The International Archive of Education Data (IAED) is a project sponsored by the National Center for Education Statistics (NCES), the primary federal entity for collecting and analyzing data related to education in the United States and other nations. IAED acquires, processes, documents, and disseminates data collected ...

The International Archive of Education Data (IAED) is a project sponsored by the National Center for Education Statistics (NCES), the primary federal entity for collecting and analyzing data related to education in the United States and other nations. IAED acquires, processes, documents, and disseminates data collected by national, state or provincial, local, and private organizations, pertaining to all levels of education in countries for which data can be made available. IAED is housed in and operated by the Inter-university Consortium for Political and Social Research (ICPSR) at the University of Michigan. The subject matter of IAED's data encompasses the "inputs" to education (funding, personnel, teaching resources, facilities, teacher and student preparation, etc.), the variety of processes by which teaching and learning occur, and the "outputs" of education (graduation and matriculation rates, drop-out rates, test scores, job placements, life histories, life assessments, etc.). Data files, documentation, and reports can be downloaded from the Web site in public-use format. The Web site also features an online data analysis system (DAS) that allows users to conduct analyses on selected datasets.

The Equality of Educational Opportunity Study (EEOS), also known as the "Coleman Study," was commissioned by the United States Department of Health, Education, and Welfare in 1966 to assess the availability of equal educational opportunities to children of different race, color, religion, and national origin ...

The Equality of Educational Opportunity Study (EEOS), also known as the "Coleman Study," was commissioned by the United States Department of Health, Education, and Welfare in 1966 to assess the availability of equal educational opportunities to children of different race, color, religion, and national origin. This study was conducted in response to provisions of the Civil Rights Act of 1964 and serves as an example of the use of a social survey as an instrument of national policy-making. The EEOS consists of test scores and questionnaire responses obtained from first-, third-, sixth-, ninth-, and twelfth-grade students, and questionnaire responses from teachers and principals. These data were obtained from a national sample of schools in the United States. Data on students include age, gender, race and ethnic identity, socioeconomic background, attitudes toward learning, education and career goals, and racial attitudes. Scores on teacher-administered standardized academic tests are also included. These scores reflect performance on tests assessing ability and achievement in verbal skills, nonverbal associations, reading comprehension, and mathematics. Data on teachers and principals include academic discipline, assessment of verbal facility, salary, education and teaching experience, and attitudes toward race.

This special topic poll, conducted March 31-April 9, 2005, is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. A national sample of 1,586 respondents aged 14 to 24 years ...

This special topic poll, conducted March 31-April 9, 2005, is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. A national sample of 1,586 respondents aged 14 to 24 years was surveyed, including oversamples of African American youth, Hispanic youth, and 14- to 20-year olds. Despite being termed a monthly poll, the foci of this poll were the opinions and judgments of teenagers and young adults about various aspects of the education system and process in the United States. Views were sought on the most important problem facing young people, the highest level of education respondents hoped to achieve, the highest level they expected to actually achieve, and whether a college degree was necessary to "get ahead". Respondents were asked about their plans after high school, the quality of their high school and its teachers and staff, whether their high school education was adequately preparing them for college and/or the job market, what measures respondents took or would like take to improve their chances of getting into the college of their choice, the importance of grade point averages and performance on standardized tests in getting into college, and their ability to get information about educational opportunities. Similar questions were asked of those respondents who were college students, regarding assistance received from college professors, the importance of internships, and whether college was adequately preparing them to get a well-paying job after graduation. Additional questions addressed MTV's involvement in issues concerning young people and how much impact MTV could have in raising awareness among young people about the importance of education. Demographic information includes age, race, sex, education, employment status, ethnicity, parents' education, perceived social class, level of religious participation, religious preference, whether respondents considered themselves to be an evangelical or born-again Christian, and the presence of other household members between the ages of 14 and 24.

This study was created, by the National Collegiate Athletic Association (NCAA), to provide public 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 2007-2008 ...

This study was created, by the National Collegiate Athletic Association (NCAA), to provide public 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 2007-2008 season, as well as to provide efficient analysis and linking of these data to other educational data.

