NLSW -Mature and Young Women

• Mature Women cohort 
• Young Women cohort

Mature Women cohort

In each survey year, respondents provided data on their class of worker status. In the 1967-92 surveys, respondents reported whether they (1) worked for a private company or an individual for wages, salary, or commission; (2) were government employees; (3) were self-employed in their own business, professional practice, or farm; or (4) were working without pay in a family business or farm.

Beginning with the 1995 survey, the categories changed; respondents were now classified as working for (1) the government, (2) a private for-profit company, (3) a nonprofit organization, or (4) a family business. A further question asked at each interview determined whether the business or professional practice is incorporated.

After 1977, the government classification includes data on whether the level of government is federal, state, or local. The reference job for these class of worker variables is usually the "current or last job"; however, during the early survey years, the reference job was the "current job."

Definitions for class of worker classifications are available in Figure MW1.

Each year, survey staff created collapsed versions of the class of worker variables combining the questions described above. These variables distinguish between (1) wage and salaried workers (including those self-employed respondents who work in an incorporated business), (2) government employees, (3) workers self-employed in unincorporated businesses or farms, and (4) those working without pay on family farms or businesses. These collapsed variables are available for all respondents regardless of current employment status; class of worker status for respondents who are unemployed or out of the labor force is derived from the last job reported.

Class of worker data are available not only for the current or last job but also, during select survey years, for one or more intervening jobs held since the date of the last interview or for dual jobs. Of related interest is the series of class of worker variables for the longest job held between/after certain life course events (school, marriage, birth of child), which was collected for select universes during the 1967 fielding of the survey.

Young Women cohort

In each survey year, respondents provided data on their class of worker status. In the 1968-93 surveys, respondents reported whether they (1) worked for a private company or an individual for wages, salary, or commission; (2) were government employees; (3) were self-employed in their own business, professional practice, or farm; or (4) were working without pay in a family business or farm.

Beginning with the 1995 survey, the categories changed; respondents were classified as working for (1) the government, (2) a private for-profit company, (3) a nonprofit organization, or (4) a family business. A further question asked at each interview determines whether the business or professional practice was incorporated.

After 1977, the government classification included data on whether the level of government was federal, state, or local. The reference job for these class of worker variables is usually the "current or last job"; however, during the early survey years, the reference job was the "current job."

Definitions for class of worker classifications are available in Figure YW1.

Each year, survey staff created collapsed versions of the class of worker variables combining the questions described above. These variables distinguish between (1) wage and salaried workers (including those self-employed respondents who work in an incorporated business), (2) government employees, (3) workers self-employed in unincorporated businesses or farms, and (4) those working without pay on family farms or businesses. These collapsed variables are available for all respondents regardless of current employment status; class of worker status for respondents who are unemployed or out of the labor force is derived from the last job reported.

Class of worker data are available not only for the current or last job but also, during select survey years, for one or more intervening jobs held since the date of the last interview or for dual jobs. Of related interest are two variables that report the resident's class of worker at the last job she held before and first job after the birth of the respondent's first child, constructed from data collected during the 1973 survey. These variables, part of a set of created variables on employment characteristics of young mothers, also identify respondents who never worked prior to and subsequent to their first birth.

• Mature Women cohort
• Young Women cohort

Mature Women cohort

This section describes the labor force status variables, which capture work activity in the week before the interview. For a more comprehensive discussion on employment variables, see the Work Experience section.

Each questionnaire's Current Labor Force Status section collected information on the labor market activity in which respondents were engaged during most of the week prior to the interview. This series is based on the questions asked in the monthly Current Population Survey (CPS) of American households conducted by the Census Bureau for the Department of Labor. The primary purpose of the CPS is to collect up-to-date information about the number of persons in the country who are employed, unemployed, or out of the labor force during a given survey week. Results from the CPS surveys, released in the monthly publication Employment and Earnings, provide detailed information, classified by age, sex, race, and various other characteristics, on the employment and unemployment experiences of the U.S. population.

Survey week labor force status

Two sets of variables describe each respondent's labor force status during the survey week for each survey. Due to the redesign of the Current Population Survey in 1994 and the subsequent redesign of the comparable Mature Women questions, the questions and related variables are slightly different starting in 1995.

