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The 2015 U.S. Transgender Survey (USTS) was conducted by the National Center for Transgender Equality (NCTE) to examine the experiences of transgender adults in the United States. The USTS questionnaire was administered online and data were collected over a 34-day period in the summer of 2015, between August 19 and September 21. The final sample included respondents from all fifty states, the District of Columbia, American Samoa, Guam, Puerto Rico, and U.S. military bases overseas. The USTS Public Use Dataset (PUDS) features survey results from 27,715 respondents and details the experiences of transgender people across a wide range of areas, such as education, employment, family life, health, housing, and interactions with police and prisons.

The survey instrument had thirty-two sections that covered a broad array of topics, including questions related to the following topics (in alphabetical order): accessing restrooms; airport security; civic participation; counseling; family and peer support; health and health insurance; HIV; housing and homelessness; identity documents; immigration; intimate partner violence; military service; police and incarceration; policy priorities; public accommodations; sex work; sexual assault; substance use; suicidal thoughts and behaviors; unequal treatment, harassment, and physical attack; and voting.

Demographic information includes age, racial and ethnic identity, sex assigned at birth, gender and preferred pronouns, sexual orientation, language(s) spoken at home, education, employment, income, religion/spirituality, and marital status.

There are no publicly available data files for this study. The naming conventions were maintained from the original pre-ICPSR release and the PUDS file is restricted use along with the qualitative data (MS Excel) file.

Before applying for access to these data please refer to the Approved Requests for USTS Data. These abstracts describe work currently in progress, and we provide them to help reduce the risk of duplication of research efforts.

The 2016 Latino Immigrant National Election Study (LINES) is a panel study of Latino foreign-born residents of the United States, with telephone surveys of nationally representative samples of respondents fielded in 3 waves over 2016-2017.

The first survey in the 2016 LINES took place during the general election campaign (August and September of 2016). Interviews (N = 1,800) were conducted in English and Spanish, although nearly all respondents opted for Spanish. Because many of the initial telephone numbers dialed were either out of service or otherwise unusable, the American Association for Public Opinion Research (AAPOR) "Response Rate 1" calculation is low (.034). However, in cases when an eligible immigrant was identified based on the initial screening questions, only 12 percent opted not to complete the survey. On average, an interview that fall lasted approximately 25 minutes.

After the 2016 election, 576 immigrants took part in the second survey wave, which was fielded during the presidential transition period (a 32 percent re-contact rate). At this time, an additional fresh sample of 260 Latino immigrants was added to the study, again to help gauge and ameliorate any potential respondent attrition biases. Finally, in the summer of 2017 (July through early-September), a third wave was conducted, with all 1,800 immigrants from the pre-election baseline survey being eligible for interviewing. In this period, 31 percent of these immigrants (N = 554) were surveyed; this included 321 respondents who had taken part in the second wave and 233 who had not. To increase the sample size at this time and address attrition over time, 500 fresh immigrants were surveyed. In total, 2,560 immigrants took part in the 2016-2017 LINES: 1,800 from before the election, 260 during the presidential transition period, and 300 in the summer of 2017.

The questionnaire instrumentation used in the study was largely adapted from item wordings in the 2012 American National Election Study (ANES). The survey focuses on immigrant civic engagement and political socialization, including items on immigrant attitudes, opinions and electoral and non-electoral political behavior.

The 2021-2022 Study of Family and Staff Experiences in AIAN Head Start FACES Programs (2021-2022 Study) builds on the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES), which has been a source of national information on children and families enrolled in Head Start programs operated by federally recognized tribes (known as Region XI AIAN Head Start) since 2015. The motivation and goals of the Study of Family and Staff Experiences in AIAN FACES Programs (the 2021-2022 study) came from a need that arose as the COVID-19 pandemic continued into another year of affecting Region XI Head Start families' and staff's lives--and from recognizing the disproportionate impact of the pandemic on AIAN communities.

The 2021-2022 study included a nonrepresentative sample of Region XI Head Start programs and the children and families they serve. Although a nationally representative sample of Region XI Head Start programs, centers, teachers, and children were selected, fewer of them participated than expected, despite an extension of the planned parental consent collection and data collection windows.

The 2021-2022 Study of Family and Staff Well-Being in Head Start FACES Programs (2021-2022 study), builds on the Head Start Family and Child Experiences Survey (FACES), which has been a source of national information about Head Start programs and participants since 1997. The motivation and goals of the Study of Family and Staff Well-Being in Head Start Family and Child Experiences Survey Programs (the 2021-2022 study) came from a need that arose as the COVID-19 pandemic continued into another year of affecting Head Start families' and staff's lives.

