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Curated

Aging, Status, and Sense of Control (ASOC), 1995, 1998, 2001 [United States] (ICPSR 3334)

Released/updated on: 2005-12-15

Geographic coverage: United States

The Aging, Status, and Sense of Control (ASOC) was conducted during 1995, 1998 and 2001 and examined the relationship between age and changes in the sense of control over one's life. Part I contains data for Waves I and II. Respondents were queried about their physical health, including activities of daily living such as shopping, walking, and doing housework, along with medical conditions such as heart disease, high blood pressure, lung disease, breast cancer, diabetes, arthritis or rheumatism, osteoporosis, and allergies or asthma. Questions regarding mental health investigated difficulties staying focused, feelings of sadness or anxiety, and enjoyment of life. Respondents were also asked about their health behaviors, including use of tobacco and alcohol, frequency of exercise, use of medical services including insurance coverage, and the number of prescription medications used. Also examined was respondents' sense of control over their lives, including social support and participation, and history of adversity, which covered such topics as home or apartment break-ins or assaults, major natural disasters, unemployment longer than six months, and times without enough money for clothes, food, rent, bills, or other necessities. Demographic questions included age, sex, marital status, education, work status, marital and family relations, and socioeconomic status. Wave III (Part 2) was collected in 2001 and contains data on the same questions such as physical health, mental health and health behaviors.

Curated

Americans View Their Mental Health, 1957 and 1976: Selected Variables (ICPSR 7949)

Released/updated on: 2005-11-04

Geographic coverage: United States

This data collection contains 262 comparable variables from AMERICANS VIEW THEIR MENTAL HEALTH, 1957 (ICPSR 3503) and AMERICANS VIEW THEIR MENTAL HEALTH, 1976 (ICPSR 7948). Investigators were interested in determining whether the 1957 descriptive findings remained stable or had changed by 1976, and whether relationships established between sex, age, education, marital status, well-being, role experience, problems, and methods of dealing with stress were replicated or altered in the 1976 results. Variables focus on various areas in which problems might arise, including marriage, parenthood, employment, and general social relationships. Information about leisure time, past and present physical and mental health, and motives for affiliation, achievement, and power were also sought.

Curated

Americans View Their Mental Health, 1976 (ICPSR 7948)

Released/updated on: 2005-11-04

Geographic coverage: United States

Funded in 1975 by the National Institute of Mental Health, this data collection proposed to assess the quality of American life and to influence national policy aimed at enhancing mental health resources. This collection contains 262 variables that were also included in AMERICANS VIEW THEIR MENTAL HEALTH, 1957 (ICPSR 3503). The survey queried American adults on various areas in which problems might arise, including marriage, parenthood, employment, and general social relationships. Information about leisure time, past and present physical and mental health, and motives for affiliation, achievement, and power were also sought. In addition, extensive information was collected concerning help-seeking, the readiness of people to use professional help for mental health problems, the particular helpers they used, referral mechanisms, and evaluation of help received.

Curated

High School and Beyond, 1980: A Longitudinal Survey of Students in the United States (ICPSR 7896)