1. Activity Most of Survey Week/Work for Pay or Profit

   The 1967-92 'Activity Most of Survey Week' variables reflect each respondent's reply to the survey question "What were you doing most of last week?"  "Last week" refers to the full calendar week (Sunday through Saturday) preceding the date of interview.  Although coding categories differ slightly over time, the following categories of responses have been used to classify the data:  (a) working; (b) with a job, not at work; (c) looking for work; (d) going to school; (e) keeping house; (f) unable to work; and (g) other.  A new coding category, "retired," was added in 1991.  Beginning in the mid-1980s, two versions of the 'Activity Most of Survey Week' variables, one edited by the Census Bureau and an unedited version, were made available to the public.  In the early years of these surveys, responses to the CPS section were never edited.  However, minor inconsistency problems, which developed during the creation of employment variables, over time led the Census Bureau to start editing the questions before running the ESR (Employment Status Recode) program.  CHRR requested that the unedited versions continue to be made available, appending "Edited," "Ed," or "E" to the edited variable descriptions to help researchers distinguish between the two.  Additional information on this editing procedure can be found in the User Notes discussion in the Industries section. 
   
   The main survey week activity question was followed by a second question that sought to identify those respondents who did any work at all last week in addition to a main non-working activity (such as "looking for work" or "going to school"). This follow-up question was asked of all respondents except those who indicated that they were working or were unable to work.
   
   Definitions for each of these labor market activities are intended to be consistent with those utilized in the CPS. Census interviewers are instructed to use their CPS manual for assistance in coding the current labor force status questions. Since Census is responsible for CPS data collection, it is likely that NLS CPS questions are interpreted in a consistent manner.
   
   Starting in 1995, the redesigned question series titled "Work for Pay or Profit" asked whether the respondent had worked for pay or profit in the week before the interview. Follow-ups then asked about other activities during the reference week.

2. Employment Status Recode (ESR)/Monthly Labor Recode (MLR)

   Created by the Census Bureau, ESR and MLR are very similar variables that recode responses to various employment-related questions into a consistent measure of each respondent's survey week labor force activity. ESR was constructed for the 1967-92 surveys; due to changes in the Current Population Survey which were reflected in the Mature Women "Current Labor Force Status" section, MLR is constructed for 1995 and subsequent surveys. A series of decision rules, depicted in Table MW1 below, clusters information collected from twelve core questions (dealing with main survey week activity, hours worked, whether/why absent from a job, job search activity, occupation, class of worker, etc.) into positive or negative indicators of "working," "with a job but not at work," and "unemployed (looking for work)." To be assigned to one of these recodes, a respondent must display at least two positive and no negative indicators that she belongs to one of these groups; otherwise she is considered to belong to one of the "not in the labor force" categories. For example, working more than 14 hours/week and a class of worker of "private employee" are positive indicators for a "working" ESR/MLR; a respondent with these positive indicators would not have any negative indicators for a "working" ESR/MLR. 

Either ESR or MLR is available for all survey years except 1984 and 1986.

The various codes that categorize activities for those respondents not in the labor force vary across survey years and cohort. Table MW2 presents the coded values by survey year for the ESR/MLR variables.

While the "Current Labor Force Status" sections of NLS questionnaires follow the wording and format of those asked in the CPS, users should be aware that NLS CPS sections include additional questions over and above those found in the CPS surveys.

Classification of "unemployed" and "out of the labor force" for the telephone surveys in 1974, 1976, 1979, 1981, and 1987 is not absolutely consistent with CPS definitions due to the absence of one question, "What were you doing last week to find work?" Beginning in 1995, MLR replaced ESR to match changes in the Current Population Survey; the decision rules for MLR are slightly different. In this year, CHRR also began to create the status variable, which had previously been created by the Census Bureau.

Researchers examining employment over time can construct a loose approximation of ESR/MLR by using positive responses to the following three questions: (1) Did you do any work at all last week? (2) Did you have a job or business from which you were temporarily absent? and (3) Have you been looking for work? A respondent, for example, who is coded "other" on 'Activity Most of Survey Week' but has a job from which she was absent would be reclassified as "working."

Young Women cohort

This section describes the labor force status variables, which capture work activity in the week before the interview. For a more comprehensive discussion on employment variables, see the Work Experience section.

