Data Dictionary: ACS 2005 -- 2009 (5-Year Estimates)
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Data Source: U.S. Census Bureau
Table: C14007I. School Enrollment By Level Of School For The Population 3 Years And Over (Hispanic Or Latino) [7]
Universe: Hispanic or Latino population 3 years and over
Table Details
C14007I. School Enrollment By Level Of School For The Population 3 Years And Over (Hispanic Or Latino)
Universe: Hispanic or Latino population 3 years and over
Relevant Documentation:
Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2005-2009 Summary File: Technical Documentation.
 
Hispanic or Latino Origin
The data on the Hispanic or Latino population were derived from answers to a question that was asked of all people. The terms "Hispanic", "Latino," and "Spanish" are used interchangeably. Some respondents identify with all three terms while others may identify with only one of these three specific terms. Hispanics or Latinos who identify with the terms "Hispanic", "Latino," or "Spanish" are those who classify themselves in one of the specific "Hispanic", "Latino", or "Spanish" categories listed on the questionnaire ("Mexican," "Puerto Rican," or "Cuban") as well as those who indicate that they are another "Hispanic", "Latino," or "Spanish" origin. People who do not identify with one of the specific origins listed on the questionnaire but indicate that they are another "Hispanic", "Latino," or "Spanish" origin are those whose origins are from Spain, the Spanish-speaking countries of Central or South America, or the Dominican Republic. Up to two write-in responses to the "another Hispanic, Latino, or Spanish origin" category are coded.

Origin can be viewed as the heritage, nationality group, lineage, or country of birth of the person or the person's parents or ancestors before their arrival in the United States. People who identify their origin as "Hispanic", "Latino," or "Spanish" may be of any race.
Hispanic origin is used in numerous programs and is vital in making policy decisions. These data are needed to determine compliance with provisions of antidiscrimination in employment and minority recruitment legislation. Under the Voting Rights Act, data about Hispanic origin are essential to ensure enforcement of bilingual election rules. Hispanic origin classifications used by the Census Bureau and other federal agencies meet the requirements of standards issued by the Office of Management and Budget in 1997 (Revisions to the Standards for the Classification of Federal Data on Race and Ethnicity). These standards set forth guidance for statistical collection and reporting on race and ethnicity used by all federal agencies.

Some tabulations are shown by the origin of the householder. In all cases where the origin of households, families, or occupied housing units is classified as Hispanic, Latino, or Spanish, the origin of the householder is used. (For more information, see the discussion of householder under "Household Type and Relationship.")

Coding of Hispanic Origin Write-in Responses
There were two types of coding operations: (1) automated coding where a write-in response was automatically coded if it matched a write-in response already contained in a database known as the "master file," and (2) expert coding, which took place when a write-in response did not match an entry already on the master file, and was sent to expert coders familiar with the subject matter. During the coding process, subject-matter specialists reviewed and coded written entries from the "Yes, another Hispanic, Latino or Spanish origin" write-in response category on the Hispanic origin question.

Editing of Hispanic Origin Responses
If an individual did not provide a Hispanic origin response, their origin was allocated using specific rules of precedence of household relationship. For example, if origin was missing for a natural-born child in the household, then either the origin of the householder, another natural-born child, or spouse of the householder was allocated. If Hispanic origin was not reported for anyone in the household and origin could not be obtained from a response to the race question, then the Hispanic origin of a householder in a previously processed household with the same race was allocated. Surnames (Spanish and Non-Spanish) were used to assist in allocating an origin or race.

Question/Concept History
Beginning in 1996, the American Community Survey question was worded "Is this person Spanish/Hispanic/Latino?" In 2008, the question wording changed to Is this person of "Hispanic, Latino, or Spanish origin?" From 1999 to 2007, the Hispanic origin question provided an instruction, "Mark (X) the No box" if not Spanish/Hispanic/Latino. The 2008 question, as well as the 1996 to 1998 questions, did not have this instruction. In addition, in 2008, the "Yes, another Hispanic, Latino, or Spanish" category provided examples of six Hispanic origin groups (Argentinean, Colombian, Dominican, Nicaraguan, Salvadoran, Spaniard, and so on).

