Data Dictionary: ACS 2012 (1-Year Estimates)
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Data Source: U.S. Census Bureau
Table: B15011. Sex By Age By Field Of Bachelor's Degree For First Major For The Population 25 Years And Over [39]
Universe: Universe: POPULATION 25 YEARS AND OVER WITH A BACHELOR'S DEGREE OR HIGHER ATTAINMENT
Table Details
B15011. Sex By Age By Field Of Bachelor's Degree For First Major For The Population 25 Years And Over
Universe: Universe: POPULATION 25 YEARS AND OVER WITH A BACHELOR'S DEGREE OR HIGHER ATTAINMENT
Relevant Documentation:
Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2012 Summary File: Technical Documentation.
 
Sex
The data on sex were derived from answers to Question 3 in the 2012 American Community Survey. Individuals were asked to mark either "male" or "female" to indicate their biological sex. For most cases in which sex was invalid, the appropriate entry was determined from other information provided for that person, such as the person's given (i.e., first) name and household relationship. Otherwise, sex was allocated from a hot deck.

Sex is asked for all persons in a household or group quarters. On the mailout/mailback paper questionnaire for households, sex is asked for all persons listed on the form. This form accommodates asking sex for up to 12 people listed as living or residing in the household for at least 2 months. If a respondent indicates that more people are listed as part of the total persons living in the household than the form can accommodate, or if any person included on the form is missing sex, then the household is eligible for Failed Edit Follow-up (FEFU). During FEFU operations, telephone center staffers call respondents to obtain missing data. This includes asking sex for any person in the household missing sex information. In Computer Assisted Telephone Interviews (CATI) and Computer Assisted Personal Interview (CAPI) instruments sex is asked for all persons. In 2006, the ACS began collecting data in group quarters (GQs). This included asking sex for persons living in a group quarters. For additional data collection methodology, please see http://www.census.gov/acs.

Data on sex are used to determine the applicability of other questions for a particular individual and to classify other characteristics in tabulations. The sex data collected on the forms are aggregated and provide the number of males and females in the population. These data are needed to interpret most social and economic characteristics used to plan and analyze programs and policies. Data about sex are critical because so many federal programs must differentiate between males and females. The U.S. Departments of Education and Health and Human Services are required by statute to use these data to fund, implement, and evaluate various social and welfare programs, such as the Special Supplemental Food Program for Women, Infants, and Children (WIC) or the Low-Income Home Energy Assistance Program (LIHEAP). Laws to promote equal employment opportunity for women also require census data on sex. The U.S. Department of Veterans Affairs must use census data to develop its state projections of veterans' facilities and benefits. For more information on the use of sex data in Federal programs, please see http://www.census.gov/acs.

Sex Ratio
The sex ratio represents the balance between the male and female populations. Ratios above 100 indicate a larger male population, and ratios below 100 indicate a larger female population. This measure is derived by dividing the total number of males by the total number of females and then multiplying by 100. It is rounded to the nearest tenth.

Question/Concept History

Sex has been asked of all persons living in a household since the 1996 ACS Test phase. When group quarters were included in the survey universe in 2006, sex was asked of all person in group quarters as well.

Beginning in 2008, the layout of the sex question response categories was changed to a horizontal side-by-side layout from a vertically stacked layout on the mail paper ACS questionnaire.

Limitation of the data

Beginning in 2006, the population in group quarters (GQ) was included in the ACS. Some types of GQ populations have sex distributions that are very different from the household population. The inclusion of the GQ population could therefore have a noticeable impact on the sex distribution. This is particularly true for a given geographic area. This is particularly true for areas with a substantial GQ population.

The Census Bureau tested the changes introduced to the 2008 version of the sex question in the 2007 ACS Grid-Sequential Test (http://www.census.gov/acs). The results of this testing show that the changes may introduce an inconsistency in the data produced for this question as observed from the years 2007 to 2008.

Comparability

Sex is generally comparable across different data sources and data years. However, data users should still be aware of methodological differences that may exist between different data sources if they are comparing American Community Survey sex data to other data sources, such as Population Estimates or Decennial Census data. For example, the American Community Survey data are that of a respondent-based survey and subject to various quality measures, such as sampling and nonsampling error, response rates and item allocation. This differs in design and methodology from other data sources, such as Population Estimates, which is not a survey and involves computational methodology to derive intercensal estimates of the population. While ACS estimates are controlled to Population Estimates for sex at the nation, state and county levels of geography as part of the ACS weighting procedure, variation may exist in the sex structure of a population at lower levels of geography when comparing different time periods or comparing across time due to the absence of controls below the county geography level. For more information on American Community Survey data accuracy and weighting procedures, please see the ACS website (http://www.census.gov/acs).

