Data Resource Tool

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The EdDem Network’s data resource tool collates information about population-based datasets with measures on early educational environments and experiences, AD biomarkers and genetic risk factors, and later life cognition and dementia.

How to use this tool:

  1. Scan the table for information about the study design, participants, and years of availability.
  2. Click a row to see detailed measures by topic.
  3. Use the checkboxes to filter; the table shows datasets that meet all selected categories.
  4. Use the search box for keywords (e.g., “executive function”, “cholesterol”).
  5. Combine filters and search to narrow further.
  6. Select “Reset” to uncheck the filters and start a new query.
DatasetStudy DesignParticipantsData AccessMain SiteDownload DataTechnical DocumentationSample SizeYears AvailableDescriptionOwnerDementia Diagnosis or SymptomsChild/Adolescent Cognitive AssessmentsAdult Cognitive AssessmentsOther Cognitive MeasuresEducational Attainment or AchievementSelf-reported School Experiences, Attitudes, and AspirationsSchool Characteristics (Administrative Data)Other Eduation MeasuresADRD-Related BiomarkersClinical AssessmentsNeuroimagingHealth BehaviorsGenetic DataEarly Life FactorsMid life factors
Wisconsin Longitudinal Study (WLS)Longitudinal cohort studyRepresentative of Americans who graduated from Wisconsin high schools in 1957Publicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 10,317 individuals (Baseline sample)Original cohort: 1957 (age 18); 1964 (age 25); 1975 (age 36); 1992 (age 53); 2003 (age 64); 2011 (age 72); 2020 (age 81); 2022 (age 83); Siblings: 1977; 1993; 2004; 2011; 2020; 2022The Wisconsin Longitudinal Study (WLS) is a long-term study of a random sample of 10,317 men and women who graduated from Wisconsin high schools in 1957. The WLS provides an opportunity to study the life course, intergenerational transfers and relationships, family functioning, physical and mental health and well-being, and morbidity and mortality from late adolescence through 2011. WLS data also cover social background, youthful aspirations, schooling, military service, labor market experiences, family characteristics and events, social participation, psychological characteristics and retirement.University of Wisconsin–MadisonIn 2020 and 2022, the Telephone Interview for Cognitive Status (TICS-M) assessed global cognition (link to documentation: https://ssc.wisc.edu/wlsresearch/documentation/appendices/X/cor1029.pdf ). If TICS-M score was below the cutoff of 29 (indicating risk for dementia), participants were invited to participate in a long interview with a clinician. The clinician-led interview consisted of a medical history questionnaire and a neuropsychological battery, which included:
  • Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE)
  • Clinical Dementia Rating Scale (CDR)
A panel of clinicians, including a geriatrician and neuropsychologist, reviewed data collected from the neuropsychological battery to determine whether the criteria for a cognitive diagnosis had been met. If so, participants were either diagnosied with mild cognitive impairment (MCI) or dementia, and an etiology was established (e.g., dementia due to Alzheimer's Disease, traumatic brain injury, etc.).		YesHenmon-Nelson IQ TestYesGeneral cognitive function
  • Telephone Interview for Cognitive Status (TICS-M; 2020 and 2022; see Dementia Diagnosis/Symptoms for details; link)
Reasoning
  • Similarities task (2003 and 2011; link)
  • Number series task (2011, 2020, and 2022; link)
Executive function
  • Digit ordering (2003, 2011, 2020, and 2022; link)
Episodic memory
  • Word recall (2003 and 2011; link)
Semantic memory
  • Letter and category fluency (2003, 2011, 2020, and 2022; link)
Yes
  • Complete Educational Attainment History (1957-2010)
  • Class rank
  • High school coursework
Yes
  • Aspirations (1957)
  • Aspirations of friends (1957)
  • Employment aspirations (1957-1992)
  • High school activities
Yes
  • Elementary through high school resources
  • School attractiveness
  • School activities
  • High school percentile rank
  • Class size
  • Public or private education
Yes
  • Classes in high school
  • Perception of parents and teachers
Blood-based AD biomarker collection is currently ongoing. Data will include:
  • Plasma levels of amyloid, tau, and pTau181
  • NfL
  • GFAP
  • APOE
Yes
  • Obesity (height and weight; 1957, 1992-2010)
  • Depression history (1992)
  • C. Ryff's Psychological Well-Being Scale (1992)
  • Vision, hearing, dexterity, mobility tests (2003)
  • Self-reported chronic condition history (e.g., diagnosis of diabetes, high blood pressure; 1992-2010)
  • Physical Health: grip strength, timed gait test, chair rise, peak flow measure, anthropometrics, vision, medications (2010)
  • Gut microbiome (limited sample of N=~500 collected in 2014 and 2015)
  • Medicare Records/Tumor Registry
YesParticipants who supply blood for biomarker data will be recruited for the following (data release forthcoming):
  • Amyloid PET imaging
  • Tau PET imaging
  • MRI
  • (Optional) Lumbar puncture to measure Aβ42, total tau, and pTau181 content in CSF
Yes
  • Health Utilities Index (2004-2010)
  • Health insurance (1992-2010)
  • Medical use/costs (1992-2010)
  • Smoking/Alcohol Use(1992-2010)
  • Health Literacy
Yes
  • GWAS/MTAG-based polygenic scores (incl. educational attainment, cognitive performance, math ability, and highest-level math class taken)
  • SNPs (including APOE ε4)
Yes
  • Parent's occupation
  • Income
  • Education
  • Retrospective childhood health (2004)
  • Available through request:
    • High school district data: Data at the high school district level on school characteristics such as teacher salaries, student–teacher ratios, teacher experience and education, and state aid received, corresponding to the period when participants were in high school (1954-1957) (link)
    • Elementary and secondary district data: Data at the public school district level on enrollment, attendance, teacher salaries, pupil–teacher ratios, and instructional expenditures, corresponding to the periods when participants were in elementary (1945-1953) and secondary school (1954-1957) (link)
    • 1940 Census (IPUMS-linked) data: Person- and household-level data, linked to WLS participants and their parents, including demographic, socioeconomic, housing, and geographic characteristics of families when participants were children (link)
  • Earnings (household and individual)
  • Jobs and job characteristics
  • Total income (household and individual)
  • Full assets
  • Social security records
  • Available through request:
    • Area Resource File (ARF): County-level data containing 6,000+ indicators of health resources, provider supply, socioeconomic conditions, and population characteristics, merged to participants’ 2004 county of residence (link)
