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Cooperative Institutional Research Program (CIRP) Freshman Survey, Community Colleges, United States, 1995-2007 (ICPSR 39778)
Released/updated on: 2026-06-08
Geographic coverage: Puerto Rico, United States, Virgin Islands of the United States, American Samoa
Time period: 1995-01-01--2007-01-01
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.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1967 (ICPSR 2397)
Released/updated on: 2001-10-31
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration containing some 200 items covering information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, financing college, and a variety of demographic questions such as sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1967 survey included average grade in secondary school, how many colleges they had applied to for admission, accomplishments during their high school years, highest academic degree they intended to obtain, concerns about financing their education, if they were a twin, source of financing for the first year of school, dating patterns, number of close friends, which academic and athletic activities they performed competently, and what they hoped to accomplish in college. Respondents were also asked to list their probable career occupation, first, second, and least appealing major field of study, and activities they engaged in during their previous year in school. Also elicited were respondents' opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1968 (ICPSR 2398)
Released/updated on: 2002-08-29
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, students complete a questionnaire during freshman orientation or registration containing some 200 items covering information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, financing college, and a variety of demographic questions such as sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1968 survey included average grade in secondary school, how many colleges they had applied to for admission, accomplishments during their high school years, highest academic degree they intended to obtain, concerns about financing their education, if they were a twin, source of financing for the first year of school, academic standards and individual ranking at their high schools, size of locality in which they lived when growing up, and what they hoped to accomplish in college. Respondents were also asked to list their probable career occupation, first, second, and least appealing major field of study, and activities they engaged in during their previous year in school. Also elicited were respondents' opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1969 (ICPSR 2399)
Released/updated on: 2002-07-18
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1969 survey included how the students ranked academically in high school, what type of high school they graduated from, where they lived, and how many siblings they had. Respondents were also asked to list their probable career choice, first, second, and least appealing choice of major field of study, and activities they engaged in during their previous year in school. Also elicited were respondents' opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1972 (ICPSR 2402)
Released/updated on: 2002-10-11
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1972 survey included students' activities during high school, students' activities during the past year, and students' and parents' ethnicity.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1973 (ICPSR 2403)
Released/updated on: 2002-08-13
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1973 survey included student status (full- or part-time), factors influencing students' decision to attend a particular college, and general information about the students' parents. Respondents were also asked to list their probable career choice, first, second, and least appealing choice of major field of study, and activities they engaged in during their previous year in school. Also elicited were respondents' opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1974 (ICPSR 2404)
Released/updated on: 2002-08-13
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1974 survey included students' average grades, year of graduation, place of residence during school year, total expenses, and total income during the previous year. Respondents were also asked to indicate, based on a list of traits, how they compared with average students their own age. Other questions involved students' long-term choice of occupations, their opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1975 (ICPSR 2409)
Released/updated on: 2002-08-13
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1975 survey focused on students' financial aid and other educational expenses, choice of college, and political views. Respondents were also asked to indicate their probable career occupation, their opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1976 (ICPSR 2410)
Released/updated on: 2002-08-13
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1976 survey included how well the students felt that their high school prepared them in different academic areas, their choice of a particular college, number of children the students expected to have, factors influencing their decision to attend college, and general information about their parents. Respondents were also asked to list their probable career choice, their assessments of achieving certain goals during their college years, and their predictions about what opportunities they might have in the future.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1977 (ICPSR 2411)
Released/updated on: 2002-08-13
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1977 survey included information about students' financial aid and other educational expenses, choice of college, and political views. Respondents were also asked to list their probable career choice, their opinions on the importance of various individuals and events in their decision to enroll in college, assessments of achieving certain goals during their college years, and general attitudes about faculty and other students.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1978 (ICPSR 2412)
Released/updated on: 2002-08-16
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1978 survey included how well the students felt that their high school had prepared them in different academic areas, information regarding the Basic Educational Opportunity Grant (BEOG) and Guaranteed Student Loan (GSL) financial programs, and whether students considered themselves to be born-again Christians. Respondents were also asked to list their probable career and their assessments of achieving certain goals during their college years, as well as their predictions about what opportunities they might have in the future.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1979 (ICPSR 2413)
Released/updated on: 2002-11-08
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1979 survey included type of high school, total of expenses the students expected to receive from different sources, questions regarding the Basic Educational Opportunity Grant (BEOG) and Guaranteed Student Loan (GSL), students' life patterns, and the best estimate of students' parents' income during the past year.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1980 (ICPSR 2414)
Released/updated on: 2002-10-11
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1980 survey included information regarding the BEOG (Basic Educational Opportunity Grant) and GSL (Guaranteed Student Loan) financial aid programs, students' number of brothers and sisters, whether students considered themselves born-again Christians, and whether students considered themselves physically handicapped.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1981 (ICPSR 2415)
Released/updated on: 2002-11-01
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1981 survey included students' needs for remedial work or special tutoring in various areas, activities during the past year, and parental status.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1982 (ICPSR 2416)
Released/updated on: 2002-11-22
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1982 survey pertained to PELL Grants and Guaranteed Student Loans (GSL), parents' status (full-time, part-time, lived stogether), whether students lived with their parents for more than two weeks of the year, whether students were listed as dependents on their parents' tax returns, and whether students received assistance worth $600 or more.