The 2021-2022 study included two components. Firstly, the Program, Staff, and Family Study, was conducted in 60 programs, and included the collection of parent surveys and Teacher Child Reports (TCRs) in fall 2021 and spring 2022, as well as a teacher survey in fall 2021. Secondly, the Program and Staff Study, conducted in the 60 programs participating in the Program, Staff, and Family Study plus an additional 120 programs, included the collection of program director, center director, and teacher surveys in spring 2022.

The 2021-2022 study aimed to describe the national population of Head Start programs, centers, teachers, classrooms, and children during the 2021-2022 program year. However, the Data Producers were unable to fully meet this goal because of challenges related to the COVID-19 pandemic. A nationally representative sample of Head Start programs was selected. However, fewer of the programs participated than expected. Probability samples of centers, teachers, and children within the participating programs were selected. Weights are available for analysis to account for the probability that children and their teachers, centers, and programs were selected for the study. This lessens the risk of bias due to study non-participation and survey nonresponse; and provide results that represent, to the extent possible, all programs, centers, teachers, classrooms, and children in Head Start. The responding sample may not fully represent the population due to higher-than-expected non-response that may not have been adequately addressed with weighting adjustments.

Despite these limitations, the 2021-2022 study sample design supports many analyses for programs and teachers, as well as children. The data from the programs in the Program, Staff, and Family Study can address questions about the children and parents who participate in the program, including about children's development across one year in the Head Start program for both newly entering children and those returning for a second year. The study also supports research questions related to subgroups of interest, such as families with low income and specific racial/ethnic groups, as well as policy issues that emerge during the study. In addition, the research questions investigate the characteristics of Head Start programs, centers, and teachers, and the classrooms they teach. Users can use the same data to answer questions about the relationships between program and classroom characteristics and child and family well-being. The data from the larger sample of programs in the Program and Staff Study are most useful for answering questions about Head Start programs, classrooms, teachers, and program and center directors.

The 500 Family Study was designed to obtain in-depth information on middle class, dual-career families living in the United States. To understand the complex dynamics of today's families and the strategies they use to balance the demands of work and family, over 500 families from 8 cities across the United States were studied. To address different issues facing parents with older and younger children, families with adolescents and families with kindergartners were included in the sample. Working mothers and fathers are now splitting their time between their responsibilities to their family, and to their respective occupations. This study of 500 families explores how work affects the lives and well-being of parents and their children.

The study's data allows researchers to explore a broad range of questions:

• How do dual-career families manage and organize their resources and time between family and work?
• How do work conditions, including characteristics of the job and workplace environment, affect the quality of relationships among household members?
• How do dual career parents manage the moral and social development and learning experiences of their children?
• How do the work-related responsibilities of working parents affect their child's moral, social, and educational development?
• What effect is consumerism and technology having on how working families direct the moral and social development of their children?
• What do parents believe is their role regarding the child-care of their children and how they should fulfill that role both in terms of time and in the allocation of economic and social resources? What are some of the resources in the community that parents use to supervise their children?
• How do families regard the "free time" of adolescents and how they allocate adolescent "free time" in maintenance of the household?
• What is the quality of relationships among family members?

To obtain a detailed picture of work and family life, mothers, fathers, and their children were asked to complete a series of instruments including surveys, in-depth interviews, and time diaries. These instruments were designed to provide information about work, marriage, child care and parental supervision, management of household tasks, time allocations, coping strategies, and psychological well-being.

The four datasets associated with this data collection are summarized below:

