Data Dictionary: Census 1990
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Survey: Census 1990
Data Source: U.S. Census Bureau
Table: P139. Imputation Of School Enrollment [3]
Universe: Persons 3 years and over
Table Details
P139. Imputation Of School Enrollment
Universe: Persons 3 years and over
Variable Label
P139_001
P139_002
P139_003
Relevant Documentation:
Excerpt from: Social Explorer, U.S. Census Bureau; Census of Population and Housing, 1990: Summary Tape File 3 on CD-ROM [machine-readable data files] / prepared by the Bureau of the Census. Washington: The Bureau [producer and distributor], 1991.
 
Confidentiality of the Data
To maintain the confidentiality required by law (Title 13, United States Code), the Bureau of the Census applies a confidentiality edit to the 1990 census data to assure that published data do not disclose information about specific individuals, households, or housing units. As a result, a small amount of uncertainty is introduced into the estimates of census characteristics. The sample itself provides adequate protection for most areas for which sample data are published since the resulting data are estimates of the actual counts; however, small areas require more protection. The edit is controlled so that the basic structure of the data is preserved.

The confidentiality edit is implemented by selecting a small subset of individual households from the internal sample data files and blanking a subset of the data items on these household records. Responses to those data items were then imputed using the same imputation procedures that were used for nonresponse. A larger subset of households is selected for the confidentiality edit for small areas to provide greater protection for these areas. The editing process is implemented in such a way that the quality and usefulness of the data were preserved.

Excerpt from: Social Explorer, U.S. Census Bureau; Census of Population and Housing, 1990: Summary Tape File 3 on CD-ROM [machine-readable data files] / prepared by the Bureau of the Census. Washington: The Bureau [producer and distributor], 1991.
 
Editing of Unacceptable Data
The objective of the processing operation is to produce a set of data that describes the population as accurately and clearly as possible. To meet this objective, questionnaires were edited during field data collection operations for consistency, completeness, and acceptability. Questionnaires also were reviewed by census clerks for omissions, certain specific inconsistencies, and population coverage. For example, write-in entries such as Dont know or NA were considered unacceptable. For some district offices, the initial edit was automated; however, for the majority of the district offices, it was performed by clerks. As a result of this operation, a telephone or personal visit followup was made to obtain missing information. Potential coverage errors were included in the followup, as well as a sample of questionnaires with omissions and/or inconsistencies. Subsequent to field operations, remaining incomplete or inconsistent information on the questionnaires was assigned using imputation procedures during the final automated edit of the collected data. Imputations, or computer assignments of acceptable codes in place of unacceptable entries or blanks, are needed most often when an entry for a given item is lacking or when the information reported for a person or housing unit on that item is inconsistent with other information for that same person or housing unit. As in previous censuses, the general procedure for changing unacceptable entries was to assign an entry for a person or housing unit that was consistent with entries for persons or housing units with similar characteristics. The assignment of acceptable codes in place of blanks or unacceptable entries enhances the usefulness of the data.

Another way in which corrections were made during the computer editing process was through substitution; that is, the assignment of a full set of characteristics for a person or housing unit. When there was an indication that a housing unit was occupied but the questionnaire contained no information for the people within the household or the occupants were not listed on the questionnaire, a previously accepted household was selected as a substitute, and the full set of characteristics for the substitute was duplicated. The assignment of the full set of housing characteristics occurred when there was no housing information available. If the housing unit was determined to be occupied, the housing characteristics were assigned from a previously processed occupied unit. If the housing unit was vacant, the housing characteristics were assigned from a previously processed vacant unit.

Table A. Unadjusted Standard Error for Estimated Totals [Based on a 1-in-6 simple random sample]
Estimated Total Size of publication area2
500 1,000 2,500 5,000 10,000 25,000 50,000 100,000 250,000 500,000 1,000,000 5,000,000 10,000,000 25,000,000
50 16 16 16 16 16 16 16 16 16 16 16 16 16 16
100 20 21 22 22 22 22 22 22 22 22 22 22 22 22
250 25 30 35 35 35 35 35 35 35 35 35 35 35 35
500   35 45 45 50 50 50 50 50 50 50 50 50 50
1,000     55 65 65 70 70 70 70 70 70 70 70 70
2,500       80 95 110 110 110 110 110 110 110 110 110
5000         110 140 150 150 160 160 160 160 160 160
10,000           170 200 210 220 220 220 220 220 220
15,000           170 230 250 270 270 270 270 270 270
25,000             250 310 340 350 350 350 350 350
75,000               310 510 570 590 610 610 610
100,000                 550 630 670 700 700 710
250,000                   790 970 1 090 1 100 1 100
500,000                     1120 1 500 1 540 1 570
1,000,000                       2 000 2 120 2 190
5,000,000                         3 540 4 470
10,000,000                           5 480


Footnote:
1For estimated totals larger than 10,000,000, the standard error is somewhat larger than the table values. The formula given below should be used to calculate the standard error.