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Cooperative Institutional Research Program (CIRP) [United States]: Freshman Survey, 1985 (ICPSR 2419)
Released/updated on: 2003-02-28
Geographic coverage: United States
The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1985 survey pertained to students' self-ratings of their academic ability, artistic ability, physical health, self-confidence, and writing ability. Other questions provided information regarding students' institutional race, institutional type, institutional sex, as well as their tuition fees, transportation costs, and books and supplies expenses.
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Jewish School Study, 2001 [United States] (ICPSR 4550)
Released/updated on: 2009-06-11
Geographic coverage: United States, Chicago, Illinois
The Jewish School Study was undertaken to determine the advantages and disadvantages of different forms of Jewish education, how Jewish day schools are formed and organized, how Jewish schools contribute to the maintenance of continuity of a 400-year tradition, how adolescent Jews develop their identity, and what role religious education plays in this development. Questions also asked how Jewish adolescents and their parents participate in Jewish life, express their feelings about being Jewish, the role of spirituality in their lives, how they learn about Jewish life, and their relationship/ties with Israel and the Jewish people. Part 1, the Parent Survey, asked parents of students in Jewish schools about the financial costs of religious education, their religious background, Jewish religious practices of their household, as well as their own religious beliefs and spirituality. The survey also sought answers to questions on the parents' reasons for their choice of Jewish school, how involved and in what ways they were involved in their child's school and education, their involvement in the Jewish community, their level of knowledge on various subjects related to Judaism, and their opinions on their own parenting. Other information collected included marital status, income, family status, family origins, education, and employment. Part 2, the Student Survey, asked students about their religious background, the religious practices and experiences in their household, and their own Jewish practices. Students were then asked about how they spent their free time on Saturdays and weekdays, how they and their parents felt about being Jewish, and what types of rules their parents had for them. Additionally, students were queried about their values, friends, and future plans; knowledge of various subjects relating to Judaism; and their opinions of their school, teachers, and their own academic performance. Background information collected included gender, grade in school, name and types of schools attended, household composition, language spoken in the home, and parents' education and employment. Part 3, the Teacher Survey, asked teachers about the settings they worked in and the salary and benefits of those positions. Respondents also were asked about the classes they taught, the use of various teaching methods and media, and their roles and responsibilities. The survey also asked the teachers about their training and professional development, their perceptions and attitudes about their school, parental involvement, resources and facilities, and school goals. Additionally, teachers were asked about their religious background, Jewish religious practices of their own households, and their personal religious beliefs and spirituality. Background information collected included type of postsecondary education, gender, age, place of birth, marital status, income, and future career plans.
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Mathematics Teaching in the 21st Century (ICPSR 34430)
Released/updated on: 2013-03-04
Geographic coverage: South Korea, United States, Taiwan, Mexico, Bulgaria, Germany, Global
MT21 is a cross-national study of the preparation of middle school mathematics teachers. Countries participating included Chinese Taipei (Taiwan), South Korea (Korea), Bulgaria, Germany, Mexico, and the United States. Data were collected from teachers in their first and last year of preparation by sampling institutions in each country. Future teachers were asked about their backgrounds, course-taking and program activities, knowledge relevant to their teaching (mathematical and pedagogical), and beliefs and perspectives on content and pedagogy.
