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Gates Millennium Scholars (GMS) Survey Data Cohort 3, United States, 2002-2007

Version
v1
Resource Type
Dataset : survey data
Creator
  • Bill and Melinda Gates Foundation
Other Title
  • GMS Cohort 3, 2002-2007 (Alternative Title)
  • Version 1 (Subtitle)
Collective Title
  • Gates Millennium Scholars (GMS) Survey Data
Publication Date
2013-05-07
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Funding Reference
  • Bill and Melinda Gates Foundation
Language
English
Free Keywords
Schema: ICPSR
academic achievement; academic degrees; college freshmen; college students; colleges; debt; education; educational opportunities; employment; financial support; high school graduates; high school students; high schools; minorities; scholarships; school dropouts; student financial aid; students; undergraduate programs; work; work experience
Description
  • Abstract

    In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.
  • Abstract

    The purpose of the Gates Millennium Scholars (GMS) Tracking and Longitudinal study is to gather data on the lives of scholars and selected non-recipients in order to analyze the effects on the educational, civic, and personal lives of selected sample members. The Gates Foundation sought to generate research that will help improve education attainment and achievement of minority students.
  • Methods

    This study was conducted using cross-sectional survey files and a longitudinal survey design. For this study, a cohort is defined as all Gates Millennium Scholars (GMS) and a representative sample of non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons. Each cohort will be asked to fill out a baseline survey and five follow-up surveys. The baseline survey occurs after the first year out of high school, when they have made the transition to college or the workforce. The first follow-up will corresponded to their third year out of high school, which for many will be during their junior year in college. The second follow-up will occur at the end of the applicants' fifth year out of high school, which may mark the transition to graduate or professional school, or into the workforce.
  • Methods

    The survey included questions that addressed the topics of: (a) Social, cultural, linguistic, and economic background; ; (b) Race/ethnicity and gender patterns;; (c) High school preparation and experiences; ; (d) The role of financial aid;; (e) College choice; ; (f) Major choice;; (g) Engagement and leadership in college; ; (h) Academic achievement, persistence, and completions;; (i) Graduate education plans; ; (j) Career choice and transition to the workplace; and; (k) Democratic values and leadership after college.;
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Created variable labels and/or value labels.; Standardized missing values.; Created online analysis version with question text.; Performed recodes and/or calculated derived variables.; Checked for undocumented or out-of-range codes..
  • Methods

