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This study is the largest survey of community college trustees to date. It was conducted jointly by the Association of Community College Trustees (ACCT) and the Center for the Study of Community Colleges (CSCC).

This study provides data about the experiences of students at community colleges that participated in the Cooperative Institutional Research Program (CIRP) Freshman Survey between 1995 and 2007. Since 1966, the CIRP Freshman Survey has provided data on incoming college students' background characteristics, high school experiences, attitudes, behaviors, and expectations for college. The survey resides at the Higher Education Research Institute (HERI) at the University of California-Los Angeles. Information about the history and administration of the Freshman Survey can be found on the HERI website.

Community colleges in this study were identified using Carnegie Classifications. The data include responses from 95,646 students at 106 institutions. Additional Freshman Survey data are available as studies in the Cooperative Institutional Research Program (CIRP) Series.

The PACE Climate Survey for Community Colleges, managed by the Belk Center for Community College Leadership and Research at North Carolina State University, was designed to provide community college leaders with insight into their institution's culture and capacity to promote student success by surveying employees about how they perceive and experience their work. This data collection is a nationally representative sample of community college employees pooled from individual PACE Climate Surveys administered for community colleges across the United States. For additional information on the PACE Climate Survey, please visit the project website.

1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records;
2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies;
3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies;
4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place.

The Enhance Diversity Study (EDS) was part of the longitudinal evaluation of the training and mentoring interventions implemented by institutions receiving grants through the National Institutes of Health (NIH) initiative, BUilding Infrastructure Leading to Diversity (BUILD). Interventions, launched in 2015, were designed to understand effective approaches to mentoring, faculty development, student engagement, research capacity building, and infrastructure development at undergraduate institutions.

Study participants were faculty at one of the institutions with a BUILD program, with focus on those in departments broadly related to biomedical research. The cohort was initially created from those who completed the survey in academic year 2016-2017. As faculty participated in BUILD programs, they were added to the study if they had not been in the initial cohort. The sample was refreshed in 2020-2021 to include recently hired faculty. Once participants were enrolled in the study, they were surveyed annually each Spring through 2022.

Surveys focused on elements of academic career trajectories that are relevant to the BUILD interventions. Related to Hallmarks of Success, these reflected psychosocial predictors such as mentor competency and science identity; short and medium-term outcomes included mentoring, research engagement, publications, and pedagogy presentations; and longer-term outcomes such as participation in professional organizations and grant submissions/awards. In 2017 and 2020, EDS used the Faculty Survey administered by the Higher Education Research Institute at the University of California, Los Angeles (UCLA). For other time points, surveys were developed specifically for the study to include measures important for the evaluation.

In addition to surveys, the data available in this study include information about BUILD program participation by academic term. The BUILD programs were wide-reaching, including professional skill development (mentoring, pedagogy, and research), mentoring opportunities, and pilot and lab grant funding. These data can be used to determine whether survey respondents participated in any BUILD programs and the type and date of such participation.

Finally, summary demographics are provided. Using demographic information across surveys and from institution records, researchers created standardized indicators based on NIH classification of under-represented groups for faculty racial and ethnic, gender, and sexual minority identities.

The UNC TEACCH project aims to evaluate the effectiveness of the TEACCH School Transition to Employment and Postsecondary Education Program (T-STEP) intervention for young adults aged 16 to 21 with autism spectrum disorders (ASD) enrolled in community colleges. Over the course of three years, the study has several objectives:

1. Conduct a pilot study to refine the T-STEP intervention based on stakeholder feedback, ensuring its suitability and practicality in a community college setting.
2. Evaluate the efficacy of the T-STEP intervention in both in-person and online formats, with 45 young adults with ASD receiving the intervention and 45 in a waitlist control group.
3. Investigate the characteristics of individuals who benefit most from the program.
4. Describe employment and college outcomes three months after program completion.

Expected outcomes of the intervention include improvements in executive function/organization, social communication, emotion regulation, and self-advocacy/self-determination skills. The study also aims to identify which individuals benefit most from the T-STEP intervention and whether there is an increased rate of employment and/or college success at follow-up.

The anticipated deliverables include conference presentations, peer-reviewed publications, and an intervention manual that is both socially valid and evidence-based, facilitating its broad implementation across community college campuses.

In order to assist higher education institutions and their students during the pandemic, the federal government established the Higher Education Emergency Relief (HEER) fund, which directed over $75 billion to institutions of higher education - including nearly $25 billion to community colleges - over a three-year period. Researchers at the Community College Research Center (CCRC), the Public Policy Institute of California (PPIC), and Wheelhouse: The Center for Community College Leadership and Research at the University of California, Davis (Wheelhouse) partnered through the Accelerating Recovery in Community Colleges (ARCC) Network to understand how community colleges used HEER funds to support their students and institutions during the pandemic.

This data collection contains responses from a survey of 170 community colleges across six states: California, Michigan, New York, Ohio, Tennessee, and Texas. This institutional survey of pandemic relief spending and recovery strategies attempted to answer the following research questions:

1. • How did colleges use HEER student and institutional aid?
   • How did colleges target specific populations for HEER-funded student supports?
   • What do colleges' expenditure patterns reveal about how student and institutional needs changed over time?
   • How successful did colleges perceive HEER funds to be in meeting student and institutional needs during the pandemic?
   • What do colleges' concerns about the end of HEER funds reveal about how to prioritize future funding efforts?
   • In what ways did colleges' experiences with HEER funds vary based on institutional characteristics?

