Skip Navigation
Search
(PEQIS) Postsecondary Quick Information System
Publications & Products|Data Analysis System|Staff

Downloads

NCES is making selected PEQIS data sets available for download. Below is a list of data sets currently available.

Downloading Data Instructions

  • Flat files are ASCII text files that contain no formatting and have no column headers; however, they are convenient to use with statistical processing programs.
  • SAS files are formatted for analysis in SAS data analysis software; the readme.txt file in the documentation for each survey describes the function of the various SAS files.
  • The general documentation file includes the record layout, the survey form, and a description of the methodology used in the survey.
  • For information on unzipping and downloading zip Zip file files, visit our help section.
  • Data files that contain data from both FRSS and PEQIS surveys are indicated by two asterisks ** following a file icon **.
  • PDF files can be viewed through Adobe Acrobat Reader Acrobat file icon.
  • NOTE: Due to our confidentiality legislation, however, you will need to obtain (or amend) an NCES restricted data license if you want to access all raw data from some surveys.

file icon** Occupational Programs and the Use of Skill Competencies at the Secondary and Postsecondary Levels, 1999 (FRSS 72 and PEQIS 11): Public Use Data Files (NCES 2003-038)

Abstract: This file contains data from two 1999 quick-response surveys: "Vocational Programs in Secondary Schools" (FRSS 72) and "Occupational Programs in Postsecondary Education Institutions" (PEQIS 11). The surveys were conducted in response to national concern over the gap between existing workforce skills and expanding workplace demands. These data files include information on vocational and occupational programs at the secondary and postsecondary level, including the availability of programs in a large variety of occupational areas, procedures used to ensure courses teach relevant job skills, the prevalence of skill competency lists, the level of industry/educator partnership in developing skill competency lists, and the types of credentials available through the programs.

Reports Released using this data:

  • Features of Occupational Programs at the Secondary and Postsecondary Education
  • Occupational Programs and the Use of Skill Competencies at the Secondary and Postsecondary Levels, 1999

Download Files:

Top

file iconDistance Education at Postsecondary Education Institutions, 1997-98 (PEQIS 9): Public-Use Data Files (NCES 2003-051)

This file contains data from a 1997-98 survey (PEQIS 9) on the participation of postsecondary education institutions in distance education programs. The survey was completed by the administrators at postsecondary education institutions most knowledgeable about the institutions’ technology and distance education programs. These administrators were asked about distance education programs and technology used at their institutions. Questions covered the number of distance education courses and enrollments both overall and within specific disciplines, availability of degree, certificate, and graduate programs, differences in tuition and fees for distance education and regular courses, technology used to deliver distance education courses, and future plans for distance education, especially concerning the type of technology to be used.

Reports Released using this data:

  • Distance Education at Postsecondary Education Institutions, 1997-98

Download Files:

Top

file iconDistance Education at Postsecondary Education Institutions, 2000-01 (PEQIS 13): Public-Use Data Files and Documentation (NCES 2005-118)

This file contains data from a 2000-01 survey (PEQIS 13) on institutions that participate in distance education programs. The survey was completed by the administrators who were most knowledgeable about their institutions' technology and distance-education programs. Questions covered the number of distance education courses, distance education enrollments and course offerings, degree and certificate programs, distance education technologies, participation in distance education consortia, accommodations for students with disabilities, distance education program goals, and factors institutions identify as keeping them from starting or expanding distance education offerings. For this study, distance education was defined as education or training courses delivered to remote (off-campus) sites via audio, video (live or prerecorded), or computer technologies, including both synchronous (i.e., simultaneous) and asynchronous (i.e., not simultaneous) instruction.

Reports Released using this data:

  • Distance Education at Postsecondary Education Institutions, 2000-01

Download Files:

Top

file iconEducational Technology in Teacher Education Programs for Initial Licensure (PEQIS 15): Public-Use Data Files and Documentation (NCES 2008-013)

This file contains data from a 2006 quick-response survey titled "Educational Technology in Teacher Education Programs for Initial Licensure." The study provides information on how teacher candidates within teacher education programs for initial licensure at 4-year postsecondary institutions are being prepared to use educational technology once they enter the field. The survey questions focus on the characteristics of teacher education programs for initial licensure, regardless of whether the programs are at the undergraduate or graduate level. NCES released the results of the survey in the publication Educational Technology in Teacher Education Programs for Initial Licensure.

In May 2006, questionnaires and cover letters for the study were mailed to all Title IV degree-granting 4-year postsecondary institutions in the 50 states and the District of Columbia. The letter introduced the study, and requested that the questionnaire be completed by the person or persons at the institution most knowledgeable about the role of educational technology in the institution’s teacher education programs for initial licensure. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in June 2006, and data collection was completed in September 2006. The final response rate was 95 percent.

Respondents were asked about the educational technology-related topics and practices taught within teacher education programs for initial licensure (e.g., using Internet resources and communication tools for instruction, creating or using digital portfolios, using technology to access or manipulate data to guide instruction). They were asked to report the extent to which teacher candidates are taught to use technology tools for a variety of purposes (e.g., enhancing or enriching classroom instruction, assessing individual student progress, designing instructional interventions). Information was collected on the extent to which teacher candidates are able to practice what they learn during their field experiences and the extent to which this opportunity is impeded by a variety of barriers within classrooms (e.g., availability of technology infrastructure, willingness of supervising teachers to integrate technology, competing priorities in the classrooms). Respondents also reported the perceived program outcomes for graduates (e.g., the ability to construct project-based learning lessons, recognize when students with special needs may benefit from adaptive/assistive technology, integrate technology into instruction). The extent to which various factors act as barriers to the integration of educational technology into the daily teaching and learning environment of teacher candidates was also collected.

Download Files:

Top