1. The Cortisol Data contains information for a subsample of families that elected to participate in a study of psychological stress. Parents and teenagers who agreed to participate completed an additional two days of ESM data collection. The health survey that was administered reported on a variety of health and lifestyle issues that might affect cortisol (stress hormone) levels such as medication use, consumption of caffeine and alcohol, use of nicotine, timing of menstrual cycle, pregnancy, presence of chronic illness, and respondent's height and weight. Additionally, parents reported on the health of the children (teenagers and kindergartners) participating in the study.
2. The Experience Sampling Method (ESM) Data contains a variety of information related to how individuals spend their time, who they spent it with, and what activities they were engaged in over the course of a typical week. Respondents wore programmed wrist watches that emitted signals (beeps) throughout the day. When possible, family members were placed on identical signaling schedules to provide information on a range of family activities. At the time of each beep, participants were asked to complete a self-report form which asked them to answer a number of open-ended questions about their location, activities, who they were with, and psychological states. Several Likert and semantic-differential scales were used to assess participants' psychological states.
3. The Parent Data contains basic demographic information from respondents as well as detailed information about parents' occupation job duties, income, work schedule, benefits (e.g., medical care, flexible work schedules, and family leave), and the consequences of their jobs (e.g. long hours, job stress, having to work weekends). Additionally, the data contain information about the extent to which parents experienced work-family conflict and what changes might help with better balance of the demands of work and family (e.g., more flexible work hours, more help from spouses with household and child care responsibilities, improved child care, and after-school care arrangements). Parental attitudes toward traditional arrangements, how household tasks were actually divided among family members, and how often the family paid for services (e.g., cleaning, yard work, meal preparation) were also captured. The data also contain information about how children are socialized in families with two working parents. Topics about the frequency with which parents engaged in various activities with their children (e.g., talking, eating meals together, attending religious services), how frequently parents monitored their teenager's activities, and how often they talked with their teenager about school activities, plans for college, career plans, friendships, and peer pressure.
4. The Adolescent Data contains data for sixth through twelfth graders, which focuses on family relationships and experiences, school experiences, paid work, psychological well-being and behavioral problems, and plans for the future (e.g., college, career, and marriage -- including expectations regarding spouses' sharing of responsibility for child care, cooking, chores, and paid work). To allow for comparison of parents' and adolescents' responses to similar questions, several items appear in both the adolescent and parent data. These items include the frequency with which parents and adolescents discuss school events, college and career plans, participation in religious and other activities, gender role attitudes and the division of household tasks within the family, and items measuring depression, stress, and anxiety.

Qualitative Data -- Interviews The main purpose of the interviews was to explore topics addressed in the parent and adolescent surveys in greater detail. Parent interviews were designed to examine how working parents cope with the demands of work and family life. Adolescent interviews touched on similar themes but altered questions to gauge the adolescent's perceptions of their parents work and family lives. Kindergartner interviews were brief and focused on children's after-school and child care arrangements and time spent with parents.

This study is part of the Seek, Test, Treat and Retain (STTR) Collaboration Project that involved over twenty studies in the fields of HIV and drug abuse. All studies were independently developed, but were chosen for the collaboration because they focused on one or more steps of the HIV treatment cascade: Seek, Test, Treat and Retain. As part of STTR Collaboration Project, the studies were grouped into Criminal Justice-related studies and Vulnerable Population-related studies. The data collected by these studies included twelve common domains (e.g., Demographic characteristics, Mental Health) in each of which a shared questionnaire or instrument was taken up by the studies and adapted to fit the study.

Using a randomized controlled study design, this study tested the efficacy of an abstinence-reinforcing CM intervention compared with a control condition (performance feedback) on HIV viral load (VL) suppression. The intervention CM group could receive up to $1320 in vouchers over the 16-week intervention based on drug-free urine. Participants were followed for 28 weeks (44 visits), with research visits occurring twice weekly during the Baseline Period (weeks 1-4, visits 1-8) and Intervention Period (weeks 5-20, visits 9-40), then every two weeks during the Post-Intervention Period (weeks 21-28, visits 41-44).

This mixed methods study examined several aspects of the use of civil protection orders (CPOs) by adolescents and young adults (aged 14 to 24 years) in one county in Washington. The first aim examined the effectiveness of CPOs among adolescents and young adults with a history of intimate partner violence (IPV) on IPV recidivism rates of: 1) physical IPV; 2) psychological IPV; and 3) IPV-related property crimes. The second aim explored the knowledge, perceptions, and barriers to and facilitators of adolescent and young adult IPV victims' use of CPOs to best identify next steps in improving access and uptake among this population.

The collection includes a survival analysis dataset (DS1) containing data from county court records and CPO filings from IPV events, and documentation from IPV victim interviews (DS2). Demographic information includes victim, offender, and interview respondent ages, and interview respondent gender, race and ethnicity.

This study focused on transportation deprivation in women offenders. For the purpose of exploring transportation disadvantage for women on community supervision, interviews were conducted with 75 women on probation or parole. These interviews focused on women's struggles with transportation and featured questions regarding whether they have driving licenses, have social support, are stressed or unsafe when they travel, and whether transportation problems have impacted supervision violations or recidivism events.