The resulting dataset provides insight into the specific pandemic recovery activities colleges implemented, colleges' perceptions of how successful funds were in addressing student and institutional needs during the pandemic, and what institutional needs were not met by aid.

The Higher Education Randomized Controlled Trial (THE-RCT) study aims to capitalize on existing data from postsecondary education RCTs to foster substantive and methodological scholarship and encourage teaching and learning opportunities. The cornerstone of THE-RCT is a restricted access file (RAF). The initial version contains individual-participant data from more than 25 of MDRC's higher education RCTs covering 50 institutions and over 50,000 students. The data were originally collected as part of different randomized controlled trial evaluations of a variety of higher education interventions. The data were collected for different student samples, at different times, and in different locations for each study.

The data were collected from four data sources: 1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records; 2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies; 3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies; 4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place.

The RAF contains student-level data, including baseline demographics (e.g., gender, race/ethnicity), outcomes (e.g., enrollment, credits earned, credentials), an indicator of experimental group (e.g., program or control group), and study variables (e.g., a variable that allows users to link to the RCT-level database).

This study surveyed chief academic and student affairs officers at colleges across the United States on success measures, services offered, resource challenges and constraints, and vision for future service provision. The questionnaire investigated the current structure and organization of services, challenges senior administrators face, and their anticipated changes to service provision in the future.

Through the Holistic Measures of Student Success (HMSS) project, funded by the Educational Credit Management Corporation (ECMC) Foundation as part of their Basic Needs Initiative cohort, the researchers unpacked and explored how student success has traditionally been defined and measured within the community college sector and what new metrics and data collection processes can be developed to more holistically reflect the community college student experience. Therefore, this project aimed to (1) establish a shared understanding of current institutional practices in defining student success, and (2) measure the sector's openness to new approaches, especially those focused on students' basic needs.

To shed light on the challenges and opportunities associated with the collection and prioritization of a broader set of student success metrics, especially those focused on a more holistic set of student experiences and challenges like food and housing security, the research team surveyed community college provosts across the United States in fall 2020. The survey examined national provost perspectives on college priorities and influencing factors, traditional data collection practices, emerging data collection processes on student basic needs, and the role of data disaggregation for advancing equity.

The Community College Libraries and Academic Support for Student Success (CCLASSS) student survey is part of a multi-phase project which has been funded by a grant from the Institute of Museum and Library Services (IMLS) [RE-96-17-0113-17]. Seven community colleges participated in their own customized instance of the CCLASSS student survey. The questionnaire covers topics in several key areas including students' personal and professional goals and objectives, as well as unique challenges students face in achieving these goals.

A series of service concepts was tested to determine how valuable a variety of services might be for students. These service concepts include: the aid of a social worker; the ability to borrow and access various technologies; child care services; civic engagement opportunities; workshops on digital privacy issues; access to a single point of contact for navigating college services broadly; access to a personal librarian; and opportunities to display and share coursework. All respondents randomly received four out of eight of the service concepts. Demographic variables in this study include age, race, and gender.

The Community College Civic Outcomes Survey, Spring 2016 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2016, two surveys were digitally administered at 13 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,693 surveys from those collected.

The Civic Outcomes Survey (COS) was 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.

The Community College Civic Outcomes Survey, Spring 2017 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2017, two surveys were digitally administered at 8 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,168 surveys from those collected.

The Civic Outcomes Survey (COS) was 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.

The Community College Civic Outcomes Survey, Spring 2015 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2015, two surveys were digitally administered at nine community colleges. These nine colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. From a total of 98,838 recipients, 4,788 usable surveys were returned, for an aggregate five percent response rate (response rates varied from two to 13% among the nine colleges). This data includes a sample of 3,897 from those surveys collected.

The Civic Outcomes Survey (COS) was 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.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topic of School Enrollment in the United States, which was administered as a supplement to the October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October supplemental survey queried respondents on school enrollment for all persons in the household aged three and over. Information was collected on current grade at public or private school, whether attending college full- or part-time at a two-or four-year institution, year last attended a regular school, year graduated from high school, grade retention, library use, library accessibility, and resources for people with disabilities. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2009 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October 2009 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained.

Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the October 2007 CPS. The supplement questions were jointly sponsored by the Census Bureau, the National Center for Education Statistics, and the National Telecommunications and Information Administration.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October 2007 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained.

Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topic of School Enrollment in the United States, which was administered as a supplement to the 2008 October CPS. The Census Bureau and the National Center for Education Statistics also jointly sponsored the supplemental questions for October.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October 2008 supplemental survey queried respondents on school enrollment for all persons in the household aged three and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2010 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October 2010 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained.

Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topic of School Enrollment in the United States, which was administered as a supplement to the 2006 October CPS. The Census Bureau and the National Center for Education Statistics also jointly sponsor the supplemental questions for October.

The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self- employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.

The October supplemental survey queried respondents on school enrollment for all persons in the household aged three and over. Information was collected on current grade at public or private school, whether attending college full- or part-time at a two-or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.