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Y03 user guide - National Centre for Vocational Education Research
Contents
1. 1 Economic climate Study undertaken Subjects courses Study plans LSAY 2003 cohort user guide Topic map 6 Employment Current Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Employment characteristics NCVER Work in job business farm 1 Still have job reported at last interview Away from job School holiday job 1 More than one job 1 Wages salary self employed 1 Kind of work ASCO 1 Kind of work ANZSCO Employer s main kind of business ANZSIC Number of other jobs had Change of work conditions Pay Change of work conditions Skills Change of work conditions Responsibility Change of work conditions Promotion Labour force status derived variable 1 Permanent or casual employment derived variable Occupation 1 digit ANZSCO First Edition derived variable Job mobility during last year derived variable 1 1 1 1 1 1 1 1 Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Any spell of unemployment during the year derived variable Time worked Hours worked per week present job Hours worked per week main job if more than one Hours worked per week all jobs if more than one Hours worked per week job reported at last interview Months worked Months worked
2. Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Life at school Make friends Life at school Belonging Life at school Awkward Life at school I m liked Life at school Feel lonely Life at school Learn important things Life at school Feel happy Life at school Preparation for future Life at school Like learning ife at school Useful skills ife at school Enjoy being there ife at school Help in adult life Life at school like to go to school Life at school Interesting work Life at school Learning is fun Life at school Worthwhile learning Life at school Feel safe and secure Teachers Get along with students Teachers Interested in students well being Teachers Listen Teachers Provide extra help Teachers Treat me fairly Teachers Know subject matter 1 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Teachers Explain things clearly Teachers Well prepared organised Teachers Communicate well Teachers Maintain student interest Teachers Manage student discipline Teachers Talk privately about schoolwork Teachers Talk privately about personal matters Punctuality Attitudes towards school Student teacher relations Belonging Friendships Sport Students treat me fairly Feel part of community 1 Views on maths NCV
3. 5 2007 6 2008 7 2009 8 2010 9 2011 Overall satisfaction Improved career prospects Helped make contacts Student life Like being a tertiary student Student life Think student life suits you Student life Like campus atmosphere Student life Student life meets expectations Student life Made close friends Problems Paying fees Problems Juggling study work Problems Course difficulty Problems Family study commitments Problems Caring for children other family members Problems Balancing personal relationships Problems Fitting in making friends Problems Other commitments Problems Other Problems None of the above Problems Main problem 1 1 1 1 Careers advice NCVER Careers guidance officer Questionnaire Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Employer program 1 1 1 Job application assistance 1 1 1 1 1 1 1 Information about further study 1 1 1 1 1 1 1 Online career website or career planning tool 1 1 Usefulness Careers guidance officer 1 1 1 Usefulness Questionnaire 1 1 1 Usefulness Employer program 1 1 1 Usefulness Job application assistance 1 1 1 Usefulness Information about further study 1 1 1 Usefulness 1 1 1 1 Source Educational institution 1 1 1 1 Source Government agency 1 1 1 1 Source Employer program 1 1 1 1 Source Private provider you paid 1 1 1 1 Source Internet 1 1 1 1
4. Subjects courses Subjects courses TAFE VET Subjects courses VET Study plans Careers advice Work experience Workplace learning Qualifications and results Government payments Study Current study Past study Apprenticeships traineeships Current apprenticeships traineeships Past apprenticeships traineeships Deferred withdrew from study Changed institutions Changed course Changed left employer Changed stopped apprenticeship traineeship Satisfaction with study Careers advice Work experience Perceptions about post school study Studying science engineering maths IT Not studying science engineering maths IT Government payments and income Economic climate Main activity NCVER Figure 5 Major topic area 3 Employment Employment Current Job history and training Seeking employment Not in the labour force Employment characteristics Employment characteristics Looking for work Main activity Time worked Time worked Job search activity Education Wages and benefits Wages and benefits Problems looking for work Employment Starting work Job training Economic climate Leaving work Leaving work Looking for work Working in a job while at school Working in a job post school Job training Job satisfaction Perceptions about apprenticeship traineeship Perceptions about work Economic climate Aspirations Figure 6 Major topic area 4 Social Social Health living arrangements and i General attitudes finance Living a
5. Talk from TAFE or Uni representative 1 1 1 1 1 Work experience Work experience 1 1 Number of days actual 1 Number of days planned 1 Number of days total 1 NCVER Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Work experience undertaken Teaches what work is really like Teaches about people Teaches about instructions Teaches about think for self Teaches about confidence Teaches about job skills Teaches about work conditions Teaches about your future career Workplace learning Workplace learning Number of days actual Number of days planned Number of days total Workplace learning undertaken Teaches what work is really like Teaches about people Teaches about instructions Teaches about think for self Teaches about confidence Teaches about job skills Teaches about work conditions Teaches about your future career LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Qualifications and results Awarded certificate 1 1 Al 1 Received any other certificate 1 1 1 1 Certificate name 2 2 2 1 Received state specific score Result known Result Highest school level completed derived variable 1 Completed Year 12 or certificate II or higher derived variable Completed Year 12 or certificate III or higher derived
6. These records have been corrected so that their full time or part time study status from their previous interview is recorded XFTS2009 to Changes to Full time or part time study status due to correction made to XFTS2010 Current qualification level XFTS2009 11 XFTS2010 4 Status in bachelor degree or XBAC2005 One respondent who previously commenced and did not complete study in a 1 higher bachelor degree or higher level qualification was incorrectly recorded as having never commenced a bachelor degree This respondent has now been recorded as having commenced but not completed a bachelor degree or higher level qualification XBAC2006 Some respondents previously commenced and did not complete study in a 55 bachelor degree or higher level qualification were incorrectly recorded as having never commenced a bachelor degree These respondents have now been recorded as having commenced but not completed a bachelor degree or higher level qualification LSAY 2003 cohort user guide Wave year Version Date published Variable Variable name Description Number of observations affected NCVER XBAC2007 XBAC2008 XBAC2009 to Changes to Status in study in bachelor degree or higher due to correction made to Status in bachelor degree or higher from previous year Some respondents who previously commenced and did not complete study in 200 a bachelor degree or higher level qualification were incorrectly recorded as ha
7. 2 2 2 2 2 2 people at work Reason You weren t happy with the on the job A 2 2 2 2 2 2 2 2 training Reason Because of problems with travelling or 2 2 2 2 2 2 2 2 transport Reason Because of health or personal reasons 2 2 2 2 2 2 2 2 Reason Main reason 2 2 2 2 2 2 2 2 Way in which next job was better 2 2 2 2 Month changed employer 2 2 2 2 2 2 2 2 NCVER Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Year changed employer 2 2 2 2 2 2 2 2 Changed stopped apprenticeship traineeship Reason Someone offered you a better job Reason The pay was too low Reason You weren t happy with the job prospects Reason You basically didn t like the type of work Reason You didn t get on with your boss other people at work Reason You weren t happy with the on the job training Reason You weren t happy with the off the job training Reason You found the study or training too difficult Reason Because of problems with travelling or transport Reason Because of health or personal reasons Reason Main reason Satisfaction with study Problem solving skills Analytic skills Ability to work as a team member Confidence in tackling unfamiliar problems Communication skills Work planning LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year
8. 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Classes off the job training at TAFE Provider of off the job training Status in apprenticeship traineeship derived variable 1 1 1 1 1 1 1 1 1 1 1 1 Current apprenticeships traineeships Employer type Classes off the job training at TAFE Provider of off the job training Full time or part time study Month expect to complete study Year expect to complete study Past apprenticeships traineeships Study completed withdrawn deferred changed Employer type Month stopped study Year stopped study Deferred withdrew from study NCVER Reason Problems juggling study and work commitments Reason Wanted job apprenticeship traineeship Reason Financially difficult Reason Lost interest Reason Never wanted to study Reason Course was not what you wanted Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Reason Wouldn t have led to good job career 1 1 1 1 1 1 1 1 Reason Poor results 1 1 1 1 1 1 1 1 Reason Study load 1 1 1 1 1 1 1 1 Reason Never intended to complete the course 1 1 1 1 1 1 1 1 Reason Access transport 1 1 1 1 1 1 1 1 Reason Health personal reasons 1 1 1 1 1 1 1 1 Reason Main reason 1 1 1 1 1 1 1 1 Changed institutions Same institution 5 7 7 7 7 7 7 7 Reason The place you moved from wasn t your A 5 7 7 7 7
9. 3C vocational pre vocational upper secondary ISCED 3A upper secondary and or ISCED 4 non tertiary post secondary ISCED 5B vocational tertiary ISCED 5A or 6 theoretically oriented tertiary and post graduate NCVER Further information about ISCED is available at lt http www uis unesco org ev php D 3813_201 amp ID2 DO_TOPIC gt The Australian Standard Classification of Education ASCED is used to code the area of study from wave 2 2004 Occupation The International Standard Classification of Occupations ISCO 88 is used to code parental occupation and expected student occupation in the first wave of the 2003 cohort as part of PISA Further information about ISCO is available at lt http www ilo org public english bureau stat isco isco88 index htm gt The Australian Standard Classification of Occupations ASCO 2 Edition is used to code the remaining occupational data from waves 1 to 3 2003 to 2005 From wave 4 2006 the Australian and New Zealand Standard Classification of Occupations ANZSCO 1 Edition is used Industry The Australian and New Zealand Standard Industrial Classification ANZSIC 1993 is used to code industries for waves 2 and 3 2004 to 2005 From wave 4 2006 ANZSIC 2006 is used Institution Non standard institution code frames have been developed specifically for LSAY to enable consistent coding of education institutions These code frames are also used acr
10. ASCED ASCO 2nd Edition ANZSIC 1993 Institution code frame 2 Not applicable Not applicable 4 2006 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable 5 2007 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable 6 2008 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable 7 2009 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable 8 2010 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable 9 2011 ASCED ANZSCO 1st Edition ANZSIC 2006 Institution code frame 2 Not applicable Not applicable Notes ISCED International Standard Classification of Education ASCED Australian Standard Classification of Education ISCO International Standard Classification of Occupations ASCO Australian Standard Classification of Occupations ANZSCO Australian and New Zealand Standard Classification of Occupations ANZSIC Australian and New Zealand Standard Industrial Classification ISO International Organization for Standardization Education The International Standard Classification of Education ISCED 1997 is used to code parental education levels and expected student educational levels These are collected in the first wave of the 2003 cohort as part of PISA The ISCED has the following categories None ISCED 1 primary education ISCED 2 lower secondary ISCED 3B or
11. BELONG Interest in mathematics INTMAT Instrumental motivation in INSTMOT mathematics Mathematics self efficacy MATHEFF Mathematics anxiety ANXMAT Mathematics self concept SCMAT Memorisation strategies MEMOR Elaboration strategies ELAB Control strategies CSTRAT Competitive learning COMPLRN Co operative learning COOPLRN Teacher support in maths TEACHSUP lessons LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected Disciplinary climate in maths DISCLIM lessons ICT Internet entertainment INTUSE use ICT Programs software use PRGUSE ICT Confidence in routine ROUTCONF tasks ICT Confidence in internet INTCONF tasks ICT Confidence in high level HIGHCONF tasks ICT Attitudes towards ATTCOMP computers Interviewed in 2004 IN2004 Interviewed in 2005 IN2005 Waves 1 to 6 2 October 2009 Derived variables added to the dataset See section 2003 to 2008 Derived variables in this publication Waves 1 to 6 1 June 2009 Wave 6 2008 variables added to dataset 2003 to 2008 SCHOOLID School ID School identifier removed from the data set as it reveals information about a All school s state and or sector SCHID_R School ID To enable investigation of the affect of school on student achievement etc a All revised randomised school identifier has been added to the dataset s Longitudinal Surveys of Austra
12. Frequency of clearing debt on credit card s LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Able to save money Frequency of saving money Managing financially Shortage of money Sold something because you needed money Shortage of money Went without meals Shortage of money Had to ask family or friends for money Shortage of money Had to borrow money Shortage of money Didn t get medicines or go to a doctor Shortage of money Couldn t buy text books or other study materials Shortage of money Couldn t buy other things you needed Shortage of money Couldn t pay electricity gas or telephone bills Shortage of money Couldn t pay mortgage rent on time Shortage of money Couldn t afford to heat your home 1 1 1 1 NCVER Topic map 11 Social General attitudes Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Leisure Hours spent watching TV 1 Hours spent listening to music 1 Hours spent playing sport 1 Hours spent reading for pleasure 1 Hours spent doing unpaid volunteer work 1 Go to the library Read books Read newspapers or magazines Use the internet Play sport or do exercise Play computer video games Community activities Go to church place of worship Volunteer In
13. It provides a complete listing of all the variables in the Y03 dataset as well as information about each variable Data can be filtered and inspected by wave year questionnaire section topic area s and or data element The metadata workbook can be accessed at lt www say edu au publications 2225 html gt under the supporting documents tab The information contained in this workbook is similar to that contained in the topic maps and data elements documents but can be manipulated using filters to search for and group variables There are two worksheets included in the metadata workbook Variables and Values Both worksheets list each variable in the order it appears in the dataset Major sub major and minor topic areas as well as data elements are provided for each variable The wave year questionnaire section and variable label are also included where applicable The first worksheet Variables includes the variable type variable label question wording and base population The second worksheet Values lists each variable and the values that variable can take where applicable Note that while all variables are included in the listing variables provided in the datasets available from the Australian Social Science Data Archive are limited by existing data restrictions See section Accessing the data Data restrictions Variable selection Not all variables assigned to a data element are directly comparable Additio
14. Other Number of maths classes week Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Number of classes week Maths homework ratio Minutes of maths classes week Minutes of classes week Maths ratio Subjects courses Maths class Maths science at last interview s School subject information English English subject LOTE LOTE subject Maths Maths subject Science Science subject Business computing Business computing subject Business Business subject Computing Computing subject LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 SOSE SOSE subject Humanities SOSE Humanities SOSE subject Creative performing arts Creative performing arts subject Health PE Health PE subject Home economics Home economics subject Design technology Design technology subject Technology Technology subject Other Other subject Subject level 159 Subjects courses TAFE VET NCVER TAFE subjects TAFE subjects part of apprenticeship traineeship Non TAFE VET subjects Non TAFE VET subjects part of apprenticeship traineeship Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Subjects courses VET Number of
