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The National Household Education Surveys Program (NHES) provides descriptive data on the educational activities of the U.S. population and offers researchers, educators, and policymakers a variety of statistics on the condition of education in the United States. The NHES surveys cover learning at all ages, from early childhood to school age through adulthood. The most recent data collection in 2012 consisted of two surveys: Parent and Family Involvement in Education and Early Childhood Program Participation.

Parent and Family Involvement in Education (PFI) captures data on parent engagement and school choice for students in kindergarten through 12th grade. Parents are surveyed on a range of topics, including assistance with homework, family activities, and involvement in school affairs. Arts-related inquiries within PFI include frequency of arts and crafts activities, attendance at school events such as plays or science fairs, engagement in artistic endeavors, visits to cultural institutions like art galleries or museums, and potential interference of health conditions with participation in extracurricular activities.

The American Housing Survey (AHS) is a longitudinal survey sponsored by United States Department of Housing and Urban Development (HUD) and conducted by the U.S. Census Bureau (Census). It was first conducted annually between 1973 and 1981 and then biennially from 1983 onward. The purpose of the survey is to provide current and continuous series of data on selected housing and demographic characteristics. The AHS collects data on occupied and vacant housing units and the survey is conducted biennially between May and September of odd-numbered years. HUD and Census make the survey data available for public use.

To better understand the impact of arts and culture on the United States housing choice, the National Endowment of the Art's Office of Research and Analysis (ORA) worked with HUD and the Census to ask a series of questions in the 2015 AHS. The questions, which form the Arts and Cultural Events Module as a supplement to the core data, were designed to better understand the role of arts and culture in United States households' neighborhood choice, their satisfaction with the arts and cultural activities available in their neighborhood and their perception of the impact of arts and culture on neighborhood economic and community development. For additional information related to the core AHS data, please see ICPSR 36753, American Housing Survey (AHS) - Table Creator.

Arts-related variables in the dataset include the importance of living near arts and cultural events, the impact arts and cultural events had on the neighborhood and economy, opportunities for greater interactions, and the encouragement of other people or cultures.

The American Housing Survey (AHS), the most comprehensive housing survey in the U.S., provides up-to-date information on the size and composition of the housing stock in our country. This survey delivers information about the types of homes in which people are now living and the characteristics of these homes, as well as the costs of running and maintaining them. National data are collected every other year and metropolitan area data are collected on a rotating basis. The AHS is sponsored by the Department of Housing and Urban Development (HUD) and conducted by the U.S. Census Bureau.

The AHS Table Creator gives data users the ability to create customized tables from the AHS data without having to use the Public Use File (microdata).

Like the microdata, the AHS Table Creator provides current information on a wide range of housing subjects, including size and composition of the nation's housing inventory, vacancies, fuel usage, physical condition of housing units, characteristics of occupants, equipment breakdowns, home improvements, mortgages and other housing costs, people eligible for and beneficiaries of subsidized housing, home values, and characteristics of recent movers.

For the first time since 1985, the survey selected new national and metropolitan area longitudinal samples. In addition to the "core" data, the AHS collected "topical" data using a series of topical modules. The 2015 AHS includes topical supplements on 1) the presence of arts and cultural opportunities in the community, 2) health and safety hazards in the home, 3) food insecurity, and 4) the use of housing counseling services. Data users can also explore the new national and metropolitan area longitudinal samples as well as the topical supplements using the AHS Table Creator.

Policy analysts, program managers, budget analysts, and Congressional staff use the AHS data and table creator to monitor supply and demand, as well as changes in housing conditions and costs, in order to assess housing needs. Analyses based on the AHS are used to advise the executive and legislative branches in the development of housing policies. HUD uses the AHS to improve efficiency and effectiveness and design housing programs appropriate for different target groups, such as first-time home buyers and the elderly. Academic researchers and private organizations also use AHS data in efforts of specific interest and concern to their respective communities.

The AHS is conducted every two years from May and September in odd-numbered years. HUD sometimes adjusts this schedule and/or sample depending on budget constraints. Public use microdata and reports are released approximately 12 months after data collection.

