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Education’s Contribution to the Quality of Life of a National Sample of 30 Year-Olds1

T answers to many important questions relating to individual development and social planning require data from longitudinal studies of representative national samples. There have not been many longitudinal studies and many of those that have been completed have suffered from small sample size, lack of representativeness, or inadequate coverage of relevant variables. The study being reported here is based on one of the better of these longitudinal studies which is known as Project TALENT. It was initiated with the testing of 400,000 secondary school students fifteen years ago in March 1960. The initial data collection involved the administration of tests and questionnaires over a two-day period. The students represented a stratified random sample of all students in grades 9, 10, 11, and 12 in the United States. They have been followed up 1, 5, and 11 years after completing high school. An additional follow-up was included in the original design to begin 20 years after the graduation of the first class in 1980. This special study is based on a sub-sample of 1,000 students who were 15 years old when tested by Project TALENT in 1960. This age group was chosen because at the time of the original testing an effort was made in 10 percent of the high school units to locate all 15 yearolds regardless of grade and including those out of school to obtain a complete age group. Special arrangements were made in these schools to administer the complete battery of tests and questionnaires to all of their 15 year-olds (Shaycoft, et al, 1963). Thus it was possible to select a nationally representative sample of persons who were 15 year-olds in 1960 and are now 30 year-olds on whom a large amount of data are available. These data included interest, information, and ability scores; their home background, activities, and plans; and the characteristics of their secondary school including courses offered and the nature of the counselling program.