15. RSEs are higher than 25 Similarly we would not recommend using any of the estimates obtained for remote respondents who have completed Year 9 or below Year 10 or 11 as RSEs of these estimates are also higher than 25 The interpretation of the confidence intervals consider Year 12 for remote respondents in Table 12 is we are 95 confident that the true population estimate of Year 12 completion lies between 63 00 and 89 12 LSAY 2003 cohort user guide Classifications and code frames There are a number of variables contained in the LSAY datasets that are coded using standard classifications The information for these variables is collected using open ended questions and verbatim responses are recorded These responses are then coded using standard classifications The details of these classifications are not provided in the data elements documents because they are very lengthy and can be summarised in various ways This section provides a summary of the classifications and code frames used for each survey wave and references the relevant classifications and code frames Table 14 Summary of classifications and code frames used in the LSAY YO3 dataset Wave year Education Occupation Industry Institution Country Language 1 2003 ISCED 97 ISCO 88 Not applicable Not applicable ISO country ISO language ASCO 2nd Edition code code 2 2004 ASCED ASCO 2nd Edition ANZSIC 1993 Institution code frame 1 Not applicable Not applicable 3 2005
16. Student Assessment Assessments in mathematical literacy reading literacy scientific literacy and problem solving were administered in their various schools to provide information on school achievement Students also completed a background questionnaire about their families educational and vocational plans and attitudes to school PISA 2003 covered four domains reading literacy mathematical literacy scientific literacy and problem solving For each PISA data collection one of these domains is chosen as a major domain while the others are considered minor domains A major domain is tested more thoroughly in the year of collection The major domain for PISA 2003 was mathematical literacy The PISA 2003 assessments consisted of a self completion written test Literacy in PISA was assessed through units consisting of a stimulus for example text table chart figure etc followed by a number of tasks associated with this common stimulus This is an important feature allowing questions to go into greater depth than if each question introduced an entirely new context It also allows time for the student to assimilate material which can then be used to assess multiple aspects of performance Examples of items from the PISA 2003 assessment are available in The PISA 2003 Assessment Framework Mathematics Reading Science and Problem Solving Knowledge and Skills available at lt http www oecd org document 29 0 3343 en_32252351_32236173_33694
17. VET subjects 1 1 1 VET subjects 1 1 VET subjects at school 1 1 VET subjects at TAFE 1 1 VET subjects at other training organisation 1 1 VET subjects part of apprenticeship traineeship 1 1 English subject is VET 4 4 4 LOTE subject is VET 4 4 4 Maths subject is VET 4 4 4 Science subject is VET 4 4 4 Business subject is VET 4 4 4 Humanities SOSE subject is VET 4 4 4 Creative performing arts subject is VET 4 4 4 Health PE subject is VET 4 4 4 Computing subject is VET 4 4 4 Home economics subject is VET 4 4 4 Technology subject is VET 4 4 4 Other subject is VET 4 4 4 Study plans Complete Year 10 1 Complete Year 10 11 other training 1 Complete Year 12 2 1 1 1 LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Complete post secondary certificate 1 Complete post secondary qualification 1 Complete university 1 Careers advice Talk from career advisor 1 1 1 1 1 Written material 1 1 1 1 1 Group discussion 1 1 1 1 1 Discuss with career advisor 1 1 1 1 1 Online guidance 1 1 1 1 1 Talk from employer representative 1 1 1 1 1 Talk from TAFE or university representative 1 1 1 1 1 Usefulness Talk from career advisor 1 1 1 1 1 Usefulness Written material 1 1 1 1 1 Usefulness Group discussion 1 1 1 1 1 Usefulness Discuss with career advisor 1 1 1 1 1 Usefulness Online guidance 1 1 1 1 1 Usefulness Talk from employer representative 1 1 1 1 1 Usefulness
18. Year 5 2007 6 2008 7 2009 8 2010 9 2011 Changed schools Month Changed schools Year Missed primary school Missed lower secondary school Repeated year Primary Repeated year Lower secondary Repeated year Year 11 12 Current school level derived variable 1 1 1 1 Reasons for attending Local Better school Study program Religious philosophy Family members Other Activities Sport Music Debating Drama School peer support Volunteer LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Student achievement Maths pass mark 1 Plausible value in maths 5 Plausible value in maths Space and shape 5 Plausible value in maths Change and 5 relationships Plausible value in maths Uncertainty 5 Plausible value in maths Quantity 5 Plausible value in reading 5 Plausible value in science 5 Plausible value in problem solving 5 Perceptions about self and school NCVER Subject English Subject Maths Subjects Overall Classes Students eager Classes Students progress Classes Students worked hard Classes Students well behaved Life at school Preparation for adulthood Life at school Waste of time Life at school Give confidence Life at school Useful for job Life at school Outsider Minor topic area Data element 1 2003 2 2004 3 2005 4 2006
19. a relative standard error greater than 25 For further information on this technique users should consult William Cochran Sampling techniques 3rd edn John Wiley and Sons New York 1977 sections 11 18 11 91 and 11 20 NCVER ss Table 13 Estimates standard errors RSEs and confidence limits for highest school level completed Y03 cohort in 2008 for a small sample remote respondents Level Frequency Standard RSE 95 confidence interval error of Lower limit Upper limit Year 12 87 76 06 6 53 8 58 63 00 89 12 Year 11 12 18 34 6 29 34 26 5 77 30 92 Year 10 8 4 85 2 43 50 04 0 00 9 70 Year 9 or below 1 0 75 0 75 100 84 0 76 2 25 Total 108 100 Notes Estimate has a relative standard error greater than 25 x Estimate has a sample size of fewer than five Using this example we see the estimate for all respondents who finished Year 12 is 82 57 with a RSE of 0 85 The estimate for remote respondents who finished Year 12 is 76 06 with a RSE of 8 58 Both estimates have an RSE of less than 25 so are considered reliable however the estimate for remote respondents is much less reliable than the estimate for all respondents given that the RSE for remote respondents 8 58 is considerably higher than the RSE of all respondents 0 85 In addition we would not recommend using estimates obtained from respondents who have only completed Year 9 or below for both all and rural respondents as the
20. ace need ace ace course ace financial ace prefer to ace prefer to ace other ace main In full time employment or full time education derived variable Study status in bachelor degree or higher derived variable Study status in VET derived variable 1 Current study NCVER Study type Qu alification Main area of study Institution Full time or part time study Month started study Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Year started study 1 2 2 2 2 2 2 2 Month expect to complete study 1 1 1 1 1 1 1 1 Year expect to complete study 1 1 1 1 1 1 1 1 Current qualification level derived variable 1 1 1 1 1 1 1 1 1 Full time or part time study status derived vatiable 1 1 1 1 1 1 1 1 1 Past study Study completed withdrawn deferred changed 2 2 2 2 2 2 2 2 Main area of study 1 2 2 2 Institution 3 2 2 2 2 2 2 4 Full time or part time study 3 3 3 3 3 3 3 3 First preference 1 1 1 J Month stopped study 3 3 3 3 3 3 3 3 Year stopped study 3 3 3 3 3 3 3 3 Highest qualification level completed derived variable 1 1 1 1 1 1 1 1 1 Apprenticeships traineeships Still studying 1 1 1 1 2 2 2 2 Confirmation of apprenticeship traineeship Qualification Main area of study Employer type Month started study Year started study LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3
21. can be minimised through questionnaire design training and monitoring of interviewers the use of computer assisted interviews CATI and effective data checking and processing procedures Non response All surveys suffer from error related to non response Non response is a form of non sampling error that can be accounted for in the analysis of survey data There are typically two forms of survey non response Item non response occurs when a respondent does not answer all the questions in the survey Unit non response occurs when not all respondents answer the survey due to for example refusal to participate or inaccurate contact details Item non response can be minimised with the use of CATI which can forward feed information from previous interviews Item non response is generally treated using imputations There are currently no imputed data for missing values in LSAY However data users can apply a number of techniques to help make the data more complete The use of statistical modelling techniques such as Multiple Imputation MI allows data users to estimate item non response along with their respective standard errors Unit non response also called attrition can lead to biased population estimates and incorrect standard errors particularly if certain groups of the sample drop out at differing rates Survey attrition is counteracted by trying to maximise the year on year response rate appropriate statistical modelling te
22. etc In the second set of weights the sum of the weights equals the original population from which the sample was drawn 235 591 The distribution of stratum levels state territory school sector and region matches that of the original population Students from states and territories with smaller numbers of 15 year olds are over sampled and students from states with larger numbers of 15 year olds are under sampled In order for the sample to more accurately represent the population of Australian 15 year olds the sample is weighted so that sample sizes within strata are proportional to the population sizes of the strata 2 Attrition weights are used to address unit non response by ensuring that the distribution of the sample matches the distribution of the sample population Attrition weights used in LSAY account for attrition from the PISA sample to the LSAY sample in the first wave 2003 and wave on wave attrition from the first wave In calculating attrition weights a non response analysis was undertaken to determine the factors that contributed to attrition These factors are used to calculate attrition weights for both the attrition from PISA to LSAY and wave on wave attrition The use of attrition weights ensures that distributions in each wave and from wave 1 to PISA match those obtained in PISA for the factors identified as contributing to attrition Logistic regressions have been used to calculate attrition weights The response var
23. from reporting student achievement information by school sector This reflects permission requirements agreed at the time the data were collected Further conditions of use are outlined in the LSAY User undertaking form which is available from the ADA LSAY information page http www ada edu au longitudinal lsay The conditions of use are as follows 1 Use of the material is restricted for statistical purposes This means the user can only use the material to produce information of a statistical nature Examples of such uses are a the manipulation of data to produce means correlations or other descriptive summary measures b the estimation of population characteristics from sample data c the use of data as input to mathematical models and for other types of analyses for example factor analysis d the provision of graphical and pictorial representation of characteristics of the population or sub sets of the population 2 The material is not to be used for any non statistical purposes or for commercial or financial gain without the express written permission of the Australian Data Archive National Manager Examples of non statistical purposes include but are not limited to a transmitting or allowing access to the data in part or whole to any other person department or organisation not a party to this undertaking and b attempting to match unit record data in whole or in part with any other information for the purpo
24. gt This series of data element documents are identified by their major and sub major topic area An overview of these data element documents is given in table 5 For each data element the following information is provided where applicable Data element the data element name Purpose what information is provided by the data element Variables the variable names which correspond to this data element Variable type whether the variable is in numeric or character format Variable label the variable label this includes the question number where applicable and a short description of the variable Question the question wording for the associated variable Values the possible values each variable can take and corresponding formats Base population the syntax for the number of respondents eligible to answer the corresponding question Notes other information NCVER a Table5 User guide data element documents User guide Major topic area Sub major topic area s Part A Demographics Student Parent Part B1 Education School School transition Part B2 Education Post school Part C Employment Current Job history and training Seeking employment Not in the labour force Part D Social Health living arrangements and finance General attitudes Variable listing metadata workbook To further assist in the use of the LSAY data an Excel metadata workbook has been developed by NCVER
25. into an interview YINTOO date variable l INTDATOO Interview date variables are denoted by DINT for day of INTSASOO interview MINT for month of interview YINT for year of interview and INTDAT for the consolidated interview date in both character and SAS date format followed by two digits for the survey year LSAY 2003 cohort user guide Non standard Examples of non Description variable standard variable names Sample and derived LBWSAMP1 Sample and derived items look at information from previous items LDWDV01 years surveys They have been created to enable more efficient LEWSAMO7 and effective direction of questions For example the variable LEWSAM07 looks at whether the respondent had a job at the previous interview Questions about whether respondents have the same job as reported at their last interview would only be asked of those who were recorded as being employed at the previous interview Sample items are denoted by e the first character L to indicate the LSAY survey instrument was used e followed by the wave identifier A to F e followed by the character W e followed by the characters SAMP up to wave 4 2006 SAM from wave 5 2007 or DV for items derived by the field contractor e followed by one digit up to wave 4 2006 or two digits from wave 5 2007 denoting the sample item Weights WTO6GEN Weight variables are denoted by the two characters WT eithe
26. music Frequency Write programs Frequency Email or chat rooms How well Start game How well Antivirus How well Open file 2 Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 How well Create edit document How well Scroll How well Database How well Copy How well Save How well Print How well Delete How well Move files How well Internet How well Download How well Attachments How well Create program How well Use spreadsheet How well Presentation How well Computer games How well Download music How well Multimedia How well Draw pictures How well Send emails How well Web page Experience Important Experience Fun Experience Interested LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Experience Lose track of time Taught about using computers Taught about using the internet Internet entertainment use Programs software use How well Routine tasks How well Internet tasks How well High level tasks Attitudes Time spent learning NCVER Homework other Remedial classes Enrichment classes Tutor Out of school classes Other Maths Homework other Maths Remedial classes Maths Enrichment classes Maths Tutor Maths Out of school classes Maths
27. population Final weight 2007 WT2007 6658 Attrition weight 2007 ACHO7WT 6658 Final weight 2007 PISA WT2007_P 6658 population Attrition weight 2007 PISA ACHO7WT_P 6658 population Final weight 2008 WT2008 6074 Attrition weight 2008 ACHO8WT 6074 Final weight 2008 PISA WT2008_P 6074 population g LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected Attrition weight 2008 PISA ACHO8WT_P 6074 population Final weight 2009 WT2009 5475 Attrition weight 2009 ACHOSWT 5475 Final weight 2009 PISA WT2009_P 5475 population Attrition weight 2009 PISA ACHO9SWT_P 5475 population Minor modifications made to some derived variables Study status in bachelor XBAC2007 2 degree or higher XBAC2008 10 Full time or part time study XFTS2009 216 status Labour force status XLFS2003 5118 Permanent or casual XEMP2003 5118 employment XEMP2004 258 XEMP2005 161 XEMP2006 122 XEMP2007 69 XEMP2008 28 XEMP2009 28 Job mobility during last year XMOB2003 5118 XMOB2004 1587 XMOB2006 1 XMOB2009 1855 Occupation 1 digit ANZSCO XOCC2004 87 First Edition xXOCC2005 77 Average weekly pay XWKP2003 5694 XWKP2004 4873 XWKP2005 3781 XWKP2006 1958 NCVER 117 Wave year Version Date published Variable Variable Description Number of name observations affected XWKP2007 1439 XWKP2008 1361 XWKP2009 1246 Average hourly pay XHRP2009 852 In full time employment or full
28. rates 30 11 Weight variables 32 12 Estimates standard errors RSEs and confidence limits for highest school level completed Y03 cohort in 2008 for a large sample all respondents 33 13 Estimates standard errors RSEs and confidence limits for highest school level completed Y03 cohort in 2008 for a small sample remote respondents 34 14 Summary of classifications and code frames used in the LSAY YO3 dataset 35 15 Summary of changes made to the Y03 data file 104 Figures 1 Cohort reports 11 2 LSAY hierarchical levels 18 3 Major topic area 1 Demographics 19 4 Major topic area 2 Education 19 5 Major topic area 3 Employment 20 6 Major topic area 4 Social 20 7 Identifying related topic areas 23 8 PISA variable naming convention 24 9 LSAY standard variable naming convention 26 ow LSAY 2003 cohort user guide Background The Longitudinal Surveys of Australian Youth LSAY is a research program that tracks young people as they move from school into further study work and other destinations It uses large nationally representative samples of young people to collect information about education and training work and social development It includes surveys conducted from the mid 1970s through to the mid 1990s the Youth in Transition YIT program the Australian Longitudinal Survey ALS the Australian Youth Survey AYS and the current LSAY collection which began in 1995 Survey participants in the current LSAY collection collect