The Creative Community Index, a research initiative produced by Cultural Initiatives Silicon Valley, measured cultural participation and creativity in the Silicon Valley in 2002 and 2005. The first wave of the study, in 2002, consisted of two surveys: one survey measured the breadth and frequency of cultural participation by residents of Santa Clara County, and another survey gathered a range of data about the current health and vitality of nonprofit arts and culture organizations in the region. The second wave, in 2005, surveyed Silicon Valley residents, nonprofit cultural organizations, local area leaders, and local artists.

The Survey of Silicon Valley Residents [2002] surveyed 361 adult residents of Santa Clara County, California in January and February 2002, and the Survey of Silicon Valley Residents [2005] surveyed 1,007 adult residents of Santa Clara County, California in April 2005. Respondents for both years were asked about their behavior and beliefs regarding arts and culture in their community. The Survey of Cultural Organizations [2002] collected data from 135 organizations in 2001. The organizations were asked a series of questions about their artistic products and programs, organizational capacity, and funding sources in an effort to gather a range of data about the current health and vitality of nonprofit arts groups in the region. The Survey of Silicon Valley Leaders [2005] surveyed adult residents of Santa Clara County between March and April 2005. The survey asked former and current members of American Leadership Forum-Silicon Valley about their organization's ability to attract and retain creative workers to Silicon Valley, as well as their participation, as an individual and with children, in arts and related activities.

The Fast Response Survey System (FRSS) was 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. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Data are weighted to produce national estimates of the sampled education sector. The sample size is large enough to permit limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables.

The Elementary School Arts Education Survey, Fall 2009 data provide national estimates on student access to arts education and resources available for such instruction in public elementary schools during fall 2009. This is one of a set of seven surveys that collected data on arts education during the 2009-10 school year. In addition to this survey, the set includes a survey of secondary school principals, three elementary teacher-level surveys, and two secondary teacher-level surveys. A stratified sample design was used to select principals for this survey. Data collection was conducted September 2009 through June 2010, and 988 eligible principals completed the survey by web, mail, fax, or telephone.

The elementary school survey collected data on the availability and characteristics of music, visual arts, dance, and drama/theatre instruction; the type of space used for arts instruction; the availability of curriculum guides for arts teachers to follow; the availability of curriculum-based arts education activities outside of regular school hours; and whether those teaching the subject are arts specialists. Principals also reported on school or district provision of teacher professional development in the arts; arts education programs, activities, and events; and school-community partnerships. Principals were also asked to provide administrative information such as school instructional level, school enrollment size, community type, and percent of students eligible for free or reduced-price lunch.

The Fast Response Survey System (FRSS) was 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. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Data are weighted to produce national estimates of the sampled education sector. The sample size is large enough to permit limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables.

The Secondary School Arts Education Survey, Fall 2009 data provide 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 seven 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, three elementary teacher-level surveys, and two secondary teacher-level surveys. A stratified sample design was used to select principals for this survey. Data collection was conducted September 2009 through June 2010, and 1,014 eligible principals completed the survey by web, mail, fax, or telephone.

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. Furthermore, principals were also asked to provide administrative information such as school instructional level, school enrollment size, community type, and percent of students eligible for free or reduced-price lunch.

Cross-sectional data for the 2022 General Social Survey (GSS), along with an updated cumulative file for 1972-2022, is available at the project's data portal, along with the 2022 GSS Documentation and Public-use File Codebook. The GSS Data Explorer has also been updated. The 2022 GSS provides opinion data at a critical time in U.S. history as we move forward from the COVID-19 pandemic and continue to understand changes in post-pandemic society.

Sponsored by the National Endowment for the Arts, the 2022 GSS Arts Module was fielded between July 11th and September 21st, 2022, as a web-only follow-on study to the GSS and included questions about changes in individual's recreational activities before and during the COVID-19 pandemic. The Arts Module's final sample size is 843 individuals (from 2,896 eligible GSS baseline respondents). To identify the individuals in the module, use the "NEASTATUS" variable. Additional information about weights for the module is also provided. Access the 2022 GSS Users Guide here.

The 2022 GSS Arts Module includes 24 measures of respondents' participation in the arts through attendance at live performances, exhibits, movies, and the like, as well as consuming culture through online galleries, reading, or watching a recorded event. Respondents are asked to report about their participation over the past 12 months and to compare this to what they did from March 2020 to March 2021.

