![](media/image1.png){width="2.5194444444444444in"
height="2.4194444444444443in"}

**TABLE OF CONTENTS**

**EXECUTIVE SUMMARY ES-[1](#executive-summary)**

1.0 Debriefing Overview 1-[1](#debriefing-overview)

1.1 Introduction 1-[1](#introduction)

1.2 Background of Race and Ethnic Advisory Committees (REAC)
1-[1](#background-of-race-and-ethnic-advisory-committees-reac)

1.3 Race and Ethnicity Advisory Committees Debriefing Scope
1-[2](#race-and-ethnicity-advisory-committees-debriefing-scope)

1.3.1 REAC Debriefing Topics 1-[2](#reac-debriefing-topics)

1.4 Booz·Allen & Hamilton Facilitation Methodology
1-[5](#boozallen-hamilton-facilitation-methodology)

2.0 Summary Discussions 2-[1](#summary-discussions)

2.1 Summary of Priority Issues 2-[1](#summary-of-priority-issues)

2.1.1 African American Advisory Committee Priority Issues
2-[1](#african-american-advisory-committee-priority-issues)

2.1.2 American Indian & Alaska Native Advisory Committee Priority Issues
2-[3](#american-indian-alaska-native-advisory-committee-priority-issues)

2.1.3 Asian Advisory Committee Priority Issues
2-[4](#asian-advisory-committee-priority-issues)

2.1.4 Hispanic Advisory Committee Priority Issues
2-[5](#hispanic-advisory-committee-priority-issues)

2.1.5 Native Hawaiian and Other Pacific Islander Advisory Committee
Priority Issues
2-[5](#native-hawaiian-and-other-pacific-islander-advisory-committee-priority-issues)

2.2 Successes, Lessons Learned and Areas for Enhancement Summary
2-[8](#successes-lessons-learned-and-areas-for-enhancement-summary)

2.2.1 African American Advisory Committee Summary
2-[8](#african-american-advisory-committee-summary)

2.2.2 American Indian and Alaska Native Advisory Committee Summary
2-[14](#american-indian-and-alaska-native-advisory-committee-summary)

2.2.3 Asian Advisory Committee Summary
2-[20](#asian-advisory-committee-summary)

2.2.4 Hispanic Advisory Committee Summary
2-[30](#hispanic-advisory-committee-summary)

2.2.5 Native Hawaiian and Other Pacific Islander Advisory Committee
Summary
2-[36](#native-hawaiian-and-other-pacific-islander-advisory-committee-summary)

2.3 Common Themes 2-[42](#common-themes)

2.4 Conclusion 2-[42](#conclusion)

Appendix A -- African American Advisory Committee
A-[1](#appendix-a-african-american-advisory-committee)

Appendix B -- American Indian & Alaska Native Advisory Committee
B-[1](#appendix-b-american-indian-alaska-native-advisory-committee)

Appendix C -- Asian Advisory Committee
C-[1](#appendix-c-asian-advisory-committee)

Appendix D -- Hispanic Advisory Committee
D-[1](#appendix-d-hispanic-advisory-committee)

Appendix E -- Native Hawaiian and Other Pacific Islander Advisory
Committee
E-[1](#appendix-e-native-hawaiian-and-other-pacific-islander-advisory-committee)

Appendix F -- Acronym List F-[1](#appendix-f-acronym-list)

# EXECUTIVE SUMMARY

Over the past several months, the U.S. Census Bureau (Census Bureau)
conducted several formal internal debriefing sessions for Census 2000.
These sessions were designed to provide input into the 2010 Census
planning process by gaining insight into successes, lessons learned and
areas for enhancement from Census 2000. The output of the debriefing
sessions will be used to help the Census Bureau identify potential cost
savings, operational, technical and coverage improvements for the
reengineered 2010 Census. As part of this debriefing strategy, the
Census Bureau debriefed its Race and Ethnic Advisory Committees (REACs)
on June 19 and June 20, 2001 at the Sheraton Reston Hotel in Reston,
Virginia.

The five REACs represent several distinct populations: the African
American Population, the American Indian and Alaska Native Populations,
the Asian Population, the Hispanic Population and the Native Hawaiian
and Other Pacific Islander Population.

The REAC members were debriefed on six critical Census 2000 topic
areas---

-   Partnership Program

-   Recruitment and Hiring Initiatives

-   Master Address File/TIGER Database (MAF/TIGER)

-   Paid Advertising Campaign

-   Data Collection Strategies

-   Language Program.

REAC members were asked to focus on the following three areas---

-   Census 2000 Successes

-   Census 2000 Lessons Learned

-   Census 2010 Areas for Enhancement or Improvement.

Near the end of the 2-day session, REAC members were asked to look
across all of the Census topic areas to identify priority concerns and
report these during a closing plenary session. The plenary session
debriefing included many common themes such as---

-   Greater diversity in management, mid-level and entry-level positions
    at Census headquarters in Suitland, Maryland

-   Better use of technology

-   Advancement and maintenance of Census outreach programs

-   A desire to start all Census programs as early as possible

-   Improved and increased communication among internal Census Bureau
    departments and partners

-   Increased funding for local and regional level outreach programs

-   Need for bilingual and bicultural enumerators.

The remainder of this report includes the successes, lessons learned,
and areas for enhancement at a summary level with details for each topic
area by Committee included as Appendix A through Appendix E.

# 1.0 Debriefing Overview

## 1.1 Introduction

On June 19 and 20, the five committees that comprise the Census
Bureau\'s Race and Ethnic Advisory Committees (REACs) were debriefed on
their views of six Census 2000 programs and initiatives. The sessions
were held at the Sheraton Reston Hotel in Reston, Virginia. The
information gathered from these facilitated debriefing sessions will be
used as a part of the Census 2010 planning process.

Section 1 of this report describes the background of the REAC,
identifies the scope of the debriefing sessions, describes the topics
discussed at the sessions, and outlines the methodology used to debrief
the REACs.

Section 2 gives an overview of the priority issues highlighted by the
REACs, presents a summary of the discussions that took place during the
2-day sessions and summarizes the common themes discussed throughout all
five REAC breakout sessions.

## 1.2 Background of Race and Ethnic Advisory Committees (REAC)

The REAC consists of five committees with representatives from several
distinct populations: the African American Population, the American
Indian and Alaska Native Populations, the Asian Population, the Hispanic
Population and the Native Hawaiian and Other Pacific Islander
Population.

Each REAC was chartered to provide an organized and continued channel of
communication between the respective REAC populations and the Census
Bureau. Census 2000 challenges faced by the Committees included reducing
the differential undercount for all population groups, and suggesting
ways that Census data could be disseminated to the respective committee
populations and other users, for maximum usefulness. The REAC was also
chartered to provide advice regarding tabulation plans for race and
ethnic data.

The REACs were chartered to consider the goals of the decennial census
when evaluating user needs for data provided by that Census.
Additionally, the Committees provide perspective concerning the research
and design plans for the American Community Survey (ACS), the 2010
Decennial Census, and other related decennial programs.

The Committees function solely as an advisory body and are to comply
fully with the provisions of the Federal Advisory Committee Act.

## 1.3 Race and Ethnicity Advisory Committees Debriefing Scope

The REAC members were debriefed on six critical Census 2000 topics---

-   Partnership Program

-   Recruitment and Hiring Initiatives

-   Master Address File/TIGER Database (MAF/TIGER)

-   Paid Advertising Campaign

-   Data Collection Strategies

-   Language Program.

Each of the six debriefing topics is described in more detail below.

### 1.3.1 REAC Debriefing Topics

##### Partnership Program

The Census Bureau formed partnerships with external stakeholders to---

-   Increase the overall response rate for Census 2000

-   Reduce the undercount of racial and ethnic groups and other
    hard-to-enumerate populations

-   Communicate a consistent Census message to all Americans.

Census 2000 partners included State, Local, and Tribal governments,
community-based organizations, small businesses, rural community groups,
media organizations, national affiliates, and faith-based organizations.

The Partnership Program allowed each partner to develop programs that
were targeted to their specific populations. Community outreach and
education programs were combined with marketing, grassroots organizing,
and special events to broaden the Census message to all segments of the
U.S. population.

##### 

##### Recruitment and Hiring

The goal of the Recruitment and Hiring initiative was to hire and train
a diverse, temporary workforce in sufficient numbers to complete Census
2000 operations on schedule and within budget. The Census Bureau
established a field network of 520 Local Census Offices (LCOs) and 12
stateside Regional Census Centers (RCCs) to carry out its recruitment
and hiring mission. Census 2000 recruitment and hiring strategies
included hiring a diverse workforce, establishing a regionally
competitive pay rate, and hiring employees who work where they live.

##### 

##### Master Address File/TIGER Database (MAF/TIGER)

Developing a reliable address file was an important requirement of
Census 2000. During Census 2000, the Census Bureau identified all living
quarters, created a Master Address File (MAF) and linked the living
quarters to a geographic database called the TIGER Database. The Census
Bureau\'s MAF/TIGER initiative involved partnership programs with other
Federal, State and local agencies, Tribal governments, regional planning
agencies, the private sector and community-based organizations.

The following are a list of Census 2000 MAF/TIGER initiatives---

-   Address List Development and Questionnaire Delivery -- This program
    used various methods to develop the MAF and deliver questionnaires.
    The methods used included Block Canvassing, Address Listing,
    Update/Leave procedures and List/Enumerate procedures.

-   Local Update of Census Addresses (LUCA) -- This program used Tribal
    and local knowledge to review the MAF and provide input regarding
    its accuracy and completeness.

-   Legal Boundary Designations -- Tribal and local officials helped the
    Census Bureau obtain accurate boundary information for local
    jurisdictions, Hawaiian Homelands, American Indian Reservations and
    \"off-reservation\" trust lands.

-   Statistical Boundary Designations -- State, Local and Tribal
    government partners worked with the Census Bureau to delineate
    boundaries for a variety of statistical areas including Census
    tracts and Census designated places. For the first time, the Census
    Bureau included a verification step where participating governments
    could check boundaries in the TIGER Database to ensure the correct
    interpretation and processing of the boundaries.

-   TIGER Database Updates -- State, Local and Tribal government
    partners could provide updates to street information in the TIGER
    Database through map annotation or provision of digital geographic
    files to the Census Bureau.

