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Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007 [electronic resource]

Bill and Melinda Gates Foundation
Format
Computer Resource; Online
Published
Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013
Edition
2013-05-07
Series
ICPSR
Gates Foundation Scholars Series
ICPSR (Series)
Access Restriction
AVAILABLE. This study is freely available to the general public.
Abstract
In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for cohort 3.Cf: http://doi.org/10.3886/ICPSR34438.v1
Contents
  • Freshmen Cohort 3 (2003) Baseline Survey
  • Freshmen Cohort 3 (2003) Baseline Survey - Restricted Use
  • Freshmen Cohort 3 (2005) 1st Follow-Up Survey
  • Freshmen Cohort 3 (2005) 1st Follow-Up Survey - Restricted Use
  • Freshmen Cohort 3 (2007) 2nd Follow-Up Survey
  • Freshmen Cohort 3 (2007) 2nd Follow-Up Survey - Restricted Use
  • Freshmen Cohort 3 (2003, 2005, 2007) Longitudinal Survey (Baseline, 1st and 2nd Follow-Up)
  • Freshmen Cohort 3 (2003, 2005, 2007) Longitudinal Survey (Baseline, 1st and 2nd Follow-Up) - Restricted Use
  • Freshmen Cohort 3 (2003, 2005) Longitudinal Survey (Baseline, 1st Follow-Up)
  • Freshmen Cohort 3 (2003, 2005) Longitudinal Survey (Baseline, 1st Follow-Up) - Restricted Use
  • Freshmen Cohort 3 (2003, 2007) Longitudinal Survey (Baseline, 2nd Follow-Up)
  • Freshmen Cohort 3 (2003, 2007) Longitudinal Survey (Baseline, 2nd Follow-Up) - Restricted Use
  • Freshmen Cohort 3 (2005, 2007) Longitudinal Survey (1st and 2nd Follow-Up)
  • Freshmen Cohort 3 (2005, 2007) Longitudinal Survey (1st and 2nd Follow-Up) - Restricted Use
  • Freshmen Cohort 3 (2002) Non-cognitive Scores
  • Freshmen Cohort 3 (2002) Non-cognitive Scores - Restricted Use
Description
Mode of access: Intranet.
Notes
Title from ICPSR DDI metadata of 2016-02-11.
Series Statement
ICPSR 34438
ICPSR (Series) 34438
Other Forms
Also available as downloadable files.
Copyright Not EvaluatedCopyright Not Evaluated
Technical Details
  • Staff View

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    a| MiAaI c| MiAaI
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    0
    0
    a| Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007 h| [electronic resource] c| Bill and Melinda Gates Foundation
    250
      
      
    a| 2013-05-07
    260
      
      
    a| Ann Arbor, Mich. b| Inter-university Consortium for Political and Social Research [distributor] c| 2013
    490
      
      
    a| ICPSR v| 34438
    490
      
      
    a| Gates Foundation Scholars Series
    516
      
      
    a| Numeric
    538
      
      
    a| Mode of access: Intranet.
    500
      
      
    a| Title from ICPSR DDI metadata of 2016-02-11.
    536
      
      
    a| Bill and Melinda Gates Foundation
    506
      
      
    a| AVAILABLE. This study is freely available to the general public.
    530
      
      
    a| Also available as downloadable files.
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    3
      
    a| In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). In 2000, the first year of the program, over 4,000 grants were awarded to minority students who were entering college or continuing their undergraduate or graduate studies during the 2000-2001 academic year. Since then, an additional 1,000 scholarships have been awarded to outstanding freshmen every year. Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. The survey was distributed to Cohort 1 (award year 2000), Cohort 2 (award year 2001), Cohort 3 (award year 2002), Cohort 5 (award year 2004), and Cohort 9 (award year 2008). Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. This is an ongoing survey with the fifth, and final, follow-up occurring 18 years after high school around the age of 36. The survey included questions that address the topics of (a) social, cultural, linguistic, economic background; (b) race/ethnicity and gender patterns; (c) high school preparation and experiences; (d) the role of financial aid; (e) college choice; (f) major choice; (g) engagement and leadership in college; (h) academic achievement, persistence, and completions; (i) graduate education plans; (j) career choice and transition to the workplace; and (k) democratic values and leadership after college. Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients. Non-cognitive scores are also available for cohort 3.Cf: http://doi.org/10.3886/ICPSR34438.v1
    505
      
