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 Longitudinal Study 2003/05
Early Childhood Longitudinal Study
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...
High School Students
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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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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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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