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It highlights how longitudinal data inform understanding of racial and socioeconomic inequalities, differences in schooling experiences, and improved methods for statistical inference. Despite demonstrated value, the program requires substantial modification to its organization and design, including expanded technical expertise, revised sampling and data-collection intervals, embedded experiments, stronger field studies, better linkage across federal and local datasets, and new measures and delivery formats.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-future-for-the-national-education-longitudinal-program/590669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-future-for-the-national-education-longitudinal-program/590669.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the National Education Longitudinal Program described in the article?","Question",{"text":112,"@type":113},"It provides policy-relevant longitudinal evidence on school-to-work transitions and related educational and occupational outcomes, supporting knowledge and policy decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits does the program offer for research and policy?",{"text":117,"@type":113},"The article notes benefits for examining racial and socioeconomic inequalities, how differential schooling experiences shape later outcomes, and using new methods for estimating statistical inferences.",{"name":119,"@type":110,"acceptedAnswer":120},"What major changes does the article recommend to improve the program?",{"text":121,"@type":113},"Recommendations include widening technical expertise, reframing sample populations, adjusting intervals for data collections, embedding experiments and conducting field studies, linking longitudinal panels with other datasets, and developing new measures and delivery forms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590669,1792211504,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nApril-June 2016, Vol. 2, No. 2, pp. 1–13 DOI: 10. 1177/2332858416634686 © The Authors 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nA Future for the National Education Longitudinal Program  \nBarbara Schneider  \nGuan Saw  \nMichigan State University  \nMichael Broda  \nVirginia Commonwealth University  \nForty years ago, the National Center for Education Statistics initiated the national longitudinal studies program in response to congressional concern for policy-relevant information on school-to-work transitions. This program has grown substantially, and not unexpectedly, questions have arisen about its usefulness and present operation. This essay briefly describes the scope of the program and its benefits for informing knowledge and policy, including (a) racial and socioeconomic inequalities and their influence on the academic and social development of student subgroups,(b) differential schooling experiences and their impact on children’s later educational and occupational outcomes, and (c) new methods for estimating statistical inferences. Despite these benefits, the program needs serious modification especially with respect to its organization and design features. Several substantive and methodological recommendations are made for improving the program’s effectiveness, including widening technical expertise; reframing sample populations; adjusting intervals for data collections; embedding experiments and conducting field studies; linking longitudinal panels with other federal, state, and local collections; and developing new measures and forms of delivery.  \nKeywords: National Center for Education Statistics, generalizable samples, measuring schooling transitions  \nQuestions on how to improve the federal government’s national longitudinal studies program in the National Center for Education Statistics (NCES) have been the topic of several policy reports (e.g., Grissmer & Ross, 2000; National Academy of Education, 2014) . The major concern has been how to increase the effectiveness of the longitudinal program for monitoring the achievement and socioeconomic gaps in student performance and career choices from adolescence into adulthood. Given the time and labor costs of conducting longitudinal studies and the possibilities of harnessing data from other multiple collections, recently the issue of improvement has escalated to one of relevance and usefulness (Warren, 2015) . Some justifiably assert that the benefits of the longitudinal program for producing causal claims regarding policies and practices are methodologically limited (Schneider et al., 2007) . Despite these criticisms, the value of these data sets should not be underestimated. The longitudinal panels are particularly suitable for studying the associations among family, school, and community contexts on education achievement and occupational outcomes, for which other collections provide only partial coverage. This, however, does not constitute a blanket endorsement of the program. For the program to retain its effectiveness, several organization and design features require major modifications.  \nThe National Education Longitudinal Studies Program: A Brief Synopsis  \nNearly half a century ago, NCES began conducting a series of large-scale longitudinal studies in response to federal requests for policy-relevant research on the schooling experiences and school-to-work transitions of a nationally representative sample of young people (Ingels, 2004) . The first federal national longitudinal program was the National Longitudinal Study of 1972 (NLS-72), which included a representative sample of U.S. high school seniors who were followed as they transitioned from graduation into the labor market and postsecondary education (Ingels, 2002) . Since then, the program has grown considerably by expanding the age of the cohorts and incorporating new survey respondents, constructs, and supplemental data sets that could be linked with each respective collection. ","cbCaiowIKdKPYcL6","https://ap.wps.com/l/cbCaiowIKdKPYcL6","pdf",347812,13,"English","# A Future for the National Education Longitudinal Program\n## The National Education Longitudinal Studies Program: A Brief Synopsis","[{\"question\":\"What is the main purpose of the National Education Longitudinal Program described in the article?\",\"answer\":\"It provides policy-relevant longitudinal evidence on school-to-work transitions and related educational and occupational outcomes, supporting knowledge and policy decisions.\"},{\"question\":\"What benefits does the program offer for research and policy?\",\"answer\":\"The article notes benefits for examining racial and socioeconomic inequalities, how differential schooling experiences shape later outcomes, and using new methods for estimating statistical inferences.\"},{\"question\":\"What major changes does the article recommend to improve the program?\",\"answer\":\"Recommendations include widening technical expertise, reframing sample populations, adjusting intervals for data collections, embedding experiments and conducting field studies, linking longitudinal panels with other datasets, and developing new measures and delivery forms.\"}]","A Future for the National Education Longitudinal Program | PDF",1792070170,33]