##### Paid Advertising Campaign

For the first time, the Census Bureau implemented a paid advertising
campaign to promote a decennial census. The campaign included---

-   A national media campaign with radio, print and televised
    advertisements

-   Targeted advertising strategies

-   A poster campaign

-   A Census in Schools program

-   The Census 2000 Road Show.

##### 

##### Data Collection Strategies

In addition to basic data collection methods such as Mailout /Mailback,
Update/Leave and List/Enumerate, the Census Bureau used a number of
field operations and special enumeration procedures as alternative means
to collect Census data.

The following is a list of Data Collection Strategies used by the Census
Bureau---

-   Telephone Questionnaire Assistance (TQA) -- The TQA provided answers
    to respondent\'s questions regarding the census questionnaire.
    Census questionnaires and Language Assistance Guides could be
    obtained through the TQA.

-   Questionnaire Assistance Centers (QACs) -- QACs were located in
    public facilities such as churches, convenience stores, libraries,
    and shopping malls so that residents could obtain one-on-one help
    filling out the Census 2000 Questionnaire.

-   The Be Counted Program -- This program made census questionnaires
    available in public locations, such as libraries and post offices,
    to those who did not receive a census questionnaire.

-   Non-Response Follow-Up (NRFU) -- Four weeks after Census Day
    temporary Census workers visited and enumerated households at
    non-responding addresses.

-   Coverage Improvement Follow-Up -- This operation was added after
    NRFU. Census workers visited and enumerated addresses that were
    updated by the U.S. Postal Service, addresses reported as vacant or
    deleted, and addresses that were added through LUCA appeals or
    through the New Construction Program.

-   Special Enumeration Procedures -- This program implemented a set of
    coverage improvement strategies to count people who did not live in
    traditional housing units, including those who lived in group
    quarters, those without traditional housing and seasonal farm
    workers. Group Quarters enumeration included residences such as
    nursing homes, colleges and prisons. Service Based enumeration
    included residences such as shelters, soup kitchens, mobile food
    vans, and targeted non-sheltered outdoor locations.

##### Language Program

To motivate prospective respondents to complete the census
questionnaire, the Census Bureau created a Language Program to provide
Census assistance and information in languages other than English.

The key components of the Census 2000 Language Program are highlighted
below---

-   Advance Letter -- Provided potential respondents an opportunity to
    request an \"in-language\" questionnaire in Chinese, Korean,
    Spanish, Tagalog and Vietnamese.

-   Translations -- Translated questionnaire guides were printed in 49
    languages ranging from Albanian to Tongan.

-   Language Assistance Guides -- These guides were available on the
    Internet, through the Telephone Questionnaire Assistance program and
    were distributed to QACs, LCOs, RCCs and to Census partners.

## 1.4 Booz·Allen & Hamilton Facilitation Methodology

The Census Bureau retained professional facilitation services from
Booz·Allen & Hamilton Inc. (BA&H) in May 2001.

BA&H used the After Action Review (AAR) methodology to debrief the REAC
members. The AAR methodology involves four primary phases: Planning,
Preparation, Conduct, and Follow-up.

During the planning stage, BA&H team members met with Census Bureau
staff to gather background information on the logistics of the meetings
as well as the topic areas and committees. With a common understanding
of the objectives, approach, and topic areas, BA&H selected qualified
facilitators and recorders.

During the preparation phase the facilitators and recorders reviewed
background information on the Advisory Committee members and Census 2000
programs. BA&H team members also participated in a training program to
ensure each team member collected data in a similar manner and had a
full understanding of the Census Bureau\'s debriefing objectives.
Finally, facilitators arrived at the debriefing site approximately 1hour
before the sessions started to prepare the breakout rooms.

Facilitators gathered REAC participant views using the agenda set forth
by the Census Bureau. Each REAC debriefing session lasted approximately
1.25 to 1.5 hours. For each topic area, facilitators asked for
participants' views on Census 2000 successes, Census 2000 lessons
learned and areas for enhancement or improvement of Census 2010.

A BA&H recorder was in each debriefing room to document the views of the
Committee members while the facilitator recorded the high level opinions
of the participants on flipcharts. At the end of each debriefing
session, participants were asked to prioritize 5 to 7 successes,
lessons, or enhancements for the topic area. Each Committee met to
prioritize the 5 to 7 issues that would be reported out during the
plenary session at the end of the 2-day debriefing session.

As a part of the follow up phase, the recorders developed summary
minutes for each Committee. These summary minutes are included as
Appendix A through E of this report. These summary minutes are the basis
of this Race and Ethnic Advisory Committee Summary Debriefing Report. In
addition to this report, the History Division of the Census Bureau
captured formal minutes of the proceedings. The formal Census Bureau
minutes will be available at a later date.

# 2.0 Summary Discussions

This section presents a summary of the discussions that occurred during
the two-day Race and Ethnic Advisory Committee (REAC) debriefings on
June 19 and 20, 2001. The views of the five REAC committees are
summarized in this section.

The following six topics will be discussed in relation to Committee
Member\'s views on Census 2000 successes, Census 2000 lessons learned,
and areas for enhancement or improvement of Census 2010---

-   Partnership Program

-   Recruitment and Hiring Initiatives

-   Master Address File/TIGER Database (MAF/TIGER)

-   Paid Advertising Campaign

-   Data Collection Strategies

-   Language Program.

The views expressed in this section are solely those of the REAC
committee members. The views of Census Bureau staff, non-committee
members or Booz·Allen & Hamilton are not reflected in this report. The
views expressed in this section do not necessarily reflect the views of
the Census Bureau.

## 2.1 Summary of Priority Issues

Near the end of the two-day session, REAC members were asked to assess
all of the Census 2000 debriefing topic areas to identify priority
issues and observations. During the closing plenary session the
Committee chairperson or spokesperson discussed these issues with the
full advisory body and the debriefing attendees. The priority issues
discussed at the plenary session are outlined below. Two Committees did
not prioritize their issues into six topic areas, preferring instead to
summarize overall priority areas.

### 2.1.1 African American Advisory Committee Priority Issues

*Partnerships*

-   The Census Bureau gained more credibility with race and ethnic
    groups after Census 2000.

-   Remember that partnering with human beings is important (technology
    should not replace human interaction).

-   Maintain and cultivate partnerships year round.

-   Provide funding to grassroots groups or organizations.

-   Maintain current outreach and partnership staff year round in
    Regional Census Offices.

#### Recruiting and Hiring

-   Hire a more diverse staff to fill important decision-making
    positions.

-   Remove financial disincentives for temporary workers to work for the
    Census Bureau and enhance the incentives.

-   Prepare to manage a larger part-time workforce for Census 2010.

-   Make better use of technology in recruiting and hiring practices.

-   Use more creative and unconventional methods to recruit and hire a
    diverse staff.

-   Publicize high-level Census Bureau positions to race and ethnic
    groups in forums that specifically target these race or ethnic
    groups.

-   Increase racial and ethnic diversity in decision-making positions to
    obtain a higher quality Census.

*MAF/TIGER*

-   Develop strategies to reach private sector postal box users and
    non-dwelling addresses.

-   Keep an accurate, up-to-date Master Address File.

-   Mail Census or Be Counted forms to P.O. boxes and private mailboxes.

-   Encourage the U.S. Postal Service to provide P.O. box Listings.

-   Conduct more effective pre-listing to identify P.O. box and private
    mailbox users.

*Paid Advertising*

-   Involve the REAC in the selection of contractors or subcontractors.

-   The Census Bureau needs a better contracting process for prime and
    sub-contractors.

-   Do not always reinvent the advertising campaign; doing so every ten
    years is wasteful of taxpayer\'s money.

-   Create and sell a consistent \"brand image.\"

-   Make better use of local media in future advertising campaigns.

-   Evaluate advertising programs to measure the effectiveness of the
    mediums, languages, and images used in the campaigns.

-   The Census Bureau should strongly consider hiring a minority firm as
    the prime advertising contractor (as opposed to a sub-contractor).
    This consideration should be based on quality and competency of the
    firm.

*Data Collection*

-   Openness of Bureau to use creative data gathering methods was
    successful.

-   Increased Census 2000 participation was due to partnership and paid
    advertising efforts.

-   More community groups were willing to use volunteer resources to
    increase Census 2000 participation.

-   The 1-800 number did not work effectively because the lines were
    continuously busy.

-   Census Bureau should thank U.S. residents and citizens for their
    participation in Census 2000.

-   Census Bureau should continue to show how Census participation would
    help citizens with local services (e.g., schools and roads).

-   Census Bureau should look into other Web-based technologies so it
    can provide additional assistance via the Web.

-   Census Bureau must apply more targeted resources to QACs and other
    data collection centers.

-   Census Bureau must broaden the role of the QACs to include community
    education and mobilization, not simply questionnaire assistance.

-   Census Bureau must determine a way to count people not attached to
    traditional households.

#### 

#### Language

####  

-   The African American Advisory Committee strongly supports an
    effective Language Program.

-   Multi-lingual, dual-sided Census forms should be developed.

### 2.1.2 American Indian & Alaska Native Advisory Committee Priority Issues

-   Census Bureau should reaffirm its commitment to the
    government-to-government relationships it has with the Tribal
    Governments.

-   The timeline of all Census programs and initiatives should be
    started earlier.

-   Census Bureau should expand the focus of all decennial planning
    efforts to include the urban Indian community.

-   Census Bureau should continuously update geography through the
    American Community Survey.

-   Census Bureau must maintain communication with Tribal governments
    through the Government Liaison Program for the American Community
    Survey and throughout the dissemination of 2000 Census data.

-   Census Bureau should build a stronger cultural geographic component
    at headquarters for the AIAN community.

-   An increase of American Indian staffing at the regional level is
    needed to ensure greater and more consistent outreach to the Tribal
    governments.

```{=html}
<!-- -->
```
-   Census Bureau should create or expand partnerships to advance each
    Census 2000 initiative (Recruitment and Hiring, MAF/TIGER, Paid
    Advertising, Data Collection Strategies, and the Language Program).

### 2.1.3 Asian Advisory Committee Priority Issues

#### Partnership Program

-   The Committee stressed the importance of the Census Bureau being
    able to provide adequate funding to local community organizations to
    assist in the Census.

#### Recruitment and Hiring 

-   The Asian Advisory Committee suggested making additional efforts to
    recruit a diverse management team at the Census Bureau, specifically
    at the Senior Executive Service (SES) level.

#### MAF/TIGER 

-   The Committee would like a method to identify and count separately,
    multiple families living in the same housing unit.

