U. S. Census Bureau
Local Education Agency (School District) Finance Survey (via NCES - Common Core of Data)
National Assessment of Educational Progress (NAEP) (via NCES)
Office for Civil Rights Civil Rights Data Collection (Link not working)
Private School Survey (PSS)
Program for the International Assessment of Adult Competencies (PIAAC) (NCES)
SEE ALSO the library's U. S. Census Guide HERE (direct URL : library.morgan.edu/census)
Beginning Teacher Longitudinal Study (BTLS)
The Beginning Teacher Longitudinal Study (BTLS) followed a cohort of beginning public school teachers initially interviewed as part of the 2007–08 Schools and Staffing Survey through the 2011–12 school year. The study was intended to create an unfolding "story" by following this cohort of first-year teachers for 5 years. Although most teacher surveys provide a momentary "snapshot" of the group they are surveying, this longitudinal survey followed a cohort of teachers over a longer time period. To accomplish this, interviews took place over the course of several years. By collecting data from the same group of teachers over an extended period of time, NCES hoped provide an in-depth examination of the career development of beginning teachers as they continue with teaching or transition into a different career.
Access data HERE Direct URL : https://nces.ed.gov/surveys/btls/
Variables for All tables
Total
Age
Less than 30 years
30 or more years
Grade level
Primary/middle
High/combined
Community type
City/suburban
Town/rural
Percent of K-12 students who
were approved for free or
reduced-price lunches
0-49
50 or more
School did not participate in
free or reduced-price lunch
program
Column Names:
Table 1 . Among teachers who were assigned a mentor, percent who reported the extent to which the mentor improved their teaching
Table 2. Percentage of beginning public school teachers who were assigned a mentor in school year 2008–09, and percentage distribution of beginning public school teachers who reported the extent to which the assigned mentor improved their teaching, by selected school and teacher characteristics: School year 2008–09
Table 3. Percentage of beginning public school teachers who were assigned a mentor in school year 2009–10, and percentage distribution of beginning public school teachers who reported the extent to which the assigned mentor improved their teaching, by selected school and teacher characteristics: School year 2009–10
Column names for Tables 1 to 3
Among teachers who were assigned a mentor, percent who reported the extent to which the mentor improved their teaching
Percent of teachers assigned a mentor
Not at all
To a small extent
To a moderate extent
To a great extent
Table 4. Percentage of beginning public school teachers who completed a degree after December 31, 2008, enrolled in in courses not leading to a degree or certificate, and percentage distribution of the teachers who reported various reasons for enrolling in the degree program, certificate, or non-degree courses, by selected teacher and school characteristics: School year 2009–10
Column labels for Table 4
Percent of teachers who completed a degree after December 31, 2008
Percent of teachers who enrolled in courses not leading to a degree or certificate
For pre-K-12 teaching position
For use in position in the field of education but not as a pre-K-12 teacher
For use in a position outside the field of education
For reasons unrelated to obtaining or using in a job
Table 5 Average base teaching salary of beginning public school teachers, by selected teacher and school characteristics: School years 2007–08, 2008–09, 2009–10
Column labels for Table 5
Average base teaching salary in school year
2007–08
2008–09
2009–10
Table 6. Percentage of beginning public school teachers who renewed their teaching certificate or added a content area, field, or grade levels to their teaching certificate before December 31, 2008, by selected teacher and school characteristics: School year 2009–10
For Table 6
Renewed their teaching certificate
Percent of teachers who added a content area, field, or grade levels to their teaching certificate
Table 7. Percentage of beginning public school teachers participating in various leadership activities at their school, by selected teacher and school characteristics: School year 2007–08
Percent of teachers who:
Table 8. Percentage of beginning public school teachers participating in various leadership activities at their school, by selected teacher and school characteristics: School year 2009–10
Percent of teachers who:
The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey. Between 2000 and 2012, the Academic Libraries Survey (ALS) was conducted independently of IPEDS, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. Since 2014 (there was not a survey in 2013), the ALS was reintegrated back into the IPEDS collection as the Academic Libraries (AL) component, which is mandatory and collected annually in the spring. Visit the Academic Libraries Resource page for more information on reporting changes. The most recent AL survey was conducted in 2014; those data were made available to the public in December 2015 and can be obtained through the IPEDS Use the Data portal.
