Showing 1 – 15 of 15 results.
Curated
Higher Education General Information Survey (HEGIS), 1981-1982: Degrees Conferred (ICPSR 8287)
Released/updated on: 1992-02-16
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
Time period: 1981-01-01--1982-01-01
This study consists of data titled "Degrees and Other Awards Conferred Between July 1, 1981, and June 30, 1982" in institutions of higher education in the United States and its outlying areas. Part of the Higher Education General Information Survey (HEGIS) XVII series, this survey provides complete data on earned degrees for the nation, the states, and individual institutions, which are widely used by planners and researchers. The collection contains reported data for 3,161 institutions and imputed data for the remaining 36 institutions. Data are provided for professional degrees, baccalaureate and higher degrees, and subbaccalaureate degrees awarded. Additional data specify number of degrees granted by level of degree, institutional control and type, academic disciplines and specialty, student enrollment, and state. Demographic items specify sex and race of recipients.
Curated
Higher Education General Information Survey (HEGIS) XIII: Institutional Characteristics of Colleges and Universities, 1978-1979 (ICPSR 6903)
Released/updated on: 2006-01-06
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
Time period: 1978-01-01--1979-01-01
The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1978-1979 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, administrative officers, student services, tuition and fees, room and board, and admission requirements.
Curated
Higher Education General Information Survey (HEGIS) XII: Institutional Characteristics of Colleges and Universities, 1977-1978 (ICPSR 7647)
Released/updated on: 2005-11-14
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
Time period: 1977-01-01--1978-01-01
The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1977-1978 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, administrative officers, student services, tuition and fees, room and board, and admission requirements.
Curated
Higher Education General Information Survey (HEGIS) XVII: Financial Statistics of Institutions of Higher Education for Fiscal Year Ending 1982 (ICPSR 8290)
Released/updated on: 2005-04-01
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Global
The Higher Education General Information Survey (HEGIS) Series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside of the United States. The Financial Statistics Survey is part of the HEGIS XVII package which was distributed to nearly 3,300 institutions of higher education located in the United States and its outlying areas. This study contains final, edited data and includes data for 3,294 institutions, of which 306 have been imputed. Items specify current funds revenues by source, current funds expenditures by function, physical plant assets, indebtedness on physical plants, endowment assets, and changes in fund balances.
Curated
Higher Education General Information Survey (HEGIS) XVIII: Institutional Characteristics of Colleges and Universities, 1983-1984 (ICPSR 8291)
Released/updated on: 2005-11-22
Geographic coverage: Puerto Rico, United States, Marshall Islands, Guam, Virgin Islands of the United States, American Samoa, Northern Mariana Islands, Global
Time period: 1983-01-01--1984-01-01
The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, the Northen Marianas, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Institutional Characteristics component for 1983-1984 sought data on basic characteristics from institutions of higher education. The data include information on name, address, and telephone number of the institution as well as information about accreditations, state and city demographics, calendar system, program types, enrollment figures, student services, tuition and fees, room and board, and admission requirements.
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
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.
Curated
National Household Education Survey, 1991: Revised Version (ICPSR 2762)
Released/updated on: 2000-07-27
Geographic coverage: United States
This data collection is a revised version of the NATIONAL HOUSEHOLD EDUCATION SURVEY, 1991 (ICPSR 9877). Like the original survey, this data collection consists of two main components: the Early Childhood Education Survey (children 3 to 8 years old) (Part 1, Preprimary Data, and Part 2, Primary Data) and the Adult Education Survey (persons 16 and older) (Part 3, Adult Data, and Part 4, Course Data). In the Early Childhood Education (ECE) component, 13,892 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were questions on participation in nonparental care/education, characteristics of programs and care arrangements, and early school experiences, including delayed kindergarten entry and retention in grade. In addition to questions about care/education arrangements and school, parents were asked about activities children engaged in with parents and other family members inside and outside the home. Information on family, household, and child characteristics was also collected. In the Adult Education (AE) component, 9,774 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Information was collected on up to four courses and included the subject matter of the course, duration, sponsorship, purpose, and cost. A smaller sample of nonparticipants (n = 2,794) also completed interviews about barriers to participation. Information on the household and the adult's background and current employment was also elicited. In addition to the ECE and AE components, two merge files (Parts 5 and 6), containing the course code variables for each reported course, are supplied for use with the Adult and Course data files.
Curated
National Household Education Survey, 1993 (ICPSR 6877)
Released/updated on: 1997-05-30
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 data collection has two major components. The School Safety and Discipline (SS&D) component (Part 1) gathered general perceptions of the school learning environment from students in grades 6 through 12 and parents/guardians of students in grades 3 through 12. Respondents were asked about academic challenge, classroom and school discipline, and student norms for hard work and good behavior. They also evaluated the safety of their schools regardless of whether they or their children had been personally victimized. This component incorporated a broad concept of victimization, including measures of "secondary victimization," such as knowledge of and witness to occurrences. These measures were included because these experiences can adversely affect the learning environment, even if the student has not been victimized directly. Parent and youth perceptions of school discipline policy were assessed. Exposure to alcohol and other drugs at school was gauged, as was parent and youth knowledge of alcohol/drug education programs. Perceptions of both parents and youths regarding peer norms for substance use, the availability of alcohol and other drugs at school, and the presence of students under the influence of alcohol or other drugs at school were also collected. Additional items covered parental expectations for academic achievement and for tobacco and alcohol use, parental efforts to educate and protect children regarding safety and substance use, parental involvement in the child's school, and the safety of the school relative to the child's neighborhood. The School Readiness (SR) component (Part 2) covers experiences in early childhood programs, the child's accomplishments and difficulties in several developmental domains, school adjustment and related problems, delayed kindergarten entry, early primary school experiences including repeating grades, the child's general health and nutritional status, home activities, and family characteristics such as stability and economic risk factors. This component of the survey, which encompasses a variety of characteristics important to school readiness, emphasizes the "whole child" approach. Altogether, 10,888 parents/guardians of children aged 3 through 7 or in second grade or below were interviewed. Interviews were conducted with 4,423 parents of preschool children, 2,126 parents of kindergartners, 4,277 parents of primary school children, and 62 parents of home-schooled children.