Midlife in the United States (MIDUS)Longitudinal cohort studyNationally-representative sample of American adults aged 25-74Publicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 7,108 individuals (Baseline sample)1995-1996 (age 25-75); 2004-2006 (age 34-85); 2011-2014 (age 41-93); 2013-2014 (age 43-93)The first national survey of Midlife Development in the U.S. (MIDUS) was conducted in 1995/96 by the MacArthur Foundation Research Network on Successful Midlife Development. The study was conceived by a multidisciplinary team of scholars from fields of psychology, sociology, epidemiology, demography, anthropology, medicine, and health care policy. Their collective aim was to investigate the role of behavioral, psychological, and social factors in accounting for age-related variations in health and well-being in a national sample of Americans. In addition to a national probability sample (N = 3,487), the study included over-samples in select metropolitan areas (N = 757), a sample of siblings (N = 950) of the main respondents, and a national sample of twin pairs (N=1,914).MIDUS 1: MacArthur Foundation Research Network on Successful Midlife Development; Follow-ups: University of Wisconsin - Madison, Institute on AgingNoNoReasoning
  • Brief Test of Adult Cognition by Telephone (link): Number series
Executive function
  • Brief Test of Adult Cognition by Telephone (link): Stop and Go Switch Task
  • Brief Test of Adult Cognition by Telephone (link): Digits Backward
Processing speed
  • Brief Test of Adult Cognition by Telephone (link): Backwards counting
Semantic memory
  • Brief Test of Adult Cognition by Telephone (link): Category fluency
Episodic memory
  • Brief Test of Adult Cognition by Telephone (link): Short-delay word list recall
YesHighest level of school or college completedYesSelf-reported racial discriminatory experience of being discouraged by a teacher or advisor from seeking higher educationYesNoEmployment history (1996-1996)MIDUS 2 Biomarker Project and MIDUS 3 Biomarker Project:
  • Inflammation markers: IL-6, s-IL6-r, IL-8, IL-10, TNF-alpha, C-Reactive Protein (CRP), Fibrinogen, E-Selectin, ICAM
  • Cortisol (salivary and urine)
  • Catecholamines: epinephrine, norepinephrine, dopamine
  • Creatinine
  • Hormone makers (DHEA and DHEA-S)
  • Bone Turnover: BSAP (Bone Specific Alkaline Phosphatase), NTx (nteleopeptide type 1 collagen), P1NP (aminoterminal propeptide type 1 procollagen)
  • Glucose metabolism (glycosylated hemoglobin (HA1c)
  • Glucose, Insulin, and IGF-1 (Insulin-like Growth Factor-1)
NoMIDUS 2 Biomarker Project and MIDUS 3 Biomarker Project:
  • Cholesterol panel (total, HDL, LDL, and Triglycerides)
  • Gait assessment
  • Vital signs
  • Waist and hip measurement
  • Morphology
  • Ankle Brachial Index (ABI)
  • Bone densitometry
  • Heart-rate variability
  • Blood pressure
  • Respiration
Yes
  • Facial electromyography (EMG)
  • Electroencephalography (EEG)
  • Structural MRI
  • Functional MRI
  • Perfusion MRI (Arterial spin labeling)
  • Diffusion MRI
YesMIDUS 1, follow-up in MIDUS 2, and MIDUS 3:
  • Height/weight
  • Instrumental Activities of Daily Living (ADL)
  • Basic Activity of Daily Living
  • Chronic conditions and illness: heart attack/procedure/conditions (personal, risk, family history)
  • Chest pain
  • Blood pressure
  • Cancer
  • Smoking/alcohol
  • Prescription medication
  • Vitamins/supplements
  • Health and daily activities
  • Dyspnea
  • Body indices
  • Frequency seeing medical doctors and mental health professionals
  • Menstrual cycles (women only)
  • Health insurance coverage
  • Health care utilization
Midus Project 2 and refresher sample:
  • Self-reported sleep assessments
Yes
  • Conserved Transcriptional Response to Adversity (CTRA; RNA Expression Values)
  • PRS (Polygenic Risk Score) and Imputed SNP (Single Nucleotide Polymorphism)
  • Methylation age scores
YesWaves 1, 2, and 3:
  • Living arrangements/homelessness
  • Parent education/employment during childhood
  • Welfare status during childhood
  • Parents' nativity and language use
  • Sexuality
  • Ethnic origins
  • U.S. citizenship
  • Abuse (emotional, physical, sexual) in childhood
  • Religiosity
Waves 1, 2, and 3:
  • Information on children/dependents
  • Finances and personal/household income
  • Employment history
  • Marital status and history
  • Spouse education/employment
  • Mental health
  • Workplace relationships and conflict
  • Perceived neighborhood and family responsibility/safety/support/inequality
  • Social support
  • Social well-being
  • Relationships with friends
  • Satisfaction with Life Scale
  • Perceived discrimination
  • Relationship with partner
National Health and Aging Trends Study (NHATS)Longitudinal panel studyNationally representative sample of Medicare beneficiaries ages 65 and olderPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 3,817 to 8,597 individuals per wave2011; 2012; 2013; 2014; 2015; 2016; 2017; 2018; 2019; 2020; 2021Begun in 2011, the National Health and Aging Trends Study (NHATS) gathers information on a nationally representative sample of Medicare beneficiaries ages 65 and older. Annual, in-person interviews collect detailed information on the disablement process and its consequences. The sample is refreshed periodically so that researchers may study national-level disability trends as well as individual trajectories. A last month of life interview focuses on quality of end of life care. Periodically caregivers of NHATS respondents are interviewed in the supplemental National Study of Caregiving (NSOC). Linkages to Medicare records are also available.Johns Hopkins University Bloomberg School of Public HealthSelf-reported diagnosis of dementia or Alzheimer's disease (if reported, age at diagnosis is also collected) (link)YesNoExecutive function
  • Cogstate battery (link): One Card Back Task
Processing speed
  • Cogstate battery (link): Detection Task
  • Cogstate battery (link): Identification Task
Episodic memory
  • 10-word immediate/delayed recall (link)
Semantic memory
  • Naming President and Vice President (link)
Visuospatial abilityOther
  • Self-rated memory
  • Age you feel
YesHighest level of education attainedYesNoNo
  • Hemoglobin
  • A1C
  • IL-6
  • CRP
  • CMV
Yes
  • Self-reported diseases & chronic conditions
  • Depression
  • Anxiety
  • Hearing
  • Vision
  • Speaking and being understood
  • Pain (limitation on activities)
  • Balance/coordination
  • Waist circumfrerence
  • Anthropometrics
  • ACS Disability Questions
YesNo
  • Self-rated health
  • Hospital stays and surgeries
  • Falls
  • Sleep quality
  • COVID-19 (diagnosis, symptoms, health effects, vaccination)
  • Mobility
  • Use of mobility devices
  • Capacity for physical exercise
  • Medical care activities
  • Smoking
  • Grip strength
  • Chair stands
  • Balance stands
  • Walking assessment
  • Health insurance status
  • Sedentary Time
Yes
  • APOE ε4 allele
  • Polygenic scores (forthcoming):
    • Educational attainment
    • General cognition (Gencog2)
    • Alzheimer's Disease
Yes
  • Parents education
  • Place of birth (state or country if non-US)
  • Geographic location in adolescence (city/town and state)
  • Immigration history
  • Health status as a child
  • Family financial status growing up
  • Family structure
  • Sibling gender and age
  • Marital status
  • Household members gender and age
  • Type of residence (e.g., retirement community)
  • Social network
  • Community social cohesion
  • Use of technology
  • Participation in activities
  • Bilingualism
  • Veteran status
  • Loneliness
  • Meaning and purpose