Each questionnaire's Current Labor Force Status section collects information on the labor market activity in which respondents were engaged during most of the week prior to the interview. This series is based on the questions asked in the monthly Current Population Survey (CPS) of American households conducted by the Census Bureau for the Department of Labor. The primary purpose of the CPS is to collect up-to-date information about the number of persons in the country who are employed, unemployed, or out of the labor force during a given survey week. Results from the CPS surveys, released in the monthly publication Employment and Earnings, provide detailed information, classified by age, sex, race, and various other characteristics, on the employment and unemployment experiences of the U.S. population.

Survey Week Labor Force Status

Two sets of variables describe each respondent's labor force status during the survey week for each survey. Due to the redesign of the Current Population Survey in 1994 and the subsequent redesign of the comparable Young Women questions, the questions and related variables are slightly different starting in 1995.

1. Activity Most of Survey Week/Work for Pay or Profit

   The 1968-93 'Activity Most of Survey Week' variables reflect each respondent's reply to the survey question "What were you doing most of last week?" "Last week" refers to the full calendar week (Sunday through Saturday) preceding the date of interview. Although coding categories differ slightly over time, the following categories of responses were used to classify the data: (a) working; (b) with a job, not at work; (c) looking for work; (d) going to school; (e) keeping house; (f) unable to work; and (g) other. A new coding category, "retired," was added in 1991. Beginning in the mid-1980s, two versions of the 'Activity Most of Survey Week' variables, one edited by the Census Bureau and an unedited version, were made available to the public. In the early years of these surveys, responses to the CPS section were never edited. However, minor inconsistency problems, which developed during the creation of employment variables, over time led the Census Bureau to start editing the questions before running the ESR (Employment Status Recode) program. BLS requested that the unedited versions continue to be made available, appending "Edited," "Ed," or "E" to the edited variable descriptions to help researchers distinguish between the two. Additional information on this editing procedure can be found in the User Notes discussion in the Industries section.
   
   The main survey week activity question is followed by a second question that seeks to identify those respondents who did any work at all last week in addition to a main non-working activity (such as "looking for work" or "going to school"). This follow-up question is asked of all respondents except those who indicate that they were working or were unable to work.
   
   Definitions for each of these labor market activities are intended to be consistent with those utilized in the CPS. Census interviewers are instructed to use their CPS manual for assistance in coding the current labor force status questions. Since Census is responsible for CPS data collection, it is likely that NLS CPS questions are interpreted in a consistent manner.
   
   Starting in 1995, the redesigned question series titled "Work for Pay or Profit" asked whether the respondent had worked for pay or profit in the week before the interview. Follow-ups then asked about other activities during the reference week.

2. Employment Status Recode (ESR)/Monthly Labor Recode (MLR)

   Created by the Census Bureau, ESR and MLR are very similar variables that recode responses to various employment-related questions into a consistent measure of each respondent's survey week labor force activity. ESR was constructed for the 1968-93 surveys; due to changes in the Current Population Survey that were reflected in the Young Women Current Labor Force Status section, MLR is constructed for 1995 and subsequent surveys. A series of decision rules, depicted below in Table YW1, clusters information collected from ten questions (dealing with main survey week activity, hours worked, whether/why absent from a job, job search activity, occupation, class of worker, etc.) into positive or negative indicators of "working," "with a job but not at work," and "unemployed (looking for work)." To be assigned to one of these recodes, a respondent must display at least two positive and no negative indicators that she belongs to one of these groups; otherwise she is considered to belong to one of the "not in the labor force" categories. For example, working more than 14 hours/week and a class of worker of "private employee" are positive indicators for a "working" ESR/MLR; a respondent with these positive indicators would not have any negative indicators for a "working" ESR/MLR.
   
   Either ESR or MLR is available for all survey years.

The various codes that categorize activities for those respondents not in the labor force vary across survey years and cohort. Table YW2 presents the coded values by survey year for the ESR/MLR variables.

While the "Current Labor Force Status" sections of NLS questionnaires follow the wording and format of those asked in the CPS, users should be aware that NLS CPS sections include additional questions over and above those found in the CPS surveys.

Classification of "unemployed" and "out of the labor force" for the telephone surveys in 1975, 1977, 1980, and 1982 is not absolutely consistent with CPS definitions due to the absence of one question, "What were you doing last week to find work?" Beginning in 1995, MLR replaced ESR to match changes in the Current Population Survey; the decision rules for MLR are slightly different. In this year, CHRR also began to create the status variable, which had previously been created by the Census Bureau.

