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The Community Indicators project is a research-based initiative that is part of the Knight Foundation's ongoing effort to learn more about the 26 communities it serves through its grant-making. To document changes in the quality of life in its communities, the foundation tracks a few key indicators over time. The project focuses on aspects of community life related to the six grant-making areas that are the priority of the Knight Community Partners Program. The Knight Community Partners Program prefers to make grants in the following six priority areas: education; the well-being of children and families; housing and community development; economic development; civic engagement and positive human relations; and the vitality of cultural life. The foundation expected to update both the community surveys and the community profiles approximately every three years.

Local area surveys were conducted in each of the 26 communities in both 1999 and 2002. In 2002, a number of the local area surveys were supplemented with regional surveys or surveys of a neighboring city. The 26 local areas surveyed in 1999 were: Milledgeville, GA; Long Beach, CA; Gary, IN; Boca Raton (Palm Beach County), FL; Boulder, CO; Philadelphia, PA; Akron, OH; Macon, GA; Columbus, GA; Aberdeen, SD; Grand Forks, ND; Wichita, KS; Charlotte, NC; Columbia, SC; Myrtle Beach, SC; Tallahassee, FL; Duluth, MN; St. Paul, MN; State College, PA; Fort Wayne, IN; Biloxi, MS; Detroit, MI; Lexington, KY; San Jose, CA; Bradenton, FL; Miami, FL. For 2002, the 11 regional and neighboring city areas also surveyed were: Charlotte, NC - Regional; Columbus, SC - Second City; Detroit, MI - Regional; Duluth, MN - Second City; Gary, IN - Regional; Grand Forks, SD - Second City; Lexington, KY - Regional; Philadelphia, PA - Regional; Philadelphia, PA - Second City, and Miami - Dade, FL and Miami - Broward, FL in place of Miami, FL. National surveys were also conducted in order to provide comparative benchmark measures. The surveys measured citizens' civic engagement and attitudes concerning seven topic areas: education, arts and culture, children and social welfare, community development, homelessness, literacy, and citizenship. Questions relating specifically to arts and culture include frequency of attendance at arts events or museums and satisfaction with arts and cultural opportunities.

The study was conducted by Princeton Survey Research Associates and funded by the Knight Foundation. In 1999, 17,417 telephone interviews were conducted from February 10 through December 1. In 2002, 21,722 telephone interviews were conducted from January 2 through October 3.

The Consumer Expenditure Surveys (CE) program provides data on expenditures, income, and demographic characteristics of consumers in the United States. Expenditure categories include various arts-related spending categories on admissions for activities such as plays, theater, opera, concerts, as well as movies, parks, and museums. Additionally, spending on reading materials like newspapers, magazines, books, and digital book readers is covered. The survey also captures expenditure data on other arts-related items such as musical instruments, photographic equipment, audio-visual equipment, and items related to toys, games, arts, and crafts.

CE data are primarily used to revise the relative importance of goods and services in the market basket of the Consumer Price Index. The CE is the only Federal household survey to provide information on the complete range of consumers' expenditures and incomes. CE data are collected by the Census Bureau for BLS in two surveys: the Interview Survey for major and/or recurring items and the Diary Survey for more minor or frequently purchased items. Here is an overview of the CE program and its methods.

The CE program provides these data in tables, LABSTAT database, news releases, reports, and public use microdata files, including household arts spending, by demographic characteristics.

The Consumer Expenditure Survey (CE) program consists of two surveys: the quarterly Interview survey and the annual Diary survey. Combined, these two surveys provide information on the buying habits of American consumers, including data on their expenditures, income, and consumer unit (families and single consumers) characteristics. The survey data are collected for the U.S. Bureau of Labor Statistics (BLS) by the U.S. Census Bureau. The CE collects all on all spending components including food, housing, apparel and services, transportation, entertainment, and out-of-pocket health care costs.

The CE tables are an easy-to-use tool for obtaining arts-related spending estimates. They feature several arts-related spending categories, including the following items:

Spending on Admissions

• Plays, theater, opera, and concerts
• Movies, parks, and museums

Spending on Reading

• Newspapers and magazines
• Books
• Digital book readers

Spending on Other Arts-Related Items

• Musical instruments
• Photographic equipment
• Audio-visual equipment
• Toys, games, arts and crafts

The CE is important because it is the only Federal survey to provide information on the complete range of consumers' expenditures and incomes, as well as the characteristics of those consumers. It is used by economic policymakers examining the impact of policy changes on economic groups, by the Census Bureau as the source of thresholds for the Supplemental Poverty Measure, by businesses and academic researchers studying consumers' spending habits and trends, by other Federal agencies, and, perhaps most importantly, to regularly revise the Consumer Price Index market basket of goods and services and their relative importance.

The most recent data tables are for 2024 and include: 1) Detailed tables with the most granular level of expenditure data available, along with variances and percent reporting for each expenditure item, for all consumer units (listed as "Other" in the Download menu); and 2) Tables with calendar year aggregate shares by demographic characteristics that provide annual aggregate expenditures and shares across demographic groups (listed as "Excel" in the Download menu).