Retrieve data from 1996 to 2012 HERE (direct URL : https://nces.ed.gov/surveys/libraries/aca_data.asp)
Retrieve data from 2014 to present HERE and find "Academic Libraries" at the bottom of the variables menu.
Library Characteristics:
Collections:
Expenditures:
Library Services:
Number of Full Time Equivalent (FTEs) Library staff:
Response Status:
See index of pre-2006 variables HERE
Local Education Agency (School District) Finance Survey (F-33)
Direct URL : https://nces.ed.gov/ccd/files.asp#Fiscal:1,SchoolYearId:36,Page:1
This survey collects finance data for each school district in the United States at the school district level and provides a comprehensive picture of the financial activity associated with public elementary and secondary school systems, including all financial transactions associated with revenues by source, expenditures by function and object, indebtedness, and assets.
See Full Documentation here: https://nces.ed.gov/ccd/pdf/2024310_FY22F33_Documentation.pdf
Temporal Scope : 1989 to present
Geographic Scope : 50 United States and the District of Columbia
Spatial unit of analysis : (Public) School District or other local education agency (GIS data not included)
Variables :
See Variable Index HERE (From most recent survey)
Direct URL : https://docs.google.com/spreadsheets/d/1-PJjuPzQFqhwnd55XlP960oVZxE08vdcAhfNfxVn83Q/edit?usp=sharing
The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts.
Report card data are available at state and district levels.
Export options : MS Excel, MS Word, PDF, HTML, CSV and JSON
All formats except .csv have additional options to generate a summary report and map. There are no GIS spatial analytic unit data accompanying this dataset.
Explore data HERE (direct URL : https://www.nationsreportcard.gov/profiles/)
NOTE: That not every combination of State, grade level and assessment component are represented in the dataset.
Explore data HERE (direct URL : https://www.nationsreportcard.gov/profiles/districtprofile)
NOTE: That not every combination of municipality, grade level and assessment component are represented in the dataset.
[SEE U.S. Skills Map: State and County Indicators of Adult Literacy and Numeracy for similar, more recent data]
The 2003 National Assessment of Adult Literacy is a nationally representative assessment of English literacy among American adults age 16 and older. Sponsored by the National Center for Education Statistics (NCES), NAAL is the nation's most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey (NALS). NAAL not only provides information on adults' literacy performance but also on related background characteristics that are of interest to researchers, practitioners, policymakers, and the general public. In 2003, over 19,000 adults participated in the national and state-level assessments, representing the entire population of U.S. adults who are age 16 and older, most in their homes and some in prisons from the 50 states and the District of Columbia. Approximately 1,200 inmates of federal and state prisons were assessed in order to provide separate estimates of literacy for the incarcerated population.
Explore data HERE (direct URL : https://nces.ed.gov/naal/estimates/StateEstimates.aspx)
Export options : MS Word. This resource does not contain spatial data, but can be joined to feature classes.
National Household Education Surveys Program (NHES)
The National Household Education Surveys Program (NHES) was developed by NCES to complement its school-based and institutional surveys (surveys of students, teachers, school administrators, and administrative records). Surveys that comprise the NHES are integral data collection tools for addressing topics that cannot be studied efficiently through institutional data collections. Those data collections provide a wealth of information but cannot tell us about learning that occurs outside of the formal education structure (such as homeschooling or early childhood education) or how families interact with and view the education system. By surveying households, the NHES allows NCES to generate a richer, more comprehensive view of American education.
Population : See Chapter 2 pp. 8-34 of the User's Guide for more information.
Temporal Scope : 1991-2019
Frequency : Irregular (different topics are surveyed each year. See ABOUT for more info.)
