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Finding Data: Data on Education


  • Selected Resources for:

    Education - Non USA ::

  • "Census Microdata Holdings"
    Table listing microdata from international censuses either available at Princeton University or publicly accesible. Note that many are restricted and require permission from the national government to use.

  • 'Brain Drain' Debate in the United Kingdom, c.1950-1970
    Qualitative project. Sought to provide an analysis of the 'brain drain' debate of the 1950s and 1960s as a social phenomenon. The term 'brain drain' was adopted in the 1960s in the context of concerns the United Kingdom was losing skilled scientific and engineering personnel to other countries. Although the term is used in a variety of academic, policy and popular discussions about the international mobility of scientists, this project sought to rectify the absence of scholarly literature analyzing the original 'brain drain' debate. Comprised of 19 oral history interviews with scientists and engineers who emigrated to the United States or Canada in the 1950s or 1960s as well as British policymakers involved in any way in the 'brain drain' debate at this time. Also included is the transcript of a 'witness seminar' that brought officials and former emigres together to discuss their recollections. To obtain a free account please register with the UKDA.

  • Adaptation Process of Cuban and Haitian Refugees
    Survey of refugees to southern Florida, includes 514 Cubans arriving in 1980 in the Mariel boat lift and 500 Haitians arriving between 1980 and 1982. Stratified multi-stage sample; Cuban sample interviewed in 1983 and again in 1985-6; Haitians sampled after arrival in 1980-82 and again 2 years later.

  • Adolescent Health and Academic Achievement (AHAA) Study
    Provides an opportunity to examine the effects of education on adolescent behavior, academic achievement, and cognitive and psychosocial development in the 1990s. Expands the National Longitudinal Study of Adolescent Health (Add Health). While Add Health is a rich source of data on social contexts and adolescent development, it has limited information on the academic trajectories of youth. Thus, the AHAA study contributes to Add Health by providing the high school transcripts of Add Health Wave III sample members. The AHAA data provides indicators of (1) educational achievement, (2) course taking patterns, (3) curricular exposure, and (4) educational contexts within and between schools, all of which can be linked to the Add Health survey data. Access is restricted and through Sociometrics. To access
    • Use the Social Science Electronic Data Library.
    • Click on Data Archive on Adolescent Pregnancy and Pregnancy Prevention.
    • Go to The National Longitudinal Study of Adolescent Health, Wave III, 2001-2002 (Add Health).
    • Click on Download Instructions.
    • Submit the request form.
    • You will then have to wait to get permission to use.

  • Adult Literacy and Life Skills Survey, 2003
    Large-scale co-operative effort undertaken in 2003 by governments, national statistics agencies, research institutions and multi-lateral agencies. The ALL study builds on the International Adult Literacy Survey (IALS), the world's first internationally comparative survey of adult skills undertaken in 3 rounds of data collection between 1994 and 1998. The foundation skills measured in the ALL survey include prose literacy, document literacy, numeracy and problem solving. Additional skills assessed indirectly include familiarity with and use of information and communication technologies. This dataset is composed of 7 countries or regions that collected data in 2003. They include Bermuda, Canada, Italy, Norway, Switzerland, the United States and the Mexican State of Nuevo Leon.

  • American College Catalog Study Database, 1975-2011 (CCS)
    Contains academic data on 286 four-year colleges and universities in the United States. Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at 5-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units.

  • Americans' Changing Lives: Waves I-V (1986, 1989, 1994, 2002, and 2011)
    Focusing especially on differences between black and white Americans in middle & late life, these data constitute the first 5 waves in a national longitudinal panel survey covering a wide range of sociological, psychological, mental, and physical health items. Among the topics covered are interpersonal relationships (spouse/partner, children, parents, friends), sources and levels of satisfaction, social interactions and leisure activities, traumatic life events (physical assault, serious illness, divorce, death of a loved one, financial or legal problems), perceptions of retirement, health behaviors (smoking, alcohol consumption, overweight, rest), and utilization of health care services (doctor visits, hospitalization, nursing home institutionalization, bed days). Also included are measures of physical health, psychological well-being, and indices referring to cognitive functioning. Background information provided for individuals includes household composition, number of children and grandchildren, employment status, occupation and work history, income, family financial situation, religious beliefs and practices, ethnicity, race, education, sex, and region of residence.

  • Annual survey of colleges standard research compilation : undergraduate institutions (1984+)
    College Entrance Examination Board data on undergraduate institutions and their admissions, enrollments, degrees offered, and facilities. Unit of analysis is the school. Codebooks are at (DSS) LA226 .A56.

  • Annual Survey of Colleges Standard Research Compilation, Graduate and First Professional Institutions (1999-2004)
    College Entrance Examination Board data on graduate and professional institutions and their admissions, enrollments, degrees offered, and facilities. Unit of analysis is the school. Series has ceased.

  • Assets and Opportunity Scorecard
    Source for data on household financial security and policy solutions. Looks at financial assets and income; businesses and jobs; housing and homeownership; healthcare; and education.

  • Baccalaureate and Beyond Longitudinal Study (B&B)
    Examines students' education and work experiences after they complete a bachelor's degree, with a special emphasis on the experiences of new elementary and secondary teachers. Provides both cross-sectional information 1 year after bachelor's degree completion, comparable to the Recent College Graduate Survey, and longitudinal data concerning entry into and progress through graduate-level education and the workforce. Provides information on entry into, persistence and progress through, and completion of graduate-level education. This information has not been available through follow-ups involving high school cohorts or even college-entry cohorts, both of which are restricted in the number who actually complete the bachelor's degrees and continue their education. Also see the NCES Bibliography for literature that has used this data. Following several cohorts of students over time, B&B looks at bachelor's degree recipients' workforce participation, and income and debt repayment. It addresses several issues specifically related to teaching, including teacher preparation, entry into and persistence in the profession, and teacher career paths. B&B also gathers extensive information on bachelor's degree recipients' undergraduate experience, demographic backgrounds, expectations regarding graduate study and work, and participation in community service. B&B draws its initial cohorts from the National Postsecondary Student Aid Study (NPSAS), which uses a nationally representative sample of postsecondary students and institutions to examine how students pay for postsecondary education. Initial B&B cohorts are a representative sample of graduating seniors in all majors. The first B&B cohort (about 11,000 students) was drawn from the 1993 NPSAS and followed-up by survey in 1994, 1997, and 2003. The second B&B cohort (about 10,000 students) was chosen from the 2000 NPSAS and followed-up in 2001. The third B&B cohort was drawn from the 2008 NPSAS sample. This group of approximately 19,000 sample members was followed-up in 2009 and is currently being interviewed in 2012.

  • Barro-Lee Educational Attainment Dataset
    Contains enrollments at all education levels (primary, secondary, and tertiary) for a sample of 89 countries from 1820 to 2010 at 5-year intervals. Contains estimated educational attainment for the total, female and male populations from 1870 to 2010. The estimates are available in 5-year intervals for 89 countries. Contains projections of educational attainment for the total, female and male populations from 2015 to 2040. The estimates are available in 5-year intervals for 146 countries. Can also be found in an easy to use interface from the World Bank which also contains the supplement from IIASA/VID which provides projections to 2050.

  • Beginning Postsecondary Students (BPS) Longitudinal Study
    Designed specifically to collect data related to persistence in and completion of postsecondary education programs; relationships between work and education efforts; and the effect of postsecondary education on the lives of individuals. Follows students who are enrolled in a postsecondary institution for the first time. Initially, these individuals are surveyed through the National Postsecondary Student Aid Study to find out how they and their families pay for education beyond high school. These same students are surveyed 2- and 5-years later through BPS to find out about their undergraduate experiences, persistence in school, degree completion, and employment following enrollment. Also see the NCES Bibliography for literature that has used this data.

  • Cal-Learn Study of Teenage Mothers
    Study of Cal-Learn, a California program to help pregnant and custodial teen parents on AFDC to stay in school and obtain a high school diploma or its equivalent. Available data include Assistance History Files, County and Case Management Data, and survey data. Asks questions about the teen's life experiences both before and after becoming pregnant and enrolling in Cal-Learn.

    Wave I was conducted between April 24, 1996 and April 12, 1999. Wave II, follow-up telephone interviews with participants from Wave I, was conducted between July 22, 1997 and October 31, 1999.

    Sample Size: Wave I - 2,768; Wave II - 2,022.

    Cal-Learn Study of Teenage Mothers (Electronic File)
    Producer: Research Branch, California Department of Social Services and UC Data Archive & Technical Assistance
    Distributor: UC Data Archive & Technical Assistance

  • Campus Safety and Security Data Analysis Cutting Tool (2005+)
    Campus crime and fire data.