Released/updated on: 2006-01-12

Geographic coverage: United States

This data collection contains information from the first wave of High School and Beyond (HSB), a longitudinal study of American youth conducted by the National Opinion Research Center on behalf of the National Center for Education Statistics (NCES). Data were collected from 58,270 high school students (28,240 seniors and 30,030 sophomores) and 1,015 secondary schools in the spring of 1980. Many items overlap with the NCES's NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085). The HSB study's data are contained in eight files. Part 1 (School Data) contains data from questionnaires completed by high school principals about various school attributes and programs. Part 2 (Student Data) contains data from surveys administered to students. Included are questionnaire responses on family and religious background, perceptions of self and others, personal values, extracurricular activities, type of high school program, and educational expectations and aspirations. Also supplied are scores on a battery of cognitive tests including vocabulary, reading, mathematics, science, writing, civics, spatial orientation, and visualization. To gather the data in Part 3 (Parent Data), a subsample of the seniors and sophomores surveyed in HSB was drawn, and questionnaires were administered to one parent of each of 3,367 sophomores and of 3,197 seniors. The questionnaires contain a number of items in common with the student questionnaires, and there are a number of items in common between the parent-of-sophomore and the parent-of-senior questionnaires. This is a revised file from the one originally released in Autumn 1981, and it includes 22 new analytically constructed variables imputed by NCES from the original survey data gathered from parents. The new data are concerned primarily with the areas of family income, liabilities, and assets. Other data in the file concentrate on financing of post-secondary education, including numerous parent opinions and projections concerning the educational future of the student, anticipated financial aid, student's plans after high school, expected ages for student's marriage and childbearing, estimated costs of post-secondary education, and government financial aid policies. Also supplied are data on family size, value of property and other assets, home financing, family income and debts, and the age, sex, marital, and employment status of parents, plus current income and expenses for the student. Part 4 (Language Data) provides information on each student who reported some non-English language experience, with data on past and current exposure to and use of languages. In Parts 5-6, there are responses from 14,103 teachers about 18,291 senior and sophomore students from 616 schools. Students were evaluated by an average of four different teachers who had the opportunity to express knowledge or opinions of HSB students whom they had taught during the 1979-1980 school year. Part 5 (Teacher Comment Data: Seniors) contains 67,053 records, and Part 6 (Teacher Comment Data: Sophomores) contains 76,560 records. Questions were asked regarding the teacher's opinions of their student's likelihood of attending college, popularity, and physical or emotional handicaps affecting school work. The sophomore file also contains questions on teacher characteristics, e.g., sex, ethnic origin, subjects taught, and time devoted to maintaining order. The data in Part 7 (Twins and Siblings Data) are from students in the HSB sample identified as twins, triplets, or other siblings. Of the 1,348 families included, 524 had twins or triplets only, 810 contained non-twin siblings only, and the remaining 14 contained both types of siblings. Finally, Part 8 (Friends Data) contained the first-, second-, and third-choice friends listed by each of the students in Part 2, along with identifying information allowing links between friendship pairs.

Curated

Simple Crosstabs

High School and Beyond, 1980: Sophomore and Senior Cohort Third Follow-up (1986) (ICPSR 8896)

Released/updated on: 2014-01-21

Geographic coverage: United States

This data collection represents the fourth wave of the High School and Beyond series. The base-year data (ICPSR 7896) were collected in 1980, and the first and second follow-ups (ICPSR 8297 and ICPSR 8443) were conducted in 1982 and 1984. The High School and Beyond series is a longitudinal study of students who were high school sophomores and seniors in 1980. As with the first and second follow-ups, the structure and documentation of High School and Beyond Third Follow-Up data files represent a departure from base-year (1980) practices. While the base-year student file contains data from both the senior and sophomore cohorts, the three follow-up surveys provide separate student files for the two cohorts. Each of the cohort files for this collection merges the base year and first and second follow-up data with the third follow-up data. To maintain comparability with prior waves, many questions from previous follow-up surveys were repeated on the third follow-up questionnaire. Respondents were asked to update background information and to provide information about their work experience, unemployment history, education and other training, family information, income, and other experiences and opinions. Event history formats were used for obtaining responses about jobs held, schools attended, periods of unemployment, and marriage patterns. New items were added on respondents' interest in graduate degree programs and on alcohol consumption habits. The transcript files, which present data taken from official records of academic and vocational schools, include information on program enrollments, periods of study, fields of study pursued, specific courses taken, and credentials earned.

Curated

Longitudinal Study of Generations, 1971, 1985, 1988, 1991, 1994, 1997: [California] (ICPSR 4076)

Released/updated on: 2005-02-25

Geographic coverage: United States, Los Angeles, California

The Longitudinal Study of Generations (LSOG), initiated in 1971, began as a survey of intergenerational relations among 300 three-generation California families: grandparents (then in their sixties), middle-aged parents (then in their early forties), and grandchildren (then aged 15 to 26). The study broadened in 1991 and now includes a fourth generation, the great-grandchildren of these same families. The LSOG, with a fully elaborated generation-sequential design, allows comparisons of sets of aging parents and children at the same stage of life but during different historical periods. These comparisons make possible the investigation of the effects of social change on inter-generational solidarity or conflict across 35 years and four generations, as well as effects of social change on the ability of families to buffer stressful life transitions (aging, divorce and remarriage, higher female labor force participation, changes in work and the economy, and possible weakening of family norms of obligation), and the effects of social change on the transmission of values, resources, and behaviors across generations. The study also examines how intergenerational relationships influence individuals' well-being as they transition across the life course from early, to middle, to late adulthood. The LSOG contains information on family structure, household composition, affectual solidarity and conflict, values, attitudes, behaviors, role importance, marital relationships, health and fitness, mental health and well-being, caregiving, leisure activities, and life events and concerns. Demographic variables include age, sex, income, employment status, marital status, socioeconomic history, education, religion, ethnicity, and military service.