-   Analyzing demographic characteristics to facilitate targeted
    mailing.

#### Paid Advertising 

-   The Committee supported making funds available to community-based
    organizations to spearhead targeted advertising campaigns for
    specific ethnic groups.

-   The advertising campaign should include letting the public know that
    follow-up programs are available to them. (QACs, TQAs, Be Counted)

#### Data Collection Strategies Debriefing

-   The Committee would like more bilingual Asian personnel to be hired
    for partnership and field operations to conduct outreach activities,
    enumerate households, and staff TQA and QACs.

#### Language Program 

-   The Committee would like a targeted mailing of the Census form in
    Asian languages.

-   The Committee thought that the capability statements of the TQA and
    translation contractors should be evaluated more carefully to ensure
    quality control (e.g., breadth of the languages available).

### 2.1.4 Hispanic Advisory Committee Priority Issues

-   Early and continuous REAC involvement is necessary in the 2010
    planning process.

-   Increase bilingual and bicultural (Spanish and English) staff within
    the Census Bureau across all levels, particularly in senior
    management, and for all programs, including ACS and Census 2010.

-   Increase all efforts to fully reach all speakers of languages other
    than English.

```{=html}
<!-- -->
```
-   Increase quality assurance for all translations.

-   Expand use of in-language material, especially in the American
    Community Survey.

-   Target areas with high concentrations of speakers of languages other
    than English with the appropriate number of bilingual and bicultural
    personnel and the use of appropriate in-language materials.

-   Test products, services, and initiatives early and often.

```{=html}
<!-- -->
```
-   Continue and expand partnership programs and add resources for local
    level participation (regional offices).

-   Build on successful paid advertising campaign for the 2010 Census
    and the American Community Survey.

-   Ensure all the above is applied to the ACS.

### 2.1.5 Native Hawaiian and Other Pacific Islander Advisory Committee Priority Issues

#### Partnership Program

#### 

-   The Committee strongly believed that if more Partnership Specialists
    were hired, outreach to the NHOPI community would have been more
    successful. Partnership Specialists should be community leaders who
    have established relationships with the NHOPI community.

-   Encourage strong support from the Census Bureau staff at the
    headquarters and involve Federal, State Tribal and Local leaders.
    Community leaders can stress the importance of the Census and get
    Pacific Islanders involved.

-   Support in-kind programs. The Committee suggested re-structuring the
    in-kind funding program so community based organizations that help
    support the Census could apply for in-kind funds or grants.

-   Start outreach efforts several years before Census 2010 begins.

-   Establish a local Pacific Regional Office in Honolulu - The
    Committee strongly believes that establishing a local Pacific
    Regional Office in Honolulu would more effectively increase the
    outreach to the NHOPI community.

#### Recruitment and Hiring Program

#### 

-   Pacific Islanders were not represented in Workforce Profile D284.
    The Committee strongly insists on the addition of NHOPI statistics
    in this profile.

-   The Census Bureau should form partnerships with federal government
    staff who perform job-training services.

-   Develop action plans with milestones for recruiting, training, and
    hiring of potentially qualified applicants. More time is necessary
    to properly plan for hiring qualified applicants.

-   Hiring should reflect high-density NHOPI communities. The Census
    Bureau could recruit more Census enumerators by hiring Partnership
    Specialists that reflect the make-up of the community.

-   More recruiting and advertising targeted toward NHOPI communities
    are needed. Advertisements and posters should be in Pacific Islander
    languages with Pacific Islander faces.

#### MAF/TIGER

-   Improve communications between MAF/TIGER initiatives and NHOPI
    Advisory Committee including sharing MAF format of Hawaiian
    Homelands and choosing a NHOPI point of contact.

-   Establish a MAF/TIGER Committee with representatives from the NHOPI
    Advisory Committee and Census staff. Establishing a point of contact
    from the NHOPI Advisory Committee would help future MAF/TIGER
    initiatives on other Pacific Islands.

-   The Census Bureau should track the mobility and the immigration of
    Pacific Islanders (especially to the continental U.S.). By tracking
    migration of Pacific Islanders to the continental U.S., the Census
    Bureau would have a better idea where Pacific Islanders are
    relocating and may have an indication of where the pockets of
    high-density Pacific Islanders are.

#### Paid Advertising Campaign

-   The Committee thought that they could have provided value-added
    support to the advertising campaign. However, the Census Bureau was
    late in recognizing the NHOPI Advisory Committee. (The national
    advertising campaign for the NHOPI community did not start until 6
    months before the Census was to begin).

-   The advertising campaign had placed advertisements that were
    uncoordinated, confusing, and that misrepresented the NHOPI
    community. (One poster depicted Asians dressed in Pacific Islander
    clothing, under words that were poorly translated to Samoan).

-   Advertising must be a national effort, not a local one (think
    globally act locally).

-   The Committee thought that advertising should target schools and
    make NHOPI community more aware about the Census. The campaign
    should be more educational; make people aware of the importance of
    the Census and what it means to their communities.

#### Data Collection

#### 

-   The Committee suggested that the Census Bureau use more Partnership
    Specialists who are trusted and respected by the NHOPI community.

-   The Committee suggested that the Census Bureau use the NHOPI
    community\'s network to get information. The Census Bureau should
    use community centers, such as churches, schools, and other
    community based organizations (CBOs), to collect information.

-   Mailout/Mailback forms are the least effective in Hawaiian
    communities because of---

```{=html}
<!-- -->
```
-   Language barriers

-   Literacy issues

-   Confidentiality concerns

-   Cultural issues

-   Mistrust of government.

```{=html}
<!-- -->
```
-   Mail-outs should use highly visual stimuli, (e.g., pictures and
    graphics) and should be simple and colorful.

#### Language Program

#### 

-   Translation of language should be done for accuracy and quality. The
    Committee suggested that the Census Bureau establish a translation
    group with a representative from the NHOPI Advisory Committee.

-   The Committee suggested that the Census Bureau execute a better plan
    to allow time for proper translations. By planning early, the
    language committee can---

```{=html}
<!-- -->
```
-   Identify languages

-   Select language committee

-   Translate, review and test the material

```{=html}
<!-- -->
```
-   Ensure questionnaires are also part of the language process

-   Task the NHOPI Advisory Committee for consultation.

```{=html}
<!-- -->
```
-   The Census Bureau should expand the number of languages in which the
    Census questionnaire is available beyond the current six. Target
    languages by identifying Pacific Islander population clusters (e.g.,
    States of Hawaii, California, Washington, Utah, Oregon, and Texas).

## 2.2 Successes, Lessons Learned and Areas for Enhancement Summary

Highlighted below is a summary of the Census 2000 successes, lessons
learned and areas for enhancement or improvement of Census 2010 as cited
by each REAC. Details describing each of the issues highlighted in this
section can be found in the summary minutes included in Appendix A to
Appendix E of this report.

### 2.2.1 African American Advisory Committee Summary

+--------------------+---+---------------------+---+-----------------------+
| Partnership        |   |                     |   |                       |
| Program - African  |   |                     |   |                       |
| American Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   | The Census Bureau   |   | Maintain and          |
| Program as a whole |   | should not lose     |   | cultivate             |
| was successful.    |   | focus that it takes |   | partnerships.         |
|                    |   | people to make the  |   |                       |
|                    |   | Census a success.   |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   | The Census Bureau   |   | Continue to work with |
| Program gave       |   | should capitalize   |   | the African American  |
| credibility to the |   | on technology but   |   | Advisory Committee to |
| Census Bureau.     |   | not lose sight of   |   | enhance the           |
|                    |   | the value of        |   | Partnership Program.  |
|                    |   | partnerships or     |   | There is a need for   |
|                    |   | people.             |   | improvement.          |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   | The Census Bureau   |   | Maintain current      |
| Program            |   | should maintain its |   | outreach and          |
| successfully       |   | partnerships. It    |   | partnership staff in  |
| increased civic    |   | should not be a     |   | Regional Census       |
| participation.     |   | small peak -- big   |   | Offices.              |
|                    |   | peak activity.      |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Funding should be   |   | Build on the          |
|                    |   | provided to         |   | successful            |
|                    |   | grassroots          |   | cooperation between   |
|                    |   | organizations.      |   | various REACs.        |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Recruitment and    |   |                     |   |                       |
| Hiring Program -   |   |                     |   |                       |
| African American   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | Welfare recipients  |   | Remove financial      |
| used effective     |   | should have their   |   | disincentives to work |
| means to recruit   |   | temporary work      |   | for the Census Bureau |
| and hire a diverse |   | income exempt from  |   | and enhance the       |
| workforce.         |   | taxes.              |   | incentives.           |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | The Census Bureau   |   | Prepare to manage a   |
| recruited and      |   | should hire more    |   | larger part- time     |
| hired a diverse    |   | minorities to fill  |   | workforce for Census  |
| workforce.         |   | important           |   | 2010.                 |
|                    |   | decision-making     |   |                       |
|                    |   | positions.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Census Bureau     |
|                    |   |                     |   | should make better    |
|                    |   |                     |   | use of technology in  |
|                    |   |                     |   | its recruiting and    |
|                    |   |                     |   | hiring practices.     |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Census Bureau     |
|                    |   |                     |   | should use more       |
|                    |   |                     |   | creative and          |
|                    |   |                     |   | unconventional        |
|                    |   |                     |   | methods to recruit    |
|                    |   |                     |   | and hire Census       |
|                    |   |                     |   | workers.              |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Target advertisements |
|                    |   |                     |   | of high-level Census  |
|                    |   |                     |   | positions to racial   |
|                    |   |                     |   | and ethnic groups in  |
|                    |   |                     |   | ways that will reach  |
|                    |   |                     |   | the racial and ethnic |
|                    |   |                     |   | groups.               |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Increase racial and   |
|                    |   |                     |   | ethnic diversity in   |
|                    |   |                     |   | decision-making       |
|                    |   |                     |   | positions to obtain a |
|                    |   |                     |   | higher quality Census |
|                    |   |                     |   | -- not for purposes   |
|                    |   |                     |   | of affirmative        |
|                    |   |                     |   | action.               |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| MAF/TIGER          |   |                     |   |                       |
| Program - African  |   |                     |   |                       |
| American Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| Coordination with  |   | Develop strategies  |   | The Census Bureau     |
| the USPS was       |   | to reach private    |   | should mail Census or |
| successful.        |   | sector mailbox      |   | Be Counted forms to   |
|                    |   | users and           |   | P.O. boxes and        |
|                    |   | non-dwelling type   |   | private mailboxes.    |
|                    |   | addresses.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | Keep an accurate    |   | The Census Bureau     |
| did a good job     |   | and up-to-date      |   | should encourage the  |
| standardizing the  |   | Master Address      |   | USPS to provide them  |
| geographical       |   | File.               |   | with P.O. box         |
| mapping of         |   |                     |   | listings.             |
| residential        |   |                     |   |                       |
| addresses.         |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The LUCA program   |   |                     |   | Conduct a more        |
| was effective.     |   |                     |   | effective pre-listing |
|                    |   |                     |   | of addresses to       |
|                    |   |                     |   | identify P.O. box and |
|                    |   |                     |   | private mailbox       |
|                    |   |                     |   | users.                |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | As commercial mail    |
|                    |   |                     |   | use increases (e.g.,  |
|                    |   |                     |   | MailBoxes Etc.) the   |
|                    |   |                     |   | Census Bureau must    |
|                    |   |                     |   | find better ways to   |
|                    |   |                     |   | capture where people  |
|                    |   |                     |   | live.                 |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The LUCA effort       |
|                    |   |                     |   | requires better       |
|                    |   |                     |   | planning.             |
+--------------------+---+---------------------+---+-----------------------+