  • Chicago Longitudinal Study, 1986-1989
    Investigated the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships.

  • CivicLEADS: Civic Learning, Engagement, and Action Data Sharing
    Researchers from a wide variety of disciplines study civic education, civic action, and the many relationships between the two. Provides infrastructure for researchers to share and access high-quality datasets which can be used to study civic education and involvement.

  • Cognition and Aging in the USA (CogUSA) 2007-2009
    National longitudinal study of cognition, focused on the age-related changes in cognition across cohorts and on the impact of cognition on key health and economic outcomes. The aim of the CogUSA Study was to evaluate the effectiveness of a variety of tests in assessing cognitive skills on a sample mirroring the Health and Retirement Survey. Data were derived in 3 waves, with each wave utilizing a variety of measures. In Waves 1 and 3, these measures included an adaptive number series test. The Woodcock-Johnson (WJ-III) number series test and the Wechsler Abbreviated Scale of Intelligence (WASI) were used in Wave 2. Waves 1 and 3 were conducted as telephone interviews, while Wave 2 was conducted as an in-person interview. This collection includes indicators of cognitive abilities and functioning as well as a variety of demographic, health, and economic variables. Dataset 1 presents participant demographic information, and Dataset 2 presents scores calculated for the cognitive tests administered to the respondents in each of the 3 waves.

  • College Application Dataset: 2014
    Contains data compiled from Peterson's Guide in spring 2014 about college applications, including college name, number of applicants (male and female), acceptance rate, the college's national ranking, and the college's student body size.

  • College Scorecard Data
    Data behind the College Scorecard, as well as other data on federal financial aid and earnings information. These data provide insights into the performance of schools eligible to receive federal financial aid, and offer a look at the outcomes of students at those schools.

  • Common Core of Data (CCD) (1978+)
    Department of Education's primary database on public elementary and secondary education in the United States. Comparable across all states, the CCD consists of 4 surveys completed annually by state education departments to report data about all United States public elementary and secondary schools, local education agencies, and state education agencies. 3 categories of information are included: a general description of schools and school districts, including name, address, and phone number; data on students and staff, including demographics; and fiscal data, including revenues and current expenditures. Preceded by the Elementary & Secondary Education General Information Survey (ELSEGIS) (1967-1980). For comparisons between the Integrated Postsecondary Education Data System, Common Core of Data, Schools and Staffing Survey, and the Private School Universe Survey see the comparison chart.

  • Community College Civic Outcomes Survey, Spring 2015
    Examines the individual & institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2015, two surveys were digitally administered at 9 community colleges. These 9 colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. Administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

  • Community Indicators Survey (1999-2002)
    Undertaken by the Knight Foundation to document the social health of the 26 communities in which the Knight brothers published newspapers. Local area surveys were conducted in each of the 26 communities in both 1999 and 2002. In 2002, a number of the local area surveys were supplemented with regional surveys or surveys of a neighboring city. National surveys were also conducted in order to provide comparative benchmark measures. Measured citizens' civic engagement and attitudes concerning 7 topic areas: education, arts and culture, children and social welfare, community development, homelessness, literacy, and citizenship. Succeeded by the Soul of the Community project.

  • Consortium on Chicago School Research at the University of Chicago
    Conducts research on Chicago's public schools, the problems they face, and the mechanisms for improvement. Conducts surveys of students, teachers, and principals, and compiles test scores, grade files and administrative histories. Also houses additional data including census data for Chicago, crime statistics, administrative history, data on students, and detailed information on 363 Chicago neighborhoods. Possesses the nation's largest collection of data on a city's public school system and students. Registration is required.

  • Cooperative Institutional Research Program (CIRP) Series
    National study of college freshmen in the United States. ICPSR has 1967-1985. Data through 1999 is free but requires registration. For later years IRB approval is required and the researcher must pay fees, see the Higher Education Research Initiative site.

  • Cross-Site Evaluation of the Title XX Adolescent Family Life Program in 14 States, 2008-2011
    Contains data collected from projects funded through Title XX, the Adolescent Family Life (AFL) program. A cross-site evaluation of the AFL program was conducted to describe the implementation of AFL projects and evaluate their impact on key outcomes. Baseline surveys were completed by 2,644 youths in 6 Prevention projects across 6 states and 1,037 adolescents in 12 Care projects across 10 states. A total of 13 states and the District of Columbia were included in the study. Prevention respondents completed a follow-up survey approximately 1 year after baseline. Care respondents who were pregnant at baseline completed follow-up surveys approximately 6 and 12 months after the birth of their child, and Care respondents who were parenting at baseline completed follow-up surveys approximately 1 year after baseline. The goal was to obtain information about demonstration projects to develop, test, and use curricula providing sex education to delay the onset of youth sexual activity and thus reduce the incidence of pregnancy and sexually transmitted diseases. The study sought to answer both process and outcome evaluation questions to determine whether the AFL program had desired effects on adolescents served. Topics covered include adolescent attitutes towards relationships and sexual behavior, birth control, and communication with parents and peers. Demographic variables also include gender, age, and education level.

  • Cultural Continuity Study, 1966-1972
    Longitudinal study that followed the lives of educated American women from their senior year in college for 5 years post graduation in order to examine the cultural values and role dilemmas of educated women in the two traditional fields of nursing and teaching.

  • Current Population Survey, October Supplement
    This is the School Enrollment Supplement of the Current Population Survey, and contains school enrollment information for respondents 3 years old and over. Data has been collected annually since 1968.

    Sample Size: Approximately 56,000 households.

  • Data-Based Assessment of Research-Doctorate Programs in the United States, 2005-2006
    The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields of study. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to complete degree, and faculty composition. Measures of faculty and student diversity are also included.

  • Data-Based Assessment of Research-Doctorate Programs in the United States: Excel Data Table
    Includes data from more than 5,000 doctoral programs offered at 212 universities across the United States. Allows evaluation and comparison of programs in areas such as faculty research activity, student support and outcomes, and diversity of the academic environment.

  • Data-Planet Statistical Datasets
    Provides easy access to a wide variety of economic, social, political, and marketing indicators.

  • Directory of Faculty Contracts and Bargaining Agents in Institutions of Higher Education (2006)

  • Early Childhood Longitudinal Study
    Includes 3 longitudinal studies that examine child development, school readiness, and early school experiences. The birth cohort of the ECLS-B is a sample of children born in 2001 and followed from birth through kindergarten entry. The kindergarten class of 1998-99 cohort is a sample of children followed from kindergarten through the 8th grade. The kindergarten class of 2010-11 cohort is following a sample of children from kindergarten through the 5th grade. Available on CD; check the library catalog for the most current release. Also see the NCES site. For an overview, see the Resource Guide.

  • Early Head Start Family and Child Experiences Survey (Baby FACES) Spring 2009-Spring 2012
    Descriptive study of early head start programs designed to inform policy and practice at both national and local levels. 6-year longitudinal study in 89 early head start programs around the country. Baby FACES followed 2 cohorts of children through their time in early head start, starting in 2009, the first wave of data collection through age 3, with the final round of data in spring 2012. The newborn cohort includes pregnant mothers and newborn children (194 are in this group). The 1-year-old cohort includes children who were approximately age 1 (782 were aged 10 to 15 months).

  • Early Head Start Research and Evaluation Project Dataverse
    Assessed the impact of early head start programs in response to the 1994 Head Start reauthorization which established a special initiative for services to families with infants and toddlers. The study was a program evaluation with 1500 families in Early Head Start programs and 1500 in a control group with no program participation.

  • Education Demographic and Geographic Estimates (EDGE)
    Provides social, economic, and housing characteristics for small geographic areas derived from the U.S. Census Bureau American Community Survey and the Decennial Census Long Form. These surveys collect basic population characteristics and social, economic, and housing data. Includes school districts.

  • Education Longitudinal Study of 2002 (ELS:2002)
    Monitors the transition of a national sample of young people as they progress from 10th grade through high school and on to postsecondary education and/or work. Also see the NCES Bibliography for literature that has used this data.

  • Education Statistics (World Bank)
    Worldwide data on education from national statistical reports, statistical annexes of new publications, and other data sources. Includes public expenditure data.

  • Education Statistics on the Web
    Guide to education statistics and data.

  • Educator Sexual Misconduct Database, 2008 - 2010
    Identifies a sample of criminal cases related to educator sexual misconduct (regardless of the specific criminal statute the defendant was ultimately charged under). The sample of cases all involve a defendant who was connected to the victim through their roles as an educator or school staff member, and who are alleged to have had physical sexual contact with a minor. Provides a sample of criminal cases specific to educator sexual misconduct even if the defendant's custodial relationship to the minor is not specifically referenced in any of the criminal charges. The sample was identified through news media coverage of criminal proceedings based on a content analysis of newspaper archives and court records available in the LexisNexis news. Cases include convictions ranging from improper relationship between educator and student, to contributing to the delinquency of a minor.