It should also be noted that although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns and estimates of housing units for states and counties. See http://factfinder2.census.gov for data.

Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2012 Summary File: Technical Documentation.
 
Age
The data on age were derived from answers to Question 4 in the 2012 American Community Survey. The age classification is based on the age of the person in complete years at the time of interview. Both age and date of birth are used in combination to calculate the most accurate age at the time of the interview. Respondents are asked to give an age in whole, completed years as of interview date as well as the month, day and year of birth. People are not to round an age up if the person is close to having a birthday, and to estimate an age if the exact age is not known. An additional instruction on babies also asks respondents to print "0" for babies less than one year old. Inconsistently reported and missing values are assigned or imputed based on the values of other variables for that person, from other people in the household, or from people in other households ("hot deck" imputation).

Age is asked for all persons in a household or group quarters. On the mailout/mailback paper questionnaire for households, both age and date of birth are asked for persons listed as person numbers 1-5 on the form. Only age (in years) is initially asked for persons listed as 6-12 on the mailout/mailback paper questionnaire. If a respondent indicates that there are more than 5 people living in the household, then the household is eligible for Failed Edit Follow-up (FEFU). During FEFU operations, telephone center staffers call respondents to obtain missing data. This includes asking date of birth for any person in the household missing date of birth information. In Computer Assisted Telephone Interviews (CATI) and Computer Assisted Personal Interview (CAPI) instruments both age and date of birth is asked for all persons. In 2006, the ACS began collecting data in group quarters (GQs). This included asking both age and date of birth for persons living in a group quarters. For additional data collection methodology, please see http://www.census.gov/acs.

Data on age are used to determine the applicability of other questions for a particular individual and to classify other characteristics in tabulations. Age data are needed to interpret most social and economic characteristics used to plan and analyze programs and policies. Age is central for any number of federal programs that target funds or services to children, working-age adults, women of childbearing age, or the older population. The U.S. Department of Education uses census age data in its formula for allotment to states. The U.S. Department of Veterans Affairs uses age to develop its mandated state projections on the need for hospitals, nursing homes, cemeteries, domiciliary services, and other benefits for veterans. For more information on the use of age data in Federal programs, please see http://www.census.gov/acs.

Median Age
The median age is the age that divides the population into two equal-size groups. Half of the population is older than the median age and half is younger. Median age is based on a standard distribution of the population by single years of age and is shown to the nearest tenth of a year. (See the sections on "Standard Distributions" and "Medians" under "Derived Measures.")

Age Dependency Ratio
The age dependency ratio is derived by dividing the combined under 18 years and 65 years and over populations by the 18-to-64 population and multiplying by 100.

Old-Age Dependency Ratio
The old-age dependency ratio is derived by dividing the population 65 years and over by the 18-to-64 population and multiplying by 100.

Child Dependency Ratio
The child dependency ratio is derived by dividing the population under 18 years by the 18-to-64 population, and multiplying by 100.

Question/Concept History

The 1996-2002 American Community Survey question asked for month, day, and year of birth before age. Since 2003, the American Community Survey question asked for age, followed by month, day, and year of birth. In 2008, an additional instruction was provided with the age and date of birth question on the American Community Survey questionnaire to report babies as age 0 when the child was less than 1 year old. The addition of this instruction occurred after 2005 National Census Test results indicated increased accuracy of age reporting for babies less than one year old.

Limitation of the Data

Beginning in 2006, the population living in group quarters (GQ) was included in the American Community Survey population universe. Some types of group quarters have populations with age distributions that are very different from that of the household population. The inclusion of the GQ population could therefore have a noticeable impact on the age distribution for a given geographic area. This is particularly true for areas with a substantial GQ population. For example, in areas with large colleges and universities, the percent of individuals 18-24 would increase due to the inclusion of GQs in the American Community Survey universe.