The 2022 GSS is the most recent in a series of modules covering similar topics. For example, the 1993 Culture Module included questions on musical preferences, leisure and recreational activities, and attitudes toward art and literature. The 1998 Cultural Module included questions on attendance in arts events, personal engagement in artistic activities, attitudes toward art and literature, and attitudes toward arts funding. The 2002 Cultural Module included questions on musical preferences, attendance at arts events, and personal engagement in artistic activities. In 2002, another module on the "Information Society" included questions on the use of the Internet to obtain information about the arts (e.g., how people use the Web to learn about music, the visual arts, and literature). The 2016 Arts and Culture Module added in new variables covering information regarding social media use, suicide, hope and optimism, arts and culture, racial/ethnic identity, flexibility of work, spouses work and occupation, home cohabitation, and health.

About GSS:

The General Social Survey (GSS) was launched by National Opinion Research Center (NORC) in 1972 as an annual national research project to monitor Americans' shifting attitudes on social issues. NORC conducted the GSS almost every year until 1994, when it became biennial. NORC has also widened the scope of the GSS over the decades. With every survey round, GSS questions changed to reflect emerging trends such as the COVID-19 pandemic, political polarization, and crime.

The High School Longitudinal Study of 2009 (HSLS:09) is 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. What students decide to pursue when, why, and how are crucial questions for HSLS:09.

The HSLS:09 focuses on answering the following questions:

• How do parents, teachers, counselors, and students construct choice sets for students, and how are these related to students' characteristics, attitudes, and behavior?
• How do students select among secondary school courses, postsecondary institutions, and possible careers?
• How do parents and students plan financing for postsecondary experiences? What sources inform these plans?
• What factors influence students' decisions about taking STEM courses and following through with STEM college majors? Why are some students underrepresented in STEM courses and college majors?
• How students' plans vary over the course of high school and how decisions in 9th grade impact students' high school trajectories. When students are followed up in the spring of 11th grade and later, their planning and decision-making in 9th grade may be linked to subsequent behavior.

This data collection also provides data for some arts-related topics, including the following: student participation in outside of schools arts activities; credit hours of arts classes taken; GPA from arts classes; and parent-led arts experiences.

For the public-use file, a total of 23,503 students responded from over 900 high schools both public and private.

The National Cultural Districts Exchange provides a portal for accessing information on cultural districts in the United States. Cultural districts are defined as well-recognized, labeled areas of a city in which a high concentration of cultural facilities and programs serve as the main anchor of attraction. They help strengthen local economies, create an enhanced sense of place, and deepen local cultural capacity. The Nation Cultural Districts Exchange website provides tools and resources to help guide the development and advancement of Cultural Districts. The portal is provided by Americans for the Arts.

The portal offers tools and resources for the following areas:

• Cultural Districts Basics
• Developing a Cultural District
• Advancing a Cultural District
• Profiles of Cultural Districts
• Cultural Districts Research
• Cultural Districts Issue Briefs

Of particular interest to those involved in the arts are the phone survey results from 42 cultural districts in the United States which can be found on the Cultural Districts Research link and the Cultural Districts Interactive Map which provides data on over 300 cultural districts in the United States.

The Public Art Archive (PAA) is a free, continually growing, online and mobile database of completed public artworks. Its purpose is to:

• Gather documentation about public artworks into one central repository.
• Support the standardization and adoption of best practices in cataloging public art.
• Unite records from public art organizations and artists into one comprehensive resource.
• Raise awareness about the value of public art and advocates for public artists.
• Help make it possible for stakeholders to advance the professionalism of public artists and practitioners in allied fields.

The Archive is free to contribute to and interact with from a desktop, tablet or mobile device. Managed by a team of curators, public art administrators, information specialists, web developers, graphic designers, and arts advocates, PAA is supported by a nonprofit arts service organization, WESTAF. Copyright holders retain their rights to any data and media that the Archive displays. WESTAF retains copyright over the compilation that is the Public Art Archive service. The Archive is built on a standardized and highly rigorous metadata structure and controlled taxonomies to describe artworks in a consistent manner. The main goal of this database is to provide accurate documentation. Integrated with Google Maps, PAA supports mapping features for virtual or on foot exploration. The database is searchable with filters that aid in research and education.