29. some derived variables Current qualification level XCEL2004 2 XCEL2005 16 XCEL2006 43 XCEL2007 42 XCEL2008 45 Study status in VET XVET2004 8 XVET2005 126 XVET2006 321 XVET2007 350 XVET2008 461 LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected Study status in bachelor degree XBAC2006 48 or higher XBAC2005 16 XBAC2006 48 XBAC2007 59 XBAC2008 61 Full time or part time study XFTS2008 165 sialis XFTE2008 124 X1222005 28 X1222006 45 X1222007 45 X1222008 39 X1232005 13 X1232006 24 X1232007 28 X1232008 23 XHEL2005 100 XHEL2006 284 XHEL2007 310 XHEL2008 272 XLFS2003 5118 XEMP2003 5118 XMOB2003 5118 XMOB2004 1587 Minor modifications to formats Birth month ST02Q02 Birth year ST02Q03 Lives with ST04Q01 ST04Q05 Mother s schooling T11Q01 ST11Q05 NCVER Wave year Version Date published Variable Variable Description Number of name observations affected Father s schooling ST13Q01 ST13Q05 Possessions T17Q01 ST17Q13 Relative time spent on maths RMHMWK homework Minutes of maths per week MMINS Total minutes of instructional TMINS time p w Ratio of maths PCMATH Computer facilities at home COMPHOME Home educational resources HEDRES Cultural possessions of the CULTPOSS family Economic social cultural status ESCS Attitudes towards school ATSCHL Student teacher relations at STUREL school Sense of belonging to school
30. topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Workmates treat me fairly Teaches what work is really like Teaches about people Teaches about instructions Teaches about think for self Teaches about confidence Teaches about work conditions Teaches about career you would like 1 Economic climate Hours worked Type of work Changing of jobs Study undertaken Study plans Aspirations Wages Frequency of pay Would move to improve job opportunities Main reason would not move for job opportunities LSAY 2003 cohort user guide Topic map 7 Employment Job history and training Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Employment characteristics Work in job business farm at last interview 1 1 1 1 1 1 1 Re definition of second job as main job 1 1 1 1 1 1 Kind of work ASCO 1 1 Kind of work ANZSCO 1 1 1 Kind of work Other second job ASCO 1 1 Kind of work Other second job ANZSCO 1 1 1 1 1 1 Kind of work Other third job ASCO 1 1 Kind of work Other third job ANZSCO 1 1 1 1 1 1 Employer s main kind of business ANZSIC 1 1 1 1 1 Employer s main kind of business Other second 1 i i F i i i job ANZSIC Employer s main kind of business Other third job ANZSIC 1 1 1 1 1 1 1 1 Wages salary self employed Other second job 1 1 1 1 1 1 1 1 Wages salary sel
31. variable selection refer to the topic maps contained in Topic maps Here relevant data elements can be identified by navigating to a major topic area of interest for example Education identifying a sub major topic area of interest for example Post school education identifying a minor topic area of interest for example Current study inspecting the data elements available within that minor topic area for example Month started study The number of times that data element appears within a wave is shown in the column corresponding to the particular wave Before using and or analysing the variables data elements selected it is important to consider variable attributes such as question wording variable values classifications used and base populations data elements which appear more than once within a wave data elements which appear more than once across waves for longitudinal analysis data elements of the same name across other topic areas if applicable other data elements that may be closely linked within a topic area or across other topic areas NCVER a Variable naming conventions PISA variables PISA variables only exist in wave 1 of the Y03 cohort and have a separate variable naming convention Naming conventions for different types of PISA variables are summarised in table 5 The questionnaire instruments for PISA are comprised of the following three components the Student Questio
32. works full time or part time Husband wife partner current occupation ANZSCO Living with parent s derived variable Living in own home derived variable Number of dependent children derived variable 1 Household possessions NCVER Desk Own room Quiet study place Computer Educational software Internet Calculator Classic literature Poetry books Art Textbooks Dictionary Dishwasher Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Number of books 1 Educational resources 1 Cultural possessions 1 Children Number of children Age of child 1 Age of child 2 Age of child 3 Age of child 4 Age of child 5 Child ren are step child ren fostered Marriage Marital status at last interview Marital status Month married Year married Lived together before marriage Month started to live together Year started to live together Disability and health Marital status derived variable 1 1 1 1 1 1 1 1 General health 1 1 Height units 1 LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Height cms 1 Weight units 1 Weight kg 1 Disability health problem limits amount or type of work Disability health problem s 4 Disability health problem s Arms legs hands 1 Disability health problem s Seeing 1 Disability health
33. 1 Main activity Main activity 1 1 1 1 1 1 1 1 Education Likelihood of beginning full time study 1 1 1 1 1 1 1 1 Timeframe for beginning study 1 1 1 1 1 1 1 1 Employment Likelihood of seeking employment 1 1 1 1 1 1 1 1 Timeframe for seeking employment 1 1 1 1 1 1 1 1 NCVER Topic map 10 Social Health living arrangements and finance Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Living arrangements Type of accommodation 1 1 1 1 1 1 Live with parents 1 1 1 1 1 1 1 1 Family structure 1 Number of other people in household 1 1 1 1 1 1 1 1 Number of older siblings 1 Number of younger siblings 1 Number of same age siblings 1 Father step father 1 1 1 1 1 1 1 1 1 Male guardian 1 Mother step mother 1 1 1 1 1 1 1 1 1 Female guardian 1 Brother step brother 1 1 1 1 1 1 1 1 Sister step sister 1 1 1 1 1 1 1 1 Husband wife de facto 1 1 1 1 1 1 1 1 Partner 1 1 1 1 1 1 1 1 Boyfriend girlfriend 1 1 1 1 1 1 1 1 Father in law partner s father 1 1 1 1 1 1 1 Mother in law partner s mother 1 1 1 1 1 1 1 Other relatives 1 1 1 1 1 1 1 1 1 Own children 1 1 1 1 1 1 1 1 Non relatives 1 1 1 1 1 1 1 1 82 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Grandparent s Husband wife partner currently working Husband wife partner other activity Husband wife partner
34. 2 Wave 9 2011 Technical report no 76 Cohort reports The Y03 cohort reports provide a longitudinal snapshot of the activities of the Y03 cohort from 2003 to the current wave of interviewing They are updated on an annual basis as new waves of data become available The content of the cohort reports focuses on the areas of educational attainment employment measures of engagement in study and work and social outcomes The cohort reports present a series of tables for each of the indicators Each series of tables is able to be filtered by a range of demographic variables and can be downloaded into Excel The Y03 cohort reports can be accessed at lt www lsay edu au cohort introduction html gt and are particularly useful for cross validation for data users See figure 1 for an illustration of the cohort reports Previous cohort reports focused on describing the education employment and social participation of young people during the year and the experiences and attainment in these domains up to a point in time These previous reports are available in PDF format and can be accessed at lt www lsay edu au cohort other_search html gt Table 2 provides a summary of the earlier cohort reports 2 LSAY Technical report no 34 contains information for all variables contained in the LSAY Y03 dataset i e it includes information for both PISA and LSAY variables 3 The PISA 2003 questionnaires are available from the OECD website lt
35. 301_1_1_1_1 00 html gt This publication presents the guiding principles of the PISA 2003 assessment which are described in terms of the content that students need to acquire the processes that need to be performed and the context in which knowledge and skills are applied It also illustrates the assessment domains with a range of simple tasks Plausible values In PISA student assessment is undertaken using a different number of questionnaire booklets Students from individual schools received different sets of questions In order to counteract any biases resulting from the use of different questionnaires the OECD calculates plausible values Plausible values allow for the fact that there is measurement error at the individual level through differing questionnaires and the determination of these plausible values takes this error into account For each student five plausible values have been calculated for each of the four domains reading mathematics science and problem solving and for the mathematics sub domains space and shape change and relationship uncertainty and quantity Data users are encouraged to read the documents outlined in table 3 to better understand the construction and use of plausible values in LSAY NCVER sO Table 3 PISA technical documents Technical report paper Web address PISA 2003 Data analysis manual lt http www oecd org document 18 0 3343 en_32252351_ 322361 73_35016146_1_1_1_1 00 html
36. 7 7 7 first choice Reason Moved to get better quality education 5 7 7 7 7 7 7 7 Reason You had been getting poor results 5 7 7 7 7 7 7 7 Reason The course wasn t exactly what you 5 7 7 7 7 7 7 7 wanted Reason Desired course wasn t available at first exe 5 7 7 7 7 7 7 7 institution Reason Because of easier access or better 5 7 7 7 7 7 7 7 transport Reason Because of health or personal reasons 5 7 7 7 7 7 7 7 Reason Main reason 5 7 7 7 7 7 7 7 Changed course Same course 2 2 2 2 2 2 2 Reason Course costs were too high in the first 1 2 2 2 2 2 2 2 course LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Reason The first course was a pre requisite for 1 2 2 2 2 2 2 2 the second course Reason You didn t like the first course 1 2 2 2 2 2 2 2 Reason Turned out to be not what you wanted 1 2 2 2 2 2 2 2 Reason Better career prospects 1 2 2 2 2 2 2 2 Reason You had been getting poor results 1 2 2 2 2 2 2 2 Reason The study load was too heavy 1 2 2 2 2 2 2 2 Reason Would really have preferred to do the 1 2 2 2 2 2 2 2 second course Reason Because of health or personal reasons 1 2 2 2 2 2 2 2 Reason Main reason 1 2 2 2 2 2 2 2 Changed left employer Same employer 2 2 2 2 2 2 2 2 Circumstances of changing employer 3 3 3 3 3 3 3 3 Reason Someone offered you a better job 2 2 2 2 2 2 2 2 Reason You didn t get on with your boss other 2 2
37. Country of birth Mother s country of birth All Mother s country of birth Major groups Mother s country of birth ISO Father s country of birth All Father s country of birth Major groups Father s country of birth ISO Occupation Mother s main activity Mother works in job business Mother works full part time Mother s occupation ISCO Mother s occupation ISEI Mother s occupation White blue collar classification Mother s occupation ASCO Father s main activity Father works in job ousiness Father works full part time Father s occupation ISCO Father s occupation ISEI Father s occupation White blue collar classification LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Father s occupation ASCO Parents occupation ISEI Parents occupation White blue collar classification Education NCVER Mother s schooling Upper secondary Mother s schooling Vocational pre vocational upper secondary Mother s schooling Lower secondary Mother s schooling Primary school Mother s schooling None Mother s qualifications University Mother s qualifications Post secondary training qualification Mother s qualifications Post secondary training certificate Mother s qualifications Post secondary qualification Mother s highest education level Father s school
38. ER Attitudes Enjoy reading Attitudes Make effort Attitudes Look forward Attitudes Enjoy maths Attitudes Improve career Attitudes Interested Attitudes Further study Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Attitudes Help get job Confidence Timetable Confidence Discount Confidence Area Confidence Graphs Confidence Linear equations Confidence Distances Confidence Quadratic equations Confidence Rates Feelings Worry Feelings Not good Feelings Tense Feelings Good marks Feelings Nervous Feelings Learn quickly Feelings Best subject Feelings Feel helpless Feelings Understand difficult work Feelings Poor marks Studying Important parts Studying New ways Studying Check myself Studying Concepts LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 NCVER Studying Everyday life Studying Solve in sleep Studying By heart Studying Relate to what already known Studying Examples Studying Clarify problem Studying Applied Studying What need to learn Studying Procedure Studying Relate to other subjects Studying Understand reasons Studying Teacher explain Classes Be the best Classes Group work Classes Exams Classes Project work Classes Ef
39. SAY non standard variables There are a series of other variables that do not take the standard variable naming convention mentioned above These variables are summarised in the table below Table 7 Summary of LSAY non standard variable naming conventions Non standard Examples of non Description variable standard variable names Demographics SEX Demographic variables such as gender and Indigenous status INDIG tend to be descriptive rather than adopting a naming convention School characteristics STATEID School characteristics such as state of the school and school SECTOR sector tend to be descriptive rather than adopting a naming convention Derived variables XLFS2004 Derived variables have been constructed across all waves to XCEL2005 summarise key information such as labour force status and current education level For further information about derived variables see the section on Derived variables IN flag IN2003 IN flags have been created for each survey year to indicate IN2006 whether a respondent participated in the survey in that year If the value of the IN flag is equal to 1 this indicates that the respondent participated in the survey for that year IN flag variables are denoted by the two characters IN followed by four digits for the survey year Interview dates DINTOO Day of interview month of interview and year of interview are MINTOO collected each survey year and consolidated
40. SAY resources and materials Registration is free and gives you web access to LSAY cohort reports technical documents and questionnaires web access to the full text of LSAY research reports and briefing papers email alerts to keep you informed about the latest research and data releases from LSAY The following link can be used to register for the LSAY website lt http www l say edu au subscribe html gt Further information about registering for the LSAY website can be found here lt http www l say edu au newsevents subscribe html gt LSAY 2003 cohort user guide The Y03 cohort In 2003 a nationally representative sample of approximately 12 500 students aged 15 years was selected to participate in the Programme for International Student Assessment PISA conducted by the Organisation for Economic Co operation and Development OECD More than 10 000 of these young people became the third cohort of the LSAY program This is referred to as the LSAY Y03 cohort The PISA sample was constructed by randomly selecting 50 students aged 15 years from a sample of schools designed to represent all states and sectors Assessments in mathematical literacy reading literacy scientific literacy and problem solving were administered in their schools to provide information on school achievement for use in later analyses of educational and labour market participation Students also completed a background questionnaire about their families
41. Source Family friends 1 1 Source Current employer 1 1 Source Other 1 1 1 1 Source Unknown 1 1 Reason for not accessing careers advice 1 1 1 1 Work experience Influence post school plans Influence future plans LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Perceptions about post school study Fellow students are also close friends Feel part of community Lecturers treat me fairly Students treat me fairly Studying science engineering maths IT Main area of study Science engineering maths IT m fluence Ability nfluence Career nfluence Careers advice nfluence Teachers nfluence Parents nfluence School science nfluence Employer nfluence Employment nfluence Parents relatives career nfluence None nfluence Interest enjoyment ambitions nfluence Pay nfluence Pre requisite for further study nfluence Friends nfluence Other NCVER Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Not studying science engineering maths IT nfluence No nfluence Pre fluence Abi Change decis Change decis Change decisi Change decisi Change decisi Change decis Change decisi desire nfluence Poor pay nfluence Careers advisor teachers advice n
42. TECHNICAL REPORT 54 Longitudinal Surveys of Australian Youth a 2 one Longitudinal i fi f Surveys of Australian Youth Longitudinal Surveys of Australian Youth LSAY 2003 cohort user guide National Centre for Vocational Education Research LONGITUDINAL SURVEYS OF AUSTRALIAN YOUTH TECHNICAL REPORT 54 Date created January 2010 Last updated December 2012 Version 4 0 The views and opinions expressed in this document are those of NCVER and do not necessarily reflect the views of the Australian Government or state and territory governments Publisher s note Additional information relating to this publication is available from NCVER s website lt http www lsay edu au publications 2225 html gt Commonwealth of Australia 2012 Ca With the exception of the Commonwealth Coat of Arms the Department s logo any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3 0 Australia lt http creativecommons org licenses by 3 0 au gt licence The details of the relevant licence conditions are available on the Creative Commons website accessible using the links provided as is the full legal code for the CC BY 3 0 AU licence lt http creativecommons org licenses by 3 0 legalcode gt The Creative Commons licence conditions do not apply to all logos graphic design artwork and photographs Requests and
