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The 2021 Profile of Youth Arts Incubators and Workforce Initiatives dataset is a specialized repository developed as part of the 2021 Profile of Arts Incubators initiative, led by the Arts Incubation Research (AIR) Lab at the University of Texas at San Antonio (UTSA). This dataset spans more than 70 youth-focused arts incubators and organizations across the United States, cataloguing their diverse approaches to connecting young people with opportunities in arts, technology, entrepreneurship, and workforce development. The repository is designed to support research, collaboration, and strategic planning for stakeholders in youth development, education, and community engagement.

The Profile of Youth Arts Incubators and Workforce Initiatives dataset builds on the work of the previously released Profile of Arts Incubators, United States, 2021 (ICPSR 38682). Both Profile of Arts Incubators studies are designed to empower research, policy, and practice in arts-based development and creative entrepreneurship.

The National Research Mentoring Network (NRMN), an initiative supported by the National Institutes of Health (NIH) Common Fund, was established to support the career development of individuals from diverse backgrounds in biomedical research, with a focus on mentorship and professional development. In its first phase (2014-2019), the NRMN built a network of mentors and mentees from a variety of disciplines, with over 10,000 individuals including more than 7,000 mentors and mentees engaged in research mentorship training or grantsmanship coaching. Phase II (launched in 2019) built on this foundation and focused on investigating longer-term outcomes and studying mentorship interventions. This phase reimagined the NRMN as a consortium consisting of one coordination center (the NRMN Coordination Center), a resource center (the NRMN Resource Center) and 11 independent research studies that focused on mentorship, career development, and professional networking. These studies shared a common goal of exploring how specific mentorship practices influence career outcomes for diverse groups in biomedical research.

The multi-study common measures dataset of NRMN contains data collected using common measures across 10 of the 11 independent research studies conducted under NRMN Phase II (2019-2024). Each study implemented mentorship and career development interventions specific to individuals from diverse backgrounds, career stages, and fields in biomedical research. While study designs and populations varied, all agreed to collect data using a set of community-identified common measures. The common measures dataset was compiled using codebooks and documentation provided by study teams. Where full survey instruments were unavailable, variables were mapped from available materials and cross-checked for consistency. This dataset supports research on mentorship, professional development, and career outcomes in biomedical research.

This dataset contains annual measures of training and vocational schools in the United States from 1990 through 2022. The data include counts, per capita densities, area densities, and employment figures for twelve categories of training and vocational establishments: business and secretarial schools, data processing schools, general educational services, beauty schools and barber colleges, vocational schools, dance schools, instruction schools and camps, arts and crafts schools, music and drama schools, vehicle driving schools, reading and speaking schools, and personal development schools.

The unit of analysis is either the Census Tract or ZIP Code Tabulation Area (ZCTA), with separate files standardized to 2010 Census Tract boundaries, 2020 Census Tract boundaries, 2010 ZCTA boundaries, and 2020 ZCTA boundaries. Each file covers all census tracts or ZCTAs in the fifty United States, including Alaska, Hawaii, and US island territories.

Business establishment data were drawn from the National Establishment Time Series (NETS) database, which was cleaned and geocoded to Census Bureau TIGER/Line shapefiles. Population denominators came from the American Community Survey and Decennial Census. The data cleaning protocol addressed known NETS limitations by re-geocoding addresses, standardizing SIC codes across time, collapsing duplicate records, and removing businesses located at residential addresses using Zillow's ZTRAX data.

Key variables include count (e.g., count_businesscho), per capita density per 1000 population (e.g., den_datascho), area density per square mile (e.g., aden_vocationscho), and total employment (e.g., emps_beautyscho) for each establishment category. The Census Tract 2020 dataset includes both tract_fips20 and tract_fips22 variables to accommodate Connecticut's 2022 county boundary changes.

The Pathways for Advancing Careers and Education (PACE) study was designed to produce rigorous evidence for policymakers, practitioners, and researchers about the effectiveness of nine career pathways approaches that sought to increase credentials, employment, and self-sufficiency among low-income, low-skilled Americans. Funded by the U.S. Department of Health and Human Services' Administration for Children and Families, Office of Planning, Research, and Evaluation, PACE included nine program-specific evaluation reports. The study was led by Abt Associates, in partnership with MEF Associates, The Urban Institute, and the University of Michigan.