2The total count of persons in the area if the estimated total is a person characteristic, or the total count of housing units in the area if the estimated total is a housing unit characteristic.



Table B. Unadjusted Standard Error in Percentage Points for Estimated Percentage [Based on a 1 in-6 simple random sample]
Estimated percentage Base of percentage1
500 750 1,000 1,500 2,500 5,000 7,500 10,000 25,000 50,000 100,000 250,000 500,000
2 or 98 1.4 1.1 1.0 0.8 0.6 0.4 0.4 0.3 0.2 0.1 0.1 0.1 0.1
5 or 95 2.2 1.8 1.5 1.3 1.0 0.7 0.6 0.5 0.3 0.2 0.2 0.1 0.1
10 or 90 3.0 2.4 2.1 1.7 1.3 0.9 0.8 0.7 0.4 0.3 0.2 0.1 0.1
15 or 85 3.6 2.9 2.5 2.1 1.6 1.1 0.9 0.8 0.5 0.4 0.3 0.2 0.1
20 or 80 4.0 3.3 2.8 2.3 1.8 1.3 1.0 0.9 0.6 0.4 0.3 0.2 0.1
25 or 75 4.3 3.5 3.1 2.5 1.9 1.4 1.1 1.0 0.6 0.4 0.3 0.2 0.1
30 or 70 4.6 3.7 3.2 2.6 2.0 1.4 1.2 1.0 0.6 0.5 0.3 0.2 0.1
35 or 65 4.8 3.9 3.4 2.8 2.1 1.5 1.2 1.1 0.7 0.5 0.3 0.2 0.2
50 5.0 4.1 3.5 2.9 2.2 1.6 1.3 1.1 0.7 0.5 0.4 0.2 0.2


Footnote:
1For a percentage and/or base of percentage not shown in the table, the formula given below may be used to calculate the standard error. This table should only be used for proportions, that is, where the numerator is a subset of the denominator.



Excerpt from: Social Explorer, U.S. Census Bureau; Census of Population and Housing, 1990: Summary Tape File 3 on CD-ROM [machine-readable data files] / prepared by the Bureau of the Census. Washington: The Bureau [producer and distributor], 1991.
 
School Enrollment and Labor Force Status
Tabulation of data on enrollment, educational attainment, and labor force status for the population 16 to 19 years old allows for calculation of the proportion of the age group who are not enrolled in school and not high school graduates or "dropouts" and an unemployment rate for the "dropout" population. Definitions of the three topics and descriptions of the census items from which they were derived are presented in "Educational Attainment," "Employment Status," and "School Enrollment and Type of School." The published tabulations include both the civilian and Armed Forces populations, but labor force status is provided for the civilian population only. Therefore, the component labor force statuses may not add to the total lines enrolled in school, high school graduate, and not high school graduate. The difference is Armed Forces.

Comparability
The tabulation of school enrollment by labor force status is similar to that published in 1980 census reports. The 1980 census tabulation included a single data line for Armed Forces; however, enrollment, attainment, and labor force status data were shown for the civilian population only. In 1970, a tabulation was included for 16 to 21 year old males not attending school.

Excerpt from: Social Explorer, U.S. Census Bureau; Census of Population and Housing, 1990: Summary Tape File 3 on CD-ROM [machine-readable data files] / prepared by the Bureau of the Census. Washington: The Bureau [producer and distributor], 1991.
 
School Enrollment and Type Of School
Data on school enrollment were derived from answers to questionnaire item 11, which was asked of a sample of persons. Persons were classified as enrolled in school if they reported attending a "regular" public or private school or college at any time between February 1, 1990, and the time of enumeration. The question included instructions to "include only nursery school, kindergarten, elementary school, and schooling which would lead to a high school diploma or a college degree" as regular school. Instructions included in the 1990 respondent instruction guide, which was mailed with the census questionnaire, further specified that enrollment in a trade or business school, company training, or tutoring were not to be included unless the course would be accepted for credit at a regular elementary school, high school, or college. Persons who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, race or Hispanic origin, and, at older ages, sex, whose residence was in the same or a nearby area.

Public and Private School
Includes persons who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for either "public school, public college" or "private school, private college." The instruction guide defines a public school as "any school or college controlled and supported by a local, county, State, or Federal Government." "Schools supported and controlled primarily by religious organizations or other private groups" are defined as private. Persons who filled both the "public" and "private" circles are edited to the first entry, "public."