Curated

Simple Crosstabs

Midlife in the United States (MIDUS 3), 2013-2014 (ICPSR 36346)

Released/updated on: 2019-04-30

Geographic coverage: Contiguous United States

Time period: 2013-05-01--2014-11-01

In 1995-1996, the MacArthur Midlife Research Network carried out a national survey of over 7,000 Americans aged 25 to 74 [ICPSR 2760]. The purpose of the study was to investigate the role of behavioral, psychological, and social factors in understanding age-related differences in physical and mental health. The study was innovative for its broad scientific scope, its diverse samples (which included siblings of the main sample respondents and a national sample of twin pairs), and its creative use of in-depth assessments in key areas (e.g. daily diary of stressful experiences [ICPSR 3725] and cognitive functioning [ICPSR 3596]) on a subset of participants. A detailed description of the study and findings generated by it are available at: http://www.midus.wisc.edu

With support from the National Institute on Aging, a follow-up of the original Midlife Development in the United States (MIDUS) sample was conducted in 2004 (MIDUS 2 [ICPSR 4652]). The daily stress and cognitive functioning projects were repeated and expanded at MIDUS 2; in addition the protocol was expanded to include biomarkers and neuroscience.

In 2013 a third wave (MIDUS 3) of survey data was collected on longitudinal participants. Data collection for this follow-up wave largely repeated baseline assessments (e.g., phone interview and extensive self-administered questionnaire), with additional questions in selected areas such as economic recession experiences. Cognitive functioning data were also collected at the same time, while data collection for the daily diary, biomarker, and neuroscience projects commenced in 2017.

MIDUS also maintains a Colectica portal, which allows users to interact with variables across waves and create customized subsets. Registration is required.

Curated

National Education Longitudinal Study, 1988: First Follow-up (1990) (ICPSR 9859)

Released/updated on: 1999-08-18

Geographic coverage: United States

Time period: 1988-01-01--1990-01-01

This data collection presents follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study collected information from student surveys and tests and from surveys of parents, school administrators, and teachers. It was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. This collection provides the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provides a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captures the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The student component (Part 1) collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and students' goals, aspirations, and opinions about themselves. The student component also measured tenth-grade achievement and cognitive growth between 1988 and 1990 in the subject areas of mathematics, science, reading, and social studies. The school component (Part 3) supplies general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data were collected from the chief administrator of each base-year school and cover school characteristics, grading and testing structure, school culture and academic climate, program and facilities information, parental interactions and involvement, and teaching staff characteristics. The dropout component (Part 5) provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The teacher component (Part 7) was administered to teachers of follow-up students in four basic subject areas: mathematics, science, English, and history. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture.

Curated

National Education Longitudinal Study, 1988: Second Follow-Up (1992) (ICPSR 6448)

Released/updated on: 1995-03-16

Geographic coverage: United States

Time period: 1990-01-01--1992-01-01

This data collection presents second follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study, which collected information from student surveys and tests and from surveys of parents, school administrators, and teachers, was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. The first follow-up, NATIONAL EDUCATION LONGITUDINAL STUDY, 1988: FIRST FOLLOW-UP (1990) (ICPSR 9859), provided the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provided a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captured the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The second follow-up provides a cumulative measurement of learning in the course of secondary school, and also supplies information that will facilitate investigation of the transition into the labor force and postsecondary education after high school. The 1992 student component collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and their goals, aspirations, and opinions about themselves. The student component also gathered data about the family decision-making structure during the critical transition from secondary school to postsecondary education or the work environment. The 1992 school component solicited general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data, which were collected from the chief administrator of each base-year school with sample members still in attendance, cover school, student, and teacher characteristics, school politics and programs, and school governance and climate. The 1992 teacher component was administered to teachers of second follow-up students in one of two basic subject areas: mathematics or science. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture. The dropout component provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The parent component provides information about the factors that influence educational attainment and participation, including family background, socioeconomic conditions, and character of the home educational system. This component was present in the base-year survey but not in the first follow-up.

Curated

Simple Crosstabs

National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2025 [Public Use] (ICPSR 21600)

Released/updated on: 2026-03-03

Geographic coverage: United States

Time period: 1994-01-01--2025-01-01

Downloads of Add Health require submission of the following information, which is shared with the original producer of Add Health: supervisor name, supervisor email, and reason for download. A Data Guide for this study is available as a web page and for download.