  • Equity in Athletics (2001+)
    Provides customized reports for public inquiries relating to equity in athletics data. The data are drawn from the OPE Equity in Athletics Disclosure Website database. Consists of athletics data that are submitted annually as required by the Equity in Athletics Disclosure Act by all co-educational postsecondary institutions that receive Title IV funding (i.e., those that participate in federal student aid programs) and that have an intercollegiate athletics program.

  • Evaluation of Effects of the Learnfare Program, 1993-1996
    Wisconsin's Learnfare program is intended to encourage enrollment, regular attendance, and high school graduation of the completion of high school equivalency programs among 13- to 19-year-old recipients of Aid to Families with Dependent Children (AFDC). These teenagers, who can be either dependent children or parents, risk losing part or all of their families' monthly AFDC grants if they do not maintain enrollment and acceptable school attendance. Free registration is required. Courtesy of University of Wisconsin.

  • Factors Influencing Concentration Choice Among Undergraduates, 1979-1983
    This 4-year longitudinal study was undertaken to explore the reasons why some women undergraduates who enter college intending to major in science abandon their plans before a major is actually declared. The factors that seem to facilitate the choice of a science major for women college students were examined as well.

  • Fast Response Survey System (FRSS) Series
    Established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. ICPSR has a subcomponent of the full data.

  • Fragile Families and Child Wellbeing Study
    Follows a cohort of nearly 5,000 children born in large U.S. cities between 1998 and 2000 (roughly 3/4 of whom were born to unmarried parents). Refers to unmarried parents and their children as fragile families to underscore that they are families and that they are at greater risk of breaking up and living in poverty than more traditional families. Designed to primarily address 4 questions: (1) What are the conditions and capabilities of unmarried parents, especially fathers?; (2) What is the nature of the relationships between unmarried parents?; (3) How do children born into these families fare?; and (4) How do policies and environmental conditions affect families and children?

  • Gates Foundation Scholars Series
    Includes the Gates Millennium Scholars (GMS) and the Washington State Achievement (WSA) scholars data. Both sets of data were cross-sectional and followed respondents over a period of years and longitudinal. The goal of the GMS data was to gather data on the lives of scholars and selected non-recipients in order to analyze the effects on the educational, civic, and personal lives of selected sample members. Respondents in the GMS data had to (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities. The goal of the WSA data was to measure the impact of the scholarship on the life outcomes of recipient students compared to non-recipient students. The outcomes examined are (1) matriculation into a college/university, (2) type of institution of higher education, (3) if Achievers were able to eliminate the need to work for pay (other than work-study awards), and (4) if Achievers were able to eliminate/reduce the need for student loans. Respondents were students at one 16 selected high schools in Washington State as they redesigned their schools in order to increase academic achievement for all of their students.
    For a detailed overview of each series see the ICSPR video.

  • Harvard School of Public Health College Alcohol Study (1993, 1997, 1999, 2001)
    Multi-round survey that interviewed students in 4 year colleges and universities, examined key issues in alcohol abuse and other high risk behaviors among college students, including the relationship of state alcohol control measures and college policies to alcohol use and the role of fraternities and sororities, easy access to alcohol, and low alcohol prices. Collected information on students' use of alcohol, tobacco, and illicit drugs, views on campus alcohol policies and student alcohol use, reasons for drinking alcohol and reasons for not drinking or limiting drinking, and personal difficulties caused by drinking problems (e.g., missed classes and trouble with police). Additional topics include overall health status, daily activities, satisfaction with education being received, grade-point average, living arrangements, social life, sexual activity (heterosexual, homosexual, and bisexual), use of condoms during sexual intercourse, rape, and drunk driving. Background variables include age, height, weight, sex, marital status, religion, mother's and father's education, mother's and father's drinking habits, race, and Hispanic origin.

  • Head Start Family and Child Experiences Survey (FACES) (1997+)
    Periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. Includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical).

  • Head Start Impact Study (HSIS), 2002-2006
    National, longitudinal study that involves approximately 5,000 three and four year old preschool children across 84 nationally representative grantee/delegate agencies aimed at determining how Head Start affects the school readiness of children participating in the program as compared to children not enrolled in Head Start and under which conditions Head Start works best and for which children. Parts of this dataset are restricted.

  • Healthy Schools Program Evaluation, 2006-2014
    Collected for the evaluation of the Healthy School Program (HSP), which provides support to elementary, middle, and high schools in the United States as they work to create healthy school environments that promote physical activity and healthy eating for students and staff.

  • High School and Beyond (HS&B) Series
    Describes the activities of seniors and sophomores as they progressed through high school, postsecondary education, and into the workplace. Data cover the period 1980 through 1992 and include parent, teacher, and high school transcript data, student financial aid records, and college transcripts in addition to student questionnaires.

    ICPSR only has the data through 1986 (3rd follow-up). For the 4th follow up, the DAS system at the National Center for Education Statistics allows limited online analysis. DSS has the 4th follow-up (1992) also. Also see the NCES Bibliography for literature that has used this data.

  • High School Exit Examinations (HSEE), 1977-2007 [United States]
    Research on the correlates and consequences of state high school exit examinations (HSEEs) requires annual state-level data. Contains information on every year in which a state mandated HSEEs as part of their general graduation requirements. Archival data on each states' HSEE policy was collected in order to (1) test hypotheses about the factors that have lead to the diffusion of state HSEEs over time and across states, and (2) test hypotheses about the impact of state HSEEs on student academic achievement and high school graduation rates. These variables were derived from a variety of primary source materials, including public records, legal archival resources, newspaper reports, and communications with officials in state education agencies. In order to make these materials available to future users, a separate linked data file was created that (1) provides a full bibliographic reference for each piece of source material, (2) gives the three-digit unique identifier that is associated with it, and (3) provides the name of the file that houses the actual document. The data describe not only which graduating classes in which states faced these requirements, but also the level of difficulty of the HSEEs. The data cover graduating classes between the years 1977 and 2007. For data on more recent graduating classes, please see the annual reports on HSEEs issued by the Center on Education Policy.

  • High School Longitudinal Study of 2009 (HSLS:09)
    Nationally representative, longitudinal study of 9th graders who were followed through their secondary and postsecondary years, with an emphasis on understanding students' trajectories from the beginning of high school into postsecondary education, the workforce, and beyond. Also available directly through NCES.

  • High School to College Transition Study, 1970-1971
    The purpose of this study was to determine the effects of the college experience on subjects' expectations and behavior.

  • Higher Education General Information Survey (HEGIS) (1965-1986)
    Provide information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private 2-year and 4-year institutions. There are 8 components: Earned Degrees/Completions, Employees, Finance, Residence and Migration, Salaries, Fall Enrollment, Institutional Characteristics, and Libraries. Succeeded by IPEDS (1986+).

  • Higher Education Research and Development Survey (HERD)
    Primary source of information on R&D expenditures at U.S. colleges and universities. The survey collects information on R&D expenditures by field of research and source of funds and also gathers information on types of research and expenses and headcounts of R&D personnel. The survey is an annual census of institutions that expended at least $150,000 in separately budgeted R&D in the fiscal year.

  • Houston Area Survey (1982+)
    Longitudinal study that began in May 1982 after Houston recovered from recession of the mid-1980s. Measures the public responses to the new economic, educational, and environmental challenges. Measured perspectives on the local and national economy, on poverty programs, inter-ethnic relationships. Also captured were respondents' beliefs about discrimination and affirmative action, education, crime, health care, taxation, and community service, as well as their assessments of downtown development, mobility and transit, land-use controls, and environmental concerns, and their attitudes toward abortion, homosexuality, and other aspects of the social agenda. Also recorded were religious and political orientations, as well as an array of demographic and immigration characteristics, socioeconomic indicators, and family structures.

  • Humanities Indicators Prototype
    Quantitative descriptive statistics that chart trends over time in aspects of the humanities: education, the workforce, funding and research, and their role in American life.

  • ICPSR Education Datasets List
    Major and minor education datasets held at ICPSR.

  • Indicators of School Crime and Safety Indicators of School Crime and Safety
    This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.

  • Institutional Data Archive on American Higher Education, 1970-2011 (IDA)
    Contains academic data on 384 four-year colleges and universities in the United States. Includes longitudinal and cross-sectional data from multiple sources. The collection is organized into 9 datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; 7 of the datasets can be linked by a common identifier variable (PROJ_ID), and 2 cannot be linked due to confidentiality agreements. The 7 identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The 2 non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.