Level of School in Which Enrolled
Persons who were enrolled in school were classified as enrolled in "preprimary school," "elementary or high school," or "college" according to their response to question 12 (years of school completed or highest degree received). Persons who were enrolled and reported completing nursery school or less were classified as enrolled in "preprimary school," which includes kindergarten. Similarly, enrolled persons who had completed at least kindergarten, but not high school, were classified as enrolled in elementary or high school. Enrolled persons who reported completing high school or some college or having received a postsecondary degree were classified as enrolled in "college." Enrolled persons who reported completing the twelfth grade but receiving "NO DIPLOMA" were classified as enrolled in high school. (For more information on level of school, see the discussion under "Educational Attainment.")

Comparability
School enrollment questions have been included in the census since 1840; grade attended was first asked in 1940; type of school was first asked in 1960. Before 1940, the enrollment question in various censuses referred to attendance in the preceding six months or the preceding year. In 1940, the reference was to attendance in the month preceding the census, and in the 1950 and subsequent censuses, the question referred to attendance in the two months preceding the census date.

Until the 1910 census, there were no instructions limiting the kinds of schools in which enrollment was to be counted. Starting in 1910, the instructions indicated that attendance at "school, college, or any educational institution" was to be counted. In 1930 an instruction to include "night school" was added. In the 1940 instructions, night school, extension school, or vocational school were included only if the school was part of the regular school system. Correspondence school work of any kind was excluded. In the 1950 instructions, the term "regular school" was introduced, and it was defined as schooling which "advances a person towards an elementary or high school diploma or a college, university, or professional school degree." Vocational, trade, or business schools were excluded unless they were graded and considered part of a regular school system. On-the-job training was excluded, as was nursery school. Instruction by correspondence was excluded unless it was given by a regular school and counted towards promotion.

In 1960, the question used the term "regular school or college" and a similar, though expanded, definition of "regular" was included in the instructions, which continued to exclude nursery school. Because of the census' use of mailed questionnaires, the 1960 census was the first in which instructions were written for the respondent as well as enumerators. In the 1970 census, the questionnaire used the phrase "regular school or college" and included instructions to "count nursery school, kindergarten, and schooling which leads to an elementary school certificate, high school diploma, or college degree." Instructions in a separate document specified that to be counted as regular school, nursery school must include instruction as an important and integral phase of its program, and continued the exclusion of vocational, trade, and business schools. The 1980 census question was very similar to the 1970 question, but the separate instruction booklet did not require that nursery school include substantial instructional content in order to be counted.

The age range for which enrollment data have been obtained and published has varied over the censuses. Information on enrollment was recorded for persons of all ages in the 1930 and 1940 and 1970 through 1990; for persons under age 30, in 1950; and for persons age 5 to 34, in 1960. Most of the published enrollment figures referred to persons age 5 to 20 in the 1930 census, 5 to 24 in 1940, 5 to 29 in 1950, 5 to 34 in 1960, 3 to 34 in 1970, and 3 years old and over in 1980. This growth in the age group whose enrollment was reported reflects increased interest in the number of children in preprimary schools and in the number of older persons attending colleges and universities.

In the 1950 and subsequent censuses, college students were enumerated where they lived while attending college, whereas in earlier censuses, they generally were enumerated at their parental homes. This change should not affect the comparability of national figures on college enrollment since 1940; however, it may affect the comparability over time of enrollment figures at sub-national levels.

Type of school was first introduced in the 1960 census, where a separate question asked the enrolled persons whether they were in a "public" or "private" school. Since the 1970 census, the type of school was incorporated into the response categories for the enrollment question and the terms were changed to "public," "parochial," and "other private." In the 1980 census, "private, church related" and "private, not church related" replaced "parochial" and "other private."

Grade of enrollment was first available in the 1940 census, where it was obtained from responses to the question on highest grade of school completed. Enumerators were instructed that "for a person still in school, the last grade completed will be the grade preceding the one in which he or she was now enrolled." From 1950 to 1980, grade of enrollment was obtained from the highest grade attended in the two-part question used to measure educational attainment. (For more information, see the discussion under "Educational Attainment.") The form of the question from which level of enrollment was derived in the 1990 census most closely corresponds to the question used in 1940. While data from prior censuses can be aggregated to provide levels of enrollment comparable to the 1990 census, 1990 data cannot be disaggregated to show single grade of enrollment as in previous censuses.

Data on school enrollment were also collected and published by other Federal, State, and local government agencies. Where these data were obtained from administrative records of school systems and institutions of higher learning, they were only roughly comparable with data from population censuses and household surveys because of differences in definitions and concepts, subject matter covered, time references, and enumeration methods. 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. Differences between the boundaries of school districts and census geographic units also may affect these comparisons.