  • Labor force participation
  • Sources of income
  • Receipt of benefits
  • Investments
  • Household income
  • Economic Well-Being
  • Personality traits
  • End of life plans and care
National Longitudinal Survey of Youth 1979 (NLSY79)Longitudinal cohort studyNationally-representative sample of Americans who were aged 14-22 in 1979Publicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 9,964 (Baseline sample)1979 (age 14-22); 1980 (age 15-23); 1981 (age 16-24); 1982 (age 17-25); 1983 (age 18-26); 1984 (age 19-27); 1985 (age 20-28); 1986 (age 21-29); 1987 (age 22-30); 1988 (age 23-31); 1989 (age 24-32); 1990 (age 25-33); 1991 (age 26-34); 1992 (age 27-35); 1993 (age 28-36); 1994 (age 29-37); 1996 (age 31-39); 1998 (age 33-41); 2000 (age 35-43); 2002 (age 37-45); 2004 (age 39-47); 2006 (age 41-49); 2008 (age 43-51); 2010 (age 45-53); 2012 (age 47-55); 2014 (age 49-57); 2016 (age 51-59); 2018 (age 53-61); 2020 (age 55-63); 2022 (age 57-65)The NLSY79 Cohort is a longitudinal project that follows the lives of a sample of American youth born between 1957-1964. The cohort originally included 12,686 respondents ages 14-22 when first interviewed in 1979; after two subsamples were dropped, 9,964 respondents remain in the eligible samples. Data are now available from Round 1 (1979 survey year) to Round 30 (2022 survey year).U.S. Bureau of Labor StatisticsSelf-reported Alzheimer's disease or dementia diagnosisYes
  • Math and verbal scores from the PSAT, SAT, and ACT
  • Henmon-Nelson IQ Test
  • Armed Services Vocational Aptitude Battery (ASVAB):
    • Arithmetic Reasoning (AR)
    • Mathematics Knowledge (MK)
    • Word Knowledge (WK)
    • Paragraph Comprehension (PC)
    • Combined math (AR and MK)
    • Combined verbal (WK and PC) scale
YesExecutive function
  • Serial 7s test (2020; link)
Processing speed
  • Backward counting (2006; 2008; 2014; 2016; 2020; link)
Episodic memory
  • Word List Immediate and Delayed Recall (2006; 2008; 2014; 2016; 2020; link)
Semantic memory
  • Object naming task (2006; 2008; 2014; 2016; 2020; link)
Other
  • Self-reported rating of memory abilities (2006; 2008; 2014; 2016; 2020; link)
Yes
  • Highest degree earned
  • Vocational training
Yes
  • Reason stopped attending school
  • Attitude toward aspects of high school
  • Expulsions and suspensions
Yes
  • High school type (public/private)
  • Type of college attended
  • Major/field of study in college
  • High school curriculum
  • Each school's total enrollment
  • Type of grading system
  • Number of books in the school library
  • Vocational/technical course offerings
  • Dropout rate
  • Percent of economically disadvantaged students
  • Characteristics/qualifications of the staff
  • Percentage average daily attendance
YesSelf-reported:
  • Availability of reading materials in home at age 14
  • Desired level of education
  • Desired occupation
From the school survey completed by the school administrator:
  • Month/year last enrolled
  • Reason not enrolled
  • Highest grade attended
  • Whether the respondent had participated in remedial English, remedial mathematics, English as a second language, or bilingual education classes
From the transcript data:
  • Course information (infromation on the grade level at which the course was taken, a code for the high school course, the final or computed grade for that course, the source of the final grade, the credits received)
  • Number of days the respondent was absent from school in each of the high school grades attended
  • The respondent's rank in class for the last year attended
  • Number of students in the respondent's class for the last year attended
  • Dates (month/year) last enrolled at this school
  • Reason left this school
  • *Note that the transcript data has HIGH rates of non-response
No
  • Height/weight
  • CES-Depression Scale
  • Heart problems
  • Cognition assessment
  • General Anxiety Disorder Scale
YesNo
  • Physical activity
  • Time spent on healthcare activities
  • Interference of health problems for daily functioning
  • General health behaviors
  • Health insurance coverage
  • Drug and alcohol use
YesNo
  • Nativity
  • Race
  • Ethnicity
  • Immigration status
  • Parents' employment status
  • Bilingualism
  • Parental birthplace
  • Religious participation
  • Employment history
  • Occupation type
  • Risk aversion
  • Life satisfaction
  • Computer and internet access
  • Self-esteem
  • Personality
  • Police contact
  • Perceived discrimination
  • Military service
  • Income
  • Public assistance
  • Debt
  • Spending
  • Neighborhood problems
  • Family structure in adulthood
  • Relationship quality
  • Region of residence
  • Urbanicity of residence
  • Pearlin Mastery Scale
  • Rosenberg Self-Esteem Scale (2006)
  • Satisfaction with Life Scale (SWLS)
  • Loneliness (2022)
  • Job stress (2018-2022)
Education Studies for Healthy Aging Research (EdSHARe): High School and Beyond (HSB)Longitudinal cohort studyNationally-representative sample of Americans who graduated high school in 1980 and 1982; Oversampled public schools with high percentages of Hispanic students, Catholic schools with high percentages of minority students, alternative public schools, and private schools with high-achieving studentsMust request a restricted-use data licenseLinkLinkLinkN = 28,240 individuals (Baseline sample)1980 (age 16-18); 1982 (age 18-20); 1984 (age 20-22); 1986 (age 22-24); 1992 (age 28-30); 2014 (age 50-52); 2022 (age 58-60)Investigation of the intersection of the socioeconomic, institutional, and biological pathways through which education and early life conditions impact later-life health and cognition. Consists of HSB & NLS-72: One of the major goals of the NLS Program is to make the data sufficiently comparable to allow cross-cohort comparisons between studies (NLS:72 vs. HS&B vs. NELS:88 vs. ELS:2002), as well as comparative analyses of data across waves of the same study. Nevertheless, data users should be aware of some variations in sample design, questionnaire and test content, and data collection methods that could impact the drawing of valid comparisons.National Center for Education StatisticsNo
  • Reading, mathematics, vocabulary tests
  • Writing, science, civics tests
  • Memory, comparisons, spatial reasoning tests
YesExecutive function
  • Phonemic Fluency (2021; link)
  • Forward and Backward Digit Span (2021; link)
Episodic memory
  • CERAD Word List Immediate and Delayed Recall (2021; link)
  • Visual Paired Associates Test (2021; link)
Semantic memory
  • Semantic Fluency (2021; link)
Other
  • Self-reported memory problems (2021; link)
Yes
  • Secondary curriculum and courses & secondary school grades and achievements
  • Post-secondary enrollment, major, courses
  • Educational attainment
  • Post-secondary plans
  • Postsecondary transcripts
Yes
  • Educational plans, expectations for graduation, and aspirations
  • Significant others' educational expectations
  • Friend's educational attributes
  • Self-reported prevalence of general disciplinary matters at school, self-reported school rules, participation in extra-curricular activities, perceptions of different types of students (e.g., students who get good grades), knowledge of how to apply for jobs, set appointments, etc.
