National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses. NCES 2022-043

Autor/inn/en	Medway, Rebecca; Scardaville, Melissa; Paek, Chris; Dias, Paula; Kaiser, Ashley; Megra, Mahi; Pulizzi, Scott
Institution	National Center for Education Statistics (NCES) (ED/IES); American Institutes for Research (AIR)
Titel	National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses. NCES 2022-043
Quelle	(2022), (184 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Attainment; National Surveys; Response Rates (Questionnaires); Individual Characteristics; Working Hours; Negative Attitudes; Federal Government; Privacy; Educational Attitudes; Mail Surveys; Access to Information; Elementary Secondary Education; Experience; Opinions; Sampling; National Household Education Survey + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Antwortkontrolle; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Hours of work; Arbeitszeit; Negative Fixierung; Bundesregierung; Privatsphäre; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Erhebungsinstrument; Erfahrung; Lehrmeinung
Abstract	This report documents the methods and findings of a qualitative study of nonrespondent addresses to the 2019 administration of the National Household Education Surveys Program (NHES:2019). The study included two components: (1) 85 in-depth, qualitative interviews; and (2) 760 address observations. The overarching goal was to better understand the drivers of nonresponse to the NHES and to provide additional, actionable information on how to combat this growing problem. [For the appendices to this report, see ED617188.] (As Provided).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11