+-----------------------+---+------------------+---+----------------------+
| Paid Advertising      |   |                  |   |                      |
| Program - African     |   |                  |   |                      |
| American Advisory     |   |                  |   |                      |
| Committee             |   |                  |   |                      |
+-----------------------+---+------------------+---+----------------------+
| **Census 2000**       |   | **Census 2000**  |   | **Census 2010 Areas  |
|                       |   |                  |   | for**                |
| **Successes**         |   | **Lessons        |   |                      |
|                       |   | Learned**        |   | **Enhancement or     |
|                       |   |                  |   | Improvement**        |
+-----------------------+---+------------------+---+----------------------+
| The Census Bureau     |   | The Census       |   | Use consistent       |
| undertaking of the    |   | Bureau needs a   |   | branding for the     |
| paid advertising      |   | better           |   | Census.              |
| campaign was an       |   | contracting      |   |                      |
| overall success.      |   | process to       |   |                      |
| Previous advertising  |   | select prime and |   |                      |
| campaigns were        |   | subcontractors.  |   |                      |
| conducted in a less   |   |                  |   |                      |
| than strategic        |   |                  |   |                      |
| manner, via public    |   |                  |   |                      |
| service               |   |                  |   |                      |
| announcements, and    |   |                  |   |                      |
| not well targeted to  |   |                  |   |                      |
| minority populations. |   |                  |   |                      |
| The paid advertising  |   |                  |   |                      |
| campaign for Census   |   |                  |   |                      |
| 2000 addressed        |   |                  |   |                      |
| advertising           |   |                  |   |                      |
| deficiencies          |   |                  |   |                      |
| experienced in        |   |                  |   |                      |
| previous Censuses.    |   |                  |   |                      |
+-----------------------+---+------------------+---+----------------------+
| Census posters were   |   | The Census       |   | The Census Bureau    |
| well received by the  |   | Bureau should    |   | should make better   |
| African American      |   | have minority    |   | use of local media.  |
| community. The        |   | decision- making |   |                      |
| posters resonated     |   | representatives  |   |                      |
| with African          |   | to facilitate    |   |                      |
| Americans, thereby    |   | the selection    |   |                      |
| heightening their     |   | and efforts of   |   |                      |
| awareness of Census   |   | the minority     |   |                      |
| 2000.                 |   | public relations |   |                      |
|                       |   | contractors.     |   |                      |
+-----------------------+---+------------------+---+----------------------+
| Ensuring that Young & |   | Recreating the   |   | Begin using          |
| Rubicam select        |   | Census image     |   | after-action         |
| subcontractors that   |   | every ten years  |   | evaluations to       |
| possessed the         |   | is wasteful of   |   | measure              |
| required knowledge,   |   | taxpayer money.  |   | effectiveness of     |
| expertise, and        |   |                  |   | processes and        |
| cultural sensitivity  |   |                  |   | procedures.          |
| towards minority      |   |                  |   |                      |
| populations to make   |   |                  |   |                      |
| the paid advertising  |   |                  |   |                      |
| campaign successful.  |   |                  |   |                      |
+-----------------------+---+------------------+---+----------------------+
| Chisholm-Mingo        |   | Lack of          |   | The Census Bureau    |
| brought to bear the   |   | consistent       |   | should strongly      |
| understanding of      |   | branding results |   | consider             |
| various racial groups |   | in the Census    |   | minority-based firms |
| to assist in          |   | Bureau creating  |   | as prime             |
| developing culturally |   | a new and        |   | contractors, not     |
| sensitive and         |   | different        |   | just subcontractors. |
| targeted advertising  |   | identity and     |   | This should be based |
| material.             |   | image for each   |   | on quality and       |
|                       |   | Decennial        |   | competency.          |
|                       |   | Census.          |   |                      |
+-----------------------+---+------------------+---+----------------------+
|                       |   |                  |   | Develop advertising  |
|                       |   |                  |   | material that is     |
|                       |   |                  |   | more targeted,       |
|                       |   |                  |   | politically correct  |
|                       |   |                  |   | and culturally       |
|                       |   |                  |   | sensitive.           |
+-----------------------+---+------------------+---+----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program - African  |   |                     |   |                       |
| American Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The openness of    |   | The 1-800 number    |   | The Census Bureau     |
| the Census Bureau  |   | was not effective.  |   | should look into      |
| to use creative    |   | The lines were      |   | other Web-based       |
| data gathering     |   | continuously busy   |   | technologies so it    |
| methods was a      |   | and often provided  |   | can provide           |
| success because    |   | incomplete or       |   | additional assistance |
| new methods were   |   | incorrect           |   | via the Web.          |
| used.              |   | information.        |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| There was          |   | The Census Bureau   |   | Apply more targeted   |
| increased data     |   | should thank        |   | resources to QACs and |
| collection and     |   | citizens for their  |   | other data collection |
| participation due  |   | participation in    |   | centers.              |
| to partnerships    |   | the Census.         |   |                       |
| and advertising.   |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| More community     |   | It was effective to |   | Broaden the role of   |
| groups were        |   | show how Census     |   | the QACs to include   |
| willing to use     |   | participation will  |   | areas such as         |
| volunteer          |   | help citizens with  |   | community education   |
| resources to       |   | local services such |   | and mobilization.     |
| increase           |   | as schools and      |   |                       |
| participation.     |   | roads.              |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Consider ideas on how |
|                    |   |                     |   | to count people not   |
|                    |   |                     |   | regularly attached to |
|                    |   |                     |   | households (i.e.,     |
|                    |   |                     |   | homeless, mentally    |
|                    |   |                     |   | ill, or recluse.)     |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Language Program - |   |                     |   |                       |
| African American   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Language       |   | The mailing of      |   | The Census Bureau     |
| Program            |   | Census material     |   | must perform a        |
| successfully       |   | should be more      |   | quality assurance     |
| reached out to a   |   | targeted.           |   | check on the work     |
| broad, diverse     |   |                     |   | performed for them by |
| group of           |   |                     |   | contractors.          |
| languages.         |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Committee was  |   |                     |   |                       |
| pleased with the   |   |                     |   |                       |
| work of the        |   |                     |   |                       |
| Chisholm-Mingo     |   |                     |   |                       |
| Group.             |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

