| Data Dictionary: | Census 1990 |
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Survey: Census 1990
| Data Source: | U.S. Census Bureau |
Data set: Summary Tape File 3 (STF3)
| Table: | P141. Imputation Of Educational Attainment [3] |
Universe: Persons 25 years and over
Table Details
| P141. | Imputation Of Educational Attainment | ||||||||
| Universe: Persons 25 years and over | |||||||||
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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. |
| Summary Tape File 3 -> Appendix C. Accuracy of the Data -> 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.
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. |
| Summary Tape File 3 -> Appendix C. Accuracy of the Data -> 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.
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 | |||||||||||||
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.
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 | |
| 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. |
| Summary Tape File 3 -> Appendix B. Definitions of Subject Characteristics -> Population Characteristics -> Educational Attainment |
Data on educational attainment were derived from answers to questionnaire item 12, which was asked of a sample of persons. Data are tabulated as attainment for persons 15 years old and over. Persons are classified according to the highest level of school completed or the highest degree received. The question included instructions to report the level of the previous grade attended or the highest degree received for persons currently enrolled in school. The question included response categories which allowed persons to report completing the 12th grade without receiving a high school diploma, and which instructed respondents to report as "high school graduate(s)"--persons who received either a high school diploma or the equivalent, for example, passed the Test of General Educational Development (G.E.D.), and did not attend college. (On the Military Census Report questionnaire, the lowest response category was "Less than 9th grade.")
Instructions included in the 1990 respondent instruction guide, which was mailed with the census questionnaire, 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; that vocational certificates or diplomas from vocational, trade, or business schools or colleges were not to be reported unless they were college level degrees; and that honorary degrees were not to be reported. The instructions gave "medicine, dentistry, chiropractic, optometry, osteopathic medicine, pharmacy, podiatry, veterinary medicine, law, and theology" as examples of professional school degrees, and specifically excluded "barber school, cosmetology, or other training for a specific trade" from the professional school category. The order in which they were listed suggested that doctorate degrees were "higher" than professional school degrees, which were "higher" than master's degrees.
Persons who did not report educational attainment were assigned the attainment of a person of the same age, race or Spanish origin, and sex who resided in the same or a nearby area. Persons who filled more than one circle were edited to the highest level or degree reported.
Instructions included in the 1990 respondent instruction guide, which was mailed with the census questionnaire, 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; that vocational certificates or diplomas from vocational, trade, or business schools or colleges were not to be reported unless they were college level degrees; and that honorary degrees were not to be reported. The instructions gave "medicine, dentistry, chiropractic, optometry, osteopathic medicine, pharmacy, podiatry, veterinary medicine, law, and theology" as examples of professional school degrees, and specifically excluded "barber school, cosmetology, or other training for a specific trade" from the professional school category. The order in which they were listed suggested that doctorate degrees were "higher" than professional school degrees, which were "higher" than master's degrees.
Persons who did not report educational attainment were assigned the attainment of a person of the same age, race or Spanish origin, and sex who resided in the same or a nearby area. Persons who filled more than one circle were edited to the highest level or degree reported.
Includes persons whose highest degree was a high school diploma or its equivalent, persons who attended college or professional school, and persons who received a college, university, or professional degree. Persons who reported completing the 12th grade but not receiving a diploma are not included.
Includes persons of compulsory school attendance age or above who were not enrolled in school and were not high school graduates; these persons may be taken to be "high school dropouts." There is no restriction on when they "dropped out" of school, and they may have never attended high school.
In prior censuses, "Median school years completed" was used as a summary measure of educational attainment. In 1990, the median can only be calculated for groups of which less than half the members have attended college. "Percent high school graduate or higher" and "Percent bachelor's degree or higher" are summary measures which can be calculated from the present data and offer quite readily interpretable measures of differences between population subgroups. To make comparisons over time, "Percent high school graduate or higher" can be calculated and "Percent bachelor's degree or higher" can be approximated with data from previous censuses.
In prior censuses, "Median school years completed" was used as a summary measure of educational attainment. In 1990, the median can only be calculated for groups of which less than half the members have attended college. "Percent high school graduate or higher" and "Percent bachelor's degree or higher" are summary measures which can be calculated from the present data and offer quite readily interpretable measures of differences between population subgroups. To make comparisons over time, "Percent high school graduate or higher" can be calculated and "Percent bachelor's degree or higher" can be approximated with data from previous censuses.
From 1840 to 1930, the census measured educational attainment by means of a basic literacy question. In 1940, a single question was asked on highest grade of school completed. In the censuses of 1950 through 1980, a two-part question asking highest grade of school attended and whether that grade was finished was used to construct highest grade or year of school completed. For persons who have not attended college, the response categories in the 1990 educational attainment question should produce data which are comparable to data on highest grade completed from earlier censuses.
The response categories for persons who have attended college were modified from earlier censuses because there was some ambiguity in interpreting responses in terms of the number of years of college completed. For instance, it was not clear whether "completed the fourth year of college," "completed the senior year of college," and "college graduate" were synonymous. Research conducted shortly before the census suggests that these terms were more distinct in 1990 than in earlier decades, and this change may have threatened the ability to estimate the number of "college graduates" from the number of persons reported as having completed the fourth or a higher year of college. It was even more difficult to make inferences about post-baccalaureate degrees and "Associate" degrees from highest year of college completed. Thus, comparisons of post-secondary educational attainment in this and earlier censuses should be made with great caution.
In the 1960 and subsequent censuses, persons for whom educational attainment was not reported were assigned the same attainment level as a similar person whose residence was in the same or a nearby area. In the 1940 and 1950 censuses, persons for whom educational attainment was not reported were not allocated.
The response categories for persons who have attended college were modified from earlier censuses because there was some ambiguity in interpreting responses in terms of the number of years of college completed. For instance, it was not clear whether "completed the fourth year of college," "completed the senior year of college," and "college graduate" were synonymous. Research conducted shortly before the census suggests that these terms were more distinct in 1990 than in earlier decades, and this change may have threatened the ability to estimate the number of "college graduates" from the number of persons reported as having completed the fourth or a higher year of college. It was even more difficult to make inferences about post-baccalaureate degrees and "Associate" degrees from highest year of college completed. Thus, comparisons of post-secondary educational attainment in this and earlier censuses should be made with great caution.
In the 1960 and subsequent censuses, persons for whom educational attainment was not reported were assigned the same attainment level as a similar person whose residence was in the same or a nearby area. In the 1940 and 1950 censuses, persons for whom educational attainment was not reported were not allocated.