Spatial Scope : 50 United States and the District of Columbia
Spatial unit of analysis : NA
Variables : See code book here: https://nces.ed.gov/nhes/data/2019/ecpp/cbook_ecpp_pu.pdf
See users guide here : https://nces.ed.gov/pubs2021/2021030rev.pdf
Access Options
https://nces.ed.gov/nhes/data_files.asp
Direct Data Download:
https://nces.ed.gov/nhes/dataproducts.asp
National Public Education Financial Survey Data
Direct URL : https://nces.ed.gov/ccd/files.asp#Fiscal:1,Page:1
The National Public Education Financial Survey (NPEFS) is an annual survey conducted by the NCES that provides comprehensive financial information on public elementary and secondary education at the state level. It includes detailed data on revenue sources (federal, state, and local), expenditures (such as instruction, support services, and capital outlay), and other financial indicators. NPEFS is a principle resource for analyzing state education funding, informing federal allocations (e.g., Title I funding), and supporting national education finance research.
See Full Documentation here: https://nces.ed.gov/ccd/pdf/2024302_FY22_NPEFSDocumentation.pdf
Temporal Scope : 1986 to 2022
Geographic Scope : 50 United States, the District of Columbia, Puerto Rico, Guam, Northern Mariana Islands, American Samoa, the Virgin Islands.
Spatial unit of analysis : State or territory
Variables :
See Variable Index HERE (From most recent survey)
Direct URL : https://docs.google.com/spreadsheets/d/12JcXqgXamSdp3IG8eTi29h6O3flMmhJA0bKMNBKuG1Y/edit?usp=sharing
The National Teacher and Principal Survey
Public Use Data:
Temporal Scope : 2015-2018, 2020-21 school years
Geographic Scope : 50 United States and the District of Columbia
Spatial Unit of Analyses : Nation and State
Variables :
Principals’ average annual salary
Average base teaching salary and supplements
Percentage of public K–12 schools that normally offered any courses entirely online prior to the coronavirus pandemic
Average total years of teaching experience for public school teachers
Additional Public Variables
PRINCIPLES
Percentage distribution of public school principals, by race/ethnicity and state
Percentage distribution of public school principals, by highest degree earned and state
Average percentage of time per school year spent on various school-related tasks, by state
Percentage of public school principals who agreed with statements about their position as a principal, by state
SCHOOLS
Of public schools that had teaching vacancies in a specific field for the current school year, percentage that found it very difficult or were not able to fill the vacancies in each field, by field and state
Average public school start time and percentage distribution of public school start time, by state
TEACHERS
Percentage distribution of public school teachers, by race/ethnicity and state: 2020–21
Average base teaching salary for regular full-time teachers
Percentage of public school teachers who responded that they have any control over various areas of planning and teaching in their classrooms, by state
Access visualization and data here: https://nces.ed.gov/surveys/ntps/ntpsdashboard/
LINK NOT WORKING AS OF MARCH 22, 2025
Office for Civil Rights Civil Rights Data Collection
Direct URL : https://civilrightsdata.ed.gov/view
Geographic Scope : 50 United States, the District of Columbia and Puerto Rico
Temporal Scope : 2011-2018, 2020-2021
Spatial Analytic Units : State, school district
Variables:
Number of Districts (at State Level)
Number of Schools (at State Level)
Students Enrolled (at State Level)
The two forgoing are:
The following variables are also disaggregated by racial category:
Private School Universe Survey (PSS)
The purposes of this survey are : to generate biennial data on the total number of private schools, teachers, and students; and to build an accurate and complete list of private schools to serve as a sampling frame for NCES surveys of private schools.
This survey contains 20 tables each with slightly different column names and variables. Typical variables include school by type (i.e. private, parochial, public etc.) state or region and more. The column names in each table are reflect the scope of the table name.