Researchers examining employment over time can construct a loose approximation of ESR/MLR by using positive responses to the following three questions: (1) Did you do any work at all last week? (2) Did you have a job or business from which you were temporarily absent? and (3) Have you been looking for work? A respondent, for example, who is coded "other" on 'Activity Most of Survey Week' but has a job from which she was absent would be reclassified as "working."

Various aptitude and intelligence test scores (R00603.00-R00610.00) were collected during the Young Women's 1968 school survey. This survey was designed primarily to gather information on respondents' academic performance and on the characteristics of the secondary school most recently attended by respondents. Part of the survey collected information on the respondent's scores on the most recent scholastic aptitude or intelligence tests taken. A created composite score combines the results from such tests as the Otis/Beta/Gamma, the California Test of Mental Maturity, and the Lorge-Thorndike Intelligence Test, as well as the PSAT, SAT, and ACT college entrance examinations. The composite score is referred to as the 'IQ Score' (R00603.00) as described in the appendix to Kohen, 1973 in the Young Women Codebook Supplement. Table YW1 lists each test and the number of respondents for whom data are available. Additional information on this survey can be found in the High School Survey & College Information section of this guide.

One assessment, an abbreviated version of the "Knowledge of the World of Work" scale, was directly administered to the Young Women in 1969. This set of questions (R01105.00-R01114.00) asked respondents to pick one of three statements that best described the duties of each of ten jobs commonly held by women. A total score (R01391.00) was calculated by awarding one point for each correct answer.

References

Kohen, Andrew I. "Determinants of Early Labor Market Success among Young Men: Race, Ability, Quantity and Quality of Schooling." Ph.D. Dissertation, The Ohio State University, 1973.

Light, Audrey. "Notes on the NLS Schooling Data." Columbus, OH: CHRR, The Ohio State University, 1995.

• Mature Women cohort
• Young Women cohort

Mature Women cohort

Training questions were fielded during all survey years except 1968, 1974, 1976, and 1992. The 1967 survey collected information on the training experiences of each respondent during high school and since her regular schooling ended, and on the types of professional or trade certification ever received. Subsequent surveys updated this training and certification record, added both on-the-job training and apprenticeship as categories in the training type/training provider series, and gathered information on the future educational and training plans of the respondents.

The 1967 survey collected information on whether the respondent had been enrolled during high school in a vocational or commercial curriculum and whether, since attending regular school, she had ever participated in a full-time company training program of two or more weeks duration; in other technical or skill training; or additional general training in such courses as English, math, science, or art. Information was gathered for each program on the type of training (professional/technical, managerial, clerical, skilled manual, or general courses); length of and hours per week spent in the training program; completion status; whether the skills acquired were used on the current job; and whether this training had ever been used on a job. In addition, the 1967 survey fielded questions on the respondent's plans to enroll in educational or training courses in the future, whether a certificate had ever been obtained to practice any profession or trade, and, if so, the type (professional [teacher, nurse, etc.] or trade [beautician, etc.]).

A series of variables created from these data summarized--for the longest training program in which the respondent had been enrolled outside of regular school--the characteristic information on each program described above. Another variable coupled the type of training with whether the training was completed. This latter variable was created once again with the 1972 data.

The next four personal interviews (1969, 1971, 1972, and 1977) updated the respondent's record with additional training courses or educational programs in which she participated and/or any new diplomas, degrees, and certificates acquired since the last interview. The 1972 questionnaire repeated the 1967 series on the respondent's plans to seek additional training in the future. Created variables included 'Type and Duration of Longest Occupational Training Program' since 1967 (1969 interview) and since 1967 and 1969 (1971 interview); coding distinguished between programs of "less than 16 weeks" and "16 weeks or more."

Questions about on-the-job training (OJT) and/or other training or educational programs in which the respondent had participated since the last interview were featured in the 1979-89 and 1995-2003 surveys. For each OJT program in which the respondent was enrolled, information was collected on the number of weeks enrolled, hours participated per week, and program completion.

The second training series in the 1979-89 and 1995-2003 surveys continued to record the same type of information as in earlier surveys with the following exceptions/changes:

1. New coding categories were added to the sponsor/provider questions that included apprenticeship beginning in 1981 and community organizations beginning in 1984.
2. In 1984, a government agency category was added that was intended to reflect training programs operated by CETA, JTPA, or other manpower programs.
3. The coding categories for the type of certification series shifted for the 1979 survey only to professional/technical, managerial, etc.
4. Beginning with the 1981 survey, the certification coding categories included: certificate, license, journeyman's card, or other.
5. The 1984 and subsequent surveys added two questions, one on the reason the respondent took the other training program and the second on the kind of work for which she was being trained; the 1995-2003 surveys also asked if the program was required by the respondent's employer.
6. Finally, a question on whether the other training program was part of an apprenticeship program was added to the 1987 and 1989 questionnaires; this question supplemented apprenticeship as a coding category in the provider type series.