Each program-specific evaluation included an implementation study that examined the design and operation of the program and enrolled students' participation patterns, and an impact study that used an experimental design to measure differences in educational and employment outcomes between individuals randomly assigned to a group that could receive services from the PACE program (treatment group) and a group that could not but could participate in other services in the community (control group). Program impacts were measured 18 to 24 months following random assignment, depending on the program. Follow-up impact reports will cover three and six years after random assignment.

The collection includes the following 15 data files:

• Analysis Data File (9,242 cases; 152 variables)
• Basic Information Form Data File (9,242 cases; 79 variables)
• Case Manager/Advisor Data File (108 cases; 223 variables)
• Instructional Staff Data File (135 cases; 510 variables)
• Manager/Supervisor Data File (41 cases; 202 variables)
• First Follow-up Data File (7,139 cases; 1,432 variables)
• Self-Administered Questionnaire Data File (9,242 cases; 96 variables)
• 3 Year Updated Analysis Data File (9,242 cases; 1,676 variables)
• Augmented Credentials Data File (5,862 cases; 29 variables)
• Augmented Job Spells Data File (13,540 cases; 31 variables)
• Augmented School Spells Data File (7,013 cases; 29 variables)
• Job Conditions Data File (5,702 cases; 28 variables)
• Person Level Data File (6,772 cases; 290 variables)
• 6 Year Follow-up Survey Data File (3,279 cases; 322 variables)
• 6 Year Updated Analysis Data File (3,279 cases; 177 variables)

The Artists Training and Career Project, conducted by the Research Center for Arts and Culture (RCAC), studied the training and career choices and patterns of actors, craftspeople, and painters through national surveys of a sampling of artists in each discipline. Topics include training and preparation for painting and craft careers, acceptance in the marketplace, critical evaluation, public response, involvement in professional organizations, and career satisfaction. As a complement to the surveys, RCAC also conducted personal narrative interviews with artists and related experts. The survey of craftspeople was conducted in 1990 and included 1,257 respondents. The survey of painters was conducted in 1991 and included 889 respondents. As well, the survey of actors was conducted in 1992. Funding for the study was provided by the Andrew W. Mellon Foundation and the New York Foundation for the Arts (NYFA).

Also archived at ICPSR and available for research purposes are 1381 ACTORS' EQUITY surveys (AEA) and 528 non-EQUITY (non-AEA) (total 1909). These surveys are in hard copy, and there may be costs associated with access to these materials. Please contact [email protected] if you are interested in using the data.

Digital data for The Artists Training and Career Project: Actor were not provided for the NADAC or CPANDA version of this data collection.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This Eurobarometer is part of wave 75.1 and covers the special topic of women in the EU. Questions in this survey pertain to gender equality and work, including gender pay gap and paternal leave. Other questions addressed women's representation in politics and violence against women.

Demographic and other background information collected includes age, gender, nationality, marital status and parental relations, left-right political self-placement, occupation, age when stopped full-time education, household composition, ownership of a fixed or a mobile telephone and other durable goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

In 2000, the Kentucky General Assembly passed historic early childhood legislation (Kentucky's KIDS [Kentucky Invests in Developing Success] NOW Initiative) of which a component included the development of a seamless professional development system. The professional development system includes core content, articulation, credentials, scholarships and a training framework. This comprehensive professional development system, along with other initiative components in assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, have moved the field of early childhood care and education forward in the state and improved child and family outcomes.

This study was designed to build on the KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

1. Individual teacher characteristics, including learning readiness, education (level and type), training experience, attitudes towards training, personality (conscientiousness, self-efficacy), job satisfaction (perceptions of support)
2. Characteristics of the program administrator, including administrator education and administrator support of professional development
3. Characteristics of the teacher's work setting, including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

The impact of these three predictors was measured on two major outcomes: (a) professional development outcomes, as measured by job status, learning and transfer of learning, and (b) organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research questions guiding this research were focused on determining the degree to which (1) a unified professional development framework initiated at the state level results in positive child outcomes, and (2) the educational level of early care and education providers enhances the quality of classroom environments. Specifically:

• What components of a professional development framework are more effective in encouraging and supporting individuals to remain in early care and education settings?
• What components of a professional development framework are more effective in supporting early care and education professionals in enhancing classroom quality and child outcomes?
• Are there specific factors that impact early care and education professionals' ability to participate in professional development activities at various levels?
• Does the level and intensity of professional development experiences impact classroom quality and child outcomes?
• What personnel factors have the highest impact on quality classroom environments and child outcomes?
• What is the interaction between the personnel, professional development, and program variables on classroom quality and child outcomes?