### 2.2.2 American Indian and Alaska Native Advisory Committee Summary

+--------------------+---+---------------------+---+-----------------------+
| Partnership        |   |                     |   |                       |
| Program -- AIAN    |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The building of    |   | Complete Count      |   | An increase of Native |
| relationships      |   | Committees should   |   | American employment   |
| between Tribal     |   | be an ongoing       |   | in management         |
| governments and    |   | process.            |   | positions at the      |
| the Federal        |   |                     |   | regional level would  |
| Government was     |   |                     |   | help strengthen       |
| successful.        |   |                     |   | partnerships.         |
+--------------------+---+---------------------+---+-----------------------+
| Government Liaison |   | Maps were given to  |   | The Census Bureau     |
| Programs were      |   | AIAN                |   | should assist in      |
| successful.        |   | representatives too |   | creating Partnership  |
|                    |   | late for review and |   | Programs with the     |
|                    |   | submittal by the    |   | AIAN urban community. |
|                    |   | Census Bureau       |   |                       |
|                    |   | deadlines.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | There was no point  |   | The amount of funding |
|                    |   | of contact within   |   | for the AIAN          |
|                    |   | the Census Bureau   |   | community should be   |
|                    |   | exclusive to the    |   | increased.            |
|                    |   | AIAN community.     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Better communication  |
|                    |   |                     |   | is needed among the   |
|                    |   |                     |   | Census Bureau\'s own  |
|                    |   |                     |   | divisions.            |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The entire            |
|                    |   |                     |   | Partnership Program   |
|                    |   |                     |   | needed to start       |
|                    |   |                     |   | earlier.              |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Recruitment and    |   |                     |   |                       |
| Hiring Program --  |   |                     |   |                       |
| AIAN Advisory      |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Recruitment    |   | The Census Bureau   |   | The Census Bureau     |
| and Hiring program |   | front-loaded too    |   | should increase local |
| demonstrated       |   | many applicants.    |   | advertising related   |
| flexibility by its |   |                     |   | to Census job         |
| ability to adapt   |   |                     |   | opportunities.        |
| to different       |   |                     |   |                       |
| regions.           |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | The Census Bureau   |   | Increase number of    |
| was more effective |   | was not able to     |   | American Indians in   |
| in meeting payroll |   | recruit enough      |   | management positions  |
| on time, most      |   | local speakers,     |   | at the Census Bureau  |
| notably with field |   | perhaps resulting   |   | headquarters.         |
| enumerators.       |   | from low wages.     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| For the first      |   | The Census Bureau   |   | Employees need more   |
| time, the Census   |   | lacked a pro-active |   | training on what the  |
| Bureau hired local |   | and energetic       |   | Census Bureau expects |
| private            |   | recruiting pitch.   |   | from them.            |
| contractors for    |   |                     |   |                       |
| dissemination of   |   |                     |   |                       |
| paid advertisement |   |                     |   |                       |
| of recruiting      |   |                     |   |                       |
| needs to the local |   |                     |   |                       |
| media.             |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The                |   | The recruitment and |   | Wages should be       |
| Welfare-to-Work    |   | hiring process      |   | higher in certain     |
| program provided   |   | started too late.   |   | areas.                |
| opportunities for  |   |                     |   |                       |
| employment without |   |                     |   |                       |
| penalty for        |   |                     |   |                       |
| federally assisted |   |                     |   |                       |
| citizens.          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Potential candidates  |
|                    |   |                     |   | for the               |
|                    |   |                     |   | Welfare-to-Work       |
|                    |   |                     |   | program should be     |
|                    |   |                     |   | more informed         |
|                    |   |                     |   | regarding the         |
|                    |   |                     |   | benefits of income    |
|                    |   |                     |   | exclusions.           |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Census Bureau     |
|                    |   |                     |   | should promptly       |
|                    |   |                     |   | inform job applicants |
|                    |   |                     |   | about their           |
|                    |   |                     |   | employment status.    |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| MAF/TIGER Program  |   |                     |   |                       |
| -- AIAN Advisory   |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Geography      |   | The LUCA Program    |   | An overall            |
| staff was able to  |   | started too late.   |   | introductory          |
| make several       |   |                     |   | statement is needed   |
| adjustments after  |   |                     |   | to describe what the  |
| the 1990 Census.   |   |                     |   | Tribal role is in the |
|                    |   |                     |   | LUCA initiative.      |
+--------------------+---+---------------------+---+-----------------------+
| The LUCA Program   |   | Tribal Governments  |   | LUCA Program          |
| was sited as an    |   | were not sure of    |   | timelines should be   |
| overall success.   |   | their               |   | started earlier in    |
|                    |   | responsibilities    |   | the process.          |
|                    |   | for the LUCA        |   |                       |
|                    |   | Program.            |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Maps and addresses  |   | Tribes should be      |
|                    |   | issued and/or used  |   | consulted and         |
|                    |   | by the Census       |   | involved when the     |
|                    |   | Bureau were too     |   | Census Bureau is      |
|                    |   | general.            |   | deciphering Tribal or |
|                    |   |                     |   | legal boundaries.     |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Tribal boundaries   |   |                       |
|                    |   | that run over state |   |                       |
|                    |   | lines should be     |   |                       |
|                    |   | clarified.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Paid Advertising   |   |                     |   |                       |
| Program -- AIAN    |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | The Paid            |   | The Paid Advertising  |
| was successful in  |   | Advertising         |   | campaign should start |
| funding separate   |   | campaign started    |   | earlier in Census     |
| advertising        |   | too late.           |   | 2010.                 |
| campaigns for      |   |                     |   |                       |
| several race and   |   |                     |   |                       |
| ethnic             |   |                     |   |                       |
| communities.       |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The print media,   |   | The AIAN community  |   | Advertisements should |
| radio and          |   | experienced         |   | be more specific to   |
| television         |   | excessive           |   | each American Indian  |
| advertisements     |   | bureaucracy when it |   | community and should  |
| were all           |   | came to suggesting  |   | include the urban     |
| successful.        |   | changes to the AIAN |   | communities of        |
|                    |   | advertising         |   | American Indians.     |
|                    |   | campaign.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   | Alaska natives were |   | The Census Bureau     |
| Program had its    |   | not represented     |   | should use more free  |
| own budget for     |   | properly in the     |   | publicity to increase |
| advertising.       |   | advertising         |   | Census awareness in   |
|                    |   | campaign.           |   | addition to the Paid  |
|                    |   |                     |   | Advertising campaign. |
+--------------------+---+---------------------+---+-----------------------+
| The Committee was  |   |                     |   |                       |
| given the          |   |                     |   |                       |
| opportunity to     |   |                     |   |                       |
| work with the      |   |                     |   |                       |
| Census Bureau to   |   |                     |   |                       |
| develop the        |   |                     |   |                       |
| advertising        |   |                     |   |                       |
| campaign.          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program -- AIAN    |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Committee      |   | Telephone           |   | QACs located in       |
| deemed the data    |   | Questionnaire       |   | border towns nearby   |
| collection         |   | Assistance (TQA)    |   | reservations must     |
| strategies of the  |   | and Questionnaire   |   | reach out to the AIAN |
| 2000 Census a      |   | Assistance Centers  |   | community.            |
| success.           |   | (QACs) were not     |   |                       |
|                    |   | effective for the   |   |                       |
|                    |   | AIAN community.     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| Increased          |   | The Census Bureau   |   | To gain an accurate   |
| automation at      |   | did not properly    |   | count of              |
| Local Census       |   | count transient     |   | serviced-based        |
| Offices eased the  |   | AIAN citizens.      |   | citizens, the Census  |
| data collection    |   |                     |   | Bureau should target  |
| process.           |   |                     |   | communities of faith  |
|                    |   |                     |   | to assist with        |
|                    |   |                     |   | education and         |
|                    |   |                     |   | enumeration           |
|                    |   |                     |   | procedures.           |
+--------------------+---+---------------------+---+-----------------------+
| The Census         |   | The                 |   | The List/Enumeration  |
| Bureau\'s coverage |   | List/Enumeration    |   | procedure should      |
| of the Navajo      |   | procedure is        |   | continue to be used   |
| tribe was an       |   | essential when      |   | when enumerating on   |
| improvement.       |   | enumerating on      |   | American Indian       |
|                    |   | American Indian     |   | reservations.         |
|                    |   | reservations.       |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Non-Response   |   |                     |   |                       |
| Follow-Up (NRFU)   |   |                     |   |                       |
| procedure was a    |   |                     |   |                       |
| success.           |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Language Program   |   |                     |   |                       |
| -- AIAN Advisory   |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The interpreters   |   | Native American     |   | The Census Bureau     |
| provided by the    |   | languages are       |   | should recognize      |
| Census Bureau were |   | becoming extinct    |   | American Indian       |
| a good start for   |   | because of the lack |   | languages that have   |
| the Language       |   | of recognition by   |   | significant speaking  |
| Program.           |   | the Federal         |   | populations.          |
|                    |   | Government.         |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Census Bureau   |   | The Census Bureau     |
|                    |   | focused on other    |   | should work with      |
|                    |   | languages and not   |   | tribes to determine   |
|                    |   | the numerous        |   | if there is a way to  |
|                    |   | American Indian     |   | preserve the          |
|                    |   | languages that are  |   | languages native to   |
|                    |   | native to this      |   | the tribes.           |
|                    |   | country because the |   |                       |
|                    |   | communities that    |   |                       |
|                    |   | speak these         |   |                       |
|                    |   | languages are       |   |                       |
|                    |   | small.              |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Cultural diversity  |   | A strong cultural     |
|                    |   | is missing from the |   | geographic component  |
|                    |   | Census Language     |   | at the Census Bureau  |
|                    |   | Program.            |   | headquarters would    |
|                    |   |                     |   | help cultural         |
|                    |   |                     |   | differences between   |
|                    |   |                     |   | the Census Bureau and |
|                    |   |                     |   | the AIAN community.   |
+--------------------+---+---------------------+---+-----------------------+

