Measuring educational attainment in longitudinal research: challenges and recommendations

Demographic data, such as highest level of education attained, are often assumed to be relatively free from measurement error. As part of an evaluation of an early childhood parenting intervention, 654 parents reported their highest level of education via telephone interview at baseline and self-directed questionnaire at follow-up 5.7 years later. At follow-up, 14% reported a lower level of education compared to baseline, indicating measurement error in one of the data collections. Comparison with data collected by an external agency for a subsample of participants (n = 261) 3.2 years after baseline indicated error in both the baseline and follow-up data. Probable causes of error included respondent and interviewer confusion regarding the names of post-school qualifications and item construction incorrectly implying linear pathways through education. We make recommendations around question construction and data collection methods for reducing measurement error in self-reported educational attainment.

Automated summary

This study found that demographic data, such as highest level of education attained, can be prone to measurement error. In an evaluation of a parenting intervention, 654 parents reported their highest level of education at baseline and after 5.7 years. The follow-up data revealed that 14% of participants reported a lower level of education compared to baseline, indicating measurement error. Comparison with external agency data collected 3.2 years after baseline also showed errors in both baseline and follow-up data. Possible causes of error included confusion regarding post-school qualifications and misleading item construction. The study provides recommendations for question construction and data collection methods to reduce measurement error in self-reported educational attainment.