This report analyzes existing national data sets to determine their utility in studying teaching, learning, and assessment issues as they affect postsecondary student outcomes. The analysis used Astin's Input-Environment-Outcome model to evaluate student and faculty databases that are intended to be nationally representative, are recent or continuing, have a major focus on undergraduate postsecondary participation, and cover teaching and learning topics. The seven student-centered data sets reviewed are: Baccalaureate and Beyond Longitudinal Study; Beginning Postsecondary Student Longitudinal Study; High School and Beyond; National Education Longitudinal Study of 1988; National Longitudinal Study of the High School Class of 1972; National Postsecondary Student Aid Study; and Recent College Graduates Study. Also reviewed are four iterations of the Cooperative Institutional Research Project surveys. Faculty-centered data sets included are the American Council on Education Faculty Survey, the Higher Education Research Institute Faculty Survey, and the National Study of Postsecondary Faculty. Strengths and limitations of each data set are discussed and data sets are compared for inputs, teaching/learning, environments, and outcomes. Attached tables detail study findings. An appendix summarizes limitations of the data sets cited in empirical studies. (Contains 25 references.) (DB)