This page lists data sources on the following topics:
The Current Population Survey (U.S. Census Bureau) included a May supplement on participation in adult education in 1969, 1972, 1975, 1978, 1981, and 1984.
In the 1992 Current Population Survey October Education Supplement, sets of items measuring adult education participation taken from previous CPS administrations and the NHES:1991 were included.
The 2003 National Assessment of Adult Literacy (NAAL) is a nationally representative assessment of English literacy among American adults age 16 and older. NAAL is the nation’s most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey (NALS).
The purpose of the High School Completion Validation Study is to evaluate the accuracy with which individuals report high school completion data by comparing individuals’ own reports of high school completion to administrative records.
The American National Election Studies (ANES) collects data on voting, public opinion and political participation and knowledge during presidential and midterm election years. Several NHES:1996 items from the civic involvement surveys, addressing political knowledge, were drawn from the ANES and can be used for direct comparisons.
In the 1996 Current Population Survey November Voting and Registration Supplement, sets of items measuring the percentage distribution of the adult population, age and gender of the adult population, household income distributions, and race/ethnicity by highest level of education may be compared with various Adult Civic Involvement estimates.
The Early Childhood Longitudinal Study (ECLS) Program provides nationally representative data on children's cognitive, social, emotional and physical development. ECLS also provides data to study a wide range of family, school, community and individual variables and their relationship to children's development, early learning and early performance in school. ECLS contains child cohorts from birth to kindergarten entry and kindergarten to eighth grade.
The Current Population Survey October Education Supplement (Bureau of the Census) has collected information on enrollment in nursery school and school for many years. Since many parents report center-based early childhood programs of many types (including day care centers) in response to these items, estimates of participation in such programs can be compared. In addition, estimates of retention in early grades can be analyzed with both the Current Population Survey (CPS) and the NHES data.
The National Health Interview Survey Child Health Supplement of 1988 (National Center for Health Statistics) collected information on participation in child care and early childhood education programs and extensive information on the health status of children. For more information about this study, search for Study Number 9375 at the ICPSR website.
The Survey of Income and Program Participation (Bureau of the Census) is a longitudinal survey of adults that has included supplements collecting information on child care and early childhood program participation of mothers who are employed or enrolled in school or job training.
The National Survey of Early Care and Education (NSECE) (U.S. Department of Health and Human Services) was administered in 2011 and 2012 to gather information from multiple sources to provide data on the types of providers of early care and education, as well as the needs, constraints and preferences of families with children age 13 and under as they seek and use non-parental care for their children.
The Early Childhood Longitudinal Study (ECLS) Program provides nationally representative data on children's cognitive, social, emotional and physical development. ECLS also provides data to study a wide range of family, school, community and individual variables and their relationship to children's development, early learning and early performance in school. ECLS contains child cohorts from birth to kindergarten entry and one from kindergarten to eighth grade.
The National Education Longitudinal Study of 1988 (National Center for Education Statistics) represents a major longitudinal effort designed to provide trend data about critical transitions experienced by 8th grade students as they leave middle/junior high school and progress through high school into college or their careers. Data analysts may wish to examine NELS:1988 data in conjunction with NHES:1996 and 1999 estimates on school contact with parents (by parent report) and frequency of parents helping the child with his or her homework.
The Education Longitudinal Study of 2002 (ELS:2002) is a longitudinal survey that is monitoring the transitions of a national sample of young people as they progress from tenth grade and twelfth grade to schooling beyond high school and to the world of work. ELS:2002 obtains information not just from students and their school records, but also from students' parents, their teachers, their librarians and the administrators of their schools.
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of more than 21,000 9th graders in 944 schools who will be followed throughout their secondary and postsecondary years. The study focuses on understanding students' trajectories from the beginning of high school into postsecondary education, the workforce, and beyond.
The National Study of Before- and After-School Programs (1991) collected data on organizational characteristics of providers, features of programs such as purposes, activities, location and use of spacing, staffing, and the role of parents. Issues regarding program quality were also examined.
The National Crime Victimization Survey, School Crime Supplement (U.S. Department of Justice, Bureau of Justice Statistics) provides information on crimes committed at schools.
The School Survey on Crime & Safety (SSOCS) collects information on school crime and safety from school principals.
The National Education Longitudinal Study of 1988 contains items relevant to school safety and discipline. For example, data from this study can be used to examine educational issues such as school environment, school discipline, victimization at school, and drug and alcohol education.