  • Perceptual ratings of school quality and fairness
  • Perceptions of parents' expectations for education and work, perceptions of how financial constraints influence post-secondary decisions
  • Self-reported participation in and scholarships for athletics in high school or college
YesFrom teachers/administrators:
  • Influence of teachers on school policy
  • Control in the classroom
  • Perceptions of support for teachers from administrators
  • Frequency met with parents or contacted by parents
  • Frequency of class interruptions
  • Perceptions of what teaching/school goals are most important
  • Perceptions of average academic ability of students and how many students are above-average
  • Class size
  • Participation in faculty and school activities
  • Collaborations with other teachers
  • Teaching observations
  • Perceptions of administrators and the school learning and working environment
  • Hours per week assigned to teach and actually spent teaching
  • Grading policies
  • Recognition of student achievements
  • Demographic and educational background and teaching experience
  • Requirements for graduation
  • Frequency of report cards and evaluations
  • Goals in admitting students to the school
  • Hiring practices and effort in recruiting and retaining quality teachers
  • Teacher salary increases
  • School improvement projects
From guidance counselors:
  • Ranked goals/emphasis of guidance programs
  • Breakdown of time spent in providing guidance services (class schedules, postsecondary education, career planning, job placement, attendance/discipline/etc)
  • Perceived metrics of the success of the guidance program
  • Computerized information systems
  • Availability of guidance courses
  • Training and programs to students
  • Availability of guidance information in any language other than English
  • Guidance counselor demographics and education/experience
  • Recognition of student achievements
  • Presence of businesses and establishments around the school
  • Prevalence of any city riots since 1964 and distance of those riots from the school
  • Prevalence of students taking standardized achievement or aptitude tests
Yes
  • School absence frequency
  • Comfortability in English class
  • Whether someone read to respondent as a child and frequency
  • Self-reported race/ethnicity composition of respondent's school
  • Availability of financial assistance for post-secondary education
  • Participation in career/vocational progrms
Markers of neuropathology (home visit 2021 follow-up):
  • Ab40
  • Ab42
  • Tau
  • NfL
  • p-tau 181
  • GFAp from blood
YesNoNo
  • Health status
  • Disabilities (learning, visual handicap, hard of hearing, deafness, speech disability, orthopedic handicap, other) and functioning
  • Height/weight (1980 all, 1982 HS sophomores only, 1986 all; 2014-2015 all)
  • Health risk behaviors (1982 HS seniors only; 1986 all)
  • Mortality/cause of death (2014-2015 all)
  • Self-esteem
  • Depression
  • Romantic relationships in high school and expectations for family in the future
  • Mid-life follow up: testing for disease/illness, cancer, diabetes, hypertension, stroke, heart disease, kidney disease, periodontal or gum disease, mental health conditions, use of prescription drugs, opioids, cigarette/alcohol use, loneliness
Yes
  • APOE e4 and GWAS (from saliva or blood)
  • Oral microbiome collection and sequencing (home visit 2021 follow-up)
Yes
  • Family socioeconomic background and housing
  • Employment status and history
  • Financial assistance from parents
  • Demographics
  • Nativity
  • Language usage/proficiency
  • Religious background and involvement
  • Self-esteem/locus of control
  • Marital status and history
  • Children
  • Provision of financial support for others
  • Employment status and history
  • Income and assets
  • Self-reported perceptions of the percentage of people in present neighborhood and present workplace who are the same race/ethnicity as the respondent
  • Sexual orientation
  • Social isolation
Education Studies for Healthy Aging Research (EdSHARe): National Longitudinal Study of the High School Class of 1972 (NLS-72)Longitudinal cohort studyNationally-representative sample of Americans who graduated high school in 1972; Oversampled schools in low-income areas and schools with a high proportion of minority group enrollmentMust request a restricted-use data licenseLinkLinkLinkN = 16,683 individuals (Baseline sample)1972 (age 18); 1974 (age 20); 1976 (age 22); 1979 (age 25); 1984 (age 30); 1986 (age 32); 2025 (age 71; forthcoming)Investigation of the intersection of the socioeconomic, institutional, and biological pathways through which education and early life conditions impact later-life health and cognition. Consists of HSB & NLS-72: One of the major goals of the NLS Program is to make the data sufficiently comparable to allow cross-cohort comparisons between studies (NLS:72 vs. HS&B vs. NELS:88 vs. ELS:2002), as well as comparative analyses of data across waves of the same study. Nevertheless, data users should be aware of some variations in sample design, questionnaire and test content, and data collection methods that could impact the drawing of valid comparisons.National Center for Education StatisticsNo
  • Vocabulary test
  • Picture number test
  • Reading
  • Letter group test
  • Mathematics test
  • Mosaic comparisons test
YesGeneral cognitive function
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release): Mini-Mental State Examination (MMSE)
Reasoning
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release):
    • HRS Number Series
    • Raven's Standard Progressive Matrices
Executive function
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release): Trail Making Test (A and B)
Processing speed
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release):
    • Symbol-Digit Modalities Test (SDMT)
    • Letter Cancellation
    • Backwards Count
Episodic memory
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release):
    • CERAD Word List Learning (Immediate Recall, Delayed Recall, Recognition)
    • Story Memory (Immediate Recall, Delayed Recall)
    • WMS-IV Logical Memory Recognition
Semantic memory
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release): Retrieval Fluency (animal naming)
Visuospatial ability
  • Harmonized Cognitive Assessment Protocol (forthcoming in 2025 release): CERAD Constructional Praxis Immediate and Delayed
Yes
  • School characteristics and grade performance from student questionnaire
  • Data on high school curriculum
  • Credit hours in major courses
  • Grade point averages for each student from school administrators
  • Highest level of education and all earned degrees
  • Schools attended
  • Grades received
  • Credits earned/courses taken
  • Financial assistance
  • Fields of study
  • Any applications for postsecondary or graduate education
  • Financial assistance to attend post-secondary school
YesFrom student questionnaire:
  • Public/private school
  • Work status during school
  • Performance
  • Satisfaction
  • Future plans (work, education, other training, and/or military)
  • Other aspirations, attitudes, and opinions related to academic challenges
  • Perceptions of what interferes with education and the state/quality of the school
  • Participation in vocational and other education programs
  • Participation in athletics and other extra-curricular activities
  • Access to and helpfulness of teachers and school guidance counselors
  • Plans to take advantage of funding/scholarship opportunities
  • Expectations of ability to complete college
YesFrom school administrators:
  • Program and student enrollment
  • Attendance records