This round of Eurobarometer surveys diverged from the Standard Eurobarometer measures and queried respondents in the ten new European Union member countries on the following topics: (1) lifelong learning and (2) consumer rights. For the first major focus, the survey asked respondents to provide their opinions on ...

This round of Eurobarometer surveys diverged from the Standard Eurobarometer measures and queried respondents in the ten new European Union member countries on the following topics: (1) lifelong learning and (2) consumer rights. For the first major focus, the survey asked respondents to provide their opinions on lifelong learning including identifying life changes that have occurred in the last two years, the best opportunities in which to learn in a private or public setting, contexts in the past 12 months in which something was learned, and the most significant opportunity for learning in the last 5 years. Respondents were asked whether they studied or trained in the past 12 months, whether they were advised or required to do so, and the reasons why. In addition, they were queried about the three main benefits of the study or training they undertook in the past 12 months, the main reasons to complete study or training in the future, and their preferred method to improve or update professional skills. The survey also examined respondent opinion of obstacles that would affect and factors that would encourage participation in study or training, the most useful sources of information that would assist in improving study or career prospects, and situations that would influence them to pay for the cost of a course. Respondents also evaluated whether certain skills were useful, and if they had evidence of possessing these skills. For the second major focus, consumer rights, the survey only queried respondents in Poland. They were asked about their confidence in fair treatment during daily shopping -- while making major purchases -- and in purchasing a product in a shop, and whether they had problems when buying specific items from shops, sellers, or service providers, and the actions they took in response. Respondents were also asked about their knowledge of consumer rights and consumer rights groups, which people or organizations they would trust to provide correct advice and information about consumer rights, and whether they had asked Federacja Kosumentow, a consumer rights group, for information or advice. In addition, respondents evaluated the service they received from Federacja Kosumentow and whether they would refer others to this organization. They also identified whether they would monetarily support an independent consumer association, how frequently the media talked about consumer rights, and who in the media was the source of this information. Finally, respondents were asked whether they had heard a particular message and to define the meaning of that message, to evaluate Poland's consumer rights in comparison to those of other EU countries, and to assess the efficiency of the justice system in punishing people who cheat consumers. Demographic and other background information collected from all respondents includes age, gender, nationality, origin of birth (personal and parental), marital status, left-right political self-placement, occupation, age when stopped full-time education, household composition, availability of a fixed or mobile telephone in the household, type and size of locality, region of residence, and language of interview (select countries).

The A*CENSUS, the first comprehensive survey of individuals in the archival profession since 1982, was designed to collect baseline demographic data on archivists in the workforce in the United States, identify the knowledge and skills archivists need to do their jobs and adapt to future demands, and ...

The A*CENSUS, the first comprehensive survey of individuals in the archival profession since 1982, was designed to collect baseline demographic data on archivists in the workforce in the United States, identify the knowledge and skills archivists need to do their jobs and adapt to future demands, and gauge the capacity of graduate and continuing education programs to deliver the necessary knowledge and skills. Detailed information was collected from all respondents in the following subject areas: basic demographic information (age, gender, race/ethnicity), employment (full/part-time, average hours per week, type of employer, years employed, functions), education (degrees, majors, years awarded), training and continuing education (sources, delivery formats and methods, support from employer for obtaining, barriers to obtaining, topical priorities), career paths (impetus for first archival job, careers prior to entering archival work, plans to leave archival work including retirement), professional association affiliation (membership in archival and other associations, support from employer for participation, impetus for joining), leadership/professional involvement (conference attendance, presentations, publications authored, teaching experience, leadership positions in archival and nonarchival organizations, strength of ties to archival profession), and issues of greatest importance.

To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement ...

To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America’s Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make “comprehensive” changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students’ family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a “matched” control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.

Middletown III was a replication of research done in 1924-1925 by Robert and Helen Lynd in Muncie, Indiana. Middletown III included the Family Roles Survey (1977), the High School Survey (1977, 1989), the Community Survey (1978), the Government Services Survey (1978), the ...

