| Data Dictionary: | ACS 2006 (1-Year Estimates) |
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Survey: ACS 2006 (1-Year Estimates)
| Data Source: | U.S. Census Bureau |
| Table: | B14004. Sex By College or Graduate School Enrollment By Type of School By Age For the Population 15 Years and Over [33] |
Universe: Universe: Population 15 years and Over
Table Details
| B14004. | Sex By College or Graduate School Enrollment By Type of School By Age For the Population 15 Years and Over | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Universe: Universe: Population 15 years and Over | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Relevant Documentation:
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2006 Summary File: Technical Documentation. |
| ACS 2006-1yr Summary File: Technical Documentation -> Appendix B. Subject Definitions -> Population Variables -> Sex |
The data on sex were derived from answers to Question 1. Individuals were asked to mark either "male" or "female" to indicate their sex. For most cases in which sex was not reported, the appropriate entry was determined from the person's given (i.e., first) name and household relationship. Otherwise, sex was imputed according to the relationship to the householder and the age of the person.
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.
Beginning in 2006, the population in group quarters (GQ) is 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 areas with a substantial GQ population.
The Census Bureau tested the changes introduced to the 2006 version of the sex question in the 2006 ACS Grid-Sequential Test (http://www.census.gov/acs/www/Downloads/ACS-MP-09_Grid-Sequential_Test_Final_Report.pdf). 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 2006 to 2006.
The Census Bureau tested the changes introduced to the 2006 version of the sex question in the 2006 ACS Grid-Sequential Test (http://www.census.gov/acs/www/Downloads/ACS-MP-09_Grid-Sequential_Test_Final_Report.pdf). 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 2006 to 2006.
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2006 Summary File: Technical Documentation. |
| ACS 2006-1yr Summary File: Technical Documentation -> Appendix B. Subject Definitions -> Population Variables -> School Enrollment and Type of School |
Data on school enrollment and grade or level attending were derived from answers to Question 10. People were classified as enrolled in school if they were attending a "regular" public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to "include only nursery or preschool, kindergarten, elementary school, and schooling which leads to a high school diploma, or a college degree" as regular school or college. Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.
A regular school advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained in a "regular school." People enrolled in "vocational, technical, or business school" were not reported as enrolled in regular school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire does not include explicit instructions for how to classify home schoolers.
A regular school advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained in a "regular school." People enrolled in "vocational, technical, or business school" were not reported as enrolled in regular school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire does not include explicit instructions for how to classify home schoolers.
Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for "public school, public college," or "private school, private college." The instruction guide defines a public school as "any school or college controlled and supported primarily by a local, county, state, or federal government." Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Respondents who marked both the "public" and "private" boxes are edited to the first entry, "public."
Data on school enrollment also are collected and published by other federal, state, and local government agencies. Because these data are obtained from administrative records of school systems and institutions of higher learning, they are only roughly comparable to data from population censuses and surveys. Differences in definitions and concepts, subject matter covered, time references, and data collection methods contribute to the differences in estimates. At the local level, the difference between the location of the institution and the residence of the student may affect the comparability of census and administrative data because census data are collected from and based on a respondent's residence. Differences between the boundaries of school districts and census geographic units also may affect these comparisons.
From 1999-2006, in the American Community Survey, people reported to be enrolled in "public school, public college" or "private school, private college" were classified by grade or level according to responses to Question 10b, "What grade or level was this person attending?" Seven levels were identified: "nursery school, preschool;" "kindergarten;" elementary "grade 1 to grade 4" or "grade 5 to grade 8;" high school "grade 9 to grade 12;" "college undergraduate years (freshman to senior);" and "graduate or professional school ( for example: medical, dental, or law school )."
Beginning in 2006, the population universe in the American Community Survey includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.
The 1996-1998 American Community Survey used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 American Community Survey questionnaire.
| Excerpt from: | Social Explorer; U.S. Census Bureau; American Community Survey 2006 Summary File: Technical Documentation. |
| ACS 2006-1yr Summary File: Technical Documentation -> Appendix B. Subject Definitions -> Population Variables -> Age |
The data on age were derived from answers to Question 2. 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. 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). 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. Therefore, age data are tabulated by many different age groupings, such as 5-year age groups.
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.")
The age dependency ratio is derived by dividing the combined under-18 and 65-and-over populations by the 18-to-64 population and multiplying by 100.
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.
The child dependency ratio is derived by dividing the population under 18 years by the 18-to-64 population, and multiplying by 100.
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 2000 and 2006. 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 Census 2000 should be similar in size or proportion to the population in the same age group in the 2006 ACS. For example, Baby Boomers were age 36 to 54 in Census 2000 while they were age 44 to 62 in the 2006 ACS. Therefore, the age group 55 to 59 would show a considerable increase in population when comparing Census 2000 data with the 2006 ACS data.
Beginning in 2006, the population in group quarters (GQ) is included in the ACS. Some types of GQ populations have age distributions that are very different from the household population. The inclusion of the GQ population could therefore have a noticeable impact on the age distribution. This is particularly true for areas with a substantial GQ population.
Beginning in 2006, the population in group quarters (GQ) is included in the ACS. Some types of GQ populations have age distributions that are very different from the household population. The inclusion of the GQ population could therefore have a noticeable impact on the age distribution. This is particularly true for areas with a substantial GQ population.
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 2006, 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.