Comparability

Caution should be taken when comparing population in age groups across time. The entire population continually ages into older age groups over time, and babies fill in the youngest age group. Therefore, the population of a certain age is made up of a completely different group of people in one time period than in another (e.g. one age group in 2000 versus same age group in 2012). Since populations occasionally experience booms/increases and busts/decreases in births, deaths, or migration (for example, the postwar Baby Boom from 1946-1964), one should not necessarily expect that the population in an age group in one year should be similar in size or proportion to the population in the same age group in a different period in time. For example, Baby Boomers were age 36 to 54 in Census 2000 while they were age 47 to 65 in the 2012 ACS. The age structure and distribution would therefore shift in those age groups to reflect the change in people occupying those age- specific groups over time.

Data users should also be aware of methodology differences that may exist between different data sources if they are comparing American Community Survey age data to data sources, such as Population Estimates or Decennial Census data. For example, the American Community Survey data are that of a respondent-based survey and subject to various quality measures, such as sampling and nonsampling error, response rates and item allocation error. This differs in design and methodology from other data sources, such as Population Estimates, which is not a survey and involves computational methodology to derive intercensal estimates of the population. While ACS estimates are controlled to Population Estimates for age at the nation, state and county levels of geography as part of the ACS weighting procedure, variation may exist in the age structure of a population at lower levels of geography when comparing different time periods or comparing across time due to the absence of controls below the county geography level. For more information on American Community Survey data accuracy and weighting procedures, please see http://www.census.gov/acs.

It should also be noted that although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities and towns, and estimates of housing units for states and counties (http://factfinder2.census.gov).

Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2012 Summary File: Technical Documentation.
 
Educational Attainment
Educational attainment data are needed for use in assessing the socioeconomic condition of the U.S. population. Government agencies also require these data for funding allocations and program planning and implementation. These data are needed to determine the extent of illiteracy rates of citizens in language minorities in order to meet statutory requirements under the Voting Rights Act. Based on data about educational attainment, school districts are allocated funds to provide classes in basic skills to adults who have not completed high school.

Data on educational attainment were derived from answers to Question 11 on the 2012 American Community Survey, which was asked of all respondents. Educational attainment data are tabulated for people 18 years old and over. Respondents are classified according to the highest degree or the highest level of school completed. The question included instructions for persons currently enrolled in school to report the level of the previous grade attended or the highest degree received.

The educational attainment question included a response category that allowed people to report completing the 12th grade without receiving a high school diploma. Respondents who received a regular high school diploma and did not attend college were instructed to report "Regular high school diploma." Respondents who received the equivalent of a high school diploma (for example, passed the test of General Educational Development (G.E.D.)), and did not attend college, were instructed to report "GED or alternative credential." "Some college" is in two categories: "Some college credit, but less than 1 year of college credit" and "1 or more years of college credit, no degree." The category "Associate's degree" included people whose highest degree is an associate's degree, which generally requires 2 years of college level work and is either in an occupational program that prepares them for a specific occupation, or an academic program primarily in the arts and sciences. The course work may or may not be transferable to a bachelor's degree. Master's degrees include the traditional MA and MS degrees and field-specific degrees, such as MSW, MEd, MBA, MLS, and MEng. Instructions included in the respondent instruction guide for mailout/mailback respondents only provided the following examples of professional school degrees: medicine, dentistry, chiropractic, optometry, osteopathic medicine, pharmacy, podiatry, veterinary medicine, law, and theology. The order in which degrees were listed suggested that doctorate degrees were "higher" than professional school degrees, which were "higher" than master's degrees. If more than one box was filled, the response was edited to the highest level or degree reported.

The instructions further specified that schooling completed in foreign or ungraded school systems should be reported as the equivalent level of schooling in the regular American system. The instructions specified that certificates or diplomas for training in specific trades or from vocational, technical or business schools were not to be reported. Honorary degrees awarded for a respondent's accomplishments were not to be reported.

High School Graduate or Higher
This category includes people whose highest degree was a high school diploma or its equivalent, people who attended college but did not receive a degree, and people who received an associate's, bachelor's, master's, or professional or doctorate degree. People who reported completing the 12th grade but not receiving a diploma are not included.

Not Enrolled, Not High School Graduate
This category includes people of compulsory school attendance age or above who were not enrolled in school and were not high school graduates. These people may be referred to as "high school dropouts." There is no restriction on when they "dropped out" of school; therefore, they may have dropped out before high school and never attended high school.

Question/Concept History

Since 1999, the American Community Survey question does not have the response category for "Vocational, technical, or business school degree" that the 1996-1998 American Community Surveys question had. Starting in 1999, the American Community Survey question had two categories for some college: "Some college credit, but less than 1 year" and "1 or more years of college, no degree." The 1996-1998 American Community Survey question had one category: "Some college but no degree."