  • Racial/ethnic composition of school
  • Dropout rates by sex
  • Number of handicapped and disadvantaged students
  • Percentage of recent graduates in college
YesFrom school counselors:
  • Background of counselors
  • Experience with diverse ethnic groups
  • Sources of support for postsecondary education recommended to/used by students
  • Job placement methods used
  • Number of students assigned for counseling and number counseled per week
  • Time spent in counseling per week
  • Time spent with students and time spent in other counseling activities
Biomarker collection to be made available in 2025 follow-up: Blood-based biomarker data (e.g., Ab40, Ab42, total tau, NfL, p-tau 181, GFAp, DNA methylation)YesNoMRI data to be made available in the 2025 follow-upYes
  • Handicaps or physical conditions that limit work ability
  • Self-esteem
YesGenomic data to be made available in 2025 follow-upYes
  • Age
  • Sex
  • Race/ethnicity
  • Living and financial arrangements
  • SES of family (composite scale as a sum of standardized scales of father's education, mother's education, 1972 family income, father's occupation, and household items)
  • Community SES
  • Language use
  • Length of residence in community
  • Family religious background
  • Religious background
  • Nationality/ethnic background
  • Whether respondent has financial dependents
  • Spouse's education/employment
  • Whether and to whom respondent gives money or assistance
Panel Study of Income Dynamics (PSID)Longitudinal panel studyNationally-representative sample of American households in 1968 and households that split off from the original household (e.g., the households of adult children whose families had been interviewed in 1968); Oversampled for low-income families, Latino households, and immigrant householdsPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 18,233 to 31,545 individuals per wave; N = 4,460 to 10,764 families per wave1968; 1969; 1970; 1971; 1972; 1973; 1974; 1975; 1976; 1977; 1978; 1979; 1980; 1981; 1982; 1983; 1984; 1985; 1986; 1987; 1988; 1989; 1990; 1991; 1992; 1993; 1994; 1995; 1996; 1997; 1998; 1999; 2001; 2003; 2005; 2007; 2009; 2011; 2013; 2015; 2017; 2019; 2021The Panel Study of Income Dynamics (PSID) is the longest running longitudinal household survey in the world. The study began in 1968 with a nationally representative sample of over 18,000 individuals living in 5,000 families in the United States. Information on these individuals and their descendants has been collected continuously, including data covering employment, income, wealth, expenditures, health, marriage, childbearing, child development, philanthropy, education, and numerous other topics. Over 7,600 peer-reviewed publications have been based on the PSID. University of Michigan - Survey Research CenterAD8 (Dementia screening assessment administered to participants 65+) (link)YesNoNo
  • Highest degree earned
  • High school grades
  • Vocational training
YesNoCollege and university school identifiers for sample members in the core PSID study are available through restricted-use dataYes
  • Enrollment history
  • Major/field of study in college
No
  • Height/weight
  • Psychological Distress Scale
  • IADLS and ADLS assessment
YesNo
  • Smoking
  • Vaping
  • Alcohol use
  • Dietary awareness
  • Physical activity
  • Sexual activity
  • Sleep
YesPolygenic scores for health conditions, substance use, mental health outcomes, edcational attainment, etc. (Only collected in the 2014 Child Development Supplement)Yes
  • Family structure
  • Parent's education level
  • Parents marital status at birth
  • Place of birth (state/country)
  • Where they grew up (state/country; note that there is also a variable indicating whether they currently live in the same state/region where they grew up)
  • Urbanicity of where they grew up
  • Family structure
  • Employment status
  • Occupation type
  • Home value
  • Wealth
  • Household income
  • Loneliness
  • Depression
Health and Retirement Study (HRS)Longitudinal panel studyNationally-representative sample of American adults over age 50Publicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 7,027 to 22,032 individuals per wave1992; 1994; 1996; 1998; 2000; 2002; 2004; 2006; 2008; 2010; 2012; 2014; 2016; 2018; 2020; 2022 The University of Michigan Health and Retirement Study (HRS) is a longitudinal panel study that surveys a representative sample of approximately 20,000 people in America, supported by the National Institute on Aging (NIA U01AG009740) and the Social Security Administration. Through its unique and in-depth interviews, the HRS provides an invaluable and growing body of multidisciplinary data that researchers can use to address important questions about the challenges and opportunities of aging.University of Michigan - Survey Research Center
  • Self-reported dementia diagnosis (in all waves after 1998)
  • ADAMS Clinical Assessment to determine dementia diagnosis, severity, and etiology (administered between 2001-2004) (link)
  • Dementia Predicted Probabilities Files (from Hurd et al. 2013; calculated for data in waves 1998-2006) (link)
  • Gianattasio-Power Predicted Dementia Probability Scores and Dementia Classifications (from Gianattasio et al. 2020; calculated for data in waves 2000-2020) (link)
  • Langa-Weir Classification of Cognitive Function (from Crimmins et al. 2011; calculated for data in waves 1996-2020) (link)
  • Predicted cognition and dementia measures (from Hudomiet et al. 2022; in all waves from 2000-2016) (link)
YesNoGeneral cognitive function
  • Total cognition summary score (all waves; link)
  • Total mental status summary score (all waves; link)
  • Mode-adjusted 27-point cognition score (used for Langa-Weird Classification of Cognitive Function; in all waves after 1995) link)
Reasoning
  • WAIS similarities (only 1992 and 1994; link)
  • WJ-III Number Series (only 2004; link)
  • Raven's Standard Progressive Matrices (2016; link)
Executive function
  • Serial 7s test (all waves except 1992 and 1994; link)
Processing speed
  • Backward counting (all waves except 1992 and 1994; link)
Episodic memory
  • Immediate and delayed word recall (all waves; link)
  • Retrieval fluency (2010; 2012; link)
Semantic memory
  • Object naming task (all waves except 1992 and 1994; link)
Visuospatial ability
  • CERAD Constructional Praxis Immediate and Delayed (only 2016; link)
Other
  • Self-reported rating of memory abilities (all waves; link)
Yes
  • Highest degree earned
  • Certificates or licenses earned
Yes
  • Issues in elementary or primary school
  • Extracurricular and sports activities
  • Perceived academic achievement relative to classmates
Yes
  • School type (public/private)
  • School race/ethnicity composition
  • Type of college attended
  • Major/field of study in college
Yes
  • Reading disability in elementary school
  • Employment history
All waves between 2006 and 2016:
  • A1C
  • HDL
  • Total Cholesterol
  • Cystatin C
  • CRP
  • HbA1c
YesAll years except 2002 and 2020:
  • Blood pressure
  • Hearing test
  • Breathing
  • Hand strength
  • Balance
  • Walking speed
  • Height/weight/waist
  • Saliva
  • Health conditions
  • Vision
  • Pain
  • Diabetes
All years:
  • Depression (CESD)
YesNoAll years:
  • Preventative behavior and exercise
  • Smoking/alcohol
  • Depression (CESD)
  • Health care utilization
  • Health care costs
  • Functional limitations
  • ADL/IADL
  • Substance abuse treatment
  • Helpers
  • Expectations of work and life currently and as subject ages
YesAll waves between 2006 and 2012:
  • Polygenic scores for African and European ancestry, educational attainment, Alzheimer's disease, general cognition, C-reactive protein, etc.