Also, see Featured CE Tables and Economic News Releases sections on the CE home page for current data tables and news release. The 1980 through 2024 CE public-use microdata, including Interview Survey data, Diary Survey data, and paradata (information about the data collection process), are available on the CE website.

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.

The Health and Retirement Study (HRS) has been a leading source for information on the health and economic well-being of adults over age 50 in the United States for over 20 years. As the world changes, the HRS follows the impact of these changes on the older population.

In 2014, HRS conducted an experimental module on culture and arts to supplement its survey. This module, Module 9, asks respondents about the types of arts activities they participate in. The survey data includes information about whether in the past year, the respondent went to cultural events such as to a movie, an art museum, gallery, crafts fair, or live performance. There are follow-up variables on the frequency respondents attended these events and with whom they attend. The module also includes data on reading habits. Additionally, respondents were asked if they did the following activities:

• Paint, sculpt, make pottery, or do ceramics
• Sing or play a musical instrument
• Act in theatre or film
• Dance, including social dancing
• Write stories, poetry, or plays
• Weave, crochet, quilt, do needlepoint, knitting, sewing, or make jewelry
• Do leatherwork, metalwork, or woodwork
• Do photography, graphic design, or filmmaking?

The last portion of the module includes data on respondents' appreciation of the arts.

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.

Monitoring the Future is an ongoing study of the behaviors, attitudes, and values of American secondary school students, college students, and young adults. Each year, a total of approximately 50,000 8th-, 10th-, and 12th-grade students are surveyed (12th graders since 1975 and 8th and 10th graders since 1991). In addition, annual follow-up questionnaires are mailed to a sample of each graduating class for a number of years after their initial participation.

Each year, large, distinct, nationally representative samples of 8th-, 10th-, and 12th-grade students in the United States are asked to respond to drug use and demographic questions, as well as to additional questions on a variety of subjects, including attitudes toward religion, parental influences, changing gender roles, educational aspirations, self-esteem, exposure to sex and drug education, and violence and crime - both in and out of school. In each grade, students are randomly assigned to complete questionnaires with a subset of topical questions in addition to a set of core questions on demographics and drug use. Each form of the questionnaire generates a corresponding data file.

Arts and culture-related data from the Monitoring the Future series includes the following topics:

• Participation in school activities, such as music or other performing arts, sports teams, and school newspaper or yearbook clubs
• Participation in leisure activities and hobbies, such as arts and crafts, reading, watching TV, creative writing, and sports
• Cultural event attendance, such as music concerts, rock concerts, and movies

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey administered as a supplement to the July 2012 basic CPS questionnaire. The supplement, on the topic of public participation in the arts in the United States, was sponsored by the National Endowment for the Arts.

The CPS, administered monthly, collects labor force data about the civilian noninstitutional population aged 15 years old or older living in the United States. Moreover, the CPS provides current estimates of the economic status and activities of this population which includes 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 basic CPS data are provided on labor force activity for the week prior to the survey. In addition, CPS provides respondents' demographic characteristics such as age, sex, race, marital status, educational attainment, family relationship, occupation, and industry.

In addition to the basic CPS questions, interviewers asked supplementary questions on public participation in the arts of two randomly selected household members aged 18 or older from about one-half of the sampled CPS households. Interviews were conducted during the period of July 15-21, 2012. The supplement contained questions about the sampled member's participation in various artistic activities from July 1, 2011 through July 1, 2012. If the selected person had a spouse or partner, then the respondent answered questions on behalf of their spouse/partner. Therefore, the spouse/partner responses are proxies. If a respondent was answering for themselves and on behalf of their spouse or partner, the respondent and spouse/partner questions followed the same path through the instrument. Spouse/partner questions were asked on core participation (Core 1 or Core 2), leisure activities (Module D), and the first four questions of Module A. The total sample size of the 2012 SPPA was 35,735 American adults, ages 18 and over.

The 2012 SPPA included two core components: a questionnaire used in previous years to ask about arts attendance; and a new, experimental module on arts attendance. In addition, the survey included five modules designed to capture other types of arts participation as well as participation in other leisure activities. Respondents were randomly assigned to either of the survey's core questionnaires, and then were randomly assigned to two of the remaining five SPPA modules. Questions were asked about the type of artistic activity, the frequency of participation, training and exposure, musical and artistic preferences, school-age socialization, and computer and device usage related to artistic information. The topics were separated into the five modules (each module was administered to only a portion of the sampled cases):

• Module A: Other Attendance and Music Preferences (reading, film, or sporting event attendance; other live performances; and music listening preferences)
• Module B: Accessing Art through Media (using media for participation in artistic events and frequency of participation in past year)
• Module C: Creating Arts through Media (participation in certain types of other leisure or artistic activities, public artistic performances, and using media to share activities in past year)
• Module D: Creating, Performing, and Other Activities (sport activities, other art activities, and musical performance activities in past year)
• Module E: Arts Learning (art related lessons or classes, respondent age during lessons/classes, location of lessons/classes, respondents' parents' education, and the participation of the respondents' school age children)