  • Integrated Postsecondary Education Data System (IPEDS) (1986+)
    System of surveys designed to collect data from all primary providers of postsecondary education. Study components include earned degrees/completions, Fall enrollment, Fall staff, finance statistics, institutional characteristics, and salaries, tenure, and fringe benefits of full-time instructional faculty. See the video for instructions on how to use. Preceded by HEGIS which covered 1965-1986. For comparisons between the Integrated Postsecondary Education Data System, Common Core of Data, Schools and Staffing Survey, and the Private School Universe Survey see the comparison chart. The Delta Cost Project contains longitudinal database derived from IPEDS finance, enrollment, staffing, completions and student aid data for academic years 1986-87 through 2009-10. This is partially contained in an easy to use format in Trends in College Spending (TCS) Online. For later data see the NCES site.

  • International Adult Literacy Survey 1994-1998, 2012 (IALS)
    7-country initiative first conducted in the fall of 1994. Its goal: to create comparable literacy profiles across national, linguistic and cultural boundaries. Also offers the world's only source of comparative data on participation in adult education and training. Since then, a 2nd and a 3rd round of data collection were conducted in an additional 16 countries in 1996 and in 1998. In total, includes literacy data pertaining to 23 countries or regions around the world. For 2012 data is available for Canada only. Also known as the Programme for the International Assessment of Adult Competencies - PIAAC.

  • International Data Explorer
    Provides summary results to 3 international studies: (1) The Program for International Student Assessment (PISA IDE) provides results for the United States and 56 other jurisdictions from the administration of PISA in 2006. Results include mathematics, science and reading literacy results for 15-year-old students; responses to a student questionnaire about their background, attitudes, and school experiences; and responses to a school questionnaire about school characteristics and resources. (2) The Progess in International Literacy Study (PIRLS IDE) provides results for the United States and 44 other jurisdictions from the administration of PIRLS in 2006. Results include reading achievement of fourth-grade students; responses to a student questionnaire about their background, attitudes, and school experiences; responses to a teacher questionnaire about instructional practices, resources, and background and training; and responses to a school questionnaire about school characteristics and resources. (3) The Trends in International Mathematics Study (TIMSS IDE) provides results for the United States and 57 other jurisdictions from the administration of TIMSS in 2007. Results include mathematics and science achievement of 4th and 8th-grade students; responses to a student questionnaire about their background, attitudes, and school experiences; responses to a teacher questionnaire about instructional practices, resources, and background and training; and responses to a school questionnaire about school characteristics and resources.

  • Ithaka Survey of United States Higher Education Series
    Designed to contribute to community understanding of the attitudes and behaviors of United States college and university faculty members and librarians. Contains similar studies regarding faculty and librarian attitudes and behaviors. Studies include topics such as: the relationship between faculty and their campus library, faculty dependence on electronic resources, and the role of libraries on the college campuses.

  • JTPA Standardized Program Information Report (1993-1999)
    The JTPA provided job training services and vocational education programs for the economically disadvantaged, dislocated workers, and other individuals likely to face employment barriers. The data for each terminating individual include date of birth, gender, race/ethnicity, disability status, program participation, welfare receipt, education status, reading and math skills, labor force status, type and extent of training received, receipt of supportive services, attainment of skills, employment outcomes, and follow-up information.

  • Lifelong Learning Demonstration (1990-1998)
    Tested strategies for promoting continuing education and training among mature incumbent workers (individuals age 25 and over with recent work experience). Included designing and testing a targeted public information campaign promoting lifelong learning to mature incumbent workers in the Greater Baltimore area.

  • Lifelong Learning Survey of Recent US College Graduates
    The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a 2-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal was to collect quantitative data about the information-seeking behavior of a sample of recent graduates - the strategies, techniques, information support systems, and best practices - used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information, including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater, is also included in the dataset for the respondents.

  • Longitudinal Study of American Youth: Writing the history and monitoring the future of Generation X (LSAY)
    Designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first 4 years post-high school, and to estimate the relative influence of parents, home, teachers, school, peers, media, and selected informal learning experiences on these developmental patterns. The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of 7 years, ending 4 years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of 7 years, concluding with a telephone interview approximately one year after the end of high school in 1994. Beginning in the fall of 1987, the LSAY collected a wide array of information from each student, including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving an LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school. In 2006, the NSF funded a proposal to re-contact the original LSAY students (now in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity, more than 95 % of the original sample of 5,945 LSAY students were located or accounted for. A new eligible sample of approximately 5,000 students was defined and these young adults were asked to complete a survey in 2007. For more information, also see the LSAY website.

  • Longitudinal Study of Generations, 1971, 1985, 1988, 1991, 1994, 1997, 2000, 2005 [California]
    Began as a survey of intergenerational relations among 300 three-generation California families with grandparents (then in their sixties), middle-aged parents (then in their early forties), and grandchildren (then aged 15 to 26). The study broadened in 1991 and now includes a 4th generation, the great-grandchildren of these same families. The LSOG, with a fully elaborated generation-sequential design, allows comparisons of sets of aging parents and children at the same stage of life but during different historical periods. These comparisons make possible the investigation of the effects of social change on inter-generational solidarity or conflict across 35 years and four generations, as well as the effects of social change on the ability of families to buffer stressful life transitions (e.g., aging, divorce and remarriage, higher female labor force participation, changes in work and the economy, and possible weakening of family norms of obligation), and the effects of social change on the transmission of values, resources, and behaviors across generations. The LSOG contains information on family structure, household composition, affectual solidarity and conflict, values, attitudes, behaviors, role importance, marital relationships, health and fitness, mental health and well-being, caregiving, leisure activities, and life events and concerns. Demographic variables include age, sex, income, employment status, marital status, socioeconomic history, education, religion, ethnicity, and military service.

  • Longitudinal Study of the Harvard/Radcliffe Class of 1996, 1992-1996
    This longitudinal, qualitative study examined the expectations for and experiences in college, factors that helped or hindered academic and social success, and long-term goals of members of the Harvard/Radcliffe Class of 1996. There was also a focus on the differences reported by male and female students in science and humanities concentrations.

  • Longitudinal Study of the Life Patterns of College-Educated Women, 1960-1979
    Longitudinal study of the class of 1964 from a prestigious women's college in the eastern United States. A major purpose of the study was to determine the effects of personality and situation on the life outcomes of college-educated women. This study built upon a larger 1960 study in which Thematic Apperception Tests (TATs) were administered to 244 first-year women.

  • Mathematics Teaching in the 21st Century (2006)
    Cross-national study of the preparation of middle school mathematics teachers. Countries participating included Chinese Taipei (Taiwan), South Korea (Korea), Bulgaria, Germany, Mexico, and the United States. Data were collected from teachers in their first and last year of preparation by sampling institutions in each country. Future teachers were asked about their backgrounds, course-taking and program activities, knowledge relevant to their teaching (mathematical and pedagogical), and beliefs and perspectives on content and pedagogy.

  • Measures of Effective Teaching (MET) Project Series
    Launched in 2009 to investigate how teacher evaluation methods can best be used to inform teachers about the skills that make them most effective and help districts identify great teaching. Brought together 3,000 teacher volunteers in 6 different school districts with dozens of university and education organization experts and researchers.

  • Measures of Effective Teaching: Section-Level Analytical Files, 2009-2011
    The MET project is based on 2 premises: First, a teacher's evaluation should depend to a significant extent on his/her students' achievement gains; second, any additional components of the evaluation (e.g., classroom observations) should be valid predictors of student achievement gain. Student achievement was measured in 2 ways through existing state assessments, designed to assess student progress on the state curriculum for accountability purposes, and supplemental assessments, designed to assess higher-order conceptual understanding. The supplemental assessments used were Stanford 9 Open-Ended Reading Assessment in grades 4 through 8, Balanced Assessment in Mathematics (BAM) in grades 4 through 8, and the ACT QualityCore series for Algebra I, English 9, and Biology. Close to 3,000 teacher volunteers from across the following 6, predominantly urban, school districts participated in the MET project: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Participants teach math and English language arts (ELA) in grades 4-8, Algebra I, grade 9 English, and high school biology.

  • Milwaukee Parental Choice Program
    First program in the United States to provide major subsidies to private schools as part of a general voucher program. Data were collected as part of the annual evaluation of this program.

    Sample Size: Student enrollment ranged from 341 to 830, while school participation ranged from 6 to 12.

    Milwaukee Parental Choice Program (Electronic File)
    Principal investigator: Witte, John F., and Christopher A. Thorn, 1990/1991-1994/1995
    Producer: Madison, WI: John F. Witte and Christopher A. Thorn, 1995
    Distributor: Madison, WI: Data and Program Library Service, 1995

  • Monitoring the Future. 1976+
    Ongoing study of the behaviors, attitudes, and values of American secondary school students, college students, and young adults. Each year, a total of some 50,000 8th, 10th and 12th grade students are surveyed. A number of questions on drug use are asked.