The interviews were used to explore the following themes:

• Women's insights and experiences about getting from place to place while under supervision
• Their strategies for increasing transportation resources and access
• The connections of transportation access to attending required/needed programming and supervision appointments
• Whether any violations or new offenses resulted from inadequate transportation access

Sponsored by the Robert Wood Johnson Foundation, the Active for Life (AFL) initiative investigated how two physical activity programs for adults aged 50 and older, Active Choices (AC) and Active Living Every Day (ALED), worked in community settings. Created by researchers at Stanford University, Active Choices used lifestyle counseling and personalized telephone support to encourage older adults to be physically active. In AFL, this was a 6-month program delivered through one face-to-face meeting followed by up to eight one-on-one telephone counseling calls. Active Living Every Day, which was created by the Cooper Institute and Human Kinetics Inc., also provided lifestyle counseling to promote physical activity, but in a classroom and workbook format. During the first three years of the four-year AFL initiative, ALED was delivered as a 20-week program where participants attended weekly small group meetings, but in the last year it was shortened to 12 weekly meetings. Nine organizations received AFL grants to implement the programs during 2003-2006. Four grantees implemented the one-on-one AC model, while five implemented the group-based ALED model.

Data were collected from the AC and ALED sites for both a process and outcomes evaluation. The primary aims of the process evaluation were to (1) monitor the extent to which the grantees demonstrated fidelity to the AC and ALED models in their program implementation, (2) assess staff experiences implementing the programs, and (3) assess participants' impressions of the programs. A quasi-experimental, pre-post study design was used to assess outcomes. Primary aims of the outcomes evaluation were to evaluate the impact of AC and ALED on self-reported physical activity, and to evaluate the impact of the programs on self-reported stress, depressive symptoms, and satisfaction with body function and appearance. Secondary aims of the outcome evaluation were to (1) evaluate the impact of the programs on measures of functional fitness, (2) examine whether changes in self-reported physical activity and functional fitness were moderated by participant characteristics, including age, gender, race, baseline physical activity self-efficacy, and baseline physical activity social support, and (3) examine whether changes in self-reported physical activity were consistent with a mediation model for physical activity self-efficacy and physical activity social support.

The collection has 14 data files (datasets). Datasets 1-7 constitute the process evaluation data, and Datasets 8-14 the outcomes evaluation data:

Dataset 1 (AC Initial Face-to-Face Sessions Data) contains information about the initial face-to-face AC session: the format, date, and length of the session, whether the 8 steps required in the face-to-face session were completed, what was discussed between the health educator and the participant related to physical activity plans, interests, benefits, and barriers, and the health educator's progress notes. The file contains one record for each AC participant.

Dataset 2 (AC Completed Calls Data) comprises information about the completed AC calls, but does not cover the topics discussed on the calls. Recorded information about each call includes the date and length of the call, the health educator's progress notes, and whether the participant was assessed for injury, light activity, moderate activity, exercise goals, or exercise intentions. Each call is represented by a separate record in the data file and, typically, there are multiple records per participant.

Dataset 3 (AC Topics Discussed on Completed Calls ) contains information about the topics discussed on each completed AC call, e.g., exercise barriers/benefits, previous exercise experiences, goal setting, long term goals, injury prevention, rewards/reinforcement, social support, progress tracking, and relapse prevention. Each record in the file represents one topic and there are often multiple records per call for each participant.

Dataset 4 (AC Aggregate Call Data) aggregates the call data across calls for each AC participant. For example, for a given participant, this dataset shows the total number of calls completed, the number of calls where injury/health problems were assessed, etc. The file contains one record per participant.

Dataset 5 (ALED Sessions Data) contains information about each class session for every ALED group, including the session date, start time, and end time, learning activities covered in the session, participant evaluations of the session and the facilitator, facilitator progress notes, the number of participants who were in various stages of readiness for moderate exercise, and the number of participants who tracked physical activity and thoughts about physical activity. This file has one record for each session of every ALED group.

Dataset 6 (ALED Attendance and Tracking Data (Years 2-4)) consists of participant-level attendance and tracking data for every ALED session during the second to fourth years of the evaluation, including the participant's attendance at the session, whether the participant's stage of readiness was assessed, and whether the participant tracked thoughts about physical activity or actual physical activity. There is no participant-level ALED data for the first year. Each participant has a separate record for each session. Thus, the file contains 20 records per participant in the years 2-3, and 12 records per participant in year 4.

Dataset 7 (ALED Aggregate Attendance and Tracking Data (Years 2-4)) contains ALED attendance and tracking data for each participant in years 2-4, aggregated across the sessions. The data file has one record for each participant.

Dataset 8 (Demographics) comprises program information (e.g., program status, start date, end date, site, etc.), demographic information (e.g., age, gender, race, Hispanic origin, employment status, income, and the participant's state and ZIP code of residence), and responses to the Physical Activity Readiness Questionnaire (PAR-Q), a screening tool that was used to assess possible risks of exercising based on answers to specific health history questions. The file contains one record for each AFL participant, except for those with a status of "nonstarter" or "repeater."