In the 1996-1998 American Community Survey, the educational attainment question was used to estimate level of enrollment. Since 1999, a question regarding grade of enrollment was included.

The 1999-2007 American Community Survey attainment question grouped grade categories below high school into the following three categories: "Nursery school to 4th grade," "5th grade or 6th grade," and "7th grade or 8 grade." The 1996-1998 American Community Survey question allowed a write-in for highest grade completed for grades 1-11 in addition to "Nursery or preschool" and "Kindergarten."

Beginning in 2008, the American Community Survey attainment question was changed to the following categories for levels up to "Grade 12, no diploma," "Nursery school," "Kindergarten," "Grade 1 through grade 11," and "12th grade, no diploma." The survey question allowed a write-in for the highest grade completed for grades 1-11. In addition, the category that was previously "High school graduate (including GED)" was broken into two categories: "Regular high school diploma" and "GED or alternative credential." The term "credit" for the two some college categories was emphasized. The phrase "beyond a bachelor's degree" was added to the professional degree category.

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 educational attainment distributions that are different from the household population. The inclusion of the GQ population could therefore have a noticeable impact on the educational attainment distribution. This is particularly true for areas with a substantial GQ population.

The Census Bureau tested the changes introduced to the 2008 version of the educational attainment question in the 2006 ACS Content Test. The results of this testing show that the changes may introduce an inconsistency in the data produced for this question as observed from the years 2007 to 2008, see "2006 ACS Content Test Evaluation Report Covering Educational Attainment" on the ACS website (http://www.census.gov/acs).

Comparability

New questions were added to the 2008 ACS Computer-Assisted Telephone Interview (CATI) and Computer-Assisted Personal Interview (CAPI) instruments. Respondents who received a high school diploma, GED or equivalent were also asked if they had completed any college credit. Therefore, data users may notice a decrease in the number of high school graduates relative to previous years because those people are now being captured in the "Some college credit, but less than 1 year of college credit" or "1 or more years of college credit, no degree" categories. For more information, see the report titled Report P.2.b: "Evaluation Report Covering Educational Attainment" on the ACS website (http://www.census.gov/acs).

Data about educational attainment are also collected from the decennial Census and from the Current Population Survey (CPS). ACS data is generally comparable to data from the Census. For more information about the comparability of ACS and CPS data, please see the Educational Attainment Fact Sheet and the Comparison Report from the CPS Educational Attainment page on the ACS website (http://www.census.gov/acs).

Excerpt from: Social Explorer; U.S. Census Bureau; American Community Survey 2012 Summary File: Technical Documentation.
 
Field of Degree
Field of degree data are used by the National Science Foundation to study the characteristics of the population with science and engineering degrees and occupations.

Data on field of bachelor's degree were derived from answers to Question 12 in the 2012 American Community Survey. This question was asked only to person with a bachelor's degree or higher. Eligible respondents were asked to list the specific major(s) of any bachelor's degree received. This question does not ask for the field of any other type of degree earned (such as master's or doctorate).

An automated computer system coded write-in responses to Question 12 into 192 areas. Clerical coding categorized any write-in responses that could not be autocoded by the computer. Respondents listing multiple fields were assigned a code for each field, with a maximum of 10 fields per respondent.
The majors were further classified into a category scheme detailed in Field of Degree Classification table in Appendix A.

Question/Concept History

The field of degree question first appeared in the 2009 ACS. The inclusion of a field of degree question on the ACS was proposed to provide field of degree data annually for small levels of geography and to assist in building a sampling frame for the National Science Foundation's (NSF) National Survey of College Graduates (NSCG).

Comparability

Tables based on 2010-2012 ACS data are not completely comparable to tables based on 2009 ACS data due to slight changes in the field of degree coding and classifications. More information can be found at http://www.census.gov/hhes/socdemo/education/data/acs/index.html.

This data may be roughly comparable to the National Survey of College Graduates and the National Survey of Recent College Graduates, although the sampling frame and survey instruments differ between the surveys. Field of degree data was also collected in the Survey of Income and Program Participation (SIPP) from1984 to 2004. However, these data would not be comparable to ACS due to differences in data collection period, methodology and collection methods. For example, the SIPP only collects data for respondents who are 15 years and older and does not include group quarters.