| Data Dictionary: | ACS 2011 (5-Year Estimates) |
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Survey: ACS 2011 (5-Year Estimates)
| Data Source: | U.S. Census Bureau |
| Table: | B17003. Poverty Status in the Past 12 Months of Individuals by Sex by Educational Attainment [23] |
Universe: Universe: Population 25 years and Over for whom poverty status Is determined
Table Details
| B17003. | Poverty Status in the Past 12 Months of Individuals by Sex by Educational Attainment | ||||||||||||||||||||||||||||||||||||||||||||||||
| Universe: Universe: Population 25 years and Over for whom poverty status Is determined | |||||||||||||||||||||||||||||||||||||||||||||||||
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Relevant Documentation:
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2007-2011 Summary File: Technical Documentation. |
| The 2007-2011 ACS 5-Year Summary File Technical Documentation -> Appendix A. Supplemental Documentation -> Subject Definitions -> Population Variables -> Poverty Status in the Past 12 Months |
Poverty statistics in ACS products adhere to the standards specified by the Office of Management and Budget in Statistical Policy Directive 14. The Census Bureau uses a set of dollar value thresholds that vary by family size and composition to determine who is in poverty. Further, poverty thresholds for people living alone or with nonrelatives (unrelated individuals) vary by age (under 65 years or 65 years and older). The poverty thresholds for two-person families also vary by the age of the householder. If a family's total income is less than the dollar value of the appropriate threshold, then that family and every individual in it are considered to be in poverty. Similarly, if an unrelated individual's total income is less than the appropriate threshold, then that individual is considered to be in poverty.
In determining the poverty status of families and unrelated individuals, the Census Bureau uses thresholds (income cutoffs) arranged in a two-dimensional matrix. The matrix consists of family size (from one person to nine or more people) cross-classified by presence and number of family members under 18 years old (from no children present to eight or more children present). Unrelated individuals and two-person families are further differentiated by age of reference person (RP) (under 65 years old and 65 years old and over).
To determine a person's poverty status, one compares the person's total family income in the last 12 months with the poverty threshold appropriate for that person's family size and composition (see example below). If the total income of that person's family is less than the threshold appropriate for that family, then the person is considered "below the poverty level," together with every member of his or her family. If a person is not living with anyone related by birth, marriage, or adoption, then the person's own income is compared with his or her poverty threshold. The total number of people below the poverty level is the sum of people in families and the number of unrelated individuals with incomes in the last 12 months below the poverty threshold.
Since ACS is a continuous survey, people respond throughout the year. Because the income questions specify a period covering the last 12 months, the appropriate poverty thresholds are determined by multiplying the base-year poverty thresholds (1982) by the average of the monthly inflation factors for the 12 months preceding the data collection. See the table in Appendix A titled "Poverty Thresholds in 1982, by Size of Family and Number of RelatedChildren Under 18 Years (Dollars)," for appropriate base thresholds. See the table "The 2011 Poverty Factors" in Appendix A for the appropriate adjustment based on interview month.
For example, consider a family of three with one child under 18 years of age, interviewed in July 2011 and reporting a total family income of $14,000 for the last 12 months (July 2010 to June 2011). The base year (1982) threshold for such a family is $7,765, while the average of the 12 inflation factors is 2.24574 Multiplying $7,765 by 2.24574 determines the appropriate poverty threshold for this family type, which is $17,438 Comparing the family's income of $14,000 with the poverty threshold shows that the family and all people in the family are considered to have been in poverty. The only difference for determining poverty status for unrelated individuals is that the person's individual total income is compared with the threshold rather than the family's income.
To determine a person's poverty status, one compares the person's total family income in the last 12 months with the poverty threshold appropriate for that person's family size and composition (see example below). If the total income of that person's family is less than the threshold appropriate for that family, then the person is considered "below the poverty level," together with every member of his or her family. If a person is not living with anyone related by birth, marriage, or adoption, then the person's own income is compared with his or her poverty threshold. The total number of people below the poverty level is the sum of people in families and the number of unrelated individuals with incomes in the last 12 months below the poverty threshold.