Datasets 9 (Pretest Survey Data) and 10 (Posttest Survey Data) contain data from the Pretest and Posttest Surveys. The Pretest Survey was administered at the beginning of the AC and ALED programs, while the Posttest Survey was administered at their end. Topics covered by the surveys include social and recreational activities, activities undertaken for exercise, perceived stress, depressive symptoms, satisfaction with body appearance and function, social support for physical activity, self-efficacy for physical activity, neighborhood environment, health conditions, health-related quality of life, caregiving, and self-reported height and weight. Both surveys included items from the Community Health Activities Model Program for Seniors Physical Activity Questionnaire (CHAMPS), the Center for Epidemiological Studies Depression Questionnaire (CES-D), the Behavioral Risk Factor Surveillance System Questionnaires (BRFSS), and the International Physical Activity Prevalence Study Environmental Module. These data files each have one record for each participant who submitted a questionnaire.

Dataset 11 (ALED Week 12 Survey Data (Year 4)) contains responses to the ALED Week 12 Posttest Survey, which was used to evaluate the 12-week adaptation of ALED in Year 4. (In Year 4, ALED participants completed both a 12- and 20-week posttest survey). There is one record for each participant who returned this survey.

Dataset 12 (Six-Month Posttest Follow-Up Survey Data (Years 3-4)) comprises data from a special 6-month follow-up survey which was administered in years 3-4 in six of the ALED sites and one of the AC sites. Participants were questioned about their current physical activities, weight, health-related quality of life, satisfaction with bodily function, and other topics. As with Datasets 9-11, the data file contains one record for each participant who returned a questionnaire.

Dataset 13 (Functional Fitness Tests Data) contains the results of pretest and posttest functional fitness tests which were administered by one ALED grantee. Four tests were adminstered: (1) the 30-Foot Walk Test, (2) the 30-Second Chair Stand, (3) 8-Foot Up and Go, and (4) the Chair Sit and Reach Test. This participant-level data file also includes pretest height measurements plus pretest and posttest weight measurements.

Dataset 14 (Participants' Impressions of the Programs (Years 1, 3, and 4)) contains data collected by the last sections of the Posttest Survey, ALED Week 12 survey, and 6-Month Follow-up Survey. The topics it covers include the participants' impressions of the programs, participation in physical activities, and changes (compared to before they started the AFL program) in motivation to be physically active, actual level of physical activity, medical and health conditions, overall pain, flexibility/limberness, level of stress, happiness, and enjoyment of life. The file has a separate record for each survey completed by the participants. Thus, there are 1-3 records per participant.

Sexual assault is the most common violent crime committed on college campuses today. One in five women have experienced a completed or attempted sexual assault as an undergraduate. In one study, 28% of first-year college women experienced unwanted sexual contact and 7% experienced sexual assault or attempted sexual assault in the first semester of their first year of college, while 7% of college men reported an attempted or completed assault during their college experience. Growing evidence suggests the effectiveness of using online tools and video games for public health intervention and education.

Because of the positive impact of these digital strategies, researchers saw a need to bring this research to sexual violence prevention, where there has been limited use of digital applications. The goal of this project was to design and evaluate the pedagogical effectiveness and cost effectiveness of a video game to reduce sexual and relationship violence. It was hypothesized that the video game could enhance the self-confidence of male and female late adolescents (ages 18-24) to practice safe, appropriate, and effective approaches for intervening in situations where sexual and/or relationship violence (including stalking) is occurring, has the potential to occur, or recently occurred.

Substance dependence (SD) is a chronic disease that requires specialty drug and alcohol treatment, primary care (PC), and management of related problems. Although patients with SD may be linked with specialty care and PC, their health care often remains episodic and fragmented, rather than longitudinal, comprehensive, integrated, and coordinated. As a result, adults with SD often enter addiction treatment later and require acute medical care, rather than entering the system earlier when interventions of lower intensity but longer duration might prevent catastrophes. Chronic disease management (CDM) is a collaborative, longitudinal approach to treatment of certain chronic medical illnesses proven to be more effective than routine care. CDM addresses individual patient and health systems barriers to receipt of needed treatment. However, the effectiveness of CDM for SD has not been tested. The objective of this Addiction Health Evaluation and Disease management (AHEAD) study, was to test the effectiveness of CDM for SD in PC.