  • APOE ε4 genotype
  • Serotonin transporter (5HTTLPR) genotype
Yes
  • Nativity
  • Citizenship
  • Family structure
  • Parents' education work/history
  • Transfers
  • Housing
  • Income
  • Employment history/status
  • Marital status/history
  • Religion
  • Family structure
  • Work history
  • Income/assets
  • Retirement and pension
  • Social security
  • Health and life insurance
  • Widowhood and divorce
  • Internet use
  • Restricted data:
    • Life History Mail Survey (LHMS) - full residential history (state lived, residence start year, ownership status, urbanicity) and school history (years attended)
    • 1940 Census data (household state, city, urban/rural status, ownership status, metropolitan area)
Dunedin Multidisciplinary Health and Development StudyLongitudinal cohort studyRepresentative of people born in Dunedin, New Zealand, during April 1972–March 1973 who were still living in the Otago region at age 3Must receive sponsorship from a Lead Investigator to apply as a Associated Investigator. Before receiving data access, associated Investigators must submit a concept paper describing the purpose and design of their study.LinkLinkLinkN = 1,037 (Baseline sample)1972-73 (perinatal); 1975 (age 3); 1977 (age 5); 1979 (age 7); 1981 (age 9); 1983 (age 11); 1985 (age 13); 1987 (age 15); 1990 (age 18); 1993 (age 21); 1998 (age 26); 2004 (age 32); 2010 (age 38); 2017 (age 45)The Dunedin Multidisciplinary Health and Development Study (Dunedin Study) is a longitudinal birth cohort study that tracks the health and development of 1,037 individuals born in Dunedin, New Zealand, between April 1972 and March 1973. Beginning with assessments at age 3, participants have been repeatedly followed through childhood, adolescence, and adulthood, with data collection waves extending into midlife. The study gathers comprehensive information across physical health, mental health, cognitive function, psychosocial development, and environmental exposures. The Dunedin Study is internationally recognized for its high retention rate, breadth of multidisciplinary data, and its contributions to understanding human development, health trajectories, and the origins of disease across the life course.University of OtagoNo
  • Peabody Picture Vocabulary Test (age 3)
  • Reynell Developmental Language Scales (ages 3 and 5)
  • Verbal Comprehension and Expression (ages 7 and 9)
  • WAIS-IV or WISC (Block Design, Digit Span, Matrix Reasoning, Picture Completion, Similarities, Symbol Search, Vocabulary, IQ) (ages 7, 9, 11, and 13)
  • Burt Word Spelling Test (ages 7, 9, 11, and 13)
  • Teacher Questionnaire (includes questions about concentration, learning difficulties, and impulsivity; ages 9, 11, and 13)
  • Rey Auditory Verbal Learning Test (age 13)
  • Trail Making Test (A & B; age 13)
  • Verbal Fluency Test (age 13)
  • Wisconsin Card Sort (age 13)
YesReasoning
  • WAIS-IV Similarities (2017; link)
  • WAIS-IV Matrix Reasoning (2017; link)
Executive function
  • Trail Making Test (A and B) (2017; link)
  • WAIS-IV Digit Span (2017; link)
Processing speed
  • WAIS-IV Symbol Search (2017; link)
Episodic memory
  • Rey Auditory Verbal Learning Test (2017; link)
Semantic memory
  • WAIS-IV Vocabulary (2017; link)
Visuospatial ability
  • WAIS-IV Block Design (2017; link)
  • WAIS-IV Picture Completion (2017; link)
Other
  • Self-perception of intelligence
  • Family history of dementia
Yes
  • Preschool attendance
  • Highest level of education attained
Yes
  • Attendance
  • Attitudes to preschool
  • Experiences and Activities
  • School Questionnaire
  • Talents & Achievements
  • Young Person's Opinion Questionnaire
  • Student’s Perception of Academic Abilities
YesNo
  • CRP level
  • Il-6 level
  • SuPAR level
Yes
  • GAITRite Cognitive Walk Assessment
  • Anthropometry
  • Accident Questionnaire
  • Balance & Grip Test
  • Cardiovascular Risk Assessment
  • Dental Health and Care Questionnaire
  • Health conditions (asthma, diabetes, pre-diabietes, enuresis)
  • ENT Assessment
  • Glycosuria
  • Injuries Questionnaire
  • General Health Interview
  • Medicines
  • Mental Health Interview
  • Musculoskeletal Questionnaire
  • Pain & Fatigue
  • Short Form Health Survey
  • Sleep and sleeping problems
  • Temporal Summation Test
  • Wrinkle Assessment
YesStructural and functional MRI (age 45)Yes
  • Blood Pressure and Exercise Tolerance
  • Diet Questionnaire
  • Hospitalisations
  • Physical Activity Questionnaire
  • Smoking Questionnaire
  • Teeth cleaning
  • Use of Health Services
YesAPOE ε4 genotypeYes
  • Birth outcomes (Child birth outcomes, Mother birth history)
  • Breast feeding
  • Childhood Trauma
  • Children's Life History Backgrounds
  • Family Pedigree
  • Family Structure
  • Father's Socioeconomic Status
  • Family structure (Parents' marital status at birth, Mother's Age, Mother's Blood Group, Mother's Height, Mother's occupation and hours worked)
  • Milestones and Vineland Social Maturity Scale
  • Mother's Health Attitudes Questionnaire
  • Mother's Seat Belt Questionnaire
  • Mother's and father's smoking
  • Family Emotional Health History
  • Work & Finances
  • Partner Relations
  • Social Networks
  • Marriage counselling
  • Intergenerational Relations in Adulthood
  • Religion & Spirituality
  • Social Support
  • Worries About the Future
  • Well Being
  • Life View
  • Understanding Health Principles Questionnaire
  • Life History Calendar
  • New Zealand Society Identity & Health
  • Demographics
  • Marital Status
  • General Health Survey
  • Health Locus of Control Scale
  • Hospitalisations
Study of Latinos-Investigation of Neurocognitive Aging (SOL-INCA)Longitudinal cohort studyNationally-representative sample of Hispanic/Latino adults aged 18-74 living in the US; Oversampled Cuban, Puerto Rican, Dominican, Mexican, and Central/South American; Recruited through four Field Centers in Miami, San Diego, Chicago and the Bronx area of New York CityPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 16,415 individuals (Baseline sample)2008-2011 (age 46-75); 2015-2018 (age 53-82); 2020-2024 (age 59-88; forthcoming)Latinos are the largest ethnic/racial minority in the US and at increased risk for cardiovascular disease (CVD), stroke, neuro-cognitive decline and Alzheimer’s disease and related dementias (ADRD). Yet, Latino ADRD research, particularly generalizable evidence from large epidemiological studies, is disparately under-represented in current scientific literature, in part, due to extra effort (e.g.,translations) and costs required for multicultural and bilingual research (e.g., translations). The SOL-INCA is an Ancillary Study to the Hispanic Community Health Study/Study of Latinos (SOL; Visit 1 2008-2011), which is a multisite (Bronx, Chicago, Miami, San Diego), prospective cohort study (n=16,415) of diverse Latinos. Middle-aged and older diverse Latinos (45-74y; n=9,652) that under-went neurocognitive testing at Visit 1 were recruited 5-7 years later for inclusion in SOL-INCA (2015-2018; n~7000; ages 52-84y). UNC–Chapel HillSelf-reported diagnosis of dementia, MCI, or Alzheimer's disease (link)YesNoGeneral cognitive function
  • Six-Item Screener (SIS) of mental status (2008-2011) (link)
  • Self-reported cognitive decline (Everyday Cognition-12 [eCog-12]) (2014-2017) (link)
Executive function
  • Trail Making Test (A and B) (2014-2017) (link)
Processing speed
  • Digital Symbol Subtest (2008-2011) (link)
Episodic memory
  • Brief-Spanish English Verbal Learning Test (B-SEVLT) (2008-2011) (link)
Semantic memory
  • Word Fluency (2008-2011) (link)
YesHighest level of education attainedYesNoNoNo
  • Cardiovascular function (systolic and diastolic BP, heart rate)
  • Cholesterol
  • GFR
  • Hemoglobin
  • WBC count
  • CRP
Yes
  • Resting-state fMRI
