Cornelia Kristen, Anika Römmer, Walter Müller and Frank Kalter  
  Longitudinal Studies for Education Reports: European and North American Examples vergrößerte Ansicht in neuem Fenster  
  Report commissioned by the Federal Ministry of Education and Research  
  Education Reform Volume 10  
  92 pp., Berlin, Federal Ministry of Education and Research (BMBF), 2005.  
   
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Abstract

This report presents a selection of longitudinal studies on educational pathways conducted in various European countries and North America, some of which have been conducted for decades. The studies provide crucial information on important stages in the educational careers of children, adolescents, and young adults. Especially notable here are longitudinal programs combining different sources and types of data, such as achievement assessments, questionnaires/interviews involving students, parents, and teachers, and registry records. This expert's report begins with a systematic stocktaking of key longitudinal studies in Canada, France, the Netherlands, Sweden, the United Kingdom, and the United States. The report also indicates how these programs have been utilized for national education reports. The final section presents observations on, and initial proposals for, the establishment of a longitudinal study on educational pathways in Germany.

Contents
 
1 Introduction
   
2 Longitudinal Studies on Educational Pathways
   
2.1 The Key Studies in Different Countries
2.2 United Kingdom (England)
2.2.1 The Birth Cohort Studies
2.2.1.1 National Child Development Study (NCDS)
2.2.1.2 1970 Birth Cohort Study (BCS70)
2.2.1.3 Millennium Cohort Study (MCS) .
2.2.2 Longitudinal Studies of the Department for Education and Skills
2.2.2.1 Youth Cohort Study (YCS)
2.2.2.2 Longitudinal Study of Young People in England (LSYPE) .
2.2.3 Summary and Evaluation
2.3 Sweden
2.3.1 Evaluation Through Follow-up (ETF)
2.3.2 Summary and Evaluation
2.4 USA
2.4.1 The Key Longitudinal Studies on Educational Pathways
2.4.1.1 Early Childhood Longitudinal Study (ECLS) .
2.4.1.2 National Longitudinal Study of the High School Class of 1972 (NLS-72) .
2.4.1.3 High School and Beyond (HS&B) Longitudinal Study
2.4.1.4 National Education Longitudinal Study of 1988 (NELS:88)
2.4.1.5 Education Longitudinal Study of 2002 (ELS:2002)
2.4.1.6 Beginning Postsecondary Students (BPS) Longitudinal Study .
2.4.1.7 Baccalaureate & Beyond (B&B) Longitudinal Study
2.4.2 Summary and Evaluation
2.5 France
2.5.1 Panels d’Élèves .
2.5.2 Summary and Evaluation
2.6 The Netherlands
2.6.1 The Key Longitudinal Studies on Educational Pathways
2.6.1.1 PRIMA-cohorten Basis- en Speciaal Basisonderwijs (PRIMA)
2.6.1.2 Voortgezet Onderwijs Cohort Leerlingen (VOCL) .
2.6.2 Summary and Evaluation
2.7 Canada
2.7.1 The Key Longitudinal Studies on Educational Pathways
2.7.1.1 National Longitudinal Survey of Children and Youth (NLSCY)
2.7.1.2 Youth in Transition Survey (YITS) .
2.7.2 Summary and Evaluation
2.8 Summary
   
3 Using Longitudinal Studies for Education Reports
3.1 England
3.2 Sweden
3.3 USA
3.4 France
3.5 The Netherlands
3.6 Canada
   
4 Thoughts on a German Longitudinal Study of Educational Pathways
4.1 Why do We Need Longitudinal Data on Educational Pathways?
4.2 The Key Education Stages and Surveys
4.3 Phases in the Establishment of a Longitudinal Study
4.3.1 Planning
4.3.1.1 Aims
4.3.1.2 Study Design and Sampling
4.3.1.3 Establishing Standards
4.3.1.4 Organizational Structure and Infrastructure
4.3.2 Data Collection
4.3.3 Data Management
4.3.3.1 Data Editing and Initial Data Analysis
4.3.3.2 Data Access and Data Protection
4.3.3.3 The Necessity of Data Combination
   
Appendix
A Experts Consulted
B Selected References
C Index of Tables
D Index of Figures
E Abbreviations