Table MW1 presents by survey year and race the numbers of respondents participating in on-the-job and other vocational training programs during 1979-97. Because the universe of respondents asked these questions was different in 1999-2003, those years are not included in the table.

References

Bureau of Labor Statistics. Work and Family: Never Too Old to Learn. Report No. 856. Washington, DC: U.S. Department of Labor, 1993.

Parnes, Herbert S., et al. Dual Careers: A Longitudinal Study of Labor Market Experience of Women. Manpower Research Monograph No. 21. Washington, DC: U.S. Government Printing Office, 1970.

Shaw, Lois B. "Effects of Education and Occupational Training on the Wages of Mature Women." Columbus, OH: Center for Human Resource Research, The Ohio State University, 1983.

Young Women cohort

Training questions were fielded in each survey year. In 1968, respondents were asked a series of questions on their plans for more education or training. The survey also asked about past training, including whether they had ever been enrolled outside of regular schooling in a full-time (two weeks or more) company training course sponsored by an employer, in any other vocational training (such as typing, nursing, or cosmetology) other than on-the-job training, or in additional general courses (e.g., English, mathematics, science, or art) since they stopped attending full-time school.

For each training experience, information was gathered on the type of training (technical/professional, managerial, clerical, skilled manual, semi-skilled manual, other technical, or other training [including basic or general courses]); number of months and hours per week spent in the training; whether the program was completed and if not, the reason; and whether the skills acquired in the training program were used on the respondent's current/last job. Respondents also reported whether they had ever obtained a certificate needed to practice a profession or trade, the type of certificate (e.g., professional [teacher, nurse, etc.] or trade [beautician]), and whether the certificate was currently valid.

Two variables were created from these 1968 data. The first, '# of Years of Occupational Training Outside Regular School, 68,' summarizes the duration of time spent in training by number of programs in which the respondent had participated. The second is 'Type of Longest Occupational Training Program Taken in Past Year, 68.'

Surveys administered during 1969-78 updated the information collected in the initial survey year. For those respondents who had participated since the last interview in a training course or educational program of any kind, either on the job or elsewhere, data were gathered on the type of training, type of organization providing the training (e.g., business college/technical institute, company training school, correspondence school, regular school, and other [including federally funded MDTA or Title V programs]), duration and intensity, completion status, reason for engaging in additional training, and use of the training on the respondent's current/last job.

For those who had obtained a certificate since the last interview, updated information included type of certificate (i.e., professional or trade), occupational code, and whether the certificate was valid. The 1971, 1975, and 1978 questionnaires included only one certificate question; the 1972 survey provided retrospective information on certification back to February 1970. Beginning in 1977, the coding categories for the type of certificate included certificate, license, journeyman's card, or other.

Variations present during the 1969-78 fieldings included the following: (1) Beginning in 1972, regular school as a training provider was differentiated into high school, area vocational school, or community or junior college. (2) Regular 4-year college, university or graduate school; nursing school, hospital, or medical school/college; and government program or agency (federal, state, or local) were added to the training provider series in 1975. (3) During 1972, 1973, and 1978, questions were fielded on the respondent's plans to enroll in additional training or educational programs. (4) Finally, sales and service were added to the type of training categories beginning in 1978.

Beginning in 1980, the training section was restructured to include two series of questions, one dealing with on-the-job training (OJT) courses in which the respondent had participated since the last interview and the second on other training courses or educational programs other than OJT or college courses in which she had enrolled. The OJT series included questions on duration and intensity of the training and whether the respondent was still attending or had completed the program. Beginning with the 1985 survey, two additional OJT questions were regularly administered: (1) specification of the job for which the respondent was being trained and (2) the reason that the respondent decided to take on-the-job training.