  • Structural MRI
Yes
  • Anthropometrics
  • Alcohol and tobacco use
  • Participant Disability Inventory
  • Glucose reading
  • Use of healthcare services
  • Difficulty affording healthcare services
  • Disease history
  • Health insurance
  • Medication history
Yes
  • Over 15,000 SNPs (including APOE ε4 genotype)
  • Ancestry genotyping
Yes
  • Place of birth
  • Gender
  • Years lived in the US
  • Immigrant generation
  • Home ownership
  • Income
  • Employment status
National Longitudinal Study of Adolescent to Adult Health (AddHealth)Longitudinal cohort studyNationally-representative sample of Americans who were in grades 7-12 during the 1994-95 school year; has data on twin/sibling pairsPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 20,745 individuals (Baseline sample)1994-1995 (age 12-19); 1996 (age 14-20); 2001-2002 (age 19-26); 2008-2009 (age 26-33); 2016-2018 (age 34-42); 2022-2025 (age 40-49; forthcoming)The National Longitudinal Study of Adolescent to Adult Health (Add Health) is a longitudinal study of a nationally representative sample of over 20,000 adolescents who were in grades 7-12 during the 1994-95 school year, and have been followed for five waves to date, most recently in 2016-18. Over the years, Add Health has collected rich demographic, social, familial, socioeconomic, behavioral, psychosocial, cognitive, and health survey data from participants and their parents; a vast array of contextual data from participants’ schools, neighborhoods, and geographies of residence; and in-home physical and biological data from participants, including genetic markers, blood-based assays, anthropometric measures, and medications. Ancillary studies have added even more data over the yearsUNC - Chapel Hill, Carolina Population CenterNoPicture Vocabulary Test (1994-1995; 2001-2002)YesExecutive function
  • Backwards Digit Span Test (2008-2009 (link) and 2016-2018 (link))
Episodic memory
  • Word List Immediate and Delayed Recall Task (2008-2009 (link) and 2016-2018 (link))
Yes
  • Current education level and history of attainment
  • Any degrees or certificates
  • Grades in particular subject at the most recent grading period
  • Academic status and/or performance indicators for: math, science, foreign language, English, history, social sciences, physical education, and a combined overall category
Yes
  • Self-reported work ethic in school
  • Perceptions of difficulty getting along with students or teachers
  • Completing homework
  • Paying attention in school
  • Degree to which a student feels they belong, feel safe, and feel close to people in their school
  • Perceptions of how teachers treat students
  • Perceptions of prejudice amongst students
  • Perceptions of parental expectations for educational attainment
Yes
  • School type for each school attended (high school, two-year college, four-year college, graduate school)
  • Grade span of schools in the In-School/Wave I survey
  • Title I eligibility
  • Magnet school status
  • Charter school status
  • Proportion of students in each school eligible for free lunch
  • Location of school relative to populous areas
  • Total number of students in each AHAA public school
  • Student/teacher ratios in these schools (1990–1991, 1993–1994, 1994–1995, 1999–2000)
  • Racial-ethnic composition of schools
  • Private school type
  • Whether private school has religious affiliation
  • Labor force characteristics of the residential areas within school districts
Yes
  • Any self-reported physical, learning, or emotiona conditions which limit ability to attend school and do regular work
  • Whether drug/alcohol use interferes with school performance
  • Reported time at school exercising or playing sports
  • Skipping school and school absence
  • Experiences with repeating or skipping grades
  • Receiving suspension or expulsion
  • Parents' report of talking with teachers in a parent-teacher conference or informal meeting
  • Parents' report of talking with their child about their grades/school
  • Social network information based on the respondents' course-taking patterns
  • CRP
  • hsCRP
  • Glucose
  • Hemoglobin A1c (HbA1c)
  • IL-1β, IL-6, IL-8, IL-10
  • Total Tau
  • NfL
  • TNF-α
    		YesWave III:
    • Cotinine and 3-hydroxycotinine assay values
    • Assay results for human papillomavirus and mycoplasma genitalium (subset of Wave III respondents)
    • Urinalysis data (nitrate, specific gravity, pH level, white blood cells, protein, glucose, ketone, urobilinogen, bilirubin, microalbumin, urine creatinine, and blood values)
    Wave IV:
    • Lipids
    • Baroreflex sensitivity
    • Heart rate recovery
    • Systolic blood pressure recovery
    Wave V:
    • Systolic and diastolic blood pressure
    • Pulse rate
    • Pulse pressure and mean arterial pressure
    • Lipids and hyperlipidemia
    • Renal function (assay results for creatinine and cystatin-c are available, as well as three different estimations of the glomerular filtration rate (GFR) using either the creatinine concentration, the cystatin C concentration or both concentrations)
    • Hepatic injury (assay results for aspartate aminotransferase (AST) and alanine aminotransferase (ALT) are available, as well as three semi-quantitative serum index assays -- lipemia hemolysis and icterus -- to evaluate the possibility of interference with the AST or ALT assays, AST/ALT ratio)
    		YesNo
    • Height and weight
    • BMI and BMI classification
    • Arm and waist circumference
    • Vital status and causes of death
    • Family health history
    • Self-reported health conditions: Depression, Anxiety/panic disorder, ADD/ADHD, HIV/AIDS, STD/STI, PTSD, Migraines, Heart Disease, Chronic bronchitis or emphysema, Cancer/leukemia, Diabetes, Epilepsy/seizures, High blood pressure/hypertension
    • Drug/alcohol/cigarette use
    • Medication use
    • Spouse's general physical health
    • Children's health
    • Extent to which health or emotional problems limit functionality
    • Health care coverage and usage
    • Health and mental health treatment
    • Social activities
    • Social support and mentoring
    • Reproductive health
    • Contraception use
    • Sexual behavior and knowledge
    • Risk behaviors (alcoho, fighting, gambling, drugs, interpersonal violence, marijuana, risky sexual behavior, suicidality, tobacco, weapon carrying)
    • Dating
    • Intimate partner violence
    • Marriage
    • Relationship quality
    		YesTwin and full sibling respondents who provided saliva samples at Wave IV:
    • BMI Genetic risk score
    • Education genetic risk score
    • Genotype values for DAT1 (dopamine transporter), DRD4 (dopamine receptor), SLC6A4 (serotonin transporter), MAOA_V (monoamine oxidase A-uVNTR), DRD2 (dopamine D2 receptor), CYP2A6 (cytochrome P450 2A6)
    For all Wave IV respondents who agreed to provide a saliva sample for DNA testing:
    • APOE ε4 status
    • DAT1 (dopamine transporter)
    • DRD4 (dopamine receptor)
    • MAOA (monoamine oxidase A-uVNTR)
    • 5HTTLPR (serotonin transporter)
    • HTTLPR La-Lg-S
    • Triallelic activity bins for the serotonin transporter 5HTTLPR adjusted for rs25531, DRD2, s000005, s000006, DRD5, MAOCA1
    • Polygenic scores for Alzheimer's disease, educational attainment, math ablity, and other various anthropomorphic, health, and behavioral outcomes
    • dbGaP information
    		Yes
    • Parents' education and employment
    • Language use/proficiency
    • Religion
    • Citizenship
    • Public assistance/welfare
    • Race
    • Ethnicity
    • Sexuality
    • Gender/sex
    • Employment status and history
    • Military service
    • Personal finances (e.g., public assistance, mortgage amount, child support, credit card debt, stocks, financial hardships etc.)
