Search results

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 Army Map Service was a cartographic agency that focused on the compilation, publication, and distribution of military topographic maps. This collection contains georeferenced historical maps of India and Pakistan collected from 1955-1963 from the U502 series.

The maps are provided as TIFF files that include spatial references that can be read by GIS software. These maps are organized by segments which are then divided into square tiles. The corners of each of these tiles contain an anchor point with corresponding coordinates alongside additional anchor points like a: coastal region, legend, glossary, scale, and a location diagram.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in elementary and secondary schools in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. For more information, please read An Introduction to NAEP.

There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year-olds are assessed in the fall, 9-year-olds in the winter, and 17-year-olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s.

For example, the 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials.

Most recently, in 2016, a total of 8,800 eighth-graders in the nation's public and private schools responded to and critiqued existing works of music and visual art and created their own original artwork. NCES collected and analyzed the data and released the 2016 report highlighting key findings. Average music and visual arts responding scores are reported separately on a scale of 0 to 300 points. Average creating scores for visual arts are reported on a scale of 0 to 100 percent. Results are also reported by student groups, school type, and region, as well as in comparison to the 2008 assessment.

In addition, NAEP has a number of special studies that are conducted periodically. These include research and development efforts such as the High School Transcript Study and the National Indian Education Study. More information on these special studies is available on the NAEP Web site.

The National Wellbeing Survey (NWS) is an annual population-based cross-sectional survey of adults aged 18 to 64 in the United States first collected in 2021. The 2023 NWS was administered online from June 23 to September 14,2023. The 2023 sample includes 7,105 respondents. The sample frame included non-institutionalized adults in the United States who ranged in age from 18 to 64 years old and who were able to read English. NWS sample participants were recruited online through Qualtrics Panels. The sample design included an oversample of rural residents; 26% of respondents (N=1,862) reside in a non-metropolitan county. Survey topics include psychosocial wellbeing, social relationships and support, participation in social activities, physical health, mental health, health behaviors, health care use, employment quality and experiences, COVID-19 experiences, socioeconomic measures, political orientation, and demographic measures. The restricted use version of the data includes geographic identifiers for states (N=51) and counties (N=1,746).

ZIP Codes are administrative codes generated by the United States Postal Service (USPS) that refer to the geographic area covered by a specific set of mail delivery routes. The U.S. Census Bureau calculates and distributes aggregated social, economic, and demographic information for the population associated with "ZIP Code Tabulation Areas" (ZCTAs), which are roughly analogous to ZIP Codes and serve as identifiers for specific neighborhoods and communities. These aggregated census data, however, are unable to account for changes in ZIP Code boundaries that occur between decennial censuses, leading to measurement error and missing data problems for scholars who attempt to use the aggregated ZCTA data. The purpose of this crosswalk file is to allow researchers to overcome this limitation, enabling them to appropriately link spatial reference information (ZIP Codes) with characteristics of the populations to which they refer.

Most ZIP Codes do not change boundaries in a decade, but a large enough percentage do as to create a problem with missing or mis-specified data. Boundary changes typically involve one or more of the following three processes, although a small number of cases do not conform to these typologies: (1) two or more existing ZIP Codes are combined to create a single surviving ZIP Code, (2) an existing ZIP Code is divided into multiple resulting ZIP Codes, and (3) boundaries between two or more existing ZIP Codes are altered.

Each of these types of changes alters the geographic area that a ZIP Code refers to, and as such, the spatial unit identified by the ZIP Code includes a different population, with a different array of characteristics. By linking the spatial units associated with ZIP Codes as these boundary changes are enacted, the research team can both prevent the loss of observations due to missing data, and more accurately measure social, demographic, and economic characteristics associated with each ZIP Code.

This data set identifies changes in ZIP Code boundaries between 1990 and 2020, and provides numeric codes that cluster the ZIP Codes into the smallest geographic unit, or group of ZIP Codes, that are consistent across a decade: 1990 - 2000, 2000 - 2010, and 2010 - 2020. This "crosswalk" covers the contiguous United States, Alaska, Hawaii, and the District of Columbia. Since much administrative data is available with ZIP Code as the smallest identifiable geography, ZIP Codes are often used to embed observations from administrative data (patients, businesses, survey respondents, etc.) within their social, demographic, and economic contexts. However, ZIP Code boundaries change over time, resulting in measurement error (matching observations to the wrong contextual unit) or missing data (due to an observation reporting a ZIP Code that did not exist at the beginning of the observational period). These data were collected, and the crosswalk created, in an attempt to resolve these data quality issues.