Middletown III was a replication of research done in 1924-1925 by Robert and Helen Lynd in Muncie, Indiana. Middletown III included the Family Roles Survey (1977), the High School Survey (1977, 1989), the Community Survey (1978), the Government Services Survey (1978), the Kinship Survey (1978), the Neighborhood Survey (1978), the Religion Survey (1978), the Women's Occupational Survey (1978), and the Recreation Survey (1982). Middletown IV was a 1999 replication of two of the most important surveys that had been conducted in 1924 and 1977: the Community Survey and the High School Survey. The High School Survey (1977, 1989, and 1999) queried respondents about the number of years they attended Muncie schools, membership in extra-curricular activities, sex education, curriculum, grades and schoolwork, books and magazines read that were not assigned, and future plans post-high school. Respondents were also asked about close friendships, work outside of school, activities on Sunday, and their opinions about their relationship with their parents, and several statements about personal, political, and social issues. For the Community Survey (1978, 1999), respondents were asked about their residence and living in Muncie, as well as job history, reasons to work, and the advantages gained from working. The survey also asked questions of respondents about spouse employment and vacation, household roles, activities, and expenses, as well as close friendships, important qualities in boys and girls, educational plans for their children, and opinions on special topics. For the Family Roles Survey (1978), respondents were asked to express their opinion in regard to raising a family in Muncie, spouse role performance and expectations, marital satisfaction, and close friendships. The Government Services Survey (1978) asked respondents about their participation in the 1976 presidential, 1974 Indiana congressional, and 1975 Muncie city elections, service in the armed forces, and housing. In addition, the survey asked respondents for their opinion in regard to unemployed citizens, welfare, the Muncie community, and government programs, as well as their awareness or use of certain programs. The Kinship Survey (1978) asked respondents to identify where and how long they lived at a location in relationship to Muncie. In addition, respondents were asked for demographic information about their spouse, mother and father (their own and their spouse's), siblings, cousins, and children, their relationship and interactions with them, including their participation in different types of activities together, giving or receiving of goods or services, and frequency of communication. The Neighborhood Survey (1978), queried respondents about their residence in a Muncie neighborhood and their intent to remain at or move from this location. Opinions were sought about the neighborhood and particular facilities visited, attended, or used most often. Respondents were also asked to identify whether relatives or friends lived in Muncie, the location of their residence, as well as their spouses' work location. Respondents scored their interactions with their closest relative, and identified relationships with friends and work associates. In the Religion Survey (1978), respondents provided information about their participation in political elections, what activities they enjoy, as well as their opinion in regard to quality of life, marital satisfaction, racial inequality, women's liberation, and their response when encountering a problem. In addition, respondents were asked about their religious behavior and philosophies, including practices such as prayer, fasting, and the teaching and study of different religions. For the Women's Occupational Survey (1978), respondents were queried about their views in regard to quality of life and marriage including number of times and age married, the status of the marriage, number of children born in each marriage, marital satisfaction, relationship with spouse, causes of disagreement with spouse, and household roles. Pertaining to occupation, respondents answered questions about job training and requirements, job satisfaction, and job discrimination. They also provided their opinions about how work had affected their relationships with their children and spouse. For the Recreation Survey (1982), respondents were queried about attending professional events, participating in sports and household activities, visiting particular recreational locations, owning recreational, electronic, or entertainment equipment, and playing a musical instrument. In addition, the survey posed questions about membership in a group or organization, vacations, religious behaviors, and books or magazines read. Respondents also provided their opinion about gender attributes pertaining to societal roles. Major demographic themes that may appear in one or more of the surveys include age, gender, race, birthplace, occupation and employment, income, social class, education, marital status, religious preference, number of friends or relatives in the city, number and ages of children or siblings, and household composition, as well as the topic of organizational memberships, political affiliation, time spent per day watching movies or television, and number of newspaper or magazine subscriptions. For the Community Survey (1978, 1999), Kinship Survey (1978), Neighborhood Survey (1978), and Women's Occupational Survey (1978), in addition to occupation, the data may also include Duncan Socioeconomic Index (SEI), Siegel Prestige, or industry classification codes.

This data collection contains information gathered to evaluate certain activities of a number of organizations dedicated to the advancement of law-related education (LRE) in elementary, junior high, and senior high schools. The organizations whose activities were evaluated were (1) the Constitution Rights Foundation, (2) ...