    • Owning car
    • Access to computer
    • Owning automobile and computer
    • Having a savings account
    • Partner's education/employment
    • Household income
    • Surrounding neighborhood context (safety, resources, being well-kept, connections with others)
    • Civil/political involvement
    National Social Life, Health & Aging Project (NSHAP)Longitudinal panel studyNationally-representative sample of Americans aged 57-85; Oversampled older men, Blacks, and HispanicsPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 3,005 to 4,777 individuals per wave2005-2006; 2010-2011; 2015-2016; 2020-2021 (COVID Study); 2021-2023 (forthcoming); 2024-2025 (forthcoming)NSHAP is a U.S. national, longitudinal, population-based collection of respondent health and social factors with public and restricted use versions of the data files. NSHAP is funded by NIA and conducted by NORC and Principal Investigators at the University of Chicago. The public use files are available for direct download from the study pages (visit series page link below).NORC at the University of ChicagoSelf-reported Alzheimer's disease, dementia, or mild cognitive impairment (MCI) diagnosis (all waves)YesNoGeneral cognitive functionExecutive function
    • Montreal Cognitive Assessment (MoCA) subtests (only Wave 3; link):
      • Trail Making Test (B)
      • Forward and Backward Digit Span Test
      • Serial 7s test
    Episodic memory
    • Montreal Cognitive Assessment (MoCA) subtests (only Wave 3; link):
      • Immediate and delayed recall
    Visuospatial ability
    • Montreal Cognitive Assessment (MoCA) subtests (only Wave 3; link):
      • Clock Drawing Test (only Wave 3)
    		Yes
    • Highest degree or certification earned
    • College attended (yes/no)
    		YesNoNoNo
    • Cardiovascular function (systolic and diastolic BP, heart rate)
    • Blood spots (EBV antibodies, CRP, HbA1c, Hemoglobin)
    		YesNo
    • Anthropometrics
    • Physical function and frailty
    • Sensory function
    • Accelerometry (sleep and daytime activity)
    • Hormone concentrations (DHEA, Estradiol, Progesterone, Testosterone, Cortisol)
    • Self-reported health and health behaviors
    • Surgery and procedures
    • Functional health (self-rated and interviewer)
    • Pain
    • Medication log
    		YesAPOE ε4 genotype (forthcoming)Yes
    • Neighborhood characteristics (disorder)
    • Parents' level of education
    • Household composition and disorder
    • Marital, cohabitation, and sexual history
    • Current partnership
    • Income
    • Partner's level of education
    • Welfare receipt
    • Subjective financial well-being
    Understanding America Study (UAS)Longitudinal panel studyNationally representative of American adults living in households, across all statesPublicly available after registration; Some measures require special permission to accessLinkLinkLinkN = 12,001 to 14,443 individuals per wave (Core study)2014; 2016; 2018; 2020; 2022The Understanding America Study (UAS) is a panel of households at the University of Southern California (USC) of approximately 14,700 respondents, growing to 20,000 by end of 2025 representing the entire United States. The study is an ‘Internet Panel,’ which means that respondents answer our surveys on a computer, tablet, or smart phone, wherever they are and whenever they wish to participate.USC Dornsife Center for Economic and Social Research
    • Probability for cognitive impairment (PCI) score
    • Self-reported diagnosis of Alzheimer's or dementia
    		YesNoReasoning
    • Woodcock-Johnson numbers series task (all waves; link)
    • Woodcock-Johnson verbal analogies task (all waves; link)
    Executive function
    • Serial 7s test (all waves; link)
    • Stop and Go Switch Task (waves 1, 2, and 3; link)
    Processing speed
    • Figure Identification Task (waves 1, 2, and 3; link)
    Episodic memory
    • Immediate and delayed recall (waves 4 and 5; link)
    Semantic memory
    • Woodcock-Johnson picture vocabulary task (all waves; (link)
    Other
    • Perceived Cognitive Functioning (wave 1; link)
    • Self-reported memory (all waves; link)
    		YesHighest level of education attainedYesChronic absenteeismYesType of school attendedYesStudent loansNo
    • Current health conditions
    • Quality of Life Including Mental and Social Health
    • CES-D (depression)
    • Anthropometry
    • Patient Health Questionnaire (PHQ4) depression and anxiety
    		YesNo
    • Smoking
    • Alcohol use
    • Use of health services
    • Activities of Daily Living
    • Physical activity
    • Receipt of preventitive healthcare
    • Sleep
    		YesNo
    • Family structure
    • Highest level of parents' education
    • Religious affiliation of family growing up
    • Financial situation growing up
    • Mothers' work hours growing up
    • Bilingualism
    • Health in childhood
    • Material hardship
    • Parent smoking
    • Employment history
    • Occupation type
    • Health insurance access
    • Income
    • Pension
    • Family structure
    • Utilization of Social Security programs (SSI/SSDI)
    • Financial Health Score
    • Marital status
    • Citizenship
    • Urbanicity
    • Financial literacy
    • Perceived Stress Scale
    • Loneliness
    • Grit
    • Life satisfaction
    • Everyday Discrimination Scale
    • Religiosity
    • Material hardship
    • Self-reported high cholesterol and high blood sugar