Curated
National Household Education Survey, 1995 (ICPSR 2087)
Released/updated on: 2006-01-12
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 includes two topical survey components: the Adult Education (AE) component, which collected information about adults' participation in adult education, and the Early Childhood Program Participation (ECPP) component, which focused on children's participation in nonparental childcare and early childhood programs. The AE component explored the participation of adults (aged 16 years and older) in a wide range of educational activities during the 12 months prior to the interview. Respondents were asked about their participation in seven broadly-defined types of adult education activities: adult basic skills and GED preparation classes, English As a Second Language instruction, courses taken toward college degrees or vocational diplomas or certificates, apprenticeship programs, career or job-related courses, any other formally structured courses, and computer-only or video-only instruction on the job. The AE component also collected data pertaining to reasons for and barriers to participation in adult education. In all, 19,722 adult interviews were completed: 11,713 with adult education participants and 8,009 with nonparticipants. The ECPP component examined children's early experiences in various types of nonparental childcare arrangements and early childhood programs. The core of this survey collected extensive information on children's participation and experiences in four types of nonparental care and programs: care by relatives (not including parents), care by nonrelatives, Head Start programs, and other center-based programs. Other information collected in this component concerned children's kindergarten and primary school experiences, children's personal and household demographic characteristics, parent/guardian characteristics, literacy-related home activities, and children's health and disability status. In total, interviews were completed for 14,064 children who were newborn through age 10 and in 3rd grade and below. This includes interviews for 4,135 infants and toddlers, 3,431 preschool children, 1,680 kindergarten children, 4,717 primary school children, and 101 home-schooled children.
Curated
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.
Curated
National Household Education Survey, 1999 (ICPSR 3607)
Released/updated on: 2006-01-18
Geographic coverage: United States
The National Household Education Survey (NHES) reports 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 three topical survey components: a Parent Interview, a Youth Interview, and an Adult Education Interview. The Parent Interview (Part 1, Parent Survey Data) collected data on a variety of topics, including early childhood program participation, types and frequency of family involvement in children's schooling, school practices to involve and support families, learning activities with children outside of school, and plans for their children's postsecondary education. The Adult Education Interview (Part 2, Adult Education Survey Data) gathered data on type of adult education program enrolled in, employer support, and degree sought for six types of adult educational activities, including English as a second language, adult basic education, credential programs, apprenticeships, work-related courses, and personal development courses. The Youth Interview (Part 3, Youth Survey Data) elicited information from youths in the 6th through 12th grades whose parents had completed a Parent Interview. Respondents were asked about school and family environments, civic involvement and community service, and plans for postsecondary education.
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National Household Education Survey, 2001 (ICPSR 3198)
Released/updated on: 2006-01-18
Geographic coverage: United States
The National Household Education Survey (NHES) reports 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 three topical survey components. The Early Childhood Program Participation (ECPP) Survey (Part 1) gathered information on the nonparental care arrangements and educational programs of preschool children, such as care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start. The Before- and After-School Programs and Activities (ASPA) Survey (Part 2) addressed relative and nonrelative care for school-age children during the out-of-school hours, including home schooling as well as participation in before- and/or after-school programs, activities, and self-care. The Adult Education and Lifelong Learning (AELL) Survey (Part 3) collected data such as type of program, employer support, and credential sought for participation in the following types of adult educational activities: English as a second language, adult basic education, credential programs, apprenticeships, work-related courses, and personal interest courses. Some information on work-related informal learning activities was gathered as well.
Curated
National Household Education Survey, 2003 (ICPSR 4098)
Released/updated on: 2006-01-18
Geographic coverage: United States
The National Household Education Survey (NHES) reports 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. The Parent and Family Involvement in Education (PFI) Survey (Part 1) addressed homeschooling, school choice, types and frequency of family involvement in children's schools, school practices to involve and support families, learning activities with children outside of school, and the involvement of nonresidential parents. The Adult Education for Work-Related Reasons (AEWR) Survey (Part 2) collected information about participation in college and university degree or certificate programs taken for work-related reasons, postsecondary vocational/ technical diploma or degree programs taken for work-related reasons, apprenticeships, work-related courses, and work-related informal learning. In addition, the survey explored factors associated with participation or nonparticipation in adult education activities.
Curated
Study of Instructional Improvement (SII) (ICPSR 26282)
Released/updated on: 2010-05-20
Geographic coverage: United States
Time period: 2000-01-01--2004-01-01
To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.