    Presence of Common Scales: Several Likert Scales
  • Methods

    Response Rates: Approximately 90 percent of the Cohort III Scholars and 75 percent of the sample of non-recipients completed the baseline survey. Close to 82 percent of the Cohort III Scholars and 70 percent of the sample of non-recipients completed the first follow-up survey. Additional response rate information is available in the study documentation.
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Freshmen Survey - Public Use
    • DS2: Freshmen Survey - Restricted Use
    • DS3: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2005) 1st Follow-Up Survey
    • DS5: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2007) 2nd Follow-Up Survey
    • DS7: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2003, 2005, 2007) Longitudinal Survey (Baseline, 1st and 2nd Follow-Up)
    • DS9: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2003, 2005) Longitudinal Survey (Baseline, 1st Follow-Up)
    • DS11: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2003, 2007) Longitudinal Survey (Baseline, 2nd Follow-Up)
    • DS13: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2005, 2007) Longitudinal Survey (1st and 2nd Follow-Up)
    • DS15: Gates Millennium Scholars Program (GMS) Cohort 3, 2002-2007, Freshmen Cohort 3 (2002) Non-cognitive Scores
Temporal Coverage
  • Time period: 2002--2007
  • 2002 / 2007
  • Collection date: 2003--2007
  • 2003 / 2007
Geographic Coverage
  • United States
Sampled Universe
Population of American high school students graduating in the year of 2002 who meet the criteria established by the Gates Foundation, as stated in the sampling section. Smallest Geographic Unit: City
Sampling
Cross-sectional data collection contains the responses of approximately 1,000 scholarship recipients in the first year of Gates Millennium Scholars (GMS) and additional sampling of approximately 1,000 non-recipients. To be eligible, students had to meet several qualifications. They must (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; ; (2) be full-time students entering college or university;; (3) have a GPA of at least 3.3 on a 4.0 scale; ; (4) be eligible for Pell Grants;; (5) be leaders in community service, extracurricular, or other activities.; A stratified sample design was used for non-recipients in order to enable powerful comparisons at the level of racial/ethnic group between freshman and continuing undergraduate students. All Pell-Grant-in-place non-recipients were included in the samples for each racial/ethnic group. The remainder of cases was drawn from the pool of non-recipients without Pell Grants in place. The goal was to obtain 300 complete interviews from each racial/ethnic group except American Indians. Due to their small number, all non-recipients were included in the samples of both populations. The designs are likely to produce a design effect for non-recipients because the samples are not proportional to their representation in the population as a whole. This effect is likely to be offset by the stratification. By weighting the responses with respect to their relative response rates, the population estimates accurately reflect the proportion of the groups in the population.
Collection Mode
  • web-based survey
Note
2019-03-28 The surveys administered at Baseline, 1st Follow-Up, and 2nd Follow-Up were merged together into a single file for cohort 3. There is now a single merged public-use file and a single merged restricted-use file. Non-cognitive scores were removed from this study and will be added back into other data forthcoming in the Gates Millennium Scholars (GMS) series. The data and associated documentation were updated to current curation standards. Funding institution(s): Bill and Melinda Gates Foundation.
Availability
Delivery
One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
Alternative Identifiers
  • 34438 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR34438.v2
Publications
  • Wise, Jasmine. Student Success in Higher Education: An Analysis of the Effects of Support and Community. Dissertation, Baylor University. 2017.
  • DesJardins, Stephen L., McCall, Brian P.. The impact of the Gates Millennium Scholars Program on college and post-college related choices of high ability, low-income minority students. Economics of Education Review.38, 124-138.2014.
    • ID: 10.1016/j.econedurev.2013.11.004 (DOI)
  • DesJardins, Stephen L., McCall, Brian P., Ott, Molly, Kim, Jiyun. A quasi-experimental investigation of how the Gates Millennium Scholars Program is related to college students' time use and activities. Educational Evaluation and Policy Analysis.32, (4), 456-475.2010.
    • ID: 10.3102/0162373710380739 (DOI)
  • Bert, Melissa, Long, Bridget Terry, Boatman, Angela. Does Financial Aid affect the Likelihood of Minority Students Entering a STEM Discipline? The effects of the Gates Millennium Scholars Program. . 2008.
  • Boatman, Angela, Long, Bridget Terry. Does Financial Aid Impact Collegiate Success? The Effects of the Gates Millennium Scholars Program on Academic Performance & Behaviors. Student Financial Aid Research Network (SFARN).. 2008.
  • DesJardins, Stephen L., McCall, Brian P.. Investigating the Causal Impact of the Gates Millennium Scholars Program on the Correlates of College Completion, Graduation from College, and Future Educational Aspirations of Low-Income Minority Students. . 2008.
  • DesJardins, Stephen L., McCall, Brian P.. The Impact of the Gates Millennium Scholars Program on the Retention, College Finance- and Work-Related Choices, and Future Educational Aspirations of Low-Income Minority Students . University of Michigan, Center for the Study of Higher and Postsecondary Education , Unpublished manuscript. 2008.
    • ID: file:///D:/Users/eammoss/Downloads/The_Impact_of_the_Gates_Millennium_Scholars_Progra.pdf (URL)
  • Ramsey, Jennifer. Noncognitive Assessment and College Success: The Case of the Gates Millennium Scholars. Washington, DC: Institute for Higher Education Research (IHEP). 2008.
  • Michael, Joseph, Zimowski, Michele, Schacht, Stephen. The Third Cohort of Gates Millennium Scholars One Year After High School: A Comparative Analysis of the Background Characteristics, Early Outcomes, and Experiences of the Entering Freshman Class of 2002. Chicago, IL: National Opinion Research Center (NORC). 2007.
  • DesJardins, Stephen L., McCall, Brian P.. The Impact of the Gates Millennium Scholars Program on Selected Outcomes of Low-income Minority Students: A Regression Discontinuity Analysis. Bill and Melinda Gates Foundation Working Paper.. 2006.
    • ID: http://toolkit.pellinstitute.org/wp-content/uploads/2009/12/Impact-of-Gates-Millennium-Scholars.pdf (URL)
  • Erisman, Wendy, McSwain, Courtney. Expanding Access and Opportunity: The Impact of the Gates Millennium Scholars Program. Washington, DC: Institute for Higher Education Policy. 2006.
  • Schacht, Stephen. GMS dropout report first follow-up survey. . 2006.
  • St. John, Edward P., Hu, Shouping. State Finance Policies and Initial Major Choices: A National Study of High-Achieving, Low-Income Students of Color. . 2006.
  • Trent, William T.. Dropouts: A Focused Analysis. . 2006.
  • Trent, William T., Owens-Nicholson, Dawn, Casey, George E.. GMS Effect on Diversifying Math, Science, Computer Science and Engineering. . 2006.
  • National Opinion Research Center (NORC). GMS Tracking and Longitudinal Study Newsletter. Chicago, IL: National Opinion Research Center (NORC). 2005.
  • Oseguera, Leticia, Hurtado, Sylvia, St. John, Edward P., Santos, Jose Luis. Access of Low-income Students of Color to College. American Council of Education (ACE).. 2005.
  • Schacht, Stephen. Work and debt. . 2005.
  • NORC. Gates Millennium Scholars (GMS) Tracking and Longitudinal Study 2003-2004 Final Report Cohort 3. Chicago, IL: National Opinion Research Center (NORC). 2004.

Update Metadata: 2019-03-28 | Issue Number: 8 | Registration Date: 2015-06-16

Bill and Melinda Gates Foundation (2013): Gates Millennium Scholars (GMS) Survey Data Cohort 3, United States, 2002-2007. Version 1. Gates Millennium Scholars (GMS) Survey Data. Version: v1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR34438.v1