Subject identification and recruitment occurred primarily at a local detoxification center, as well as by self and physician referral from the Boston Medical Center primary and ambulatory care clinics, emergency department, urgent care center, inpatient settings, and the community. The study enrolled 320 adults with drug dependence and 320 adults with alcohol dependence who were not in SD treatment, and randomized them to a SD CDM program (the AHEAD Clinic) integrated into a real-world PC clinic or to referral to standard PC. All subjects were assessed regarding SD diagnosis, substance use and problems, readiness to change, health-related quality of life, and medical and drug treatment utilization. Subjects were evaluated 3, 6, and 12 months later, and health services utilization data were collected for 2 years from a statewide database. Additionally, in order to better understand and explain the implementation and fidelity of the AHEAD Clinic, the primary care providers (PCPs) of AHEAD Clinic patients were surveyed. Each PCP was presented with a letter from the Principal Investigator explaining the purpose of the survey, the reason why s/he was being asked to complete the survey, compensation for completing the survey, and details about confidentiality and anonymity. The survey itself consisted of questions asking providers about their satisfaction and their attitudes towards caring for patients with alcohol and drug problems, their knowledge of services that the AHEAD Clinic provides, and their experience working with the AHEAD Clinic.

Primary outcomes were illicit drug use, alcohol use, substance-related problems, emergency department visits, and hospitalizations. The proposal's hypothesis was that compared with standard care, a health services delivery intervention (CDM for SD integrated in PC) would decrease alcohol and illicit drug use and related problems, and improve health care utilization patterns. Improved outcomes using the AHEAD approach would support the adoption of a health services delivery strategy, CDM, to better care for patients with SD.

• Dataset 1: 844 variables; 563 cases
• Dataset 2: 607 variables; 500 cases
• Dataset 3: 607 variables; 487 cases
• Dataset 4: 713 variables; 532 cases
• Dataset 5: 80 variables; 549 cases
• Dataset 6: 59 variables; 1,435 cases
• Dataset 7: 25 variables; 87 cases
• Dataset 8: 25 variables; 87 cases
• Dataset 9: 41 variables; 73 cases
• Dataset 10: 9 variables; 11,018 cases
• Dataset 11: 5 variables; 511 cases

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.

Before the Prison Rape Elimination Act (PREA) of 2003, it was not clear the extent to which state departments of corrections (DOCs) were addressing sexual violence in systematic ways. In fact, little information existed about what strategies were being put into practice in prison systems across the country. PREA changed the way DOCs addressed prison sexual violence (PSV). Mandatory recordkeeping and a push for eliminating such incidents moved many DOCs to develop specific responses to PSV or to further refine approaches already in place. The purpose of this project was to provide a national snapshot of DOC initiatives to address PSV, as well as to identify specific practices that seemed to be, in the absence of formal evaluations, particularly promising or innovative in nature.

Researchers conducted three tasks: (1) The Survey of State Correctional Administrators (SSCA) involving written surveys and follow-up phone interviews with leaders of state DOCs. During the survey, state administrators described the state's overall approach to PSV and nominated specific strategies as particularly promising; (2) The Survey of Promising Practices (SPP) involving phone interviews with DOC representatives who spoke about promising practices nominated during the SSCA. Interviews were conducted with facility directors, service providers, or other state personnel affiliated with nominated approaches; and (3) Case studies involving site visits to states that researchers determined could provide the most informative lessons on addressing sexual violence in prison to the largest audience of practitioners, researchers, and policymakers.

The collection includes 2 Access databases, one each for the SSCA (ASCA_4_6_2006.directors.mdb) and the SSP (ASCA_FAC_4_6_2006.prompractices.mdb). The data related to the Case Studies are not available at this time.

Through a new tribal program and researcher partnership, this study aimed to answer the questions: what does violence look like to Native youth, and how do Native youth experience resilience and how can that resilience be strengthened? Through the use of two theoretical frameworks, Galtung's Basic Human Needs and the Socio-Ecological model, these questions were explored.

The work from this project was threefold, first this was a capacity-building grant. Therefore, the central goal was to establish a new tribal program partnership between Native Women's Society of the Great Plains (NWS), led by researchers from the University of South Dakota (USD) and researchers from the University of Colorado Colorado Springs (UCCS). Together they worked to identify additional members who would be part of the study design, implementation, analysis, and dissemination. Project partners ranged in age and geographic location. Participants from NWS, USD, and UCCS worked collaboratively to meet the additional goals of this project.