Since ACS is a continuous survey, people respond throughout the year. Because the income questions specify a period covering the last 12 months, the appropriate poverty thresholds are determined by multiplying the base-year poverty thresholds (1982) by the average of the monthly inflation factors for the 12 months preceding the data collection. See the table in Appendix A titled "Poverty Thresholds in 1982, by Size of Family and Number of RelatedChildren Under 18 Years (Dollars)," for appropriate base thresholds. See the table "The 2011 Poverty Factors" in Appendix A for the appropriate adjustment based on interview month.
For example, consider a family of three with one child under 18 years of age, interviewed in July 2011 and reporting a total family income of $14,000 for the last 12 months (July 2010 to June 2011). The base year (1982) threshold for such a family is $7,765, while the average of the 12 inflation factors is 2.24574 Multiplying $7,765 by 2.24574 determines the appropriate poverty threshold for this family type, which is $17,438 Comparing the family's income of $14,000 with the poverty threshold shows that the family and all people in the family are considered to have been in poverty. The only difference for determining poverty status for unrelated individuals is that the person's individual total income is compared with the threshold rather than the family's income.
Poverty status was determined for all people except institutionalized people, people in military group quarters, people in college dormitories, and unrelated individuals under 15 years old. These groups were excluded from the numerator and denominator when calculating poverty rates.
Specified poverty levels are adjusted thresholds that are obtained by multiplying the official thresholds by specific factor. Using the threshold cited from the previous example (a family of three with one related child under 18 years responding in July 2011), the dollar value at 125 percent of the poverty threshold was $ 21,798 ($ 17,438x 1.25).
Income deficit represents the difference between the total income in the last 12 months of families and unrelated individuals below the poverty level and their respective poverty thresholds. In computing the income deficit, families reporting a net income loss are assigned zero dollars and for such cases the deficit is equal to the poverty threshold.
This measure provides an estimate of the amount, which would be required to raise the incomes of all poor families and unrelated individuals to their respective poverty thresholds. The income deficit is thus a measure of the degree of the impoverishment of a family or unrelated individual. However, please use caution when comparing the average deficits of families with different characteristics. Apparent differences in average income deficits may, to some extent, be a function of differences in family size.
This measure provides an estimate of the amount, which would be required to raise the incomes of all poor families and unrelated individuals to their respective poverty thresholds. The income deficit is thus a measure of the degree of the impoverishment of a family or unrelated individual. However, please use caution when comparing the average deficits of families with different characteristics. Apparent differences in average income deficits may, to some extent, be a function of differences in family size.
Aggregate income deficit refers only to those families or unrelated individuals who are classified as below the poverty level. It is defined as the group (e.g., type of family) sum total of differences between the appropriate threshold and total family income or total personal income. Aggregate income deficit is subject to rounding, which means that all cells in a matrix are rounded to the nearest hundred dollars. (For more information, see "Aggregate" under "Derived Measures.")
Mean income deficit represents the amount obtained by dividing the aggregate income deficit for a group below the poverty level by the number of families (or unrelated individuals) in that group. (The aggregate used to calculate mean income deficit is rounded. For more information, see "Aggregate Income Deficit.") As mentioned above, please use caution when comparing mean income deficits of families with different characteristics, as apparent differences may, to some extent, be a function of differences in family size. Mean income deficit is rounded to the nearest whole dollar. (For more information on means, see "Derived Measures.")
Since poverty is defined at the family level and not the household level, the poverty status of the household is determined by the poverty status of the householder. Households are classified as poor when the total income of the householder's family in the last 12 months is below the appropriate poverty threshold. (For nonfamily householders, their own income is compared with the appropriate threshold.) The income of people living in the household who are unrelated to the householder is not considered when determining the poverty status of a household, nor does their presence affect the family size in determining the appropriate threshold. The poverty thresholds vary depending upon three criteria: size of family, number of children, and, for one- and two- person families, age of the householder.