Limitation of the Data
Beginning in 2006, the population in group quarters (GQ) is included in the ACS. Some types of GQ populations may have Hispanic or Latino origin distributions that are different from the household population. The inclusion of the GQ population could therefore have a noticeable impact on the Hispanic or Latino origin distribution. This is particularly true for areas with a substantial GQ population.

Comparability
The ACS question on Hispanic origin was revised in 2008 to make it consistent with the Census 2010 Hispanic origin question. The reporting of specific Hispanic groups (e.g., Colombian, Dominican, Spaniard, etc.) increased at the national level. The change in estimates for 2008 may be due to demographic changes, as well as factors including questionnaire changes, differences in ACS population controls, and methodological differences in the population estimates. Caution should be used when comparing 2008 estimates to estimates from previous years. The 2008 Hispanic origin question is different from the Census 2000 question on Hispanic origin, therefore comparisons should be made with caution. More information about the changes in the estimates is available at www.census.gov/population/www/socdemo/hispanic/acs08researchnote.pdf. See the 2009 Code List for Hispanic Origin Code List.

Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2005-2009 Summary File: Technical Documentation.
 
School Enrollment and Type of School
School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10. People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree. Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in "vocational, technical, or business school" such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School
Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for "public school, public college," or "private school, private college, home school." The instruction guide defines a public school as "any school or college controlled and supported primarily by a local, county, state, or federal government." Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as "parental-guided education outside of public or private school for grades 1-12." Respondents who marked both the public and private boxes are edited to the first entry, "public."

Grade in Which Enrolled
From 1999-2007, in the American Community Survey, people reported to be enrolled in "public school, public college" or "private school, private college" were classified by grade or level according to responses to Question 10b, "What grade or level was this person attending?" Seven levels were identified: "nursery school, preschool;" "kindergarten;" "elementary grade 1 to grade 4" or "grade 5 to grade 8;" "high school grade 9 to grade 12;" "college undergraduate years (freshman to senior);" and "graduate or professional school" (for example: medical, dental, or law school).

In 2008, the school enrollment questions had several changes. Home school was explicitly included in the private school, private college category. For question 10b the categories changed to the following "Nursery school, preschool," "Kindergarten," "Grade 1 through grade 12," "College undergraduate years (freshman to senior)," "Graduate or professional school beyond a bachelor's degree" (for example: MA or PhD program, or medical or law school). The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History
Since 1999, the American Community Survey enrollment status question (Question 10a) refers to regular school or college, while the 1996-1998 American Community Survey did not restrict reporting to "regular" school, and contained an additional category for the "vocational, technical or business school."

The 1996-1998 American Community Survey used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 American Community Survey questionnaire.

Limitation of the Data
Beginning in 2006, the population universe in the American Community Survey includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

Comparability
Data about level of enrollment are also collected from the decennial Census and from the Current Population Survey (CPS). ACS data is generally comparable to data from the Census. Although it should be noted that the ACS reference period was 3 months preceding the date of interview, while the Census 2000 reference period was any time since February 1, 2000. For more information about the comparability of ACS and CPS data, please see the link for the Fact Sheet from the CPS School Enrollment page.

Data on school enrollment also are collected and published by other federal, state, and local government agencies. Because these data are obtained from administrative records of school systems and institutions of higher learning, they are only roughly comparable to data from population censuses and surveys. Differences in definitions and concepts, subject matter covered, time references, and data collection methods contribute to the differences in estimates. At the local level, the difference between the location of the institution and the residence of the student may affect the comparability of census and administrative data because census data are collected from and based on a respondents residence. Differences between the boundaries of school districts and census geographic units also may affect these comparisons.