    Sample Size: 8th grade - approx. 18,000; 10th grade - approx. 17,000; 12th grade - approx. 16,000.

  • Murray Research Archive - Education Dataverse

  • National Assessment of Educational Progress (NAEP) (1970-1980, 1987, 1990+)
    Provides measures of educational quality and direct assessment of educational outcomes and attainments on a national basis. Continued by NAEP data in The Nation's Report Card. (1990+)

  • National Association of College and University Business Officers. Common Fund Study of Endowments (NACUBO)
    Summary statistics on endowments of colleges and universities.

  • National Center for Analysis of Longitudinal Data in Education Research (CALDER)
    State administrative longitudinal databases. Users must request data from each state. Procedures vary.

  • National Center for Research on Early Childhood Education Teacher Professional Development Study (2007-2011)
    Randomized controlled evaluation of 2 forms of professional development delivered to over 490 early childhood education teachers: (1) coursework on effective instructional interactions (as defined by the Classroom Assessment Scoring System [CLASS], an observational measure with established links to child outcomes) and (2) video-based consultation support through MyTeachingPartner (MTP). These professional development supports aim to improve teachers' implementation of language/literacy activities and interactions with children, as well as promote gains in children's social and academic development.

  • National Center for Teacher Effectiveness Main Study
    Observations of math instruction in approximately 50 schools and 300 classrooms. Data was collected from classroom observations, student assessment data, and teacher surveys. Teacher background information includes number of years of experience, education, race, and gender. Student respondent demographic and household information includes race, gender, household makeup, free and reduced lunch status, English proficiency, number of books in the household, and number of rooms in the home.

  • National Early Literacy Panel (NELP), 2002-2006
    Convened to conduct a synthesis of the scientific research on the development of early literacy skills in children ages zero to five. Primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. Toward that end, the panel posed the following 4 questions: (1) What are the skills and abilities of young children (age birth through 5 years or kindergarten) that predict later reading, writing, or spelling outcome? (2) Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling? (3) What environments and settings have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling? (4) What child characteristics have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?

  • National Education Longitudinal Study (NELS) 1988
    Sample of 8th-graders surveyed in 1988 on a range of topics. Survey topics beyond schoolwork include smoking, drug use, and extracurricular activities. A sample were resurveyed through four follow-ups in 1990, 1992, 1994, and 2000. The study has four types of data files - student, teacher, parent, and school - although note each type is available for each survey year. Also see the NCES Bibliography for literature that has used this data.

    Sample Size: In 1988, the cohort size was almost 25,000 students from over 1,000 public and private schools.

  • National Head Start/Public School Early Childhood Transition Demonstration Study, 1991-1999
    Launched to test the value of extending comprehensive, Head Start-like supports "upward" through the first 4 years of elementary school. Conducted to provide information about the implementation of this program and its impact on children, families, schools, and communities. For an overview, see the Resource Guide.

    Sample Size: 7,515 former head start children & families from 31 sites.

  • National Household Education Survey (NHES) (1991+)
    Designed to collect information from households on a variety of educational issues including adult education, parent and family involvement in education, before- and after-school programs and activities, civic involvement, early childhood program participation, household library use, school readiness, homeschooling, and school safety and discipline. Also see the NCES Bibliography for literature that has used this data. More recent data can be found on the NCES site.

  • National Job Corps Study (1994-1995)
    Job Corps is the nation's largest & most comprehensive residential education and job training program for at-risk youth, ages 16 through 24. Combines classroom, practical, and work-based learning experiences to prepare youths to become more responsible, employable and productive citizens. Contains information on education, employment and earnings, marital status and household composition, fertility, welfare receipt and other income, health, drug use and drug treatment, arrest behavior and criminal incidents conducted against or by the respondent. In addition, the 30-month follow-up interview contains data on literacy skills.

  • National Longitudinal Study of Adolescent Health, Waves I-IV, 1994-2008 (Add Health)
    Collected data for the purpose of providing information on the general health and well-being of adolescents in the United States, including, with respect to such adolescents, information on: (1) the behaviors that promote health and the behaviors that are detrimental to health; and (2) the influence on health of factors particular to the communities in which adolescents reside. Wave IV consists of data from the most recent of 4 in-home interviews which have followed a nationally representative sample of adolescents since they were in grades 7-12 during the 1994-1995 school year. The Wave IV interviews were completed in 2008, when the sample was aged 24-32. The study combines longitudinal survey data on respondents' social, economic, psychological, and physical well-being with data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships. Documentation can also be found on the AddHealth site and the Codebook Explorer.

  • National Longitudinal Study of the High School Class of 1972
    Participants in the study were selected when they were seniors in high school in the spring of 1972, and in a supplementary sample drawn in 1973. The records include the "Base Year" survey; follow-up surveys in 1973, 1974, 1976, 1979, and 1986; high school records; and postsecondary transcripts (collected in 1984).

  • National Longitudinal Survey of Freshmen (NLSF)
    Developed to provide comprehensive data to test different theoretical explanations for minority underachievement in higher education. Measures the academic and social progress of college students at regular intervals at selective schools. Notable for including equal-sized samples of white, black, Asian, and Latino freshmen entering selective colleges and universities.

    Sample Size: 28 institutions. 3924 students (959 Asians, 998 whites, 1,051 African Americans, 916 Latinos).

  • National Longitudinal Survey of Youth 1979 and 1997
    Designed to document the transition from school to work and into adulthood. Collects extensive information about youths' labor market behavior and educational experiences over time. Also included is a survey of the biological children of women in the NLSY79. Documentation is available at the NLS site. See the NLS Investigator guide. For comparisons of National Longitudinal Surveys, Survey of Income and Program Participation, and Panel Study of Income Dynamics, see the comparison chart. Also see Finke and Huston. A separate file "Recidivism in the National Longitudinal Survey of Youth 1997 - Standalone Data (Rounds 1 to 13)" contains recidivism data.

    Sample Size: The 1979 survey began with over 12,000 participants, while the 1997 survey began with approx. 9,000.

    National Longitudinal Survey of Youth 1979 and 1997 (Electronic File)
    Principal investigator: Ohio State University. Center for Human Resource Research.
    Producer: Ohio State University, Center for Human Resource Research and U.S. Dept. of Labor, Bureau of Labor Statistics.
    Distributor: Ohio State University. Center for Human Resource Research.

  • National Postsecondary Student Aid Study (NPSAS) Series
    Provides information on how postsecondary student financial aid is targeted, received, and used. A significant component of the NPSAS is the Student Loan Recipient Transcript Survey, which collected postsecondary-school transcripts for Guaranteed Student Loan (GSL) recipients who were surveyed in the Student Loan Recipient Survey (SLRS). ICPSR has only the 1987 data. For more recent years, the DAS system at the National Center for Education Statistics allows limited online analysis. Access to the full data sets is restricted and application must be made through NCES.

    National Postsecondary Student Aid Study (NPSAS) Series (Electronic File)
    Principal investigator: United States Department of Education. National Center for Education Statistics
    Producer: U.S. Dept. of Education, National Center for Education Statistics
    Distributor: Inter-university Consortium for Political and Social Research; U.S. Dept. of Education, National Center for Education Statistics

  • National Study of Youth and Religion (2003, 2005, 2007-2008)
    Nationally representative telephone survey of 3,290 English & Spanish-speaking teenagers between the ages of 13-17, and their parents. Also includes 80 oversampled Jewish households, not nationally representative, bringing the total number of completed cases to 3,370. Purpose is to research the shape & influence of religion & spirituality in the lives of American youth; to identify effective practices in the religious, moral, and social formation of the lives of youth; to describe the extent & perceived effectiveness of the programs & opportunities that religious communities are offering to their youth; and to foster an informed national discussion about the influence of religion in youth's lives, in order to encourage sustained reflection about and rethinking of our cultural and institutional practices with regard to youth & religion. The 2nd wave was designed to be a re-interview of all Wave 1 youth survey respondents. Parents of the youth respondents were not re-interviewed. At the time of the 2nd survey, respondents were between the ages of 16-21. Conducted from June 9-November 24, 2005. 2nd wave interviews were conducted only in English. Four youth respondents did not participate in the Wave 2 interview due to not being able to understand or speak English. Wave 2 covers many of the same topics as Wave 1. Many of the questions are identical. However, Wave 2 was re-designed to take into account changes in the lives of the respondents as they began to enter young adulthood. Wave 2 included new questions pertaining to behaviors occurring during the transition to adulthood, such as non-marital cohabitation, educational and career aspirations, pregnancy and marriage. In Wave 3 every attempt was made to re-interview all English-speaking Wave 1 youth survey respondents. At the time of the 3rd survey, respondents were between the ages of 18-24. Conducted from September 24, 2007-April 21, 2008. Wave 3 replicated many of the questions asked in Waves 1 & 2 with some changes made to better capture the respondents' lives as they grew older. For example, there were fewer questions on parental monitoring and more on post-high school educational aspirations.