See Tables HERE Direct URL : https://nces.ed.gov/surveys/pss/tables2122.asp
Table 1. Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by selected characteristics: United States, school year YEAR
Table 2. Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by religious or nonsectarian orientation of school: United States, school year YEAR
Table 3. Percentage distribution of private schools, by program emphasis and selected characteristics: United States, school year YEAR
Table 4. Number and percentage distribution of private schools, by urbanicity type and selected characteristics: United States, school year YEAR
Table 5. Number and percentage distribution of private school students, by urbanicity type and selected characteristics: United States, school year YEAR
Table 6. Number and percentage distribution of private school students, by grade and private school typology: United States, school year YEAR
Table 7. Average private school size, by school level and selected characteristics: United States, school year YEAR
Table 8. Number and percentage distribution of private schools, by school size and selected characteristics: United States, school year YEAR
Table 9. Percentage distribution of private school students, by racial/ethnic background and selected characteristics: United States, school year YEAR
Table 10. Percentage male enrollment in private schools and percentage distribution of private school coeducational categories by selected characteristics: United States, school year YEAR
Table 11. Number and percentage distribution of private school teachers (headcount), by work status and selected characteristics: United States, school year YEAR
Table 12. Pupil/teacher ratio of private schools, by school level and selected characteristics: United States, school year YEAR
Table 13. Percentage of private schools with 12th-graders in 2020-21, number of graduates, graduation rate, and percentage of graduates who attended 4-year colleges, by selected characteristics: United States, school year YEAR
Table 14. Number of private schools, students, and teachers (headcount), by private school associations: United States, school year YEAR
Table 15. Number of private schools, students, full-time equivalent (FTE) teachers, and 2020–21 high school graduates, by state: United States, school year YEAR
Table 16. Number and percentage distribution of private schools, by school level and selected characteristics: United States, school year YEAR
Table 17. Number and percentage distribution of private school students, by school level and selected characteristics: United States, school year YEAR
Table 18. Number and percentage distribution of private school full-time equivalent (FTE) teachers, by school level and selected characteristics: United States, school year YEAR
Table 19. Average length of school year and average length of school day, by selected characteristics: United States, school year YEAR
Table 20. Number and percentage of private schools that had library media centers, by selected characteristics: United States, school year YEAR
The Program for the International Assessment of Adult Competencies (PIAAC) is a large-scale study conducted in the United States and other countries around the globe since 2012. PIAAC is designed to measure, analyze, and compare adults’ foundational skills of literacy, numeracy, and problem solving. The assessment focuses on the cognitive and workplace skills needed for individuals to participate in society and for economies to prosper. Data from PIAAC are meant to help countries better understand their education and training systems and the distribution of these foundational skills across the adult working-age population.
Initiated and developed by the Organization for Economic Cooperation and Development (OECD), PIAAC is intended to be administered at least once a decade. PIAAC was first conducted in the United States and 23 other countries in 2012, and the same survey instruments were administered twice more through 2017. In total, 39 countries participated in the three rounds of data collection in PIAAC Cycle 1 (2012–2017). PIAAC Cycle 2 (2023), was conducted in 2022–2023, with 31 countries participating.
PIAAC has been administered in countries with diverse populations, cultures, education systems, and life experiences, and it is conducted in the language or languages of the country administering it. During the first cycle, about 245,000 adults were interviewed across participating countries, representing 1.15 billion people. PIAAC Cycle 1 was the first large-scale international assessment to be administered on laptop computers to respondents in their homes, with a paper-and-pencil version for those who could not take the assessment on a computer. The second cycle of PIAAC was conducted entirely on a digital tablet. The ease of use of the tablet ensured that even adults with very low familiarity with digital devices were able to complete the assessment. PIAAC is also the first adult skills assessment to be adaptive: participants taking the digital-based assessment are presented with a series of test questions (“items”) targeted to their performance level, based on their success answering earlier questions.
Frequency : Irregular
Population : People aged 16–74 in the United States and 16–65 in the other countries
Temporal Scope : Cycle 1 : 2012,2014, 2017; Cycle 2 : 2023
Geographic Scope : Australia, Austria, Belgium (Flemish), Canada, Chile, Croatia, Cyprus, Czechia, Denmark, Ecuador, Estonia, Finland, France, Germany, Greece, Hungary, Indonesia, Ireland, Israel, Italy, Japan, Kazakhstan, Korea,
Latvia, Lithuania, Mexico, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Russian Federation, Singapore, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom (England), United Kingdom (Northern Ireland), United States
Variables :
Export options : MS Word. This resource does not contain spatial data, but can be joined to feature classes.
Description: A longitudinal study of high school students across the U.S. since the 1960s, providing data on educational outcomes, demographics, and life trajectories.
Key Datasets:
Data on educational attainment, employment, family life, and more, based on a long-term study of high school students.