The 1995 Third International Mathematics and Science Study (TIMSS) data revealed that countries with higher achievement have teachers who teach substantially different content than that of their less accomplished counterparts (see Schmidt et al., 1996; Schmidt et al., 2001). The 1996 Report of the National Commission on Teaching and America's Future argued that what teachers know and do in the classroom matters for pupil learning. It also argued that teacher education might be a viable policy tool to improve the quality of education (National Commission on Teaching and America's Future, 1996). United States reform efforts are consistent with this line of thought. They have introduced standards to measure teacher quality as it relates to student achievement. This, in turn, led to accountability concerns regarding teacher preparation programs (INTASC, 1995; Murray, 2000; Leithwood, Edge and Jantzi, 1999; NCATE, 2000).
The MT21 Project was designed to answer the following question: how shall we prepare our future teachers to teach a more rigorous curriculum to all students? Several assumptions were made going into this work: the concepts and models defining teacher preparation are not fixed across the world. Recognizing and understanding this diversity to develop a cross-national study of teacher preparation poses a complex and challenging problem. It is hoped that the resulting international data would not only serve to provide policy insights but would also bring about change by making visible contrasts with other countries in terms of teacher preparation in the United States.
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National Household Education Survey, 1996 (ICPSR 2149)
Released/updated on: 1998-06-12
Geographic coverage: United States
The National Household Education Survey (NHES) series reports information on the condition of education in the United States by collecting data at the household level rather than using a traditional school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey included two topical survey components: Parent/Family Involvement in Education (PFI) and Adult and Youth Civic Involvement (CI). The PFI component, which elicited information from parents and children aged 3 years through grade 12, focused on four areas: types and frequency of family involvement in children's schools, communication with teachers or other school personnel, children's homework and behavior, and learning activities with children outside of school. Other information collected for this component pertained to student experiences at school, children's personal and demographic characteristics, household characteristics, and children's health and disability status. The PFI information is provided in Part 1, Parent and Family Involvement in Education and Civic Involvement -- Parent Data. The CI component of the survey gathered information on civic participation, sources of information about government issues, and knowledge and attitudes about government. Items were administered to youths in grades 6 through 12 (Part 2, Youth Civic Involvement Data) and their parents, as well as to a representative sample of United States adults (Part 3, Adult Civic Involvement Data). The CI component also addressed opportunities for youth to develop personal responsibility and skills that would facilitate their taking an active role in civic life. CI questions were also asked of the parents surveyed in the PFI component, and these data also can be found in Part 1. In addition to the two major topical components, a screener component of the survey collected demographic and educational information on all members in every household contacted, regardless of whether anyone in the household was selected for an extended interview. (The term "extended interview" refers to the interviews completed in the topical components of the study, i.e., the Parent PFI/CI, the Youth CI, or the Adult CI interviews.) Items on the use of public libraries by the household were also administered in the screener portion for households without Parent PFI/CI extended interviews and in the first Parent PFI/CI interview in households in which one or more children were sampled. These data are presented in Part 4, Household and Library Data.
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Sloan Study of Youth and Social Development, 1992-1997 [United States] (ICPSR 4551)
Released/updated on: 2013-10-22
Geographic coverage: United States
Time period: 1992-01-01--1997-01-01
The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents' aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. Data were collected within adolescents' three major social environments: schools, families, and peer groups. The study gathered information from 12 sites over five years, to examining such research questions as: (1) how young people of various ages and family backgrounds differ in their conceptions of work, (2) what learning opportunities families with different economic circumstances provide for their children with respect to work and careers, and (3) how schools influence educational expectations and career formation. Data were collected from focal students using the experience sampling method (ESM), an in-depth interview, and a battery of questionnaires. The questionnaires included: (1) the Teenage Life Questionnaire, a modification of instruments used in the National Educational Longitudinal Study (NELS:1988-94), (2) a Friends Sociometric form, which provided detailed information about the respondents' peer groups and social ties, and (3) the Career Orientation Survey (COS), which measures respondents' knowledge about jobs and occupational expectations. Cohort students were also administered the questionnaires but did not participate in the ESM or in-depth interviews. All instruments were administered to focal students in Years 1, 3, and 5. In addition, in Year 2, in-depth interviews alone were administered to focal students. In years 1, 3, and 5, a separate group of cohort students were administered the questionnaires. Parts 1, 2, 6, 7, 11, and 12 consist of the Teenage Life Questionnaire data. Parts 3, 4, 8, 9, 13, and 14 consist of the Career Orientation Survey data. Parts 5, 10, and 15 consist of the Experience Sampling Method data. The in-depth interview component will be released by ICPSR as restricted data at a later time.