Save Outdoor Sculpture! (SOS!) is a program committed to the preservation and celebration of America's outdoor sculptures. SOS! works to generate appreciation, enthusiasm, and a sense of ownership for America's largest collection of art and to promote outdoor sculpture as an education resource.

Nationwide, nearly 7,000 volunteers collected information about the history and condition of their communities' public sculpture. Unfortunately, they discovered that much of America's outdoor sculpture is at risk. More than half of the 32,000 public sculptures documented by SOS! volunteers needed conservation or maintenance.

SOS! is taking steps to help communities save their treasures. SOS! works with partners of all kinds--community groups, students, teachers, state and local agencies, civic organizations, preservation agencies, and service clubs--to focus attention on the preservation of outdoor sculpture and to use these treasures as an educational resource.

To explore the sculptures and their details, data users can search the Save Outdoor Sculpture! database. Start by clicking on "Outdoor sculpture" in the "Art & Design" category.

The School Pulse Panel (SPP), sponsored by the National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), within the United States Department of Education, collects insightful data on U.S. public schools. Originally focusing on the 2021-22 school year to assess the impact of the COVID-19 pandemic on students and staff, the survey has since broadened its scope to address various evolving educational topics. Conducted by the U.S. Census Bureau, the SPP continues into the 2024-25 school year, surveying school principals monthly on key issues such as staffing, attendance, after-school programs, learning recovery, digital literacy, mental health, and more.

The September 2021 SPP survey asked about schools' offering performing arts activities (for example, band, choir, orchestra, or drama) and how these activities were affected by the COVID-19 pandemic.

For detailed information on the survey content and methodology, visit the NCES website.

With support from the Andrew W. Mellon Foundation, the goal of the Supporting Practice in the Arts, Research, and Curricula (SPARC) research project is to highlight the role of the arts in research universities and to support new modes of practice across the arts, research, curricula.

Using open-ended interviewee responses as the primary data source, combined with other sources of evidence and secondary research, the project explores the models, obstacles, implementation strategies, costs, and impact of arts-integrative practices on research, teaching, and promotion.

From 2012-2015, the Alliance for the Arts in Research Universities (a2ru) conducted a baseline data collection effort and study of 46 universities and including over 900 interviews. The goal was to discover the models, obstacles, implementation strategies, costs, and impact of arts integrative practices on research, teaching, and learning in higher education.

Following from the Phase I data collection, Phase II of SPARC Project (2015-2018) seeks to synthesize and disseminate the research findings.

The World Cities Culture Forum, established in 2012, is a leading global network of civic leaders from over 40 creative cities across six continents, representing a combined population of over 245 million. The forum fosters collaborations to place culture at the core of urban development, addressing 21st-century challenges such as climate change, affordable workspaces, cultural tourism, and diversity in public spaces. Through its Global Summit, partnerships, and programs like the Leadership Exchange Programme and Digital Dialogue Masterclasses, the forum promotes cultural integration in city planning. The World Cities Culture Report 2022 provides comprehensive open-source data on culture, including over 60 datasets from 40 cities.

• Contextual Data: Includes demographics such as characteristics of the overall and working-age populations (including percent who were foreign born) and of the geographical area, such as the percentage of national population living in the city and the percentage of the area devoted to parks and other public green spaces.
• Cultural Infrastructure: Provides counts (and rates) of various facilities and venues, including art galleries, artists' studios, rehearsal spaces, bars, bookshops, cinemas, community centers, concert halls, museums, nightclubs, libraries, video game arcades, and theatres.
• Participation and Tourism: Focuses on cultural participation metrics, such as cinema and theatre admissions, festival attendance, museum visits, average daily attendance at the top five art exhibits, and international tourist numbers.
• Creative Economy: Encompasses data on book publishing, creative industries employment, film festivals, restaurant ratings, and performances.
• Education: Includes statistics on public library book loans, higher education levels, international student enrollment, and specialist institutes in art and design education.

The source for each number is identified within the dataset. Data users can freely download selected datasets as .csv files.