Derivation of the Current Poverty Measure - When the original poverty definition was developed in 1964 by the Social Security Administration (SSA), it focused on family food consumption. The U.S. Department of Agriculture (USDA) used its data about the nutritional needs of children and adults to construct food plans for families. Within each food plan, dollar amounts varied according to the total number of people in the family and the family's composition, that is, the number of children within each family. The cheapest of these plans, the Economy Food Plan, was designed to address the dietary needs of families on an austere budget.
Since the USDA's 1955 Food Consumption Survey showed that families of three or more people across all income levels spent roughly one-third of their income on food, the SSA multiplied the cost of the Economy Food Plan by three to obtain dollar figures for total family income. These dollar figures, with some adjustments, later became the official poverty thresholds. Since the Economy Food Plan budgets varied by family size and composition, so too did the poverty thresholds. For two-person families, the thresholds were adjusted by slightly higher factors because those households had higher fixed costs. Thresholds for unrelated individuals were calculated as a fixed proportion of the corresponding thresholds for two-person families.
The poverty thresholds are revised annually to allow for changes in the cost of living as reflected in the Consumer Price Index for All Urban Consumers (CPI-U). The poverty thresholds are the same for all parts of the country; they are not adjusted for regional, state, or local variations in the cost of living.
Since the USDA's 1955 Food Consumption Survey showed that families of three or more people across all income levels spent roughly one-third of their income on food, the SSA multiplied the cost of the Economy Food Plan by three to obtain dollar figures for total family income. These dollar figures, with some adjustments, later became the official poverty thresholds. Since the Economy Food Plan budgets varied by family size and composition, so too did the poverty thresholds. For two-person families, the thresholds were adjusted by slightly higher factors because those households had higher fixed costs. Thresholds for unrelated individuals were calculated as a fixed proportion of the corresponding thresholds for two-person families.
The poverty thresholds are revised annually to allow for changes in the cost of living as reflected in the Consumer Price Index for All Urban Consumers (CPI-U). The poverty thresholds are the same for all parts of the country; they are not adjusted for regional, state, or local variations in the cost of living.
Beginning in 2006, the population in group quarters (GQ) is included in the ACS. The part of the group quarters population in the poverty universe (for example, people living in group homes or those living in agriculture workers' dormitories) is many times more likely to be in poverty than people living in households. Direct comparisons of the data would likely result in erroneous conclusions about changes in the poverty status of all people in the poverty universe.
Because of differences in survey methodology (questionnaire design, method of data collection, sample size, etc.), the poverty rate estimates obtained from American Community Survey data may differ from those reported in the Current Population Survey, Annual Social and Economic Supplement, and those reported in Census 2000. Please refer to
(http://www.census.gov/hhes/www/poverty/about/datasources/description.html) for more details.
(http://www.census.gov/hhes/www/poverty/about/datasources/description.html) for more details.
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2007-2011 Summary File: Technical Documentation. |
| The 2007-2011 ACS 5-Year Summary File Technical Documentation -> Appendix A. Supplemental Documentation -> Subject Definitions -> Population Variables -> Sex |
The data on sex were derived from answers to Question 3. 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 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 www.census.gov/acs.
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 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 www.census.gov/acs.
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.
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
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
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 (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.
The Census Bureau tested the changes introduced to the 2008 version of the sex question in the 2007 ACS Grid-Sequential Test (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.
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 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 .
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 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 .
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2007-2011 Summary File: Technical Documentation. |
| The 2007-2011 ACS 5-Year Summary File Technical Documentation -> Appendix A. Supplemental Documentation -> Subject Definitions -> Population Variables -> 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, 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.
Data on educational attainment were derived from answers to Question 11, 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.
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.
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.
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.
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.
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 (www.census.gov/acs).
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 (www.census.gov/acs).
New questions were added to the 2008 ACS CATI/CAPI instrument. 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 (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 link for the Fact Sheet and the Comparison Report from the CPS Educational Attainment page.
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 link for the Fact Sheet and the Comparison Report from the CPS Educational Attainment page.