### 2.2.3 Asian Advisory Committee Summary

+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| Partnership        |   |   |   |                    |   |   |   |                      |
| Program -- Asian   |   |   |   |                    |   |   |   |                      |
| Advisory Committee |   |   |   |                    |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| **Census 2000**    |   |   |   | **Census 2000**    |   |   |   | **Census 2010 Areas  |
|                    |   |   |   |                    |   |   |   | for**                |
| **Successes**      |   |   |   | **Lessons          |   |   |   |                      |
|                    |   |   |   | Learned**          |   |   |   | **Enhancement or     |
|                    |   |   |   |                    |   |   |   | Improvement**        |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| The Committee      |   |   |   | The complete       |   |   |   | The quantity of      |
| believed           |   |   |   | commitment of the  |   |   |   | community specialist |
| partnerships       |   |   |   | partner, as well   |   |   |   | positions available  |
| allowed the Census |   |   |   | as the regional    |   |   |   | should be increased. |
| experience to be   |   |   |   | director, is       |   |   |   |                      |
| more personal and  |   |   |   | necessary for the  |   |   |   |                      |
| intimate for       |   |   |   | success of the     |   |   |   |                      |
| Census             |   |   |   | Census.            |   |   |   |                      |
| participants.      |   |   |   |                    |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| The partnership    |   |   |   | The quantity of    |   |   |   | During the           |
| program\'s ability |   |   |   | area covered by    |   |   |   | recruitment process, |
| to build awareness |   |   |   | each area          |   |   |   | more Asians should   |
| of the Census      |   |   |   | specialist was too |   |   |   | be hired as          |
| before Census Day  |   |   |   | large.             |   |   |   | community            |
| was excellent.     |   |   |   |                    |   |   |   | specialists. The     |
|                    |   |   |   |                    |   |   |   | Census Bureau also   |
|                    |   |   |   |                    |   |   |   | should hire a larger |
|                    |   |   |   |                    |   |   |   | number of Asian      |
|                    |   |   |   |                    |   |   |   | Partnership          |
|                    |   |   |   |                    |   |   |   | Specialists,         |
|                    |   |   |   |                    |   |   |   | particularly for     |
|                    |   |   |   |                    |   |   |   | high-density areas   |
|                    |   |   |   |                    |   |   |   | such as New York and |
|                    |   |   |   |                    |   |   |   | Los Angeles.         |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| The partnership    |   |   |   | Balance is needed  |   |   |   | The Census Bureau    |
| program built      |   |   |   | between a targeted |   |   |   | should publicize the |
| awareness of the   |   |   |   | Partnership        |   |   |   | contact list of the  |
| Census, thus       |   |   |   | Program versus a   |   |   |   | Partnership          |
| increasing the     |   |   |   | general approach.  |   |   |   | Specialists more     |
| Census count       |   |   |   |                    |   |   |   | widely so that the   |
| throughout the     |   |   |   |                    |   |   |   | Partnership          |
| country. As a      |   |   |   |                    |   |   |   | Specialists can be   |
| result,            |   |   |   |                    |   |   |   | reached more easily. |
| participation of   |   |   |   |                    |   |   |   |                      |
| the hard-to-reach  |   |   |   |                    |   |   |   |                      |
| populations was    |   |   |   |                    |   |   |   |                      |
| also increased.    |   |   |   |                    |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| Asian Community    |   |   |   | Census awareness   |   |   |   | Additional funding   |
| Specialists were   |   |   |   | may not translate  |   |   |   | for community-based  |
| hired to help      |   |   |   | into the action of |   |   |   | organizations is     |
| build awareness.   |   |   |   | returning a Census |   |   |   | needed.              |
|                    |   |   |   | form.              |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| The Partnership    |   |   |   | The Census Bureau  |   |   |   | The Census Bureau    |
| Program provided   |   |   |   | should clarify the |   |   |   | should put an        |
| credibility to the |   |   |   | requirements       |   |   |   | infrastructure in    |
| community based    |   |   |   | necessary to       |   |   |   | place to distribute  |
| organizations      |   |   |   | become a           |   |   |   | the partnership      |
| involved in the    |   |   |   | partnership or     |   |   |   | information more     |
| Census.            |   |   |   | community          |   |   |   | easily.              |
|                    |   |   |   | specialist. For    |   |   |   |                      |
|                    |   |   |   | example, clarify   |   |   |   |                      |
|                    |   |   |   | if U.S.            |   |   |   |                      |
|                    |   |   |   | citizenship is     |   |   |   |                      |
|                    |   |   |   | required to        |   |   |   |                      |
|                    |   |   |   | qualify a person   |   |   |   |                      |
|                    |   |   |   | as a partnership   |   |   |   |                      |
|                    |   |   |   | or community       |   |   |   |                      |
|                    |   |   |   | specialist.        |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| Partnership        |   |   |   |                    |   |   |   |                      |
| Program Continued  |   |   |   |                    |   |   |   |                      |
| -- Asian Advisory  |   |   |   |                    |   |   |   |                      |
| Committee          |   |   |   |                    |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
| **Census 2000**    |   |   | * |                    |   |   | * |                      |
|                    |   |   | * |                    |   |   | * |                      |
| **Successes**      |   |   | C |                    |   |   | C |                      |
|                    |   |   | e |                    |   |   | e |                      |
|                    |   |   | n |                    |   |   | n |                      |
|                    |   |   | s |                    |   |   | s |                      |
|                    |   |   | u |                    |   |   | u |                      |
|                    |   |   | s |                    |   |   | s |                      |
|                    |   |   | 2 |                    |   |   | 2 |                      |
|                    |   |   | 0 |                    |   |   | 0 |                      |
|                    |   |   | 0 |                    |   |   | 1 |                      |
|                    |   |   | 0 |                    |   |   | 0 |                      |
|                    |   |   | * |                    |   |   | A |                      |
|                    |   |   | * |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   | * |                    |   |   | a |                      |
|                    |   |   | * |                    |   |   | s |                      |
|                    |   |   | L |                    |   |   | f |                      |
|                    |   |   | e |                    |   |   | o |                      |
|                    |   |   | s |                    |   |   | r |                      |
|                    |   |   | s |                    |   |   | * |                      |
|                    |   |   | o |                    |   |   | * |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | s |                    |   |   | * |                      |
|                    |   |   | L |                    |   |   | * |                      |
|                    |   |   | e |                    |   |   | E |                      |
|                    |   |   | a |                    |   |   | n |                      |
|                    |   |   | r |                    |   |   | h |                      |
|                    |   |   | n |                    |   |   | a |                      |
|                    |   |   | e |                    |   |   | n |                      |
|                    |   |   | d |                    |   |   | c |                      |
|                    |   |   | * |                    |   |   | e |                      |
|                    |   |   | * |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | I |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | * |                      |
|                    |   |   |   |                    |   |   | * |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   | I |                    |   |   | T |                      |
|                    |   |   | t |                    |   |   | h |                      |
|                    |   |   | t |                    |   |   | e |                      |
|                    |   |   | o |                    |   |   | C |                      |
|                    |   |   | o |                    |   |   | e |                      |
|                    |   |   | k |                    |   |   | n |                      |
|                    |   |   | n |                    |   |   | s |                      |
|                    |   |   | e |                    |   |   | u |                      |
|                    |   |   | w |                    |   |   | s |                      |
|                    |   |   | l |                    |   |   | B |                      |
|                    |   |   | y |                    |   |   | u |                      |
|                    |   |   | h |                    |   |   | r |                      |
|                    |   |   | i |                    |   |   | e |                      |
|                    |   |   | r |                    |   |   | a |                      |
|                    |   |   | e |                    |   |   | u |                      |
|                    |   |   | d |                    |   |   | s |                      |
|                    |   |   | s |                    |   |   | h |                      |
|                    |   |   | p |                    |   |   | o |                      |
|                    |   |   | e |                    |   |   | u |                      |
|                    |   |   | c |                    |   |   | l |                      |
|                    |   |   | i |                    |   |   | d |                      |
|                    |   |   | a |                    |   |   | c |                      |
|                    |   |   | l |                    |   |   | o |                      |
|                    |   |   | i |                    |   |   | n |                      |
|                    |   |   | s |                    |   |   | s |                      |
|                    |   |   | t |                    |   |   | i |                      |
|                    |   |   | s |                    |   |   | d |                      |
|                    |   |   | a |                    |   |   | e |                      |
|                    |   |   | l |                    |   |   | r |                      |
|                    |   |   | o |                    |   |   | c |                      |
|                    |   |   | n |                    |   |   | o |                      |
|                    |   |   | g |                    |   |   | m |                      |
|                    |   |   | t |                    |   |   | m |                      |
|                    |   |   | i |                    |   |   | u |                      |
|                    |   |   | m |                    |   |   | n |                      |
|                    |   |   | e |                    |   |   | i |                      |
|                    |   |   | t |                    |   |   | t |                      |
|                    |   |   | o |                    |   |   | y |                      |
|                    |   |   | b |                    |   |   | s |                      |
|                    |   |   | u |                    |   |   | e |                      |
|                    |   |   | i |                    |   |   | r |                      |
|                    |   |   | l |                    |   |   | v |                      |
|                    |   |   | d |                    |   |   | i |                      |
|                    |   |   | c |                    |   |   | c |                      |
|                    |   |   | o |                    |   |   | e |                      |
|                    |   |   | n |                    |   |   | i |                      |
|                    |   |   | t |                    |   |   | n |                      |
|                    |   |   | a |                    |   |   | a |                      |
|                    |   |   | c |                    |   |   | d |                      |
|                    |   |   | t |                    |   |   | d |                      |
|                    |   |   | s |                    |   |   | i |                      |
|                    |   |   | w |                    |   |   | t |                      |
|                    |   |   | i |                    |   |   | i |                      |
|                    |   |   | t |                    |   |   | o |                      |
|                    |   |   | h |                    |   |   | n |                      |
|                    |   |   | t |                    |   |   | t |                      |
|                    |   |   | h |                    |   |   | o |                      |
|                    |   |   | e |                    |   |   | p |                      |
|                    |   |   | c |                    |   |   | r |                      |
|                    |   |   | o |                    |   |   | o |                      |
|                    |   |   | m |                    |   |   | f |                      |
|                    |   |   | m |                    |   |   | e |                      |
|                    |   |   | u |                    |   |   | s |                      |
|                    |   |   | n |                    |   |   | s |                      |
|                    |   |   | i |                    |   |   | i |                      |
|                    |   |   | t |                    |   |   | o |                      |
|                    |   |   | y |                    |   |   | n |                      |
|                    |   |   | . |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | w |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   | T |                    |   |   | P |                      |
|                    |   |   | h |                    |   |   | a |                      |
|                    |   |   | e |                    |   |   | r |                      |
|                    |   |   | C |                    |   |   | t |                      |
|                    |   |   | o |                    |   |   | n |                      |
|                    |   |   | m |                    |   |   | e |                      |
|                    |   |   | m |                    |   |   | r |                      |
|                    |   |   | i |                    |   |   | s |                      |
|                    |   |   | t |                    |   |   | s |                      |
|                    |   |   | t |                    |   |   | h |                      |
|                    |   |   | e |                    |   |   | o |                      |
|                    |   |   | e |                    |   |   | u |                      |
|                    |   |   | n |                    |   |   | l |                      |
|                    |   |   | o |                    |   |   | d |                      |
|                    |   |   | t |                    |   |   | h |                      |
|                    |   |   | e |                    |   |   | a |                      |
|                    |   |   | d |                    |   |   | v |                      |
|                    |   |   | t |                    |   |   | e |                      |
|                    |   |   | h |                    |   |   | a |                      |
|                    |   |   | a |                    |   |   | c |                      |
|                    |   |   | t |                    |   |   | l |                      |
|                    |   |   | t |                    |   |   | e |                      |
|                    |   |   | h |                    |   |   | a |                      |
|                    |   |   | e |                    |   |   | r |                      |
|                    |   |   | c |                    |   |   | e |                      |
|                    |   |   | o |                    |   |   | r |                      |
|                    |   |   | m |                    |   |   | u |                      |
|                    |   |   | m |                    |   |   | n |                      |
|                    |   |   | u |                    |   |   | d |                      |
|                    |   |   | n |                    |   |   | e |                      |
|                    |   |   | i |                    |   |   | r |                      |
|                    |   |   | t |                    |   |   | s |                      |
|                    |   |   | i |                    |   |   | t |                      |
|                    |   |   | e |                    |   |   | a |                      |
|                    |   |   | s |                    |   |   | n |                      |
|                    |   |   | e |                    |   |   | d |                      |
|                    |   |   | x |                    |   |   | i |                      |
|                    |   |   | p |                    |   |   | n |                      |
|                    |   |   | e |                    |   |   | g |                      |
|                    |   |   | c |                    |   |   | o |                      |
|                    |   |   | t |                    |   |   | f |                      |
|                    |   |   | e |                    |   |   | t |                      |
|                    |   |   | d |                    |   |   | h |                      |
|                    |   |   | m |                    |   |   | e |                      |
|                    |   |   | o |                    |   |   | i |                      |
|                    |   |   | r |                    |   |   | r |                      |
|                    |   |   | e |                    |   |   | r |                      |
|                    |   |   | f |                    |   |   | e |                      |
|                    |   |   | r |                    |   |   | s |                      |
|                    |   |   | o |                    |   |   | p |                      |
|                    |   |   | m |                    |   |   | o |                      |
|                    |   |   | t |                    |   |   | n |                      |
|                    |   |   | h |                    |   |   | s |                      |
|                    |   |   | e |                    |   |   | i |                      |
|                    |   |   | p |                    |   |   | b |                      |
|                    |   |   | a |                    |   |   | i |                      |
|                    |   |   | r |                    |   |   | l |                      |
|                    |   |   | t |                    |   |   | i |                      |
|                    |   |   | n |                    |   |   | t |                      |
|                    |   |   | e |                    |   |   | i |                      |
|                    |   |   | r |                    |   |   | e |                      |
|                    |   |   | s |                    |   |   | s |                      |
|                    |   |   | t |                    |   |   | a |                      |
|                    |   |   | h |                    |   |   | n |                      |
|                    |   |   | a |                    |   |   | d |                      |
|                    |   |   | n |                    |   |   | t |                      |
|                    |   |   | t |                    |   |   | h |                      |
|                    |   |   | h |                    |   |   | e |                      |
|                    |   |   | e |                    |   |   | r |                      |
|                    |   |   | y |                    |   |   | e |                      |
|                    |   |   | c |                    |   |   | s |                      |
|                    |   |   | o |                    |   |   | o |                      |
|                    |   |   | u |                    |   |   | u |                      |
|                    |   |   | l |                    |   |   | r |                      |
|                    |   |   | d |                    |   |   | c |                      |
|                    |   |   | d |                    |   |   | e |                      |
|                    |   |   | e |                    |   |   | s |                      |
|                    |   |   | l |                    |   |   | a |                      |
|                    |   |   | i |                    |   |   | v |                      |
|                    |   |   | v |                    |   |   | a |                      |
|                    |   |   | e |                    |   |   | i |                      |
|                    |   |   | r |                    |   |   | l |                      |
|                    |   |   | o |                    |   |   | a |                      |
|                    |   |   | r |                    |   |   | b |                      |
|                    |   |   | w |                    |   |   | l |                      |
|                    |   |   | e |                    |   |   | e |                      |
|                    |   |   | r |                    |   |   | t |                      |
|                    |   |   | e |                    |   |   | o |                      |
|                    |   |   | e |                    |   |   | t |                      |
|                    |   |   | x |                    |   |   | h |                      |
|                    |   |   | p |                    |   |   | e |                      |
|                    |   |   | e |                    |   |   | m |                      |
|                    |   |   | c |                    |   |   | . |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | d |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | p |                    |   |   |   |                      |
|                    |   |   | r |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | v |                    |   |   |   |                      |
|                    |   |   | i |                    |   |   |   |                      |
|                    |   |   | d |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | . |                    |   |   |   |                      |
|                    |   |   | I |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | a |                    |   |   |   |                      |
|                    |   |   | d |                    |   |   |   |                      |
|                    |   |   | d |                    |   |   |   |                      |
|                    |   |   | i |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | i |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | , |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | h |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | u |                    |   |   |   |                      |
|                    |   |   | m |                    |   |   |   |                      |
|                    |   |   | b |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | r |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | f |                    |   |   |   |                      |
|                    |   |   | p |                    |   |   |   |                      |
|                    |   |   | a |                    |   |   |   |                      |
|                    |   |   | r |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | r |                    |   |   |   |                      |
|                    |   |   | s |                    |   |   |   |                      |
|                    |   |   | w |                    |   |   |   |                      |
|                    |   |   | a |                    |   |   |   |                      |
|                    |   |   | s |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | g |                    |   |   |   |                      |
|                    |   |   | r |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | a |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | u |                    |   |   |   |                      |
|                    |   |   | g |                    |   |   |   |                      |
|                    |   |   | h |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | m |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | h |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | d |                    |   |   |   |                      |
|                    |   |   | s |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | f |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | h |                    |   |   |   |                      |
|                    |   |   | e |                    |   |   |   |                      |
|                    |   |   | c |                    |   |   |   |                      |
|                    |   |   | o |                    |   |   |   |                      |
|                    |   |   | m |                    |   |   |   |                      |
|                    |   |   | m |                    |   |   |   |                      |
|                    |   |   | u |                    |   |   |   |                      |
|                    |   |   | n |                    |   |   |   |                      |
|                    |   |   | i |                    |   |   |   |                      |
|                    |   |   | t |                    |   |   |   |                      |
|                    |   |   | y |                    |   |   |   |                      |
|                    |   |   | . |                    |   |   |   |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   |   |                    |   |   | P |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | U |                      |
|                    |   |   |   |                    |   |   | . |                      |
|                    |   |   |   |                    |   |   | S |                      |
|                    |   |   |   |                    |   |   | . |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | z |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   |   |                    |   |   | T |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | P |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | P |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | . |                      |
|                    |   |   |   |                    |   |   | T |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | C |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | B |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | w |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   |   |                    |   |   | F |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | k |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   |   |                    |   |   | A |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | , |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | , |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | C |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | w |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | A |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | A |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | y |                      |
|                    |   |   |   |                    |   |   | C |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | k |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | v |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+
|                    |   |   |   |                    |   |   | T |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | C |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | B |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | c |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | l |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | P |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | h |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | p |                      |
|                    |   |   |   |                    |   |   | P |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | g |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | b |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | f |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | r |                      |
|                    |   |   |   |                    |   |   | m |                      |
|                    |   |   |   |                    |   |   | a |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | i |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | o |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | u |                      |
|                    |   |   |   |                    |   |   | d |                      |
|                    |   |   |   |                    |   |   | e |                      |
|                    |   |   |   |                    |   |   | n |                      |
|                    |   |   |   |                    |   |   | t |                      |
|                    |   |   |   |                    |   |   | s |                      |
|                    |   |   |   |                    |   |   | . |                      |
+--------------------+---+---+---+--------------------+---+---+---+----------------------+