43. XFTE2009 33 time education Number of dependent children XCHI2009 1 Waves 1 to 7 3 28 September Wave 7 2009 variables added to dataset 2003 to 2009 2010 School ID SCHOOLID School identifier added to support school level analysis All Student ID PISA STIDSTD PISA student and school identifier variables added All School ID PISA SCHOOLID_P All Revisions to weights due to change in weighting methodology Sample weight 2003 WT03GEN 10370 Attrition weight 2003 ACHO3WT 10370 Final weight 2003 WT2003 10370 Sample weight 2004 WTO4GEN 9378 Attrition weight 2004 ACHO4WT 9378 Final weight 2004 WT2004 9378 Sample weight 2005 WTO5GEN 8691 Attrition weight 2005 ACHO5WT 8691 Final weight 2005 WT2005 8691 Sample weight 2006 WTO6GEN 7721 Attrition weight 2006 ACHO6WT 7721 Final weight 2006 WT2006 7721 Sample weight 2007 WT07GEN 6658 Attrition weight 2007 ACHO7WT 6658 Final weight 2007 WT2007 6658 Sample weight 2008 WTO8GEN 6074 LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected Attrition weight 2008 ACHO8WT 6074 Final weight 2008 WT2008 6074 NCVER Weight 2003 Sample weight 2004 Final attrition weight 2004 Weight for sample 2005 Final attrition weight 2005 Sample weight 2006 Final attrition weight 2006 Weight for sample 2007 Attrition weight 2007 Final attrition weight 2007 Sample weight 2008 Attrition weight for 2008 Final attrition weight 2008 Sampl
44. ailable from the Australian Data Archive ADA rather than the Australian Social Science Data Archive ASSDA Added information about population weights to table about variable naming conventions March 2011 2 1 Updated Appendix A Updates to the Y03 dataset Modified derived variable labels in table 8 Additional information added to section Sample and survey design December 2010 2 0 Updated for latest data release wave 7 2009 Added information on LSAY website registration Modified derived variable labels Modified information in section Sources of error to account for change to weighting methodology Added Appendix A Updates to the Y03 dataset January 2010 1 0 Original version of User guide NCVER Contents Tables and figures 6 Tables 6 Figures 6 Background 7 Using this guide 8 Registration 8 The YO3 cohort 9 Questionnaires and codebooks 9 Cohort reports 10 Other technical papers 11 Accessing the data 12 Specific data requests 12 LSAY data releases 12 Data restrictions 13 Overview of the questionnaires 15 Programme for International Student Assessment PISA 15 Plausible values 15 How do use plausible values 16 The LSAY questionnaires 16 The LSAY data 18 Topic areas 18 Topic maps 20 Data elements 21 Variable listing metadata workbook 22 Variable selection 22 Variable naming conventions 24 PISA variables 24 LSAY standard variables 25 LSAY
45. art time work The longitudinal nature of the LSAY data collections means that new surveys are closely linked to are comparable with and build on the previous surveys From 2004 wave 2 students have been contacted annually by telephone and asked a range of questions across the following sections Section A School Section B Transition from school Section C Post school study Section D Work Section E Job history Section F Job search activity Section G Not in the labour force Section H Living arrangements finance and health Section J General attitudes G LSAY 2003 cohort user guide The Y03 questionnaires are contained within the series of YO3 technical papers and can be accessed at lt www lsay edu au data 31272 html gt Table 1 provides a summary of the available technical papers for each wave The section The YO3 cohort Other technical papers describes other non wave specific technical papers nev The LSAY data The LSAY datasets are large and particularly complex About 700 variables are collected on average across each wave culminating in more than 4000 variables across the entire dataset To improve accessibility of the LSAY datasets data have been grouped into common themes called topic areas Topic areas The topic areas comprise four hierarchical levels Major topic areas are the broadest topic area There are four major topic areas Sub major topic areas ar
46. can be accessed at lt http www lsay edu au publications 1962 html gt The PISA 2003 technical report data analysis manuals and country report provides all the information required to understand the PISA 2003 data contained in the first wave of the Y03 cohort and to perform analyses in accordance with the complex methodologies used to collect and process the data The PISA 2003 technical report is available from lt http www oecd org dataoecd 49 60 35188570 pdf gt The PISA 2003 data analysis manual for both SAS and SPSS users is available from lt http www oecd org document 18 0 3343 en_32252351_32236173_35016146_1_1_1_1 00 html gt The PISA 2003 country report Australia Facing the future A focus on mathematical literacy among Australian 15 year old students in PISA 2003 is available from lt http www oecd org dataoecd 59 36 34624327 pdf gt NCVER C Accessing the data LSAY datasets are deposited annually with the Australian Data Archive ADA at the Australian National University in Canberra Permission to use the data and access requirements are managed by the Australian Data Archive Data access requires authorisation from the Data Archive Manager The data can be accessed by e completing the Application to access LSAY restricted data form and the LSAY User undertaking form available from the ADA LSAY information page lt http www ada edu au longitudinal lsay gt e returning the comple
47. cation at an unknown qualification level were incorrectly assigned as having completed Year 12 or certificate II or higher level qualification These respondents have now been recorded as not having completed Year 12 ora certificate II or higher level qualification Not all available categories were used in derivation and some respondents 127 99 83 93 82 15 Wave year Version Date published Variable Variable Description Number of name observations affected certificate III or higher were incorrectly recorded as not having completed Year 12 or certificate II or higher level qualification This category has been added and these respondents are now recorded as having completed Year 12 or a certificate II or higher level qualification X1232006 to Changes to Completed Year 12 or certificate II or higher due to correction X1232008 made to Highest school level completed X1232006 130 X1232007 103 X1232008 88 X1232009 to Changes to Completed Year 12 or certificate II or higher due to correction X1232010 made to Highest school level completed Changes to Completed Year 12 or certificate II or higher due to correction made to Highest qualification level completed Incorrect value used in derivation and some respondents who had completed a qualification at an unknown qualification level were incorrectly assigned as having completed Year 12 or certificate Il or higher level qualification These respondents are now r
48. ce required leaving home First preference Reason did not take up place need YA First preference Reason did not take up place considering options First preference Reason did not take up place course costs First preference Reason did not take up place financial First preference Reason did not take up place prefer to work First preference Reason did not take up place prefer to study at TAFE First preference Reason did not take up place other First preference Reason did not take up place 1 main reason University Offered place 1 1 1 1 University Institution 1 1 1 1 Accepted place University 2 2 University Reason did not take up place 1 1 2 University Reason did not take up place taking break holiday travel University Reason did not take up place required leaving home 66 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 University Reason did not take up p YA University Reason did not take up p co nsidering options University Reason did not take up p costs University Reason did not take up p Un work Un Si Un Un iversity Reason d iversity Reason d udy at TAFE iversity Reason d iversity Reason d reason id not take up p id not take up p id not take up p id not take up p
49. ce status XLFSYYYY Full time or part time XFTPYYYY employment status Permanent or casual XEMPYYYY employment Status in XATRYYYY apprenticeship traineeship Job mobility during last year XMOBYYYY Occupation 1 digit ANZSCO XOCCYYYY First Edition Average weekly pay XWKPYYYY Average hourly pay XHRPYYYY Average weekly hours worked XHRSYYYY In full time employment or full XFTEYYYY time education Any spell of unemployment XUNEYYYY during the year Marital status XMARYYYY Living with parent s XATHYYYY Living in own home XOWNYYYY Number of dependent children XCHIYYYY Revision to calculation of weights removed location variable from regression analysis Final weight 2003 WT2003 10370 NCVER Wave year Version Date published Variable Variable Description Number of name observations affected Attrition weight 2003 ACHO3WT 10370 Final weight 2003 PISA WT2003_P 10370 population Attrition weight 2003 PISA ACHO3WT_P 10370 population Final weight 2004 WT2004 9378 Attrition weight 2004 ACHO4WT 9378 Final weight 2004 PISA WT2004_P 9378 population Attrition weight 2004 PISA ACHO4WT_P 9378 population Final weight 2005 WT2005 8691 Attrition weight 2005 ACHO5WT 8691 Final weight 2005 PISA WT2005_P 8691 population Attrition weight 2005 PISA ACHO5WT_P 8691 population Final weight 2006 WT2006 7721 Attrition weight 2006 ACHO6WT 7721 Final weight 2006 PISA WT2006_P 7721 population Attrition weight 2006 PISA ACHO6WT_P 7721
50. chniques and or the application of appropriate survey weights E LSAY 2003 cohort user guide Weights In order for the LSAY sample to more accurately represent the population of Australian 15 year olds at school in 2003 the collected sample must be weighted to account for differences from the original population distribution that may have arisen during the sampling process In 2010 NCVER reviewed the weighting methodology used for the Y03 cohort As a result of this review a logistic regression approach to weighting has been adopted This methodology is consistent with the approach taken to calculate the Y06 weights These weights are provided in the latest Y03 dataset deposited with the ADA alongside the previous version of the weights denoted by an _X at the end of the weight variable name Further detailed information regarding the current weighting methodology used is available from technical paper number 61 Weighting the LSAY PISA cohorts which can be accessed at lt http www lsay edu au publications 2429 html gt There are two weighting procedures applied to the LSAY data 1 Sample weights reflect the original sample design and ensure that the sample matches the population distribution from which the original sample was drawn In the YO3 cohort two sampling weights have been created The first weights sum to the sample size for that given wave For example the sample weights add to 10 371 in wave 1 9378 in wave 2
51. ded as having completed Year 12 Some respondents who had obtained a secondary school qualification were not recorded as having completed Year 12 XHSL2007 Incorrect values used in derivation and some respondents who had not 116 obtained a secondary school qualification were recorded as having completed Year 12 Changes to Highest school level completed due to correction made to Highest school level completed in previous year XHSL2008 to Changes to Highest school level completed due to correction made to XHSL2010 Highest school level completed in previous year XHSL2008 104 XHSL2009 97 XHSL2010 90 Current qualification level XCEL2004 Some respondents who were undertaking an apprenticeship traineeship at an 37 unknown qualification level were incorrectly recorded as not studying for a qualification These respondents have now been recorded as undertaking a certificate at an unknown qualification level Some respondents who were undertaking an apprenticeship traineeship at an 804 LSAY 2003 cohort user guide Wave year Version Date published Variable Variable name Description Number of observations affected NCVER Highest qualification level completed XCEL2005 to XCEL2010 XCEL2005 XCEL2006 XCEL2007 XCEL2008 XCEL2009 XCEL2010 XHEL2006 XHEL2007 XHEL2008 to XHEL2010 unknown qualification level were incorrectly recorded as not studying for a qualification These respondents have now bee
52. dence intervals The mathematical derivation of a 95 confidence interval for a proportion is pt2xse p where is the estimate obtained from the sample and se is the standard error of the estimate typically obtained from a statistical analysis package Relative standard errors The relative standard error RSE is a standardised measure that enables the comparison between different estimates in terms of their reliability The RSE is derived by dividing the standard error of the estimate by the estimate itself expressed as a percentage se RSE p p x100 p Examples Consider the following estimates of highest school level completed XHSL2008 to 2008 taken from the Y03 cohort reports In this example estimates obtained from a large sample are compared with estimates obtained from a small sample Table 12 presents the highest school level for all respondents large sample while Table 13 presents the highest school level obtained for those from remote areas small sample Table 12 Estimates standard errors RSEs and confidence limits for highest school level completed Y03 cohort in 2008 for a large sample all respondents Level Frequency Standard RSE 95 confidence interval error of Lower limit Upper limit Year 12 5189 82 57 0 70 0 85 81 17 83 96 Year 11 510 8 97 0 51 5 63 7 96 9 98 Year 10 357 7 81 0 49 6 30 6 83 8 80 Year 9 or below 18 0 65 0 27 41 22 0 11 1 19 Total 6074 100 Note Estimate has
53. dents with valid records for weekly pay were incorrectly assigned as missing XWKP2005 196 Wave year Version Date published Variable Variable Description Number of name observations affected In full time employment or full XFTE2009 Changes to In full time employment or full time education due to correction 33 time education made to XCEL2009 Minor modifications made to some derived variables Average weekly pay XWKP2003 Added not applicable category for those who are not employed or not in the 5118 labour force XWKP2004 3939 XWKP2005 3066 XWKP2006 1411 XWKP2007 956 XWKP2008 905 Average hourly pay XHRP2003 5118 XHRP2004 3939 XHRP2005 3066 XHRP2006 1411 XHRP2007 956 XHRP2008 905 XHRS2003 5118 XHRS2004 3939 XHRS2005 3066 XHRS2006 1411 XHRS2007 956 XHRS2008 905 XHRS2009 842 Waves 1 to 7 3 1 22 March 2011 Minor changes made to derived variable labels and formats 2003 to 2009 Current school level XCSLYYYY Current qualification level XCELYYYY Study status in VET XVETYYYY Study status in bachelor degree XBACYYYY or higher LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected Full time or part time study XFTSYYYY status Highest school level completed XHSLYYYY Completed Year 12 or X122YYYY certificate II or higher Completed Year 12 or X123YYYY certificate III or higher Highest qualification level XHELYYYY completed Labour for
54. designed to be representative of students across Australia using state territory school sector and region metropolitan or non metropolitan as strata Smaller jurisdictions and Indigenous students were oversampled to ensure that reliable results could be produced by state and Indigenous status The final 2003 PISA sample size was 12 551 individuals Of these 10 370 were successfully contacted to undertake a follow up telephone interview in 2003 This interview collected further information on the respondent s school experience school and post school intentions and part time work This group of young people became the third cohort of LSAY These respondents have since been contacted annually using computer assisted telephone interviews CATI Further information on the survey design for the YO3 cohort can be found in LSAY technical paper no 43 Sampling and weighting of the 2003 LSAY cohort which can be accessed at lt www say edu au publications 1962 html gt Further information about the survey design for PISA 2003 can be found from the PISA 2003 Technical report which can be accessed at lt http www oecd org dataoecd 49 60 35188570 pdf gt PISA 2003 Australian country report Facing the future A focus on mathematical literacy among Australian 15 year old students in PISA 2003 which can be accessed at lt http www oecd org dataoecd 59 36 34624327 pdf gt Response rates Table 9 shows the final sample size for th
55. e Help others 1 mportance High status 1 mportance Team work 1 Aspirations Likelihood of achieving life goals Influence of family 1 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 nfluence of friends nfluence of teachers nfluence of media nfluence of career advisor nfluence of work experience Personal goal Community perceptions Feel safe Trusting Opinions Police Trustworthy Problems Self esteem Treated unfairly by police Treated unfairly by teachers Treated unfairly at work Peer pressure Vandalism Conflict Relationships NCVER Importance Close friends Importance Family members Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 mportance Household mportance Relatives mportance Neighbours mportance Friends parents mportance Parents friends work mates Frequency Hang with friends Frequency Look after people Frequency Mother s relatives Frequency Father s relatives Frequency Visit friends homes Frequency Have friends visit home Frequency Meals with friends family Frequency Conversation with parents Likelihood family friends work contacts will help with job Number of close friends Friendship group Conflict Friends Emplo
56. e PISA assessment and the subsequent sample size for the first wave of the LSAY Y03 cohort Table 10 shows the sample sizes and response rates for each wave of the LSAY Y03 cohort from 2003 Table 9 Sample sizes PISA and LSAY PISA LSAY Age at 30 June 15 7 15 7 Sample size n 12 551 10 370 of PISA 100 82 6 NCVER 2 Table 10 Sample sizes and response rates Wave year 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Age at 30 June 15 7 16 7 17 7 18 7 19 7 20 7 21 7 22 7 23 7 Sample size n 10 370 9 378 8 691 7 721 6658 6074 5475 4 903 4 429 of wave 1 100 90 4 83 8 74 5 64 2 58 6 52 8 47 2 42 7 of previous wave na 90 4 92 7 88 8 86 2 91 2 90 1 89 6 90 3 Sources of error Estimates based on sample surveys have two major sources of error non sampling and sampling error A brief description of the two types and an outline of what can be done to overcome the effects of these errors are given below Non sampling error Non sampling error arises from inaccuracies in collecting recording and processing the data Some common examples of non sampling error include non response incorrect responses missing responses interviewer and processing error Non sampling error can be accounted for in part by using weighted estimates to adjust for non response However there are no statistical measures to accurately adjust for other types of non sampling error Nevertheless other types of non sampling error
