The High School and Beyond (HS&B) Midlife Follow-up Study followed-up the members of the High School and Beyond (HS&B) sophomore and senior panels. The original study was sponsored by the National Center for Education Statistics (NCES) as a part of their Secondary Longitudinal Studies Program. The sample is nationally representative of high school sophomores (N=14,825) and seniors (N=11,995) in 1980. Sample members were first interviewed in 1980 and were re-contacted in 1982, 1984, 1986, and 1992 (sophomores only). HS&B collected rich information on educational experiences and schooling, cognitive and non-cognitive skills, family socioeconomic origins, health, early life careers and family formation.
In 2013, researchers at the University of Texas at Austin, the University of Minnesota, and the University of Wisconsin began the midlife follow-up study of HS&B sample members. During 2014-2015, the sample members were surveyed and data collected by NORC at the University of Chicago. These data are scheduled to become available through the NCES Restricted-Use Data Licenses later in 2017. The main purpose of the study is to understand the long-term effects of education on midlife outcomes. Information gathered from the sample members in high school and the early adult years can be coupled with current information about cognitive and non-cognitive skills, work and occupations, health, family roles, and retirement planning to provide researchers with a robust data resource for studying the foundational pillars of older Americans’ labor force participation decisions and health in midlife.
The midlife follow-up study is funded by the Alfred P. Sloan Foundation, the National Science Foundation, the U.S Department of Education Institute of Education Sciences (IES), and the Spencer Foundation. For more details on our funding, please go to our Funders page.
This material is based upon work supported by the Alfred P. Sloan Foundation under grant number 2012-10-27; the National Science Foundation under grants numbers HRD 1348527, HRD1348557, DRL 1420691, DRL 1420572, and DRL 1420330; the Institute of Education Sciences (IES) under grant number R305U140001; and the Spencer Foundation under grant numbers 201500075 and 20160116.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or any of our other funders