+------------------+---+---------------------+---+-------------------------+
| Recruitment and  |   |                     |   |                         |
| Hiring Program   |   |                     |   |                         |
| -- Asian         |   |                     |   |                         |
| Advisory         |   |                     |   |                         |
| Committee        |   |                     |   |                         |
+------------------+---+---------------------+---+-------------------------+
| **Census 2000**  |   | **Census 2000**     |   | **Census 2010 Areas     |
|                  |   |                     |   | for**                   |
| **Successes**    |   | **Lessons Learned** |   |                         |
|                  |   |                     |   | **Enhancement or        |
|                  |   |                     |   | Improvement**           |
+------------------+---+---------------------+---+-------------------------+
| Awareness of the |   | The Census Bureau   |   | The recruitment manual  |
| Census 2000      |   | did not provide     |   | should be published     |
| recruitment      |   | adequate            |   | ahead of time and made  |
| program was      |   | expectations or     |   | more widely available   |
| high.            |   | guidance to the     |   | to Asian communities.   |
|                  |   | hiring managers.    |   | Recruitment manuals     |
|                  |   |                     |   | should be made          |
|                  |   |                     |   | available to the REAC   |
|                  |   |                     |   | for their review.       |
+------------------+---+---------------------+---+-------------------------+
| The Census       |   | The Census Bureau   |   | The Census Bureau       |
| Bureau did a     |   | was slow in         |   | should try to be        |
| good job         |   | providing hiring    |   | consistent in its       |
| retaining        |   | results to people   |   | management hiring       |
| temporary        |   | who were tested.    |   | process. Additionally,  |
| employees.       |   |                     |   | the Census Bureau       |
|                  |   |                     |   | should increase its     |
|                  |   |                     |   | efforts to recruit a    |
|                  |   |                     |   | diverse management      |
|                  |   |                     |   | team.                   |
+------------------+---+---------------------+---+-------------------------+
| The number of    |   | The more            |   | Census Bureau positions |
| Welfare-to-Work  |   | enumerators hired   |   | should be open to both  |
| workers hired    |   | from the ethnic     |   | U.S. citizens or legal  |
| was good.        |   | community the       |   | residents.              |
|                  |   | better. A familiar  |   |                         |
|                  |   | face is more        |   |                         |
|                  |   | trusted so the      |   |                         |
|                  |   | response rate would |   |                         |
|                  |   | be correspondingly  |   |                         |
|                  |   | higher.             |   |                         |
+------------------+---+---------------------+---+-------------------------+
| Overall, the     |   | The Census          |   | The Census Bureau       |
| quality of the   |   | Bureau\'s           |   | employee test should be |
| temporary        |   | employment test was |   | more culturally         |
| employees was    |   | viewed as           |   | sensitive (through      |
| high.            |   | culturally biased.  |   | question formulation)   |
|                  |   |                     |   | to minimize cultural    |
|                  |   |                     |   | bias.                   |
+------------------+---+---------------------+---+-------------------------+
| The Census       |   | The English used    |   | The Committee would     |
| Bureau\'s        |   | for the employment  |   | like to see an          |
| presence at      |   | test was too        |   | assessment take place   |
| national level   |   | difficult for       |   | of recruitment          |
| conferences was  |   | certain applicants. |   | advertisements.         |
| well received.   |   |                     |   | Advertisements should   |
|                  |   |                     |   | be language specific    |
|                  |   |                     |   | when targeted toward    |
|                  |   |                     |   | Asian communities.      |
+------------------+---+---------------------+---+-------------------------+
| Job fairs held   |   | The enumerators and |   | The Census Bureau       |
| by the Census    |   | the community       |   | should hire recruiters  |
| Bureau were      |   | groups should have  |   | specific to the Asian   |
| excellent.       |   | a closer working    |   | community.              |
|                  |   | relationship.       |   |                         |
+------------------+---+---------------------+---+-------------------------+
| The Census       |   |                     |   | Recruitment should take |
| Bureau\'s        |   |                     |   | place at the natural    |
| recruitment and  |   |                     |   | gathering areas for the |
| hiring program   |   |                     |   | Asian community         |
| reduced the      |   |                     |   | (churches, stores,      |
| Nation\'s        |   |                     |   | ballroom dances,        |
| unemployment     |   |                     |   | kareoke bars,           |
| rate.            |   |                     |   | restaurants, and        |
|                  |   |                     |   | conferences).           |
+------------------+---+---------------------+---+-------------------------+