57. e subdivisions of the major topic areas There are 11 sub major topic areas Minor topic areas are subdivisions of the sub major topic areas There are about 180 sub major topic areas Data elements are subdivisions of the minor topic areas There are more than 2000 data elements Figure 2 LSAY hierarchical levels Major topic area Sub major topic area 1 Sub major topic area 2 Minor topic area 1 Minor topic area 2 Minor topic area 1 Data element 1 Data element 2 Data element 3 Data element 4 Data element 5 Minor topic area 2 Minor topic area 3 Minor topic area 3 The four major topic areas are Demographics Education Employment and Social The divisions of these major topic areas into sub major topic areas and minor topic areas are illustrated in figures 3 to 6 Ooo g LSAY 2003 cohort user guide Figure 3 Major topic area 1 Demographics Demographics Place of residence Country of birth Gender Education Indigenous Occupation Date of birth age Country of birth Language spoken at home Socioeconomic status Figure 4 Major topic area 2 Education Education School School transition Post school Plan to leave school Post school plans School leavers School characteristics Student characteristics Reasons for attending Activities Student achievement Perceptions about self and school Views on maths Use of computers Time spent learning
58. e value in the science domain PV1MATH1 points to the first plausible value in the first maths sub domain Mathematics Space and Shape PV5MATH2 points to the fifth plausible value in the second maths sub domain Mathematics Change and Relationships domain 4 The PISA 2003 major assessment domains are reading mathematics science and problem solving The PISA 2003 mathematics sub domains are space and shape change and relationship uncertainty and quantity LSAY 2003 cohort user guide Replicate weights have been used to estimate sampling variances for population estimates derived from a complex sample design The weights are simply named chronologically from W_FSTR1 to W_FSTR80 The variable W_FSTUWT is the final student weight Detailed information about plausible values and replicate weights is available from the OECD PISA 2003 data analysis manuals located at lt http www oecd org document 18 0 3343 en_32252351_32236173_35016146_1_1_1_1 00 html gt Two types of indices are provided in the PISA dataset simple indices and scale indices Several student and school level indices combine several answers provided by students or principals to build a broader not directly observable concept These indices appear towards the end of the PISA data and tend to be descriptive rather than having adopted a variable naming convention For example AGE is a simple index CULTPOSS is a student level scale index derived fro
59. e weight 2003 PISA population Attrition weight 2003 PISA population Final weight 2003 PISA population Sample weight 2004 PISA population Attrition weight 2004 PISA population Final weight 2004 PISA population Sample weight 2005 PISA population Original weights overwritten by revised weights original weights retained and renamed denoted by an _X WT2003_X 10370 WTO4GEN_X 9378 WT2004_X 9378 WTO5GEN_X 8691 WT2005_X 8691 WTO6GEN_X 7721 WT2006_X 7721 WT07GEN_X 6658 ACHO7WT_X 6658 WT2007_X 6658 WTO8GEN_X 6074 ACHO8WT_X 6074 WT2008_X 6074 PISA weights added to dataset WTO3GEN_P 10370 ACHO3WT_P 10370 WT2003_P 10370 WTO4GEN_P 9378 ACHO4WT_P 9378 WT2004_P 9378 WTO5GEN_P 8691 Wave year Version Date published Variable Variable Description Number of name observations affected Attrition weight 2005 PISA ACHO5WT_P 8691 population Final weight 2005 PISA WT2005_P 8691 population Sample weight 2006 PISA WTO6GEN_P 7721 population Attrition weight 2006 PISA ACHO6WT_P 7721 population Final weight 2006 PISA WT2006_P 7721 population Sample weight 2007 PISA WT07GEN_P 6658 population Attrition weight 2007 PISA ACHO7WT_P 6658 population Final weight 2007 PISA WT2007_P 6658 population Sample weight 2008 PISA WTO8GEN_P 6074 population Attrition weight 2008 PISA ACHO8WT_P 6074 population Final weight 2008 PISA WT2008_P 6074 population Minor modifications made to
60. ecorded as not having completed Year 12 ora certificate III or higher level qualification X1232009 96 X1232010 84 Status in XATR2007 One respondent who had previously commenced but not completed an 1 apprenticeship traineeship apprentice traineeship but had missed their last interview was incorrectly recorded as having never commenced an apprentice traineeship This respondent is now recorded as having commenced but not completed an apprentice traineeship XATR2008 to Changes to Status in apprenticeship traineeship due to correction made to XATR2010 Status in apprenticeship traineeship in previous year Respondents who had previously completed or commenced but not completed an apprentice traineeship but had missed their last interview were incorrectly recorded as having never commenced an apprentice traineeship These respondents are now recorded as having completed or commenced but not completed an apprentice traineeship XATR2008 3 XATR2009 5 XATR2010 9 Any spell of unemployment XUNE2004 to Some respondents who were unemployed were incorrectly recorded as not LSAY 2003 cohort user guide Wave year Version Date published Variable Variable Description Number of name observations affected during the year XUNE2005 having a spell of unemployment during the year These respondents are now recorded as having a spell of unemployment during the year XUNE2004 149 XUNE2005 XUNE2007 Variable missing from derivation and some respondents
61. educational and vocational plans and attitudes to school In a follow up telephone interview students provided further school and work information In 2004 members of the YO3 cohort were contacted for their annual LSAY telephone interview and have been contacted annually to 2011 The questionnaire for their 2004 interview included questions on school transitions from school post school education and training work job history job search history non labour force activities health living arrangements and finance and general attitudes Subsequent surveys conducted by the Wallis Consulting Group asked similar questions but with the emphasis changing from school to post school education training and work depending on the young person s circumstances Due to both population shifts over time and survey attrition care needs to be taken when comparing individual waves of the cohort with other samples drawn from different populations For example it can be misleading to compare the LSAY Y03 wave 3 2005 information with information about 18 year olds from other surveys in the same year Prior to the development of this User guide a range of documents contained information about the Y03 cohort These documents were categorised as codebooks including the questionnaire frequency tables and data dictionary cohort reports technical papers and research reports Information from these documents has been consolidated in this User guide to prov
62. el completed Some respondents who had previously commenced and completed study in a bachelor degree or higher level qualification but had missed their last interview were incorrectly recorded as having never commenced study in a bachelor degree These respondents are now recorded as having completed a bachelor degree or higher level qualification or completed and currently undertaking a bachelor degree or higher level qualification Some respondents who had previously commenced and did not complete study in a bachelor degree or higher level qualification but had missed their last interview were incorrectly recorded as having never commenced study in a bachelor degree These respondents are now recorded as having commenced but not completed study in a bachelor degree or higher level qualification Changes to Status in study in bachelor degree or higher due to correction 107 Wave year Version Date published Variable Variable name Description Number of observations affected Study status in VET XBAC2010 XBAC2009 XBAC2010 XVET2004 XVET2005 to XVET2006 made to Status in bachelor degree or higher from previous year Changes to Status in study in bachelor degree or higher due to corrections made to Highest qualification level completed Some respondents who had previously commenced and completed study in a bachelor degree or higher level qualification but had missed their last interview were incorrectl
63. enquiries concerning other reproduction and rights should be directed to the National Centre for Vocational Education Research NCVER This document should be attributed as NCVER 2012 Longitudinal Surveys of Australian Youth LSAY 2003 cohort user guide NCVER Adelaide This work has been produced by NCVER through the Longitudinal Surveys of Australian Youth LSAY Program on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education Employment and Workplace Relations The views and opinions expressed in this document are those of NCVER and do not necessarily reflect the views of the Australian Government or state and territory governments TD TNC 98 10 Published by NCVER ABN 87 007 967 311 Level 11 33 King William Street Adelaide SA 5000 PO Box 8288 Station Arcade Adelaide SA 5000 Australia P 61 8 8230 8400 F 61 8 8212 3436 E lsay ncver edu au W lt http www lsay edu au gt User guide updates Date Version Update December 2012 4 0 Updated for latest data release wave 9 2011 Amended background information Updated information about derived variable documentation December 2011 3 0 Updated for latest data release wave 8 2010 Added reference to newly released weighting technical paper Added additional reference to PISA 2003 technical reports Updated information relating to data archive data now av
64. f Education Employment and Workplace Relations DEEWR with support from state and territory governments On 1 July 2007 the National Centre for Vocational Education Research NCVER was contracted to provide LSAY analytical and reporting services NCVER is undertaking this service for the department in collaboration with the Australian National University s Social Policy Evaluation Analysis and Research Centre SPEAR Between 1995 and 2007 the LSAY analytical and reporting services were previously provided by the Australian Council for Educational Research ACER jointly with the Department of Education Science and Training DEST More information can be obtained from the LSAY website or by contacting NCVER Toll free 1800 825 233 Email lt lsay ncver edu au gt Telephone 61 8 8230 8400 Website lt www lsay edu au gt Facsimile 61 8 8212 3436 1 Replaced in December 2007 by the Department of Education Employment and Workplace Relations nev Using this guide This User guide has been developed for users of the LSAY data The guide endeavours to consolidate existing technical documentation and other relevant information into a single document thereby improving data accessibility and promoting wider use of the LSAY data To promote effective use of the data the guide aims to address all aspects of LSAY data including information about how to access the data data restrictions variable naming conventions the st
65. f employed Other third job 1 1 1 1 1 1 1 1 Time worked Hours worked per week Other second job 1 1 1 1 1 1 1 1 Hours worked per week Other third job 1 1 1 1 1 1 1 1 Wages and benefits Gross weekly pay Other second job 1 1 1 1 1 1 1 1 Gross weekly pay Other third job 1 1 1 1 1 1 1 1 Average weekly earnings Other second job 1 1 1 1 1 1 1 1 NCVER Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Average weekly earnings Other third job 1 1 1 1 1 1 1 1 Hourly rate Other second job 1 1 1 1 1 1 1 1 Hourly rate Other third job 1 1 1 1 1 1 1 1 Annual salary Other second job 1 1 1 1 1 1 Annual salary Other third job 1 1 1 1 1 1 Job training Classroom based training 1 1 1 1 1 Hours of classroom based training 1 1 1 1 1 Training outside workplace 1 1 1 1 1 Hours of training outside workplace 1 1 1 i 1 On the job training 1 1 1 1 1 Training Helped get promotion or pay rise 1 1 1 1 1 Training More responsibility 1 1 1 1 1 Training Different type of job 1 1 1 1 1 Suitable amount of training received 1 1 1 1 1 mportance of job skills Communication mportance of job skills Teamwork mportance of job skills Problem solving mportance of job skills Initiative and creativity mportance of job skills Planning and organisation mportance of job skills Self management mportance of job skills Learning skills mportance of job skills Using technology LSAY 2003 cohort user
66. fluence Parents nfluence Teachers nfluence Friends nfluence Negative image Negative image Reason nfluence None nfluence Interest fer other subjects lity nfluence Other ion Nothing ion Ability ion Prefer other subjects ion More information ion Financial ion More exciting creative ion Teaching Government payments and Sources of income YA ABSTUDY 1 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 income NCVER Youth Allowance ABSTUDY independent dependent Amount of YA ABSTUDY Sources of income Paid work Sources of income Parents or family Sources of income Scholarship or cadetship Sources of income Scholarship Sources of income Cadetship Sources of income Other government allowance Sources of income Other Sources of income None Course fees None Course fees Respondent Course fees Parents family Course fees Employer Course fees Government Course fees Other Commonwealth supported HECS tull fee paying Commonwealth supported HECS Full fee paying Full fee paying FEE HELP Full fee paying up front Full fee paying payment scheme Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Full fee paying employer Full fee paying scholarship
67. fort Classes Work with others Classes Do better Classes Enjoy helping Classes Learn most with other students Classes Best work Frequency Teacher interested Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Frequency Students don t listen Frequency Teacher gives extra help Frequency Books Frequency Teacher helps Frequency Noise Frequency Teaches until understood Frequency Quieten down Frequency Can t work well Frequency Express opinions Frequency Late start Interest Motivation Self efficacy Anxiety Self concept Memorisation strategies Elaboration strategies Control strategies Competitive learning Cooperative learning Teacher support Disciplinary climate LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Use of computers NCVER Available at home Available at school Available at other places Used computer How long used computers Use computer at home Use computer at school Use computer other places Frequency Internet Frequency Play games Frequency Write documents Frequency Collaborate on Internet Frequency Use spreadsheets Frequency Download software Frequency Graphics programs Frequency Educational software Frequency School material Frequency Download
68. full time Months worked part time No full time work since last interview No part time work since last interview Number of weeks worked Full time or part time employment status derived variable Average weekly hours worked derived variable 14 18 19 19 19 19 19 19 Wages and benefits Frequency of pay Gross pay Hourly rate Annual salary Average weekly earnings LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Take home pay 1 Annual sick leave Average weekly pay derived variable 1 Average hourly pay derived variable 1 1 1 1 1 1 1 Starting work Month began job Year began job How found job Leaving work Main reason left job Month left finished job Year left finished job Looking for work Prefer full time or part time work Looking for full time work Looking for work Looking for work additional or to change jobs Working in a job while at school NCVER Kind of work want as career 1 Enjoy work 1 Family needs money 1 Independence 1 Help get job 1 Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Own money 1 Spare time 1 Get behind in school work 1 Parents happy 1 Better marks 1 Post school plans 1 Homework 1 Balancing work school demands 1 Time stud
69. gher X122YYYY Completed Year 12 or certificate III or higher X123YYYY Highest qualification level completed XHELYYYY Employment Labour force status XLFSYYYY Full time or part time employment status XFTPYYYY Permanent or casual employment XEMPYYYY Status in apprentice traineeship XATRYYYY Job mobility during last year XMOBYYYY Occupation 1 digit ANZSCO First Edition XOCCYYYY Average weekly pay XWKPY YYY Average hourly pay XHRPYYYY Average weekly hours worked XHRSYYYY Study and work In full time employment or full time education XFTEYYYY Any spell of unemployment during the year XUNE YYYY Social indicators Marital status XMARYYYY Living with parent s XATHYYYY Living in own home XOWNYYYY Number of dependent children XCHIYYYY ae LSAY 2003 cohort user guide Sample and survey design In 2003 a nationally representative sample of approximately 12 500 15 year old students was selected to participate in PISA conducted by the OECD The sampling process undertaken was a two stage sampling scheme The first stage of the sample is that schools were selected with a probability proportional to the enrolment size of 15 year olds At the second stage a list of each school s 15 year old students was prepared and from each list 50 students were randomly selected with equal probability In schools with fewer than 50 students all 15 year olds were selected The 2003 PISA sample comprised 355 schools from all states and territories This sample was
70. gt PISA 2003 Technical report lt http www oecd org dataoecd 49 60 35188570 pdf gt PISA 2003 Australian country report Facing the lt http www oecd org dataoecd 59 36 34624327 pdf gt future A focus on mathematical literacy among Australian 15 year old students in PISA 2003 The role of plausible values in large scale surveys lt https mypisa acer edu au images mypisadoc plausiblevaluesins ee pdf gt How do I use plausible values There are five plausible values for each achievement domain and sub domain in the LSAY dataset Unbiased estimates of achievement will only be obtained if plausible values are incorporated appropriately The following are some key points Averaging plausible values over individuals will lead to biased estimates and incorrect standard errors Analysis should be repeated for each plausible value five times and any subsequent estimate for example coefficients standard errors combined in an appropriate way to obtain population estimates Plausible values are correlated within a domain and as such an analysis may be undertaken using only a single plausible value but being aware that standard errors may be incorrect Users are reminded that plausible values are not equivalent to the achievement scores in the Y95 and Y98 LSAY cohorts The LSAY questionnaires In 2003 follow up telephone interviews were conducted which collected further information on respondents schools and on p
71. guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Needs met by universi Needs met by universi Needs met by universi Needs met by universi creativity Needs met by universi organising Needs met by universi Needs met by universi Needs met by universi ity studies Communication ity studies Teamwork ity studies Problem solving ity studies Initiative and ity studies Planning and ity studies Self management ity studies Learning ity studies Using technology 1 1 Leaving work Main reason left job Way in which next job was better NCVER Topic map 8 Employment Seeking employment Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Looking for work Looking for work in the last 4 weeks Looking for full time or part time work Prefer full time work Available for work last week 1 1 1 1 1 1 Job search activity Looked for work Number of weeks looking for work Months looking for work Registered with Centrelink Checked Centrelink touchscreens Checked registered with Job Network member Checked with another employment agency Looked at advertisements in newspaper on the internet Answered advertisements in newspapers on the internet Contacted friends or relatives Contac
72. he questionnaires Plausible values Replicate weights W_FSTR1 Replicate weights are identified using the characters W_FSTR W_FSTR80 followed by a chronological number For further information on replicate weights see the PISA 2003 Data analysis manual Indices AGE Student and school level simple and scaled indices tend to be HISCED descriptive rather than adopting a naming convention CULTPOSS LSAY standard variables Most variable names are constructed using four pieces of information the questionnaire instrument the survey wave the questionnaire section and the question number The character L is used to identify the survey instrument where L represents the LSAY survey instrument as opposed to the PISA survey instrument A wave identifier is used to identify the survey wave The first survey or wave is allocated an A the second survey a B up until wave 11 which is NCVER a allocated a K The section identifier is used to identify the section of the questionnaire The question identifier is used to identify the question number For example the variable LBA009 refers to the LSAY survey instrument denoted by the first character L wave 2 denoted by the second character B section A denoted by the third character A question 9 denoted by the last three characters 009 Figure 9 LSAY standard variable naming convention LSAY questionnaire Question9 SectionA L
73. http pisa2003 acer edu au downloads php gt aT LSAY 2003 cohort user guide Figure 1 Cohort reports oe i i Surveys of Australian Youth Longitudinal Surveys of Australian Youth YO3 cohort to 2008 released September 2009 Table 2 Education Indicators for Y03 LSAY cohort 2003 2008 Year 2003 2004 2005 2006 2007 2008 Wave 1 2 3 4 5 6 16 7 17 7 8 7 19 7 20 7 Average age of respondents years 15 7 Number of respondents 10370 9378 8691 7721 6658 6074 Attending school Year 12 0 4 17 4 56 8 57 0 1 0 0 Year 11 19 1 61 5 7 0 0 1 0 0 0 0 71 9 76 0 1 0 0 0 0 0 0 87 01 0 0 0 0 0 0 0 0 ear level unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 4 36 0 94 2 99 9 100 0 Level of current study study leading to a qualification Certificate 0 0 1 3 1 9 3 0 2 2 2 Table 2 Old cohort reports Wave year Technical report paper Wave 1 2003 The 2003 LSAY cohort of 15 year olds 15 year olds in 2003 Wave 2 2004 The 2003 LSAY cohort of 15 year olds 16 year olds in 2004 Wave 3 2005 The 2003 LSAY cohort of 15 year olds 17 year olds in 2005 Other technical papers Other technical papers that may be useful include sampling and weighting methodology and the PISA technical reports and data analysis manuals Technical paper number 61 Weighting the LSAY PISA cohorts can be accessed at lt http www lsay edu au publications 2429 html gt Technical paper number 43 Sampling and weighting the 2003 LSAY cohort
74. iable of whether or not a respondent replied to the survey in a given year was regressed against a series of factors that may contribute to non response The inverse of the predicted probability of responding forms the attrition weights The final LSAY weights for each wave combine both the sample and attrition weights Two sets of final weights are produced The first reproduces the sample sizes in each wave and the second 5 Information regarding the original methodology used to create the weights for the Y03 cohort can be found in LSAY technical paper no 43 Sampling and weighting of the 2003 LSAY cohort which can be accessed at lt www lsay edu au publications 1962 html gt NCVER sa reproduces the population size 235 591 at each wave In both cases the distributions in each wave match those obtained in the original population Users must be aware that bias resulting from survey attrition may not be fully accounted for in the weighting strategies used To allow users to determine the effectiveness of the attrition weights data in the cohort report demographic tables are presented both weighted and unweighted The Y03 cohort reports can be accessed at lt www lsay edu au cohort 2003 101 html gt Researchers are encouraged to determine their own weighting or analysis methodology to counteract attrition this may include using methods of multiple imputations for missing values Table 11 shows the three different types of available
75. ide a single source for Y03 technical information These documents are discussed below Questionnaires and codebooks The following four questionnaire instruments were used in PISA 2003 the School Questionnaire the Student Questionnaire the Educational Careers Questionnaire the Information Communication Technology Questionnaire The Educational Careers and Information Communication Technology questionnaires were offered as international options The 2003 PISA questionnaires and codebooks are available from the OECD website lt http pisa2003 acer edu au downloads php gt NCVER ae The LSAY technical reports papers include the questionnaire for that survey year a series of frequency tables for each variable as well as a data dictionary or codebook for some waves The data dictionaries contain the variable names formats and base populations for the Y03 dataset The LSAY Y03 technical papers can be accessed at lt www lsay edu au data 31272 html gt Table 1 provides a summary of the available technical papers Table 1 Technical papers questionnaires and frequency tables Wave year Technical paper report Wave 1 2003 Technical report no 347 Wave 2 2004 Technical report no 35 Wave 3 2005 Technical report no 38 Wave 4 2006 Technical report no 41 Wave 5 2007 Technical report no 45 Wave 6 2008 Technical report no 51 Wave 7 2009 Technical report no 57 Wave 8 2010 Technical report no 6
76. ifficult Reason Teachers Reason Earn own money Reason Parents Reason Subjects courses not available at school Reason Year 12 wouldn t help get a job Reason Year 12 wouldn t help with further study training Reason Main reason Main reason returned to school NCVER Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Main activity Main activity 1 1 1 1 1 1 1 wa LSAY 2003 cohort user guide Topic map 5 Education Post school Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Study NCVER Study status at last interview Still studying Confirmation of study Confirmation of deferred study Resumption of deferred study Commenced study Study type Qualification Qualification at last interview Main area of study Institution Month started study Year started study Applied for university place Intend to apply for university place Intend to reapply for university place First preference Institution First preference Offered place First preference Reason did not take up place First preference Reason did not take up place taking break holiday travel 1 1 6 1 5 1 Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 First preference Reason did not take up pla
77. ing Upper secondary Father s schooling Vocational pre vocational upper secondary Father s schooling Lower secondary Father s schooling Primary school Father s schooling None Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Father s qual Father s qual qualification Father s qual certificate Father s qual qualification ificat ificat ificat ificat ions University ions Post secondary training ions Post secondary training ions Post secondary Father s highest education level Highest parental education level 1 LSAY 2003 cohort user guide Topic map 3 Education School Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 School characteristics Geographic location School identifier School state School sector School offers IB Number of students in maths class Student characteristics NCVER Student identifier At school At school at last interview Year level Study program ISCED level ISCED program ISCED orientation Studying for IB Attended kindergarten pre school Age commenced primary school Changed primary school Changed lower secondary school Changed schools same school Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave
78. ively known as a cohort enter the study at age 15 years or as was the case in earlier studies when they were in Year 9 Individuals are contacted once a year for up to 12 years Studies began in 1995 Y95 cohort 1998 Y98 cohort 2003 Y03 cohort 2006 Y06 cohort and more recently in 2009 YO9 cohort Over 10 000 students start out in each cohort Since 2003 the initial survey wave has been integrated with the Organisation for Economic Co operation and Development OECD Programme for International Student Assessment PISA Respondents from the PISA based cohorts Y03 Y06 and Y09 could miss a survey wave and still remain in the survey Respondents could also miss more than one survey wave as long as these survey waves were not consecutive If respondents from the earlier cohorts Y95 and Y98 missed a survey wave they were excluded from future surveys The LSAY research program provides a rich source of information to enable a better understanding of young people and their transitions from school to post school destinations it also explores their social outcomes such as wellbeing Information collected as part of the LSAY program covers a wide range of school and post school topics including student achievement student aspirations school retention social background attitudes to school work experiences and what students are doing when they leave school LSAY is managed and funded by the Australian Government Department o
79. lian Youth Australian Government Department of Education Employment and Workplace Relations National Centre for Vocational Education Research Ltd Level 1 33 King William Street Adelaide South Australia PO Box 8288 Station Arcade SA 5000 Australia Telephone 61 8 8230 8400 Facsimile 61 8 8212 3436 Website www ncveredu au Email ncver ncveredu au
80. m cultural possessions for example classic literature books of poetry Table 6 Summary of PISA variable naming conventions PISA variable Examples of PISA Description variable names Standard variables ST16Q01 The first two characters indicate the questionnaire instrument IC05Q01 The PISA questionnaire instruments are the Student EC01Q01 Questionnaire ST the Educational Careers Questionnaire EC and the Information Communication Technology Questionnaire ST34Q03 ICT The following two digits indicate the question number e g ST16 is question 16 from the student questionnaire The final three characters are the question part or sub section So ST34Q03 is part 3 of question 16 from the student questionnaire National options ST34Q15N The character N at the end of the variable indicates that the question is a national options question i e a national not international question Student achievement PV1MATH The first two characters PV indicate the variable is a plausible plausible values PV1MATH1 value The next character indicates whether it is the first PV4PROB plausible value up to the fifth plausible value The next four characters indicate the domain or sub domain PV1MATH indicates that the variable is from the mathematics domain while PV1MATH1 indicates that the variable is from the first maths sub domain Space and Shape For further information on plausible values see section Overview of t
81. mputers time spent learning study plans careers advice work experience workplace learning subjects and courses undertaken qualifications and results and receipt of government payments Topic map 4 Education School transition contains school transition information about intentions and reasons for leaving school post school plans and school leavers main activity since leaving school Topic map 5 Education Post school contains post school education information relating to study including current and past study apprenticeships and traineeships qualifications obtained reasons for withdrawing deferring from study changes in study status and or details including changes to course institution employer and apprentice or traineeship satisfaction with study careers advice perceptions about post school study views on maths science engineering IT post school study and government payments and income It is worth noting that within the following minor topic areas Study may refer to past and or current study as well as apprenticeships and traineeships for some waves Current study may refer to apprenticeships and traineeships for some waves Past study may refer to apprenticeships and traineeships for some waves Apprenticeship traineeships may refer to past and or current apprenticeships for some waves Topic map 6 Employment Current contains the respondents current employment i
82. n modified and these respondents are now recorded as having never commenced VET study Changes to Study status in VET due to corrections made to Current qualification level Changes to Study status in VET due to corrections made to Study status in VET from previous year Some respondents who had indicated in a previous interview that they had commenced VET study but did not confirm that course of study in the current interview were recorded as having commenced but not completed study in VET The derivation has been modified and these respondents are now recorded as having never commenced VET study Some respondents who had completed or commenced VET study ina previous interview but had missed their last interview were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study or commenced but did not complete VET study Some respondents who had completed a bachelor degree or higher level qualification and had also completed VET study were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study Changes to Study status in VET due to corrections made to Current qualification level Changes to Study status in VET due to corrections made to Study status in VET from previous year 40 45 52 63 Wave year Version Date published Variable Variable name Description Numbe
83. n recorded as undertaking a qualification at an unknown qualification level Respondents who were undertaking an apprentice traineeship and whose qualification type was a short course or recreational course a single module subject only unknown or some other qualification than those listed were previously recorded as not studying for a qualification The derivation has been modified and these respondents are now recorded as undertaking a certificate at an unknown qualification level Changes to Current qualification level due to correction made to Current qualification level in previous year Respondents who were undertaking an apprentice traineeship and whose qualification type was a short course or recreational course a single module subject only unknown or some other qualification than those listed were previously recorded as not studying for a qualification The derivation has been modified and these respondents are now recorded as undertaking a qualification at an unknown qualification level 29 32 24 13 11 Changes to Highest qualification level completed due to correction made to 1 Current qualification level Changes to Highest qualification level completed due to correction made to 3 Current qualification level Some respondents who had previously commenced and completed study but had missed their last interview were incorrectly recorded as having not completed a qualification These respondents are
84. nal attributes such as question wording values classifications used and base populations must be considered when selecting variables and analysing the data Data elements have been created to assist in grouping and thereby simplifying variable selection They are unique within a minor topic area but may not be unique across topic areas For example the data element Study type exists under the major and sub major topic area Education Post school This data element appears under two different minor topic areas Study and Current study The Study minor topic area may include both past and current study depending on the ae LSAY 2003 cohort user guide questionnaire sequencing When identifying a data element and or variable for use it is therefore important to consider other related data elements that may be located in a different topic area This is illustrated in figure 7 using an excerpt from the metadata workbook Figure 7 Identifying related topic areas B c D E Wiwe Year Section Major Sut major w Data element Type Labai Question Base Study type hecadz Num Pa First study or training since ieaving achoo RBAQ33e oe LBECOSad or LBCADI a2 ning WBCAOESO A g 3 ry Fi 9 s Post scheo 8 8 3 bd g 3 hs 3 8 N 2 f os r g g g Study type RECADOS Num Post schoo K ARIABLES VALUES PURPOSE TEI A To identify variables for analysis and support accurate
85. ncluding employment characteristics time worked wages and benefits when started and left work reasons for leaving work employment while at school post school employment job training job satisfaction perceptions about their apprenticeship traineeship and perceptions about work ae LSAY 2003 cohort user guide Topic map 7 Employment Job history and training contains respondents job history and training information including any other employment currently undertaken by the respondent relating to employment characteristics time worked wages and benefits job training undertaken reasons for leaving work and perceptions about work Topic map 8 Employment Seeking employment contains information about respondents job seeking behaviour including whether they were looking for work job search activity details and problems in looking for work Topic map 9 Employment Not in the labour force contains respondents main activity while not in the labour force and their prospects for seeking employment or commencing study Topic map 10 Social Health living arrangements and finance contains respondents information about their living arrangements household possessions children marriage disability and health including associated funding government payments housing payments and financial circumstances Topic map 11 Social General attitudes contains respondents information abo