The second goal was to explore an issue of concern to NWS across the Great Plains Region using the community based participatory research approach. From previous discussions between the researchers and NWS team, vulnerability to violence begins in youth, and therefore was of particular interest to Native people of the Great Plains Region. Thus, USD, NSW, and UCCS developed and applied for the Tribal-Research Capacity-Building Grant together.

The third goal was to identify a priority matter from the data collected on this project and collaborate on a subsequent grant application.

To meet these three overarching goals, five objectives were mapped out for this project. These included the following:

• Objective 1: Develop a communication strategy among the partnership agency members to advance capacity and enable meaningful conversations about difficult topics.
• Objective 2: Develop an answer to the question "what is violence?" for this population.
• Objective 3: To understand how these different sources of violence interact with the human needs identified under objective 2 to create patterned vulnerabilities (or susceptibilities).
• Objective 4: To address how resilience works within the developed model.
• Objective 5: To extend capacity building in the broader Indigenous communities of the Great Plains through bidirectional communication and information sharing.

The University of Buffalo Adolescent and Family Development Project (AFDP) includes a community sample of adolescents assessed in a 9-wave longitudinal study between 2007 and 2017. The 387 adolescents were 11-12 year old children at recruitment and were assessed annually. The data provide an opportunity to examine risk and protective factors from multiple levels of influences (individual differences, family, peers, community) that might contribute to adolescent substance use in order to inform the development of comprehensive preventive interventions for at-risk youth. The project was largely focused on understanding the development of an internalizing pathway to initiation and escalation of substance use, and eventual development of use-related problems. This was done by examining: 1) the intersection of externalizing and internalizing problems, 2) peer context and use-related motives as a potential mediating mechanism, and 3) whether motivational aspects of personality moderated the proposed mediational paths. Also of interest was whether risk for an internalizing pathway to substance use varied by chronological age or stage of use.

This collection is organized into 13 data parts. Waves 1 through 3 and Waves 7 through 9 each contain 2 datasets pertaining to either a child (DS1, DS3, DS5, DS8, DS10, DS12) or caretaker (DS2, DS4, DS6, DS9, DS11, DS13) interview. All child interview data from Waves 4 through 6 are contained in DS7. Various demographic information, such as age, gender, race, and ethnicity, is also included in the data.

The study examined adolescent sexual assault survivors' help-seeking experiences with the legal and medical systems in two Midwestern communities that have different models of Sexual Assault Nurse Examiner (SANE)/Sexual Assault Response Team (SART) interventions.

In Dataset 1 (Qualitative Victim Interviews), investigators conducted qualitative interviews with N=20 adolescent sexual assault victims 14-17 years old. From these interviews, investigators identified three distinct patterns of survivors' post-assault disclosures and their pathways to seeking help from SANE programs and the criminal justice system: voluntary (survivors' contact with the legal and medical system was by their choice), involuntary (system contact was not by choice), and situational (circumstances of the assault itself prompted involuntary disclosure). Interviews included responses that described the assault, their experience with both the SANE/SART programs and the criminal justice system, and victim and offender demographic information.

In Dataset 2 (SANE Programs Quantitative Data), investigators obtained SANE program records, police and prosecutor records, and crime lab findings for a sample of N=395 (ages 13-17) adolescent sexual assault victims who sought services from the local SANE programs in two different counties. The data collected examined victim's progress through the criminal justice system. Factors that could potentially affect case progression were also examined; age of victim, relationship to offender, assault characteristics, number of assaults on victim, and evidence collected. Differences between the two different counties' programs were also examined for their effect on the case progression.

The Adolescent Substance Abuse Prevention Study (ASAPS) was a randomized field trial designed to test the effectiveness of a new school-based substance abuse prevention program called Take Charge of Your Life (TCYL). The program consisted of two curricula, one for middle schools and the other for high schools, which were delivered through the Drug Abuse Resistance Education network of law enforcement officers (D.A.R.E.). TCYL was developed building on existing D.A.R.E. seventh/eighth grade and tenth/eleventh grade curricula and applied principles and strategies suggested by published literature on effective drug abuse prevention programming and effective middle and high school curricula design. ASAPS was conducted among a 2001-2002 multi-site cohort of seventh graders who were followed for five years until the 2005-2006 school year when they were in the eleventh grade. The first TCYL curriculum was delivered in the treatment schools when the students were in seventh grade and the second was delivered when they were in the ninth grade.