This data collection contains information gathered to evaluate certain activities of a number of organizations dedicated to the advancement of law-related education (LRE) in elementary, junior high, and senior high schools. The organizations whose activities were evaluated were (1) the Constitution Rights Foundation, (2) Law in a Free Society, (3) the National Street Law Institute, (4) the American Bar Association's Special Committee on Youth Education for Citizenship, (5) the Children's Legal Rights Information and Training Program, and (6) the Phi Alpha Delta Committee for Juvenile Justice. The evaluation research dealt primarily with two types of issues: (1) the degree of increase in awareness of and receptivity toward LRE among the nation's educators, juvenile justice, and other related professionals, as well as the degree of institutionalization of LRE in certain targeted states (i.e., California, Michigan, and North Carolina), and (2) the degree to which LRE could produce changes in students' knowledge of and attitudes about the law, and reduce juvenile delinquency (measured both by self-reported delinquency rates and by attitudes previously shown to be correlated with delinquent behavior). In 1981 (Part 1) and again in 1982 (Part 2), questionnaires were mailed to a sample of professionals in state educational organizations as well as to elementary and secondary school principals, juvenile justice specialists, juvenile and family court judges, police chiefs, and law school deans. Respondents were asked whether they had heard of the various projects, what they thought of LRE in terms of its impact on students and usefulness in the curriculum, whether LRE should be required, what type of publicity had contributed to their awareness of LRE, and the degree of involvement they would be willing to have in promoting or developing LRE programs. In a second component of the study, primary and secondary school students were selected for an impact evaluation of the LRE activities run by the six organizations under evaluation. Questionnaires were administered to students during academic years 1982-1983 (Part 3) and 1983-1984 (Part 4), before and after participating in LRE courses offered by the programs under evaluation. Control students (not taking LRE courses) were also used for the comparisons. The questionnaires tested the knowledge, attitudes (measuring such factors as isolation from school, delinquent peer influence, negative labeling, and attitudes toward violence), and self-reported delinquency of school children. Demographic information collected about the student respondents includes sex, age, race, grade in school, and grade-point average.

This data collection contains a representative portion of the data collected through Project TALENT, a longitudinal survey designed to investigate the personal, educational, and experiential factors that promote or inhibit the development of human talents. Seven specific objectives of this study were: (1) to inventory the pool ...

This data collection contains a representative portion of the data collected through Project TALENT, a longitudinal survey designed to investigate the personal, educational, and experiential factors that promote or inhibit the development of human talents. Seven specific objectives of this study were: (1) to inventory the pool of available talent for training in science, engineering, and other professional fields, (2) to assess the relationships among aptitudes, interests, and other factors, (3) to determine the extent to which lack of interest or motivation limit the development of individuals' talents, (4) to identify the main factors affecting vocational choice, (5) to identify predictors of creativity and productivity, (6) to assess the effectiveness of various types of educational experience, and (7) to provide a basis for developing procedures for realizing individuals' potential. Extensive data were obtained in 1960 from a sample of 400,000 students in grades 9-12 in the United States. Follow-up surveys were conducted one year, five years, and 11 years after high school graduation. This data collection contains data for a subsample (about 1 percent) of respondents made up of 4,000 of the original 400,000 Project TALENT participants (1,000 men and women from each of the high school classes of 1960-1963), all of whom had responded to the 11-year follow-up survey. Data obtained in the 1960 survey include each individual's cognitive test scores (e.g., language aptitude and ability, mathematics ability, visualization ability, complex intellectual aptitude, and general and specific knowledge), self-descriptive adjectives, occupational and activity interest inventory, family background (e.g., parents' education and occupation, economic status, number of siblings and their educational experience), personal information (health, high school activities, plans, sex, and date of birth), and description of school (e.g., kind, size, urban-rural, percent minority, and retention ratio). The 11-year follow-up data include individuals' post-high school education and work experiences, family development, plans and aspirations, life satisfaction, and decisions regretted. Follow-up personal information includes race, religion, marital status and history, spouses' education, number of children, health (own and parents'), geographical mobility, and military status and experience.