 2| icpsr
    650
      
    7
    a| employment 2| icpsr
    650
      
    7
    a| ethnic groups 2| icpsr
    650
      
    7
    a| financial support 2| icpsr
    650
      
    7
    a| foundations 2| icpsr
    650
      
    7
    a| Gates, Bill 2| icpsr
    650
      
    7
    a| high school graduates 2| icpsr
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    7
    a| high school students 2| icpsr
    650
      
    7
    a| higher education 2| icpsr
    650
      
    7
    a| minorities 2| icpsr
    650
      
    7
    a| postsecondary education 2| icpsr
    650
      
    7
    a| retention rates 2| icpsr
    650
      
    7
    a| scholarships 2| icpsr
    650
      
    7
    a| school dropouts 2| icpsr
    650
      
    7
    a| student financial aid 2| icpsr
    650
      
    7
    a| students 2| icpsr
    650
      
    7
    a| universities 2| icpsr
    650
      
    7
    a| work 2| icpsr
    650
      
    7
    a| work experience 2| icpsr
    653
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    653
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    a| ICPSR V.A. Education, United States
    653
    0
      
    a| ICPSR XVII.C.1. Social Institutions and Behavior, Socialization, Students, and Youth, United States
    710
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    a| Bill and Melinda Gates Foundation
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Availability

Access Online