The second training series for the 1980-2003 surveys continued the core set of questions asked during the 1968-78 interviews. From 1980 to 1991, there was an additional regularly fielded question on whether the training program was part of an apprenticeship program. Beginning with the 1985 survey, three new questions on the respondent's other training were added that included the collection of information on (1) the kind of work for which the respondent was being trained; (2) whether the respondent's employer required the training; and (3) for those whose employer did not require the training, the reason for taking the training. A new provider type, community organization (e.g., church, temple, synagogue, YMCA, Red Cross, neighborhood association), was added in 1985 as a permanent coding category for the training provider series. Certification information, i.e., whether a certificate had been received as a result of this (other) training and if so, the type of certificate, continued to be collected during the 1980-88 interviews.

Beginning in 1983, respondents identified on the Information Sheet as having been enrolled in a training program at the time of last interview were asked for information on whether they had completed the training and the number of weeks they had been enrolled. (An Information Sheet contained data from previous interviews that could be used to refer to during the current interview). These variables, 'Did R Complete Occupational Training Program Enrolled at Last Interview' and 'Duration of Occupational Training Program Enrolled at Last Interview,' are available for the 1983-2003 survey years. The 1995-2003 surveys included an additional question that asked whether the respondent's employer required the training. Table YW1 presents by year and race the number of respondents participating in on-the-job and other vocational training programs since 1980. Because the universe of respondents asked these questions was different in 1999-2003, those years are not included in the table.

Reference

Shapiro, David and Carr, Timothy J. "Investments in Human Capital and the Earnings of Young Women. "In Years for Decision: A Longitudinal Study of the Educational, Labor Market and Family Experiences of Young Women 1968-1973. Frank L. Mott, ed. R and D Monograph 24, vol. 4. Washington, DC: U.S. Government Printing Office, 1978.

This section, available for Young Women only, describes information collected from the high schools attended by respondents in the Young Women (and Young Men) cohorts and the set of created variables detailing characteristics of up to three colleges attended by respondents.

High School Survey

The Census Bureau, via a separate school survey, collected information on secondary schools during 1968. The survey was mailed directly to the 3,030 schools attended by respondents in the Young Women and Young Men cohorts. After Census conducted follow-up procedures to maximize responses, partial information is available for approximately 95 percent of the schools attended by the members of these two cohorts; complete information is available for 75 percent of the schools (Kohen 1973).

The universe for this survey consisted of those respondents who had (1) completed the ninth grade by the time of the 1968 survey and (2) signed a waiver form permitting Census to collect information from their school record.

The survey collected data on (1) characteristics of the schools (type of school, total student enrollment by grade, annual expenditure per pupil, number of books in the school library); (2) characteristics of the school's teachers and counselors (number of full-time teachers and counselors, annual salary for an inexperienced teacher, presence of a vocational guidance program); and (3) respondents' performances on various aptitude and intelligence tests, as well as their absenteeism and school disciplinary records. Available constructed variables include an index of school quality, number of books per pupil, number of students per full-time teacher, and number of counselors per 100 students.

College information

A series of variables provides information about the colleges attended by respondents in the Young Women and Young Men cohorts during the late 1960s and early 1970s. Data on schooling were collected during the regular surveys (e.g., grade attending, when entered this school, names and locations of colleges, highest grade completed) and merged with information detailing the characteristics of each college to form a set of created variables called the "College Survey."

Certain variables were created for each of up to three colleges attended, i.e., the first college attended, the most recent college attended as of 1971/1972, and the college attended for the longest time between the first and most recent college. These variables include the following: the last year the respondent attended that college, state identification code for the college's location, whether the college was private or public, the type of college or university, the highest college degree offered at the institution, the race/sex composition and socioeconomic status of the student body, an index of institutional selectivity, the number of books in the library, the percentage of faculty with a Ph.D., expenditures per full-time student, the ratio of students to faculty, and an index indicating whether the college was "below average," "average," or "above average" in six areas of occupational/career orientation.

Respondents who attended fewer than three institutions are coded as "NA" for the college attended for the longest time between first and most recent college. For those respondents attending only one institution, characteristics of that institution are reflected twice, both in the series of variables relevant to the first college attended and in those relevant to the most recent college attended.

References

Astin, Alexander. Who Goes Where to College. Chicago: Science Research Associates, 1965.

Kohen, Andrew I. "Determinants of Early Labor Market Success among Young Men: Race, Ability, Quantity and Quality of Schooling." Ph.D. Dissertation, The Ohio State University, 1973.

Light, Audrey. "Notes on the NLS Schooling Data."Columbus, OH: CHRR, The Ohio State University, 1995.