      
    t| Freshmen Cohort 3 (2003) Baseline Survey
    505
      
      
    t| Freshmen Cohort 3 (2003) Baseline Survey - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2005) 1st Follow-Up Survey
    505
      
      
    t| Freshmen Cohort 3 (2005) 1st Follow-Up Survey - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2007) 2nd Follow-Up Survey
    505
      
      
    t| Freshmen Cohort 3 (2007) 2nd Follow-Up Survey - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2003, 2005, 2007) Longitudinal Survey (Baseline, 1st and 2nd Follow-Up)
    505
      
      
    t| Freshmen Cohort 3 (2003, 2005, 2007) Longitudinal Survey (Baseline, 1st and 2nd Follow-Up) - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2003, 2005) Longitudinal Survey (Baseline, 1st Follow-Up)
    505
      
      
    t| Freshmen Cohort 3 (2003, 2005) Longitudinal Survey (Baseline, 1st Follow-Up) - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2003, 2007) Longitudinal Survey (Baseline, 2nd Follow-Up)
    505
      
      
    t| Freshmen Cohort 3 (2003, 2007) Longitudinal Survey (Baseline, 2nd Follow-Up) - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2005, 2007) Longitudinal Survey (1st and 2nd Follow-Up)
    505
      
      
    t| Freshmen Cohort 3 (2005, 2007) Longitudinal Survey (1st and 2nd Follow-Up) - Restricted Use
    505
      
      
    t| Freshmen Cohort 3 (2002) Non-cognitive Scores
    505
      
      
    t| Freshmen Cohort 3 (2002) Non-cognitive Scores - Restricted Use
    567
      
      
    a| Population of American high school students graduating in the year of 2002 who meet the criteria established by the Gates Foundation as stated in the summary.
    650
      
    7
    a| academic achievement 2| icpsr
    650
      
    7
    a| college students 2| icpsr
    650
      
    7
    a| doctoral programs 2| icpsr
    650
      
    7
    a| education 2| icpsr
    650
      
    7
    a| financial support 2| icpsr
    650
      
    7
    a| graduate schools 2| icpsr
    650
      
    7
    a| high school graduates 2| icpsr
    650
      
    7
    a| high school students 2| icpsr
    650
      
    7
    a| high schools 2| icpsr
    650
      
    7
    a| higher education 2| icpsr
    650
      
    7
    a| leadership 2| icpsr
    650
      
    7
    a| masters programs 2| icpsr
    650
      
    7
    a| minorities 2| icpsr
    650
      
    7
    a| poverty 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| undergraduate programs 2| icpsr
    650
      
    7
    a| work 2| icpsr
    650
      
    7
    a| work experience 2| icpsr
    653
    0
      
    a| RCMD XIII. Race and Ethnicity
    653
    0
      
    a| RCMD IX.F. Native American
    653
    0
      
    a| RCMD IX. Minority Populations
    653
    0
      
    a| ICPSR V. Education
    653
    0
      
    a| RCMD IX.E. Latino
    653
    0
      
    a| RCMD IX.A. African American
    653
    0
      
    a| ICPSR V.A. Education, United States
    653
    0
      
    a| RCMD IX.G. Pacific Islander
    653
    0
      
    a| RCMD III. Education
    653
    0
      
    a| RCMD IX.C. Asian
    710
    2
      
    a| Bill and Melinda Gates Foundation
    710
    2
      
    a| Inter-university Consortium for Political and Social Research.
    830
      
    0
    a| ICPSR (Series) v| 34438
    856
    4
    0
    u| http://proxy.its.virginia.edu/login?url=http://doi.org/10.3886/ICPSR34438.v1
    999
      
      
    w| WEB l| INTERNET m| UVA-LIB t| INTERNET
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