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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 AP Science Impact Study, which is funded by the National Science Foundation, seeks to understand the impact of Advanced Placement Biology and Chemistry classes on the high school students who take them. It examines the effects of the updated inquiry-based curriculum on students' confidence in scientific inquiry skills and their post-high school plans, including college type, selectivity, and major. This study has policy implications for science curriculum and the next generation STEM workforce. For more information, see https://evans.uw.edu/ap-science-impact-study

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This project utilized data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al.

Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students.

The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

The purpose of this was to leverage an existing randomized controlled trial of The Second Step anti-bullying program, which was implemented when the sample of students was in middle school, by measuring related aggressive behaviors (e.g. bullying, cyberbullying, sexual violence) during the high school years. The objectives of this study were to determine treatment effects of the Second Step middle school program on reductions in youth aggression (including bullying), sexual violence, substance use, and teen dating violence when in high school, as well as to assess middle school belonging as a mediator of these treatment effects on targeted problem behaviors in high school.

Demographic variables included as part of this collection are students' age, gender, race, and household characteristics. The collection contains 3 SPSS data files:

• analysis4_de-identified_2.sav (n=2143; 304 variables)

• RCT-WAVE-1-4-ITEMS_RECODED_de-identified_2.sav (n=4718; 741 variables)

• RCT---WAVE-5-7-ITEMS_RECODED_de-identified_2.sav (n=3064; 887 variables)

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

For the first year of the program, GMS awarded 4,053 scholarships to freshman, continuing undergraduate students, and graduate students. Baseline, first follow-up, second follow-up, and longitudinal survey data have been collected from both recipients and non-recipients. Freshmen constitute one respondent type and continuing undergraduate and graduate students comprise a second respondent type.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts are composed of both recipients and non-recipients. Non-recipients are defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline, first follow-up, second follow-up survey, and longitudinal survey data have been collected from both recipients and non-recipients.

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education.

In order to see how GMS has impacted students and to know how to better prepare minority students for college, the Bill and Melinda Gates Foundation has commissioned a survey of recipients. Cohorts were composed of both recipients and non-recipients. Non-recipients were defined as individuals who were asked to go on to the scholar confirmation/verification phase, but did not become a scholar for one or more reasons.

Baseline survey data has been collected from both recipients and non-recipients of Cohort 9.

Research on the correlates and consequences of state high school exit examinations (HSEEs) requires annual state-level data. This dataset contains information on every year in which a state mandated HSEEs as part of their general graduation requirements. Archival data on each states' HSEE policy was collected in order to (1) test hypotheses about the factors that have lead to the diffusion of state HSEEs over time and across states, and (2) test hypotheses about the impact of state HSEEs on student academic achievement and high school graduation rates. These variables were derived from a variety of primary source materials, including public records, legal archival resources, newspaper reports, and communications with officials in state education agencies. In order to make these materials available to future users, a separate linked data file was created that (1) provides a full bibliographic reference for each piece of source material, (2) gives the three-digit unique identifier that is associated with it, and (3) provides the name of the file that houses the actual document. The data describe not only which graduating classes in which states faced these requirements, but also the level of difficulty of the HSEEs. The data cover graduating classes between the years 1977 and 2007. For data on more recent graduating classes, please see the annual reports on HSEEs issued by the Center on Education Policy.

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.

School safety research rarely considers the school security climate as a product of the simultaneous implementation of several school safety interventions. This is potentially problematic, as schools seldom employ only one safety intervention. Rather, schools today employ several interventions simultaneously to meet their safety and security needs. The purpose of this study is to investigate and identify effective types of school security climates and examine student growth within these climates. This multi-year project attempts to meet two goals: 1) Identify effective types of school security climates; and 2) Determine how the school security climate affects individual students. Data were collected from approximately 600 students attending 10 schools over the course of three years. Measures included an adapted version of the School Survey on Crime and Safety (SSOCS) and the Maryland Safe and Supportive Schools Survey (MDS3). The survey also included questions to obtain respondent demographics (age, gender, race/ethnicity) and other descriptive information about students and their experiences.

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well.

The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994.

Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school.

In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey.

There were no surveys conducted in 2012 or 2013. Beginning in 2014 the LSAY was funded by the National Institute on Aging for five years. This data release adds the 2017 data to the previous data release that included data through 2016.

The public release data files include information collected from the national probability sample students, their parents, and the science and mathematics teachers in the students' schools. The data covers the initial seven years, beginning in the fall of 1987, as well as the data collected in the 2007, 2008, 2009, 2010, 2011, 2014, 2015, 2016, and 2017 questionnaires.

Part 1: LSAY Merged Cohort (Base File) contains student and parent data from both cohorts of the LSAY from 1987-1994 and student follow-up data from 2007-2011 and 2014-2017. Additionally, Parts 2 - 5 contain information gathered from two teacher background questionnaires and two principal questionnaires from 1987-1994.

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).