  • National Survey of Early Care and Education (NSECE), 2010-2014
    Set of 4 integrated, nationally representative surveys conducted in 2012. These were surveys of (1) households with children under 13, (2) home-based providers (3) center-based providers, and (4) the center-based provider workforce. Documents the nation's current utilization and availability of early care and education (including school-age care), in order to deepen the understanding of the extent to which families' needs and preferences coordinate well with providers' offerings and constraints. Large oversampling of very low income families.

  • National Survey of High School Biology Teachers
    Based on a nationally representative probability sample of U.S. public high school biology teachers. A total of 926 teachers completed questionnaires between March 1 and May 5 of 2007. Teachers responded to 86 questions pertaining to their educational backgrounds, teaching practices, and personal attitudes. Focused on respondents' approach to teaching evolution and creationism in the classroom. Teachers' personal views and understanding of evolution were examined, as well as potential outside influences on their teaching, such as parents, school board members, and religious leaders.

  • National Survey of Latinos (2002, 2004+)
    Surveys among the Latino community with themes each year (immigration, politcs and civil participation, education). Many of the years are also available in Roper IPOLL.

    Sample Size: Nationally representative samples of Latino respondents ages 18 and older.

  • National Vietnam Veterans' Readjustment Study (NVVRS)
    Contains data from an assessment of the etiology, evolution, and extent of readjustment problems experienced by veterans of the Vietnam War. Variables include age, service period, duty status, casualties suffered, education, health conditions and disability status, hospitalization, use of Veterans Administration medical facilities and programs, medical history, insurance coverage, employment and training, income and investments, and assets and debts. Obtained from the National Archives.

  • NCAA Division I Academic Progress Rate, 2003-2014
    Provides access to team-level Academic Progress Rates (APRs), eligibility rates, retention rates, and penalty and award information on Division I student-athletes starting with the 2003-2004 season through the 2013-2014 season.

  • NCAA Division I and II Graduation Success Rate and Academic Success Rate, 1995-2008 Cohorts
    Includes the federal graduation rate for all NCAA member institutions who participated in Division I or Division II sports. Also describes the Graduation Success Rate (GSR) for all Division I institutions and the Academic Success Rate (ASR) of all Division II institutions. The rates included in this study are based on championship sport student-athletes who first began their full-time postsecondary education in academic years 1995-96 through 2008-09. Each cohort was tracked for 6 years for college completion. For example, the graduation status for the latest cohort (2008-09 cohort) was tracked through the spring of 2014. At their core, all 3 measures are based on a comparison of the number of students who entered a college or university in a given year and the number of those who graduated within six years of their initial enrollment, though each measure has a slightly different cohort definition. Federal graduation rates are based on the Integrated Postsecondary Education Data System Graduation Rates (IPEDS-GRS) which is defined as a 6-year proportion of those student-athletes who graduated versus those who entered an institution on institutional aid. Federal graduation rates are included for both an institution's student-athletes and its general student body. In addition to the student-athlete data in the graduation-rates data, the Division I Graduation Success Rate (GSR) accounts for student-athletes who transfer into an institution while discounting student-athletes who separate from the institution and would have been academically eligible to compete had they returned. The definition of the Division II Academic Success Rate (ASR) cohort is identical to that of the GSR with the exception that it also includes freshmen who did not receive athletics aid, but did participate in athletics.

  • NCAA FOIA data (USA Today) (2005-2009)
    NCAA data obtained from USA Today. Provides name of institution, division, IPEDS number, conference name, and expense or revenue amount for items including athletic student aid; broadcast, television, radio, & internet rights; coaching other compensation & benefits paid by a 3rd party; coaching salaries, benefits, and bonuses paid by the University & related entities; compensation & benefits provided by a 3rd party; contributions; direct facilities, maintenance, and rental; direct institutional support; direct state or other government support; fund raising, marketing and promotion; game expenses; guarantees; indirect facilities and administrative support; medical expenses and medical insurance; medical expenses & medical insurance; NCAA/conference distributions including all tournament revenues; recruiting; royalties, licensing, advertisements & sponsorships; severence payments; student fees; support staff/administrative other compensation & benefits paid by a 3rd party; support staff/administrative salaries, Benefits & bonuses paid by the University & related entities; team travel; and ticket sales. Data is restricted to Princeton only. Please contact for access. (Study 5101)

  • NCAA Student-Athlete Experiences Data Archive

  • New York City Housing and Vacancy Survey, 1991+
    Conducted approximately every 3 years to comply with New York state and New York City's rent regulation laws. The Census Bureau has conducted the survey for the city since 1965. The rental vacancy rate is the primary focus of the survey, because that value is crucial to the current rent control and rent stabilization laws. Other important survey data include rent regulation status, number of stories, number of units in building, number of rooms in unit, type of heating fuel, monthly rent, estimated value and building condition. Also includes information concerning housing and neighborhood quality. Although the main purpose of the survey is to collect housing data, information on the demographic status of the population and households of the city is also collected. Information collected includes age, sex, race, ethnicity, household composition, labor force status, income, employment, and education level. 1991, 1993, and 1996 are available at the DSS site. For 1999, 2002, 2005, 2008, 2011, and 2014 see the Census Bureau.

    Sample Size: Approximately 18,000 housing units representing the 5 boroughs of the city.

  • NICHD Study of Early Child Care and Youth Development (SECCYD) Series
    Four-phase (1991-2008), multi-site, prospective, longitudinal study designed to examine the relationships between child development and child care during infancy, early childhood, middle childhood, and middle adolescence. Constitutes the most comprehensive study conducted to date of children and the many environments in which they develop.

  • Office for Civil Rights Surveys (1968-1974, 1994)
    Examined issues of school desegregation. Contains data on racial and ethnic composition of students and staff for each academic year in selected school districts. The 1994 Civil Rights Compliance Report also collected data from selected school districts and schools within each selected district.

  • Panel Study of Income Dynamics (PSID) Series. 1968+
    Designed to fill the need for a better understanding of the determinants of family income and its changes. Longitudinal survey of US individuals and the families in which they reside. Can be used for cross-sectional, longitudinal, and intergenerational analysis and for studying both individuals and families. For comparisons of Current Population Survey, Survey of Income and Program Participation, and PSID, see the comparison chart. For comparisons of National Longitudinal Surveys, Survey of Income and Program Participation, and PSID, see the comparison chart. Includes section on education, food, health, housing, psychological state, and religion. Geography is down to the state level. Also see Poverty Threshold data, 1968-2005.
    Includes various supplemental surveys including:
    • Disability and Use of Time (DUST): collected information from older adults in PSID families about disability, time use, and well-being during telephone interviews conducted shortly after the 2009 and 2013 Main Interviews.
    • Child Development Supplement (CDS): In 1997 information on PSID children ages 0-12 was obtained through extensive interviews with the child, their primary caregiver, secondary caregiver, absent parent, teacher, and school administrator. Information was collected again in 2002/2003 and 2007/2008 for children in this cohort who remained under 18. Information includes a broad array of developmental outcomes including physical health, emotional well-being, intellectual and academic achievement, cognitive ability, social relationships with family and peers, time diaries, and much more. The CDS 2014 covers all sample children in PSID households born or adopted into the PSID since 1997. The study design and questionnaire content are consistent with earlier waves of CDS to permit cross - cohort analysis of children's development.
    • Housing, Mortgage Stress, and Wealth Data (2009, 2011, 2013, 2015) as well as Wealth files for 1984, 1989, 1994, 1999, 2001, 2003, 2005 and 2007.
    • Transition into Adulthood: When children in the CDS cohort are older than 18 and have left high school, information is obtained about their circumstances. This study has been implemented in 2005, and biennially thereafter. Information includes measures of time use, psychological functioning, marriage, family, responsibilities, employment and income, education and career goals, health, social environment, religiosity, and outlook on life.
    • Childhood Retrospective Circumstances Study (PSID - CRCS). First study conducted by the PSID using the internet as the primary mode of data collection. Goal was to design and collect a mixed mode (web or paper) module from household heads and, if married/cohabitating, spouses/partners, about their childhood experiences. The data may be used to study early life influences on adult health and economic outcomes. Has questions on parental relationships, health, socioeconomic status, neighborhood quality, friendships, school experiences, exposure to the criminal justice system, parent/guardian mental health, and young adut mentoring. The initial PSID-CRCS sample consisted of 13,117 individuals aged 19 and older (aged 19 by January 1, 2013) who were household heads and spouses/partners in PSID families that participated in the 2013 wave of PSID. Individuals for which other family unit members or proxies served as respondents in the 2013 core PSID interview and those who completed their core interview in Spanish were not eligible (N=593). During editing eligibility status was reviewed and confirmed for 12,985 cases. Many portions of CRCS are restricted.

