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

PEQIS 19: Public-Use Data Files and Documentation (PEQIS 19): Services and Support Programs for Military Service Members and Veterans, 2012-13 (NCES 2014-020)

PEQIS 18: Dual Enrollment Programs and Courses for High School Students, 2010-11 (PEQIS 18): Public-Use Data Files and Documentation (NCES 2013-006)

PEQIS 17: Students with Disabilities at Postsecondary Institutions, 2008-09 (PEQIS 17): Public-Use Data Files and Documentation (NCES 2011-119)

PEQIS 16: Distance Education at Postsecondary Institutions, 2006-07 (PEQIS 16): Public-Use Data Files and Documentation (NCES 2009-074)

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

PEQIS 14: Dual Enrollment Programs and Courses for High School Students (PEQIS 14): Public Use Data Files and Documentation (NCES 2009-045)

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

PEQIS 11 and FRSS 72: 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)

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

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 Public-Use Data Files and Documentation (PEQIS 19): Services and Support Programs for Military Service Members and Veterans, 2012-13 (NCES 2014-020)

This file contains data from a quick-response survey titled "Services and Support Programs for Military Service Members and Veterans, 2012-13." The survey was designed to provide descriptive national data on the prevalence and characteristics of services and support programs offered to all military service members and veterans enrolled for credit at postsecondary institutions in the United States, as well as dependents receiving military or veteran’s financial education benefits. For this survey, military service members and veterans refers to active-duty service members, reservists, members of the National Guard, and veterans. NCES released the results of the survey in the publication “Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13” (NCES 2014–017).

Questionnaires were mailed to the PEQIS institutions in early June 2013. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about services and programs for military service members and veterans at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in July 2013; data collection and clarification were completed in September 2013. The response rates were 93 percent unweighted and 90 percent weighted.

The survey covered customized support services such as academic support/tutoring, career planning/services, and mental health counseling; availability of mentoring programs; customization of admissions and orientation activities; availability of Veterans Affairs (VA) work-study opportunities; and tutorial assistance using VA educational benefits. Other topics included institutions’ policies for charging veterans in-state tuition, course offerings specifically for military service members and veterans, and availability of training for postsecondary staff members on issues specific to veterans and service members. The survey also collected information about the number and type of students enrolled, and the number and type of dependents enrolled who received military or veteran’s financial education benefits.

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file icon Public-Use Data Files and Documentation (PEQIS 18): Dual Enrollment Programs and Courses for High School Students, 2010-11 (NCES 2013-006)

This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students, 2010-11". The survey was designed to provide descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. NCES released the results of the survey in the publication, “Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11” (NCES 2013–002).

Questionnaires were mailed to the PEQIS institutions in September 2011. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about dual enrollment at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in October 2011; data collection and clarification were completed in February 2012. The response rates were 93 percent unweighted and 94 percent weighted.

This survey collected information on the enrollment of high school students in college-level courses within and outside of dual enrollment programs. Institutions reported on the types of eligibility requirements for high school students to participate in dual enrollment programs. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by college or high school instructors. The survey also included questions about which sources paid tuition and the types of expenses generally paid out of pocket by students and their parents. Data on whether institutions had a dual enrollment program geared specifically toward high school students at risk of educational failure were also collected.

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file icon Public-Use Data Files and Documentation (PEQIS 17): Students with Disabilities at Postsecondary Institutions, 2008-09 (NCES 2011-119)

This file contains 2008–09 data from a quick-response survey titled "Students with Disabilities at Postsecondary Education Institutions." The Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education requested that the National Center for Education Statistics, Institute of Education Sciences, conduct the survey using the Postsecondary Education Quick Information System (PEQIS). The survey was designed to provide national data collected from degree-granting postsecondary institutions about students with disabilities, the services and accommodations provided to these students, and various aspects of institutional accessibility. A disability was defined as a physical or mental condition that causes functional limitations that substantially limit one or more major life activities, including mobility, communication (seeing, hearing, speaking), and learning. NCES released the results of the survey in the publication, “Students with Disabilities at Degree-Granting Postsecondary Institutions” (NCES 2011–018).

In November 2009, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV eligible, degree-granting, 2-year and 4-year postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution’s students with disabilities, and the services provided to these students by the institution. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated 3 weeks after mailout and completed in June 2010. The response rates were 91 percent unweighted and 89 percent weighted.

This survey collected information on the enrollment of students with disabilities, services and accommodations provided, documentation accepted as verification of a disability, educational and accessibility materials and activities provided, and Universal Design (an approach that integrates accessibility features into the overall design of products and environments). Information about students with disabilities represents only those students who had identified themselves in some way to the institution as having a disability, since these are the only students about whom the institutions could report. The survey also included questions about institutional practices and accessibility that were completed by all institutions regardless of whether they enrolled any students with disabilities.

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file icon Public-Use Data Files and Documentation (PEQIS 16): Distance Education at Postsecondary Institutions, 2006-07 (NCES 2009-074)

This file contains data from a quick-response survey titled "Distance Education at Postsecondary Institutions, 2006–07." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). It was designed to provide national estimates on distance education at 2-year and 4-year Title IV eligible, degree-granting institutions. Distance education was defined as a formal education process in which the student and instructor are not in the same place. NCES released the results of the survey in the publication Distance Education at Degree-Granting Postsecondary Institutions: 2006–07 (NCES 2009-044).

In fall 2007, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's distance education programs. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated 3 weeks after mailout and data collection was completed in March 2008. The responses rates were 90 percent unweighted and 87 percent weighted.

The 2006-07 study on distance education collected information on the prevalence, types, delivery, policies, and acquisition or development of distance education courses and programs. Instruction may be synchronous or asynchronous, and it may involve communication through the use of video, audio, or computer technologies, or by correspondence (which may include both written correspondence and the use of technology such as CD-ROM). The questionnaire instructed institutions to include distance education courses and programs that were formally designated as online, hybrid/blended online, and other distance education courses and programs. Hybrid/blended online courses were defined as a combination of online and in-class instruction with reduced in-class seat time for students.

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file icon Educational 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.

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file icon Dual Enrollment Programs and Courses for High School Students (PEQIS 14): Public Use Data Files and Documentation (NCES 2009-045)

This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). The study provides information on the topic of dual enrollment of high school students at postsecondary institutions. Dual enrollment, also known as "dual credit," "concurrent enrollment," and "joint enrollment," refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. NCES released the results of the survey in the publication Dual Enrollment of High School Students at Postsecondary Institutions: 2002–03 (NCES 2005-008).

In February 2004, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's dual enrollment programs and courses. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated in mid-March 2004, and data collection was completed in June 2004. The overall response rates were 91 percent unweighted and 92 percent weighted.

The survey asked respondents to report on the prevalence of college course-taking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Institutions with dual enrollment programs were also asked whether they had programs specifically geared toward high school students at risk of education failure; if they answered yes, they were asked a series of questions about the features of such special programs.

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file icon Distance 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

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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

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file icon Distance 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

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