Over the five-year study period, the treatment and control students responded to seven self-administered surveys: (1) at baseline in the seventh grade, (2) post-intervention in the seventh grade, (3) in the eighth grade, (4) pre-intervention in the ninth grade, (5) post-intervention in the ninth grade, (6) in the tenth grade, and (7) in the eleventh grade. Topics covered by the surveys include normative beliefs, social skills, attitudes toward drug use, and self-reported use of alcohol, tobacco, marijuana, and other illicit drugs. The ASAPS data also include measures of implementation fidelity of the seventh and ninth grade TCYL curricula, which were obtained from trained observers who rated the D.A.R.E. officers' delivery in the classroom. The fidelity measures encompass content coverage and instructional strategy.

This data collection comprises two data files, both with public- and restricted-use versions. The first (the Main Data File) contains the students' survey responses and the seventh grade curriculum fidelity measures, while the second (the 9th Grade Officer Observations Data) contains the ninth grade curriculum fidelity measures.

Adoption of Innovations in Private Alcohol and Drug Treatment Centers is a multi-wave longitudinal study conducted between 2009 and 2013. The study goal was to measure the adoption and implementation of evidence-based treatment practices in treatment centers that received more than 50 percent of their total operational funding from sources that were not guaranteed from year to year. This definition is based on the concept of entrepreneurship, namely the necessity for the treatment organization to respond to changing conditions in the external political and economic environment in order to obtain half or more of its funding. The innovations considered are of three types usually specific to organizations treating substance use disorders:

• medication-assisted treatments
• psychosocial treatments
• managerial practices

This data set consists of one of the multiple "waves" of data collection. The data was collected at four points in time. The baseline data, collected from June 2009 through October 2011 from 327 treatment centers, were obtained through face-to-face onsite interviews ranging from 1 to 4 hours in duration. These interviews were conducted with administrators of the respective treatment centers. In 70 of the 327 treatment centers, an administrator of the overall center and the administrator of clinical operations separately completed administrative and clinical interviews. In the remaining 257 centers, all of the administrative and clinical data were collected from the administrator of the overall center since there was no specialized administrator of clinical operations. The baseline data available here merge the data collected through these two different procedures so that the variables measured are identical for all centers regardless of the procedure.

The collected data include detailed information on Medication Assisted Treatment (MAT) and other treatment strategies used by the center to treat opioid use disorder (OUD) and alcohol use disorder (AUD). In cases where medications were not used by a center questions were asked for reasons why available medications were not used in treatment. Other sections of the interviews covered data on the organizations, their management, and other clinical practices implemented for OUD, AUD, and substance use disorder (SUD).

Three follow-up interviews were conducted via telephone at six month intervals following the previous interview. These follow-up interviews were much shorter compared to the baseline interview. The interviews centered on key changes in the center's operation and on the adoption of key innovations. But a focus of the follow-up interviews still focused on medications provided for treatment.

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

The purpose of this study was to better understand the problem of sexual assault among African American women in Maryland, assess their use of available resources in response to sexual assault, and explore their use of alternative sources of care. Researchers interviewed 223 female victims of sexual assault (Part 1 and Part 2) between January 2004 and July 2005 and conducted 21 focus groups (Part 3) with sexual assault resource service providers between 2003 and 2006. Criteria for inclusion in the interview component (Part 1 and Part 2) of the study included: African American or Caucasian female, aged 18 and over, resident of Maryland, and victim of sexual assault. There were four streams of recruitment for the interview portion of the study:

• Victims receiving services at one of 18 rape crisis centers located throughout the state of Maryland;
• Community outreach sessions conducted by rape crisis center community educators;
• Through community service providers, including those working in domestic violence centers, forensic nurse examiners (SAFE programs), probation and parole offices, reproductive health centers, county health departments, community services agencies, Historically Black Colleges and Universities, and local colleges; and
• Through three detention centers housing female inmates.

For Part 3 (Focus Group Qualitative Data), rape crisis center representatives and other community service provider representatives received a letter informing them that a focus group was going to be conducted at the end of their study training session and asked them for their participation. Part 1 (Victim Quantitative Data) includes items in the following categories: Personal Demographics, Details of the Sexual Assault, Medical Care, Law Enforcement, Prosecution/Court Process, Sexual Assault Center Services, Other Counseling Services, and Recommendations for Improvement. Part 2 (Victim Qualitative Data) includes responses to selected questions from Part 1. The data are organized by question, not by respondent. Part 3 (Focus Group Qualitative Data) includes questions on the needs of African American women who have been sexually assaulted, whether their needs are different from those of women of other racial/ethnic backgrounds, unique barriers to reporting sexual assault to police for African American women and their treatment by the criminal justice system, unique issues concerning the use of available resources by African American women, such as post-rape medical care and counseling services, and recommendations on how the state of Maryland could improve services for African American women who are the victims of sexual assault.