  • Pearson Foundation Community College Student Survey 2010, 2011
    Surveys were conducted among a sample of U.S. residents between the ages of 18-59 who were enrolled in a U.S. community college and pursuing at least one course for college credit.

  • Policy Agendas Project. Civic Capacity and Urban Education.
    Data associated with Clarence Stone, Jeffrey Henig, Bryan Jones, and Carol Pierannunzi, Building Civic Capacity: The Politics of Reforming Urban Schools (Lawrence, Kansas: University Press of Kansas, 2001). (Firestone) LC5131 .B83 2001. Consists of the coded interviews with the 3 groups of community education elites. A codebook is available for each of the datasets. The data are in Excel format.

  • Postsecondary Education Quick Information System (PEQIS)
    Timely data on focused issues needed for program planning and policy development with a minimum burden on respondents. In addition to obtaining information on emerging issues quickly, PEQIS surveys are also used to assess the feasibility of developing large-scale data collection efforts on a given topic or to supplement other NCES postsecondary surveys. PEQIS employs a standing sample (panel) of approximately 1,600 postsecondary education institutions at the 2-year and 4-year level. The nationally representative panel includes public and private colleges and universities that award associate, bachelor's, master's, and doctoral degrees. Topics have include dual-enrollment programs and courses for high school students, disabilities, distance education, and occupational programs.

  • Pre-Elementary Education Longitudinal Study (PEELS) (2003-2008)
    Following almost 3,000 children with disabilities as they progress through preschool and into their early elementary years. Collects data on the preschool and early elementary school experiences of a nationally representative sample of children with disabilities and the outcomes they achieve. It focuses on children's preschool environments and experiences, their transition to kindergarten, their kindergarten and early elementary education experiences, and their academic and adaptive skills. The children were 3 to 5 years old at the start of the study in 2003 and were followed through to 2008. The dataset is restricted. For an overview, see the resource guide.

  • Pre-Kindergarten in Eleven States: NCEDL's Multi-State Study of Pre-Kindergarten & Study of State-Wide Early Education Programs (SWEEP)
    Combined the data of 2 major studies in order to understand variations among state-funded pre-kindergarten (pre-k) programs and in turn, how these variations relate to child outcomes at the end of pre-k and in kindergarten. The Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (SWEEP) Study provide detailed information on pre-kindergarten teachers, children, and classrooms in 11 states. By combining data from both studies, information is available from 721 classrooms and 2,982 pre-kindergarten children in these 11 states. Pre-kindergarten data collection for the Multi-State Study of Pre-Kindergarten took place during the 2001-2002 school year in six states: California, Georgia, Illinois, Kentucky, New York, and Ohio. These states were selected from among states that had committed significant resources to pre-k initiatives. States were selected to maximize diversity with regard to geography, program settings (public school or community setting), program intensity (full-day vs. part-day), and educational requirements for teachers. In each state, a stratified random sample of 40 centers/schools was selected from the list of all the school/centers or programs (both contractors and subcontractors) provided to the researchers by each state?s department of education.

  • PreK-3rd Data Resource Center
    Designed to expand the knowledge base and provide tools for the access and handling of Prekindergarten through 3rd Grade longitudinal data.

  • Private School Universe Survey (PSS) (1976-1980, 1985-1986, 1989-2006)
    Provides information on private elementary and secondary schools in the United States. Data are provided on the type and location of school, school's religious affiliation status, enrollment, grade levels, teachers, students, and school graduates. ICPSR has 1976-1980, 1985-1986. For comparisons between the Integrated Postsecondary Education Data System, Common Core of Data, Schools and Staffing Survey, and the Private School Universe Survey see the comparison chart. Also see the NCES Bibliography for literature that has used this data. NCES has more recent holdings and start with 1989.

  • Project Talent, Base Year Data
    Nationally representative longitudinal study of men and women who were in high school in 1960. Began as a major national effort to assess the aspirations and abilities of America's young men and women and to assess the critical period of adjustment to adult life beginning in high school and continuing past age 30, when participants are well-launched into their chosen careers. In 1960, roughly 5% of American high school students participated in the Project Talent study. Approximately 440,000 students from 1,353 schools in the United States were selected to represent all 9th through 12th graders throughout the country. Project Talent participants were administered an extensive battery of tests and questions that examined students' competencies in subjects such as mathematics, science, and reading comprehension. In addition, students were asked to complete 3 separate questionnaires that asked about family background, personal and educational experiences, aspirations for future education and vocation, and interests in various occupations and activities.

  • Recent College Graduates (RCG)
    Occupational outcomes and educational experiences of bachelor's and master's degree recipients who graduated from colleges and universities in the continental United States. The survey was taken during the 1985-86 academic year and again during the 1989-90 academic year.

  • Religion and Deviance at Four American Universities
    Contains measures on religious belief and practice, Christian fundamentalist beliefs, religious context, and deviant behavior from students at 4 American universities. Two of these universities are public state schools; two are private and have religious affiliations. A total of 1,753 respondents were surveyed regarding their religious beliefs and practices, tattoos, piercings, and engagement in (or abstinence from) sexual intercourse, binge drinking, and marijuana use.

  • RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series
    Goal was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice.

  • School of the Future Project, 1990-1995
    Was a large-scale demonstration of a full-service school providing specialized child and family services such as family crisis intervention and social skills training. The focus of the project was on the local community and the involvement of parents and teachers in decision-making. Subjects were largely Latino, urban, and of low socio-economic status. Includes measures of students' performance in classes and on outcome assessments; the number of student absences per semester; student, family, and teacher perceptions of their school and of the project; level of student and teacher support; and family background and use of services. Both quantitative and qualitative measures were used, including student grades and subject competency test scores as well as surveys and interviews administered to students, teachers, and parents.

  • School Survey on Crime and Safety (2000+) (SSOCS)
    Collects extensive crime & safety data from principals & school administrators of United States public schools. Can be used to examine the relationship between school characteristics and violent and serious violent crimes in primary schools, middle schools, high schools, and combined schools. Can also be used to assess what crime prevention programs, practices, and policies are used by schools. SSOCS has been conducted in school years 1999-2000, 2003-2004, 2005-2006. 2007-2008 and 2009/2010 and is available direct on the NCES site. Also see the NCES Bibliography for literature that has used this data.

  • Schools and Families Educating (SAFE) Children Study [Chicago, IL]: 1997-2008
    Randomized control trial designed to test the efficacy of a family-based comprehensive preventive intervention, with children living in inner-city Chicago and entering the 1st grade, for effects on key risk markers for later drug and other substance use.

  • Schools and Staffing Survey (SASS) (1987+)
    Integrated sample survey of public and private schools, school districts, and principals and teachers. The 2000-01 Teacher Follow-up Survey (TFS) is available through DSS. For comparisons between the Integrated Postsecondary Education Data System, Common Core of Data, Schools and Staffing Survey, and the Private School Universe Survey see the comparison chart. Also see the NCES Bibliography for literature that has used this data.

  • Scientists and Engineers Statistical Data System
    In addition to SESTAT, a comprehensive and integrated system of information about the employment, educational, and demographic characteristics of scientists and engineers, this site also makes available several surveys of recipients of higher education. They include:
    • National Survey of Recent College Graduates (2001, 2003, 2006, 2008, 2010) discontinued
    • Survey of Doctorate Recipients (2001, 2003, 2006, 2008, 2010, 2013)
    • National Survey of College Graduates (1993, 2003, 2010, 2013, 2015)
    • International Survey of Doctorate Recipients (2010, 2013)

  • Secondary School Arts Education Survey (Fall 2009) (FRSS 101)
    Provides national estimates on student access to arts education and the resources available for such instruction in public secondary schools during fall 2009. This is one of a set of 7 surveys that collected data on arts education during the 2009/10 school year. In addition to this survey, the set includes a survey of elementary school principals, 3 elementary teacher-level surveys, and 2 secondary teacher-level surveys. This study is the third of its kind to be conducted by NCES. Previous studies were conducted during the 1994/95 and the 1999/2000 school years. In addition to including many of the research questions from the previous study, the current study addresses emerging issues, such as the availability of curriculum-based arts education activities outside of regular school hours. The secondary school survey collected data on the availability of music, visual arts, dance, and drama/theatre instruction; enrollment in these courses, the type of space used for arts instruction, the availability of curriculum guides for arts teachers to follow, and the number of arts teachers who are specialists in the subject. Principals reported on graduation requirements for coursework in the arts; school or district provision of teacher professional development in the arts; and arts education programs, activities, and events. Principals also reported on community partnerships and support from outside sources for arts education.