The National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2018 [Public Use] is a longitudinal study of a nationally representative sample of U.S. adolescents in grades 7 through 12 during the 1994-1995 school year. The Add Health cohort was followed into young adulthood with four in-home interviews, the most recent conducted in 2008 when the sample was aged 24-32. Add Health combines longitudinal survey data on respondents' social, economic, psychological, and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships.

Add Health Wave I data collection took place between September 1994 and December 1995, and included both an in-school questionnaire and in-home interview. The in-school questionnaire was administered to more than 90,000 students in grades 7 through 12, and gathered information on social and demographic characteristics of adolescent respondents, education and occupation of parents, household structure, expectations for the future, self-esteem, health status, risk behaviors, friendships, and school-year extracurricular activities. All students listed on a sample school's roster were eligible for selection into the core in-home interview sample. In-home interviews included topics such as health status, health-facility utilization, nutrition, peer networks, decision-making processes, family composition and dynamics, educational aspirations and expectations, employment experience, romantic and sexual partnerships, substance use, and criminal activities. A parent, preferably the resident mother, of each adolescent respondent interviewed in Wave I was also asked to complete an interviewer-assisted questionnaire covering topics such as inheritable health conditions, marriages and marriage-like relationships, neighborhood characteristics, involvement in volunteer, civic, and school activities, health-affecting behaviors, education and employment, household income and economic assistance, parent-adolescent communication and interaction, parent's familiarity with the adolescent's friends and friends' parents.

Add Health data collection recommenced for Wave II from April to August 1996, and included almost 15,000 follow-up in-home interviews with adolescents from Wave I. Interview questions were generally similar to Wave I, but also included questions about sun exposure and more detailed nutrition questions. Respondents were asked to report their height and weight during the course of the interview, and were also weighed and measured by the interviewer.

From August 2001 to April 2002, Wave III data were collected through in-home interviews with 15,170 Wave I respondents (now 18 to 26 years old), as well as interviews with their partners. Respondents were administered survey questions designed to obtain information about family, relationships, sexual experiences, childbearing, and educational histories, labor force involvement, civic participation, religion and spirituality, mental health, health insurance, illness, delinquency and violence, gambling, substance abuse, and involvement with the criminal justice system. High School Transcript Release Forms were also collected at Wave III, and these data comprise the Education Data component of the Add Health study.

Wave IV in-home interviews were conducted in 2008 and 2009 when the original Wave I respondents were 24 to 32 years old. Longitudinal survey data were collected on the social, economic, psychological, and health circumstances of respondents, as well as longitudinal geographic data. Survey questions were expanded on educational transitions, economic status and financial resources and strains, sleep patterns and sleep quality, eating habits and nutrition, illnesses and medications, physical activities, emotional content and quality of current or most recent romantic/cohabiting/marriage relationships, and maltreatment during childhood by caregivers. Dates and circumstances of key life events occurring in young adulthood were also recorded, including a complete marriage and cohabitation history, full pregnancy and fertility histories from both men and women, an educational history of dates of degrees and school attendance, contact with the criminal justice system, military service, and various employment events, including the date of first and current jobs, with respective information on occupation, industry, wages, hours, and benefits. Finally, physical measurements and biospecimens were also collected at Wave IV, and included anthropometric measures of weight, height and waist circumference, cardiovascular measures such as systolic blood pressure, diastolic blood pressure, and pulse, metabolic measures from dried blood spots assayed for lipids, glucose, and glycosylated hemoglobin (HbA1c), measures of inflammation and immune function, including High sensitivity C-reactive protein (hsCRP) and Epstein-Barr virus (EBV).

Wave V data collection took place from 2016 to 2018, when the original Wave I respondents were 33 to 43 years old. For the first time, a mixed mode survey design was used. In addition, several experiments were embedded in early phases of the data collection to test response to various treatments. A similar range of data was collected on social, environmental, economic, behavioral, and health circumstances of respondents, with the addition of retrospective child health and socio-economic status questions. Physical measurements and biospecimens were again collected at Wave V, and included most of the same measures as at Wave IV.

The overall goal of Wave VI was to better understand life course trajectories, determinants, and consequences of critical dimensions of aging, health, and health disparities among U.S. early midlife adults. Data collection took place from 2022 to 2025, with participants between the ages of 39 and 51, with an average age of 44. Beyond longitudinal survey measures, newly added questions included those on cumulative stress, discrimination, despair, work-life balance, memory, physical limitations, and caregiving. Continuing from previous waves, home exams collected physical measurements and biospecimens with most of the same measures as Wave V.