86. nnaire ST the Educational Careers Questionnaire EC the Information Communication Technology Questionnaire IC Most PISA variables are named using the following convention questionnaire component question number and question part where applicable For example the variable ST16Q01 is question number 16 from the student questionnaire EC06Q01 is question number 6 from the educational careers questionnaire T34Q03 is question number 34 part c from the student questionnaire 1 01Q01 is question number 1 from the ICT questionnaire Figure 8 PISA variable naming convention PISA student questionnaire ST34Q03 Question 34 Part3 c l Countries are also able to introduce country specific questions in the PISA questionnaires referred to as national options questions These are denoted on the variable name by the last character N For example the variable ST34Q15N is question number 34 from the student questionnaire with part 15 a national options question denoted by the N at the end of the variable name Plausible values are used to report student achievement in PISA There are five plausible values for each of the domains and sub domains and the PISA student achievement variables take this information into account in the variable name For example the variable PV1MATH points to the first plausible value in the maths domain PVA4SCIE points to the fourth plausibl
87. non standard variables 26 Derived variables 28 Sample and survey design 29 Response rates 29 Sources of error 30 Non sampling error 30 Non response 30 Weights 31 Sampling error 32 Standard errors 33 a LSAY 2003 cohort user guide Confidence intervals Relative standard errors Examples Classifications and code frames Education Occupation Industry Institution Country Language Topic maps Topic map Topic map Topic map Topic map Topic map Topic map Topic map Topic map BO Os IY se S Topic map Topic map 10 Topic map 11 Demographics Student Demographics Parent Education School Education School transition Education Post school Employment Current Employment Job history and training Employment Seeking employment Employment Not in the labour force Social Health living arrangements and finance Social General attitudes Appendix A Updates to the Y03 data file NCVER 33 33 33 35 35 36 36 36 36 37 38 40 42 45 62 65 79 85 88 91 92 98 104 Tables and figures Tables 1 Technical papers questionnaires and frequency tables 10 2 Old cohort reports 11 3 PISA technical documents 16 4 Topic maps 21 5 User guide data element documents 22 6 Summary of PISA variable naming conventions 25 7 Summary of LSAY non standard variable naming conventions 26 8 Derived variables 28 9 Sample sizes PISA and LSAY 29 10 Sample sizes and response
88. now recorded as having completed a qualification Changes to Highest qualification level completed due to correction made to Current qualification level Some respondents who had previously commenced and completed study but had missed their last interview were incorrectly recorded as having not completed a qualification These respondents are now recorded as having completed a qualification Wave year Version Date published Variable Variable Description Number of name observations affected Changes to Highest qualification level completed due to correction made to Highest qualification level completed in previous year XHEL2008 21 XHEL2009 32 XHEL2010 44 Full time or part time study XFTS2004 to Changes to Full time or part time study status due to correction made to status XFTS2007 Current qualification level XFTS2004 37 XFTS2005 29 XFTS2006 32 XFTS2007 24 XFTS2008 Changes to Full time or part time study status due to correction made to 53 Current qualification level Some respondents who were continuing study from a previous interview but had missed their last interview were recorded as having an unknown full time or part time study status These records have been modified so that their full time or part time study status from their previous interview is recorded Some respondents who were continuing study in a bachelor degree or higher from a previous interview were recorded as not studying
89. or to standard error is the sample size Small sample sizes generally result in higher standard errors and wider confidence intervals The RSE enables a comparison of the accuracy between two different estimates An estimate with a high RSE or wide confidence interval should be used with caution and users are advised against relying on estimates obtained from sample sizes of fewer than five or estimates that have an RSE of greater than 25 In the LSAY cohort reports estimates obtained from sample sizes of fewer than five respondents have been highlighted using double asterisks Estimates which have a relative standard error greater than 25 are highlighted using a single asterisk The Y03 cohort reports can be accessed at lt www say edu au cohort introduction html gt ae LSAY 2003 cohort user guide Standard errors The standard error of an estimate indicates the accuracy to which that estimate approximates the true population parameter There are multiple methods for calculating the standard errors in complex surveys One method commonly used is the Taylor series expansion This technique has been applied to obtain estimates of standard errors for the LSAY cohort reports These standard errors can then be used to calculate confidence intervals and relative standard errors Confidence intervals The confidence interval is an interval estimate of the population parameter Sample estimates which have high standard errors will have wide confi
90. oss other LSAY cohorts for example Y95 Y98 etc The first code frame uses four digits to code institutions for wave 2 2004 The code frame was revised to incorporate information about the institution campus and uses six digits to code institutions including campus from wave 3 2005 The institution code frames can be accessed at lt www say edu au publications 2225 html gt under the supporting documents tab Country The country codes used in PISA are the ISO 3166 country codes The code frame uses eight digits to code countries for variables ISO_S ISO_F and ISO_M at wave 1 2003 only The country codes can be accessed at lt www l say edu au publications 2225 html gt under the supporting documents tab 7 ABS 2001 Australian Standard Classification of Education ASCED cat no 1272 0 ABS Canberra 8 ABS 1997 Australian Standard Classification of Occupations 2nd edn cat no 1220 0 ABS Canberra ABS 2006 Australian and New Zealand Standard Classification of Occupations 1st edn cat no 1220 0 ABS Canberra 10 ABS 1993 Australian and New Zealand Standard Industrial Classification cat no 1292 0 ABS Canberra 86 LSAY 2003 cohort user guide The ISO country codes provided have been sourced from the 2003 PISA Australian database and can be accessed at lt http www acer edu au ozpisa au_db html gt Language The language codes used in PISA are the ISO 639 language codes The code frame uses
91. problem s Hearing 1 Disability health problem s Skin allergies 1 Disability health problem s Breathing asthma bronchitis Disability health problem s Heart blood pressure 1 Disability health problem s Stomach liver kidney digestive problem s Disability health problem s Diabetes 1 Disability health problem s Depression bad nerves Disability health problem D Epilepsy 1 Disability health problem D Dyslexia other learning problem s Disability health problem s Chronic fatigue post ic viral syndromes Disability health problem T Other problem s or disabilities NCVER Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 You felt nervous 1 You felt hopeless 1 You felt restless or fidgety 1 You felt that everything was an effort 1 You felt so sad that nothing would cheer you up 1 You felt worthless 1 Government payments Youth Allowance Newstart Allowance 1 1 1 1 1 1 1 1 Parenting Payment 1 1 1 1 1 1 1 1 Sickness Allowance 1 1 1 1 1 1 1 1 Disability Support Pension 1 1 1 1 1 1 1 1 Family Tax Benefit 1 1 1 1 1 1 1 1 Other 1 1 1 1 1 1 1 1 None of these 1 1 1 1 1 1 1 1 Amount per fortnight received in government payments Amount per year received in government payments Housing payments Frequency of housing payments Amount of housing payments Finance Use of credit card
92. r ACHO6WT at the beginning or end of the variable name WT2006 Population weights weights that sum to the population rather WTO6GEN_P than the sample size are denoted by an _P at the end of the variable name AG MOSWT P For further information about weights see section Sample and WT2006_P survey design Weights nev Derived variables A series of derived variables has been developed to simplify use of the LSAY data and provide useful measures indicators for analysis The derived variables focus on the areas of educational attainment employment measures of engagement in study and work and social indicators The following table summarises the series of additional derived variables available on the YO3 dataset Derived variables are denoted by the character X followed by several characters uniquely identifying the derived variable this is then followed by four digits for the survey year Detailed technical documentation outlining how the variables are derived as well as their properties can be accessed at lt www l say edu au publications 2487 html gt Table 8 Derived variables Indicators Derived variable Variable name Education Current school level XCSLYYYY Current qualification level XCELYYYY Study status in VET XVETYYYY Study status in bachelor degree or higher XBACYYYY Full time or part time study status XFTSYYYY Highest school level completed XHSLYYYY Completed Year 12 or certificate II or hi
93. r of observations affected XVET2009 XVET2010 Some respondents who had indicated in a previous interview that they had commenced VET study but did not confirm that course of study in the current interview were recorded as having commenced but not completed study in VET The derivation has been modified and these respondents are now recorded as having never commenced VET study Some respondents who had completed or commenced VET study in a previous interview but had missed their last interview were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study or commenced but did not complete VET study Some respondents who had completed a bachelor degree or higher level qualification and had also completed VET study were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study Changes to Study status in VET due to corrections made to Current 92 qualification level Changes to Study status in VET due to corrections made to Study status in VET from previous year Some respondents who had indicated in a previous interview that they had commenced VET study but did not confirm that course of study in the current interview were recorded as having commenced but not completed VET study The derivation has been modified and these respondents are now recorded as having never commenced VET study Some re
94. re now recorded as having never commenced VET study Some respondents who had completed or commenced VET study in a previous interview but had missed their last interview were incorrectly recorded as having never commenced VET study These records have been corrected so that they are now recorded as having completed VET study or commenced but did not complete VET study Some respondents who had completed a bachelor degree or higher level qualification and had also completed VET study were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study Changes to Study status in VET due to corrections made to Highest qualification level completed One respondent who had completed a bachelor degree or higher level qualification had also completed VET study and was undertaking VET study was recorded as undertaking VET study The derivation has been modified and this respondent is now recorded as having completed VET study Changes to Completed Year 12 or certificate II or higher due to correction made to Highest school level completed Changes to Completed Year 12 or certificate II or higher due to correction made to Highest school level completed Changes to Completed Year 12 or certificate II or higher due to correction made to Highest qualification level completed Incorrect value used in derivation and some respondents who had completed a qualifi
95. responsible for the accuracy and completeness of the material supplied Where applicable a the user must draw the terms and conditions of the undertaking to the attention of persons within the department organisation who shall make use of the material and b the Australian Data Archive ADA and the ADA consortium members the Australian National University the University of Melbourne the University of Queensland the University of Technology Sydney and the University of Western Australia the National Centre for Vocational Education Research NCVER and the Commonwealth of Australia shall not be held liable for any breach of this undertaking LSAY student achievement information cannot be reported at the school sector aggregate for the LSAY 2003 and 2006 cohorts Where research findings based on LSAY are published or otherwise placed in the public arena the user must agree to provide the Australian Data Archive and the National Centre for Vocational Education Research with the bibliographic details and where available online links to any published work including journal articles books or book chapters conference presentations theses or any other publications or outputs based wholly or in part on the material LSAY 2003 cohort user guide Overview of the questionnaires Programme for International Student Assessment PISA In 2003 the initial survey wave wave 1 was integrated with the OECD s Programme for International
96. rrangements Household possessions Leisure Interests Children Marriage Disability and health Government payments Housing payments Finance Life satisfaction Job aspirations Aspirations Community perceptions Problems Relationships Volunteer Topic maps Topic maps have been developed for each of the 11 sub major topic areas The topic maps aim to improve accessibility of the LSAY data by linking common questions or variables within and between waves These common variables are identified as data elements Topic maps by sub major topic area can be found in the Topic maps section of this User guide A summary of the topic maps appears in table 4 T LSAY 2003 cohort user guide Table 4 Topic maps Major topic area Topic map Sub major topic area Demographics Student Parent School Education School transition Post school Job history and training Seeking employment Not in the labour force 1 2 3 4 5 Employment 6 Current T 8 9 Social 1 A 0 Health living arrangements and finance 1 General attitudes Data elements Data elements represent variables that are common within and between waves In some instances a data element may represent a single variable when not collected across multiple waves Information about each data element is contained in the supplementary sections Data elements A to D of this User guide They can be accessed at lt www l say edu au publications 2225 html
97. ructure of the data using topic areas topic maps and data elements classifications and code frames used weights and derived variables A series of additional documents Data elements A to D complement this User guide Data elements represent variables that are common within and between waves These documents contain information about the data elements including the variables they cover the valid values or response options for each variable and additional notes where applicable Information about the data elements documentation is contained in section The LSAY data data elements Users may also find the metadata workbook useful The workbook provides a listing of all variables in the Y03 dataset as well as basic information about each variable Data can be filtered and inspected by wave year questionnaire section topic area s and or data element See the section The LSAY data Variable listing metadata workbook for further information The metadata workbook can be accessed at lt www say edu au publications 2225 html gt under the supporting documents tab If you have any feedback or issues finding the information you need contained in this guide please do not hesitate to contact the LSAY branch at NCVER Toll free 1800 825 233 Telephone 61 8 8230 8400 Facsimile 61 8 8212 3436 Email lt lsay ncver edu au gt Website lt www say edu au gt Registration You need to register for the LSAY website to access L
98. ses of attempting to identify individuals 3 Statistical tables graphs etc obtained from analysis of these data may be further disseminated provided that the user a identify the primary investigators data series and version number and data distributors by including the bibliographic reference for the data file b acknowledges another archive where the data file is made available through the Australian Data Archive by another archive and c declares that those who carried out the original analysis and collection of the data bear no responsibility for the further analysis or interpretation of them 4 Use of the material is solely at the user s risk and the user must indemnify the Australian Data Archive ADA and the ADA consortium members the Australian National University the University of Melbourne the University of Queensland the University of Technology Sydney and the University of Western Australia the National Centre for Vocational Education Research NCVER and the Commonwealth of Australia against any liability loss or expense incurred by the ANU ADA NCVER or Commonwealth arising from any action taken against them resulting from unauthorised use or duplication of material or any other breach of conditions set out in this undertaking NCVER a The Australian National University the Australian Data Archive the National Centre for Vocational Education Research and the Commonwealth of Australia shall not be held