  • Simmons Longitudinal Study: Adaptation and Development Across the Lifespan (1977-1998)
    Community-based study that prospectively traced the life course of a single-aged cohort from childhood to adulthood. Data were collected from multiple informants at seven major time points: age 5 (1977), age 6 (1978), age 9 (1980-1981), age 15 (1987), age 18 (1990), age 21 (1993-1994), and age 26 (1998). Traced the development and course of academic difficulties, behavior problems, and psychopathology; and identified factors that promoted health functioning from early childhood (age 5) to adulthood (age 26). The original study group was comprised of every child who entered kindergarten in the fall of 1977 in one public school district in a northeastern town in the United States. For Wave 7, respondents were 26 years old in 1998. In addition to diagnostic information, participants reported on their current employment, functioning, and family relationships.

  • Socioeconomic Survey of Twins
    These data were collected by researchers at the University of Pennsylvania with the assistance of a registry of all twins born in Minnesota between 1936-55. A questionnaire was mailed out to twins in the registry starting in May 1994. Questions cover education, family status, health, and jobs held.

    Sample Size: 3682

    Socioeconomic Survey of Twins (Electronic File)
    Principal investigator: Jere R. Behrman, Mark R. Rosenzweig, and Paul Taubman

  • Start Strong Evaluation Student Survey Data, 2010-2012
    Longitudinal survey of middle school students conducted as part of the evaluation of Start Strong: Building Healthy Teen Relationships, a national program to prevent teen dating violence and abuse by teaching 11- to- 14-year-olds about healthy relationships. 8 schools in 3 of the Start Strong sites participated in the evaluation, 4 implementing Start Strong and 4 which did not have any teen dating violence prevention programs. Topics covered by the 4 waves of the survey, which were conducted in fall 2010, spring 2011, fall 2011 and spring 2012, include self-confidence, self-reported school grades, coping with anger and disagreements, gender roles in relationships, dating violence, bullying, communication with parents and teachers, alcohol use, dating and relationship history, social media use, age of dating partners, school and community resources for dating violence victims, and family background.

  • State Longitudinal Data Systems - All State Profiles
    Education Commission of the States guide to which states have longitudinal data systems as well as links to existing ones. Designated 4 state agencies as "core agencies" within Statewide Longitudinal Data Systems: Early Learning, K-12, Postsecondary, and Workforce. A Statewide Longitudinal Data System is defined as one with formal connections across 2 or more of these core agencies.

  • Survey of Adult Skills (PIAAC)
    Assesses the proficiency of adults from age 16 onwards in literacy, numeracy and problem solving in technology rich environments. The data collection took place from August 1, 2011 to March, 31 2012 in most participating countries. Around 166 000 adults, representing 724 million adults aged 16 to 65, were surveyed in 24 countries and sub-national regions in the official language/s of the countries.

  • Survey of Campus Law Enforcement Agencies [United States] Series
    In 1995, to determine the nature of law enforcement services provided on campus, the Bureau of Justice Statistics surveyed 4-year institutions of higher education in the United States with 2,500 or more students. Describes nearly 600 of these campus law enforcement agencies in terms of their personnel, expenditures and pay, operations, equipment, computers and information systems, policies, and special programs. Based on the Law Enforcement Management and Administrative Statistics program, which collected similar data from a national sample of state and local law enforcement agencies. Follow-ups were conducted in 2004/2005 and 2011/2012.

  • Survey of Graduate Students and Postdoctorates in Science and Engineering
    Provides data on the number and characteristics of students in graduate science and engineering and health-related fields enrolled in U.S. institutions. Assesses trends in financial support patterns and shifts in graduate enrollment and postdoctoral appointments.

  • Tennessee's Student Teacher Achievement Ratio (STAR) project
    Four-year longitudinal class-size study funded by the Tennessee General Assembly and conducted by the State Department of Education. Over 7,000 students in 79 schools were randomly assigned into one of 3 interventions: small class (13 to 17 students per teacher), regular class (22 to 25 students per teacher), and regular-with-aide class (22 to 25 students with a full-time teacher's aide). Classroom teachers were also randomly assigned to the classes they would teach. The interventions were initiated as the students entered school in kindergarten and continued through third grade. In 1996, Health and Education Research Operative Services (HEROS), Incorporated was funded to conduct a 10th grade follow-up study of Project STAR. To be on-schedule during the 1995-1996 school year, Project STAR students would be high school sophomores (10th Grade). The researchers reviewed the Tennessee Competency Examination (TCE) data for the 1993-94, 1994-95, and 1995-96 school years. Schools begin administering the TCE to students in eighth grade and they are required to pass the TCE prior to graduating from high school. Data were collected for each administration of the TCE to a Project STAR student.

  • Texas Higher Education Opportunity Project (THEOP)
    Multi-year study that investigates college planning and enrollment behavior under a policy that guarantees admission to any Texas public college or university to high school seniors who graduate in the top decile of their class.

  • Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 (TIMSS)
    Provided curricular and textbook information from each country participating. Comparative study of education in mathematics and the sciences conducted in over 40 countries on 5 continents. The goal was to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects.

  • Time, Love, and Cash in Couples With Children Study (TLC3) [United States], 2000-2005
    Consists of complete transcriptions of 4 waves of individual and couple interviews with parents who experienced a birth in 2000, with over-sampling for nonmarital births. Both mothers and fathers participated in semi-structured, in-depth interviews both individually and as a couple in each of the four waves.

    Sample Size: 756 interviews. Sample is embedded in the Fragile Families and Child Wellbeing Study. Participants were chosen based on a stratified, random sampling scheme from Chicago, New York, and Milwaukee. Nonmarital births were oversampled.

  • Trends in International Mathematics and Science Study (TIMSS) (1995+)
    Provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries. Collected in 1995, 1999, 2003, 2007, and 2011. Next round of collection will be in 2015. Also see the NCES Bibliography for literature that has used this data.

  • UCLA Latino Home-School Research Project, 1989 - 2003
    Longitudinal study designed to explore whether the cultural values, beliefs, and actions of Latino families provide cultural models that supply children with productive foundations for success in school.

  • University of Washington-Beyond High School (UW-BHS)
    Began in 1999 as a study of the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington State. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys of almost 10,000 high school seniors in 5 cohorts across several school districts in the Pacific Northwest. The research objectives of the project were to: (1) describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) evaluate of the impact of the Washington State Achievers Program, and (3) explore the implications of multiple race and ethnic identities.

  • Violence, Vandalism And Substance Abuse In New Jersey Schools (1999+)
    Data down to the school district level.

  • Virginia College Navigator
    Includes data on post completion wages of graduates of Virginia colleges and universities.

  • VSE Data Miner
    Provides interactive access to 300 data variables about private giving collected annually through the VSE Survey. (Among the data variables are: total giving; alumni participation; details on deferred and bequest giving; capital purposes and current operations gifts). Subscribers have access to 10 years worth of survey data, and are able to examine multi-year trends in fundraising, to graph and chart data, and to research fundraising and make institution-to-institution comparisons. For access, email Bobray Bordelon and provide your full name, status (Class, Gradudate Student, Staff, or Faculty), and your Princeton NetID.

  • Welfare, Children, and Families: A Three-City Study (1999+)
    Intensive study in Boston, Chicago, and San Antonio to assess the well-being of low-income children and families in the post-welfare reform era. Investigates the strategies families have used to respond to reform, in terms of employment, schooling or other forms of training, residential mobility, and fertility. Central to this project is a focus on how these strategies affect children's lives, with an emphasis on their health and development as well as their need for, and use of, social services.

  • Wisconsin Department of Public Education. Data.
    Public and private school data on topics including academic achievement, attendance and behavior, demographics and enrollment, kingergartens, public libraries, school finance, school performance, special education, and staffing.

  • Youth, Education, and Society Supplement: School Health Policies and Practices Survey, 2006-2014
    Consists of annual surveys of school administrators in representative samples of middle schools and high schools, beginning with the 2006-2007 school year and ending with the 2013-2014 school year. Topics covered by the YES Supplement include school characteristics, school nutrition and physical education policies, school lunch programs, and school vending machines, stores and snack bars.

This page last updated: October 21, 2009