If you are familiar with the datasets, you can access the DAS applications using the pull-down menu above. Otherwise, please read the descriptions below.
The applications are grouped as follows:
Pre-Elementary Education Longitudinal Study
The Pre-Elementary Education Longitudinal Study (PEELS), sponsored by the National Center for Special Education Research (NCSER) of the U.S. Department of Education, follows over 3,000 children with disabilities as they progress through preschool and into their early elementary years. The children were 3 to 5 years old at the start of the study in 2003-04. Five research questions focus the study: (1) What are the characteristics of children receiving preschool special education? (2) What preschool programs and services do they receive? (3) What are their transitions like ’ between early intervention and preschool and between preschool and elementary school? (4) How do these children function and perform in preschool, kindergarten, and early elementary school? and (5) Which child, service, and program characteristics are associated with children's performance over time on assessments of academic and adaptive skills? To answer these questions, researchers conduct telephone interviews with parents of preschoolers with disabilities, one-on-one assessments of children participating in this study, and mail surveys with the children's teachers and other service providers, school principals, district administrators, and state education agency administrators. Data collection began in fall 2003 with follow-ups in winter 2005, 2006, 2007, and 2009. View Weight Information | More about PEELS
Eighth-graders in 1988 followed for 12 years
National Education Longitudinal Study (NELS:88). Follows students who were eighth-graders in 1988 through their late 20's. Includes items on transition to postsecondary education; school, work, and home experiences; educational resources and support; the role in education of their parents and peers; neighborhood characteristics; educational and occupational aspirations; and other student perceptions. These students, along with their teachers, parents, and school administrators, were interviewed in 1988, 1990, 1992, 1994, and 2000. More...
Tenth-graders in 1980 followed for 12 years
High School and Beyond (HS&B). Follows the educational and personal development of students beginning in 10th and 12th grades for 6-12 years. Issues that can be addressed include family status, employment outcomes, voting behavior, patterns of enrollment in postsecondary education, postsecondary expectations, and patterns of educational attainment. These students were interviewed every two years through 1986 and then in 1992 (sophomores only) and 1996 (seniors only). More...
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Baccalaureate and Beyond (B&B) survey. These are students who received their bachelor's degrees in 1992-93 or 1999-2000. Includes information such as college graduates' experiences in the areas of further education and degree completion, employment, public service, family formation, and other adult decisions. Issues that can be addressed include outcomes of postsecondary education, graduate and professional program access, labor market experiences, and rates of return on investment in education. More...
Students beginning postsecondary education
Beginning Postsecondary Students (BPS) survey. These are students who enrolled in postsecondary education for the first time in a given survey year regardless of when they graduated from high school. Issues that can be addressed include students' persistence, progress, and attainment of a degree, transfer from two-year to four-year institutions, and early labor force experiences. More...
All postsecondary students (Student financial aid)
National Postsecondary Student Aid Study (NPSAS). This survey includes all postsecondary students and focuses on how they and their families pay for postsecondary education. Includes general demographics and other characteristics of these students, types of aid and amounts received, cost of attending college, combinations of work, study, and borrowing, and enrollment patterns. Data are available separately for undergraduates and graduate and first-professional students. More...
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Faculty and instructors at postsecondary institutions
National Study of Postsecondary Faculty (NSOPF). Includes information such as backgrounds, responsibilities, workloads, salaries, benefits, attitudes, and future plans for both full- and part-time faculty. Issues that can be addressed include institutional differences in workload, equity issues, involvement in undergraduate teaching, and relationship between teaching and research. More...
*Note: The NSOPF 1988 and 1993 DASOL applications each contain only one weight. The DASOL application will automatically apply this weight when a TPF or CPF is created. View weight description and frequency.
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Integrated Postsecondary Education Data System (IPEDS)
IPEDS is the core postsecondary education data collection program for NCES. Data are collected from all primary providers of postsecondary education in the country in areas including enrollments, program completions, graduation rates, faculty, staff, finances, institutional prices, and student financial aid. More...
2004 National Study of Postsecondary Faculty - Institution Survey
The 2004 National Study of Postsecondary Faculty (NSOPF:04) included a sample of postsecondary institutions, a subset of those selected for NPSAS:04. These institutions were asked not only to provide faculty lists from which faculty were sampled, but also to complete a survey about policies and practices pertaining to instructional faculty and staff. From an eligible sample of nearly 1,100 public and private not-for-profit degree-granting postsecondary institutions, about 84 percent completed the survey instrument. The institution survey data include benefits of full- and part-time faculty, assessment practices, tenure policies, personnel changes, and institutional characteristics such as enrollments and expenses.
The institution universe for NSOPF:04 was defined by the following criteria: Title IV degree-granting, public and private not-for profit, confer associate's, bachelor's, or advanced degrees, and located in the United States. This definition was similar to that used in previous waves of NSOPF. Institutions were selected from a sampling frame consisting of the 3,381 postsecondary institutions in IPEDS that were public or private not-for-profit Title IV participating institutions and provided formal degree programs of at least two years' duration. While the IPEDS universe includes private institutions that are both for-profit and not-for-profit, the institutional universe for NSOPF excludes the private for-profit institutions. More...
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National Household Education Study 2005: Adult Education
The Adult Education Survey of the 2005 NHES asked adults age 16 and older who were not enrolled in 12th grade or below about their participation in educational activities in the previous 12 months. These activities included basic skills and General Educational Development (GED) courses, English as a Second Language (ESL) courses, college/university and vocational/technical credential (degree or diploma) programs, apprenticeships, formal work-related courses, and formal personal development/interest courses. Adults also were asked about their participation in informal learning activities and distance education. Nonparticipants in selected types of adult education were asked about their interest in educational activities and their perceived barriers to participation in adult education. The survey also asked adults for extensive background, employment, and household information. Users are encouraged to review survey documentation and published reports (e.g., NCES 2006-077) for more information about the Adult Education surveys, as well as how NHES typically reports adult education data. In particular, users should note that published estimates of adult education from the NHES typically exclude adults who are full-time students in college/university or vocational/technical credential programs. More...
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