99. six digits to code languages for variable LANG at wave 1 2003 only The language codes can be accessed at lt www say edu au publications 2225 html gt under the supporting documents tab The ISO language codes provided have been sourced from the 2003 PISA Australian database and can be accessed at lt http www acer edu au ozpisa au_db html gt nev Topic maps The following series of topic maps list the data elements for each sub major topic area by minor topic area The digits within the tables indicate the survey waves in which this data element exists number of times the data element appears within a wave This is equivalent to the number of variables that correspond to the data element in a single wave Topic map 1 Demographics Student contains demographic information relating to respondents place of residence gender Indigenous status date of birth and age country of birth language spoken at home and socioeconomic status Topic map 2 Demographics Parent contains demographic information relating to a respondent s mother and father s country of birth occupation and education levels Topic map 3 Education School contains school education information relating to respondents school characteristics student characteristics reasons for attending their school extracurricular activities student achievement perceptions about self and school views on maths use of co
100. spondents who had completed or commenced VET study ina previous interview but had missed their last interview were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study or having commenced but did not complete VET study Some respondents who had completed a bachelor degree or higher level qualification and had also completed VET study were incorrectly recorded as having never commenced VET study These respondents are now recorded as having completed VET study Changes to Study status in VET due to corrections made to Highest qualification level completed Changes to Study status in in VET due to corrections made to Current 146 qualification level Changes to Study status in VET due to corrections made to Study status in VET from previous year LSAY 2003 cohort user guide Wave year Version Date published Variable Variable name Description Number of observations affected NCVER Completed Year 12 or certificate II or higher Completed Year 12 or X1222006 to X1222008 X1222006 X1222007 X1222008 X1222009 to X1222010 X1222009 X1222010 X1232004 Some respondents who had indicated in a previous interview that they had commenced VET study but did not confirm that course of study in the current interview were recorded as having commenced but not completed VET study The derivation has been modified and respondents a
101. study Changes to Study status in VET due to corrections made to Current qualification level Some respondents who had returned to school and had indicated in a previous interview that they had commenced VET study were not able to provide the outcome for that VET study but were recorded as having commenced but not completed that VET study The derivation has been modified and these respondents are now recorded as having never commenced VET study Changes to Study status in VET due to corrections made to Current qualification level LSAY 2003 cohort user guide Wave year Version Date published Variable Variable name Description Number of observations affected NCVER XVET2005 XVET2006 XVET2007 XVET2008 Changes to Study status in VET due to corrections made to Study status in VET from previous year Some respondents who had indicated in a previous interview that they had commenced VET study but did not confirm that course of study in the current interview were recorded as having commenced but not completed study in VET The derivation has been modified and these respondents are now recorded as having never commenced VET study Some respondents who had returned to school and had indicated in a previous interview that they had commenced VET study were not able to provide the outcome for that VET study but were recorded as having commenced but not completed that VET study The derivation has bee
102. ted forms via email to the Australian Data Archive at lt ada anu edu au gt Part of NCVER s role is to promote and encourage the use of the LSAY data If you have any feedback or queries about the data and how to access it you should contact NCVER Email lt lsayrequests ncver edu au gt LSAY hotline 1800 825 233 Australian Data Archive Email lt ada anu edu au gt Telephone 02 6125 2200 Facsimile 02 6125 0627 Specific data requests A specific data request allows you to ask for specific tables and or data analysis to be undertaken by NCVER without the need for you to obtain full sets of the data A specific data request can be made to lt lsayrequests ncver edu au gt There are fees and charges applicable for all data requests that require more than one hour to complete Please refer to NCVER s policy on charging lt http www ncver edu au statistic 21075 html protocols gt LSAY data releases Information about the latest LSAY data releases is available from the LSAY website lt www say edu au data latest html gt You may also request to be notified of recent LSAY releases which include publications and data releases You can subscribe to NCVER s LSAY alert page at lt http www l say edu au subscribe html gt a LSAY 2003 cohort user guide Data restrictions Data use is restricted to research data are not to be used for commercial or financial gain In addition LSAY data users must agree to refrain
103. ted friends Contacted relatives Written phoned approached an employer about a job Checked factory workplace noticeboards 19 LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Posted resume on the internet checked for replies Advertised tendered for work including on the internet Asked school or another organisation for advice Any other Job search activity 1 1 1 Problems looking for work NCVER Health problems or some disability Age discrimination Problems with childcare Don t have suitable transport Not enough of the right kind of education Don t have enough work experience Not enough jobs available Gender discrimination Racial ethnic background discrimination Need better reading and writing skills Don t have good interview skills Lack of skills in writing job applications Lack confidence Not good with numbers Poor language or communication skills Age gender or other discrimination Other discrimination Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Economic climate Job prospects 1 1 Study plans 1 1 80 LSAY 2003 cohort user guide Topic map 9 Employment Not in the labour force Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 201
104. terests Museum Talking with friends Writing stories poems plays Building things Solving problems puzzles Painting drawing LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Helping people Making video films Cater for party Reading scientific books magazines Thinking through problems Driving trucks Repairing things Shopping Performing Machines and tools Learning new things Why the world s in the state it is Why things happen the way they do Things that you don t understand New ideas Finding out how something works Improving skills after started work Learning new skills after started work 1 Life satisfaction NCVER The work you do What you do in your spare time How you get on with people The money you get each week Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Your social life Your independence Your career prospects Your future Your life at home Your standard of living The way the country is run The state of the economy Where you live Your life as a whole 1 1 1 1 1 1 Job aspirations Type of job expect at age 30 1 mportance Job security 1 mportance Work life balance 1 mportance Enjoy work 1 mportance Working hours 1 mportance Money 1 mportanc
105. ut what they do in their leisure time their interests life satisfaction job and life aspirations community perceptions social problems encountered relationships and any volunteer work undertaken NCVER so Topic map 1 Demographics Student Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 Place of residence State 1 1 1 1 1 1 1 1 Postcode 1 1 1 1 1 1 1 1 1 Gender Gender 2 Indigenous ATSI 1 Date of birth age Age 1 Date of birth Month 1 Date of birth Year 1 Date of birth 1 Date of birth SAS date 1 Country of birth Country of birth All 1 Country of birth Major groups Country of birth ISO Age of arrival in Australia Immigration status Language spoken at home Language spoken at home All LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Language spoken at home English other Language spoken at home Major groups Language spoken at home ISO Socioeconomic status Expected educational level ISCED Expected occupation ISEI Occupation White blue collar classification Economic social cultural status NCVER Topic map 2 Demographics Parent Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011
106. variable Government payments Receiving YA ABSTUDY Amount received per fortnight YA ABSTUDY Stay on at school without YA ABSTUDY NCVER Topic map 4 Education School transition Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Plan to leave school Reason Have job apprenticeship Reason Want job apprenticeship Reason Not doing very well at school Reason Study training not available at school Reason Don t like school Reason Financially difficult Reason Teachers Reason Earn own money Reason Parents Reason Subjects courses not available at school Reason Year 12 wouldn t help get a job Reason Year 12 wouldn t help with further study training Reason Main reason 1 Post school plans Student plans Parents plans Friends plans Study plans Study plans Type LSAY 2003 cohort user guide Wave Year Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 5 2007 6 2008 7 2009 8 2010 9 2011 School leavers Left school before completing Year 12 1 2 1 1 1 Month left school 1 1 1 1 1 Year left school 1 2 2 2 2 1 Year level left school 1 2 2 3 3 Feelings about having left school 2 1 1 1 1 Main activity Reason Have job apprenticeship Reason To get job apprenticeship Reason Not good at school Reason Study training not available Reason Didn t like school Reason Financially d
107. ving never commenced a bachelor degree These respondents have now been recorded as having commenced but not completed a bachelor degree or higher level qualification Changes to Status in study in bachelor degree or higher due to correction made to Status in bachelor degree or higher from previous year Changes to Status in study in bachelor degree or higher due to corrections made to Highest qualification level completed Some respondents who previously commenced and completed study in a bachelor degree or higher level qualification but had missed their last interview were incorrectly recorded as having never commenced study in a bachelor degree or higher level qualification These respondents are now recorded as having completed a bachelor degree or higher level qualification or completed and currently undertaking a bachelor degree or higher level qualification Some respondents who previously commenced and did not complete study in 313 a bachelor degree or higher level qualification were incorrectly recorded as having never commenced a bachelor degree These respondents have now been recorded as having commenced but not completed a bachelor degree or higher level qualification Changes to Status in study in bachelor degree or higher due to correction made to Status in bachelor degree or higher from previous year Changes to Status in study in bachelor degree or higher due to corrections made to Highest qualification lev
108. weights and the variable naming convention for each where YY and YYYY denote the survey year Weights that sum to the population size are denoted by _P at the end of the weight variable name Table 11 Weight variables Weight Variables Sum Sample weight WTYYGEN Sample size in YY Sample weight N WTYYGEN_P Population size 235 591 Attrition weight ACHYYWT Sample size in YY Attrition weight N ACHYYWT_P Population size 235 591 Final weight WTYYYY Sample size in YYYY Final weight N WTYYYY_P Population size 235 591 Sampling error Users of the LSAY data must consider the size of the sampling error when deriving or interpreting estimates obtained from LSAY Sampling error arises because estimates are obtained from the use of a sample rather than from measuring the entire population It is possible to select many different individual samples from a single population each of these would provide a different population estimate So an estimate obtained from a sample is subject to sample to sample variation sampling error In random probability sampling the size of the sampling error for a given sample is measured using the standard error of the estimate It is important that users take into consideration the reliability of estimates obtained from survey data Standard errors confidence intervals and relative standard errors RSEs can be calculated to determine the reliability of the estimate s The greatest contribut
109. who were 4 unemployed were incorrectly recorded as not having a spell of unemployment during the year These respondents are now recorded as having a spell of unemployment during the year In full time employment or full XFTE2004 to Changes to In full time employment or full time education due to correction time education XFTE2009 made to Full time or part time study status XFTE2004 5 XFTE2005 1 XFTE2006 2 XFTE2007 1 XFTE2008 36 XFTE2009 2 Waves 1 to 8 4 December 2011 Wave 8 2010 variables added to dataset 2003 to 2010 Minor corrections made to some derived variables Current qualification level XCEL2009 Some respondents who had ceased their apprenticeship traineeship from the 234 previous year were incorrectly assigned as continuing their apprenticeship traineeship from the previous year Study status in VET XVET2009 Changes to Study status in VET due to correction made to XCEL2009 24 Study status in bachelor degree XBAC2004 Changes to Study status in bachelor degree or higher Respondents who had 1 or higher XBAC2005 commenced a university diploma or advanced diploma were incorrectly 1 assigned as having commenced a bachelor degree XBAC2007 XBAC2009 Full time or part time study Changes to Full time or part time study status due to correction made to 216 status XCEL2009 Average weekly pay XWKP2004 Changes to Weekly pay in 2004 and 2005 due to typographical error in 414 calculation Some respon
110. y recorded as having never commenced study in a bachelor degree or higher level qualification These respondents are now recorded as having completed a bachelor degree or higher level qualification or completed and currently undertaking a bachelor degree or higher level qualification Some respondents who had previously commenced but did not complete study in a bachelor degree or higher level qualification but had missed their last interview were incorrectly recorded as having never commenced study in a bachelor degree or higher level qualification These respondents are now recorded as having commenced but not completed study in a bachelor degree or higher level qualification Some respondents who had indicated in a previous interview that they had commenced study in a bachelor degree or higher level qualification but did not confirm that course of study in the current interview were recorded as having commenced but not completed study in a bachelor degree The derivation has been modified and these respondents are now recorded as having never commenced a bachelor degree 269 225 Not all available categories were used in the derivation and some respondents 38 undertaking an apprentice traineeship at an unknown qualification level were incorrectly recorded as having never commenced VET study These categories have now been added and these respondents are now recorded as either currently undertaking or having commenced but not completed VET
111. yed studying Friends Unemployed Friends Not in the labour force 1 Volunteer Canvassing campaigning fundraising LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Unpaid member of board or committee Provide information Help organise activities Coaching teaching Collect serve or deliver food Provide health care support counselling Other Outcomes Job related skills Outcomes Helped get a job 1 NCVER Appendix A Updates to the Y03 data file The following table tracks updates made to the YO3 data files deposited with the Australian Data Archive Users are encouraged to download the most recent version of the data to ensure all updates are included Note that the version numbering convention adopted by the Australian Data Archive and reflected in the table below has been in place from the time the 2008 data files were deposited Table 15 Summary of changes made to the YO3 data file Wave year Version Date published Variable Variable Description Number of name observations affected Waves 1 to 9 5 December 2012 Wave 9 2011 variables added to data file 2003 to 2011 Corrections and modifications to some derived variables Highest school level XHSL2006 Incorrect variable used in derivation and some respondents who had not 136 completed obtained a secondary school qualification were recor
112. ying 1 Working in a job post school Full time job since leaving school Full time job since leaving full time study Time taken to find full time job Still have job Job training Classroom based training Hours of classroom based training Training outside workplace Hours of training outside workplace On the job training Training helped get promotion or pay rise Training could help to get promotion or pay rise Training could help to get more responsibility LSAY 2003 cohort user guide Minor topic area Data element 1 2003 2 2004 3 2005 4 2006 Wave Year 5 2007 6 2008 7 2009 8 2010 9 2011 Training could help to get different type of job Use of training Suitable amount of training received 1 1 1 1 1 Job satisfaction Like job as career Job satisfaction Kind of work Job satisfaction Use skills and experience Job satisfaction Immediate boss supervisor Job satisfaction Other people Job satisfaction Pay Job satisfaction Opportunities for training Job satisfaction Tasks assigned Job satisfaction Recognition Job satisfaction Opportunities for promotion Perceptions about apprenticeship traineeship Fellow workmates are also good friends Feel part of a team Boss treats me fairly Workmates treat me fairly Perceptions about work NCVER Fellow workmates are also good friends Feel part of a team Boss treats me fairly Minor
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