+------------------+---+---+---+---------------------+---+-----------------------+
| MAF/TIGER        |   |   |   |                     |   |                       |
| Program -- Asian |   |   |   |                     |   |                       |
| Advisory         |   |   |   |                     |   |                       |
| Committee        |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| **Census 2000**  |   |   | * |                     |   | **Census 2010 Areas   |
|                  |   |   | * |                     |   | for**                 |
| **Successes**    |   |   | C |                     |   |                       |
|                  |   |   | e |                     |   | **Enhancement or      |
|                  |   |   | n |                     |   | Improvement**         |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | 2 |                     |   |                       |
|                  |   |   | 0 |                     |   |                       |
|                  |   |   | 0 |                     |   |                       |
|                  |   |   | 0 |                     |   |                       |
|                  |   |   | * |                     |   |                       |
|                  |   |   | * |                     |   |                       |
|                  |   |   |   |                     |   |                       |
|                  |   |   | * |                     |   |                       |
|                  |   |   | * |                     |   |                       |
|                  |   |   | L |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | L |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | * |                     |   |                       |
|                  |   |   | * |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| The Committee    |   |   | T |                     |   | The Census Bureau     |
| viewed the       |   |   | h |                     |   | should correct        |
| overall          |   |   | e |                     |   | legitimate duplicate  |
| MAF/TIGER        |   |   | C |                     |   | addresses in the MAF. |
| program as a     |   |   | o |                     |   |                       |
| success.         |   |   | m |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | . |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| The Census       |   |   | T |                     |   | The Census Bureau     |
| Bureau did a     |   |   | h |                     |   | should be able to     |
| great job of     |   |   | e |                     |   | create multiple       |
| creating and     |   |   | C |                     |   | households in the     |
| maintaining the  |   |   | e |                     |   | same housing unit for |
| MAF.             |   |   | n |                     |   | unrelated families.   |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | B |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | x |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | y |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | v |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | . |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   | T |                     |   | The Committee would   |
|                  |   |   | h |                     |   | like to see the       |
|                  |   |   | e |                     |   | Census Bureau         |
|                  |   |   | C |                     |   | coordinate with the   |
|                  |   |   | o |                     |   | U.S. Postal Service   |
|                  |   |   | m |                     |   | to resolve P.O. box   |
|                  |   |   | m |                     |   | issues. In addition,  |
|                  |   |   | i |                     |   | the Census Bureau     |
|                  |   |   | t |                     |   | should use the U.S.   |
|                  |   |   | t |                     |   | Postal Service file   |
|                  |   |   | e |                     |   | to identify different |
|                  |   |   | e |                     |   | family names used at  |
|                  |   |   | n |                     |   | the same address.     |
|                  |   |   | o |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | w |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | v |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | y |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | C |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | P |                     |   |                       |
|                  |   |   | . |                     |   |                       |
|                  |   |   | O |                     |   |                       |
|                  |   |   | . |                     |   |                       |
|                  |   |   | b |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | x |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | . |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   | T |                     |   | The Census Bureau     |
|                  |   |   | h |                     |   | should use the        |
|                  |   |   | e |                     |   | assistance of         |
|                  |   |   | r |                     |   | landlords to identify |
|                  |   |   | e |                     |   | multiple families     |
|                  |   |   | w |                     |   | living within a       |
|                  |   |   | a |                     |   | single dwelling.      |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | C |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | q |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | g |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | , |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | y |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | d |                     |   |                       |
|                  |   |   | p |                     |   |                       |
|                  |   |   | r |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | f |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | a |                     |   |                       |
|                  |   |   | l |                     |   |                       |
|                  |   |   | s |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | h |                     |   |                       |
|                  |   |   | e |                     |   |                       |
|                  |   |   | c |                     |   |                       |
|                  |   |   | o |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | m |                     |   |                       |
|                  |   |   | u |                     |   |                       |
|                  |   |   | n |                     |   |                       |
|                  |   |   | i |                     |   |                       |
|                  |   |   | t |                     |   |                       |
|                  |   |   | y |                     |   |                       |
|                  |   |   | . |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should spend          |
|                  |   |   |   |                     |   | resources to develop  |
|                  |   |   |   |                     |   | new technologies to   |
|                  |   |   |   |                     |   | improve the MAF/TIGER |
|                  |   |   |   |                     |   | program.              |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should analyze the    |
|                  |   |   |   |                     |   | demographic           |
|                  |   |   |   |                     |   | characteristics of    |
|                  |   |   |   |                     |   | areas with address    |
|                  |   |   |   |                     |   | list deficiencies and |
|                  |   |   |   |                     |   | problems to identify  |
|                  |   |   |   |                     |   | areas for             |
|                  |   |   |   |                     |   | improvement.          |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should provide a      |
|                  |   |   |   |                     |   | wider understanding   |
|                  |   |   |   |                     |   | of Census mapping     |
|                  |   |   |   |                     |   | techniques targeting  |
|                  |   |   |   |                     |   | partners, community   |
|                  |   |   |   |                     |   | specialists and       |
|                  |   |   |   |                     |   | professionals in each |
|                  |   |   |   |                     |   | community.            |
+------------------+---+---+---+---------------------+---+-----------------------+
| Paid Advertising |   |   |   |                     |   |                       |
| Program -- Asian |   |   |   |                     |   |                       |
| Advisory         |   |   |   |                     |   |                       |
| Committee        |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| **Census 2000**  |   |   |   | **Census 2000**     |   | **Census 2010 Areas   |
|                  |   |   |   |                     |   | for**                 |
| **Successes**    |   |   |   | **Lessons Learned** |   |                       |
|                  |   |   |   |                     |   | **Enhancement or      |
|                  |   |   |   |                     |   | Improvement**         |
+------------------+---+---+---+---------------------+---+-----------------------+
| The Committee    |   |   |   | The Census Bureau   |   | The Census Bureau     |
| viewed the       |   |   |   | should target       |   | should target         |
| advertising      |   |   |   | ethnic communities  |   | campaigns to specific |
| campaign at the  |   |   |   | through the use of  |   | Asian groups and      |
| national level   |   |   |   | familiar images in  |   | utilize images of     |
| as very          |   |   |   | advertising.        |   | Asian American        |
| successful in    |   |   |   |                     |   | heroes.               |
| creating Census  |   |   |   |                     |   |                       |
| awareness.       |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| The African      |   |   |   | The communities the |   | The Committee thought |
| American         |   |   |   | Census Bureau may   |   | funding should be     |
| campaign used a  |   |   |   | be trying to reach  |   | available to local    |
| talking Census   |   |   |   | may not watch TV or |   | groups to tailor      |
| form and civil   |   |   |   | read newspapers.    |   | advertising           |
| rights songs,    |   |   |   |                     |   | campaigns.            |
| which was very   |   |   |   |                     |   |                       |
| successful.      |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| The increased    |   |   |   | Images and          |   | The Census Bureau     |
| accuracy in the  |   |   |   | languages from the  |   | should employ church  |
| Census count was |   |   |   | advertising         |   | groups and other      |
| a result of the  |   |   |   | campaign did not    |   | community             |
| advertising      |   |   |   | always match.       |   | organizations for the |
| campaign.        |   |   |   |                     |   | advertising campaign  |
|                  |   |   |   |                     |   | and make advertising  |
|                  |   |   |   |                     |   | materials available   |
|                  |   |   |   |                     |   | to these groups.      |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | Advertising funding |   | The Committee would   |
|                  |   |   |   | requirements are    |   | like to see a study   |
|                  |   |   |   | not necessarily the |   | conducted to analyze  |
|                  |   |   |   | same across         |   | the correlation of    |
|                  |   |   |   | minority groups.    |   | the impact of         |
|                  |   |   |   |                     |   | advertising on rates  |
|                  |   |   |   |                     |   | of return.            |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | Awareness did not   |   | The Census Bureau     |
|                  |   |   |   | always translate to |   | should evaluate the   |
|                  |   |   |   | returned forms.     |   | effectiveness of      |
|                  |   |   |   |                     |   | targeted campaigns    |
|                  |   |   |   |                     |   | specific to ethnic    |
|                  |   |   |   |                     |   | groups.               |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | The poster          |   | The advertising       |
|                  |   |   |   | selection process   |   | campaign should       |
|                  |   |   |   | was too \"hasty.\"  |   | inform the public     |
|                  |   |   |   |                     |   | about follow-up       |
|                  |   |   |   |                     |   | programs available to |
|                  |   |   |   |                     |   | them. Most people did |
|                  |   |   |   |                     |   | not know about the    |
|                  |   |   |   |                     |   | additional            |
|                  |   |   |   |                     |   | avenues/venues        |
|                  |   |   |   |                     |   | available.            |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | The Census Bureau   |   | The Census Bureau     |
|                  |   |   |   | did not develop     |   | needs a distribution  |
|                  |   |   |   | region specific     |   | strategy and          |
|                  |   |   |   | advertisements      |   | infrastructure for    |
|                  |   |   |   | (i.e., urban vs.    |   | advertising campaign  |
|                  |   |   |   | rural)              |   | material distribution |
|                  |   |   |   |                     |   | (timing, resources,   |
|                  |   |   |   |                     |   | and guidance on       |
|                  |   |   |   |                     |   | location to have      |
|                  |   |   |   |                     |   | maximum exposure).    |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| Paid Advertising |   |   |   |                     |   |                       |
| Program          |   |   |   |                     |   |                       |
| Continued --     |   |   |   |                     |   |                       |
| Asian Advisory   |   |   |   |                     |   |                       |
| Committee        |   |   |   |                     |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
| **Census 2000**  |   |   |   | **Census 2000**     |   | **Census 2010 Areas   |
|                  |   |   |   |                     |   | for**                 |
| **Successes**    |   |   |   | **Lessons Learned** |   |                       |
|                  |   |   |   |                     |   | **Enhancement or      |
|                  |   |   |   |                     |   | Improvement**         |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | Develop a better    |   | The Census Bureau     |
|                  |   |   |   | strategy to let     |   | should use the        |
|                  |   |   |   | people know about   |   | Internet in 2010 for  |
|                  |   |   |   | the additional      |   | both the advertising  |
|                  |   |   |   | avenues/venues for  |   | campaign and data     |
|                  |   |   |   | completing a Census |   | collection.           |
|                  |   |   |   | form.               |   |                       |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | Specialists were    |   | The Census Bureau     |
|                  |   |   |   | not always aware of |   | should better assess  |
|                  |   |   |   | the details of the  |   | the choice of outlets |
|                  |   |   |   | advertising         |   | within each medium in |
|                  |   |   |   | campaign (process,  |   | order to advertise to |
|                  |   |   |   | budget, and         |   | more people (i.e.,    |
|                  |   |   |   | criteria for        |   | examine the process   |
|                  |   |   |   | selection).         |   | being used to choose  |
|                  |   |   |   |                     |   | newspaper A over      |
|                  |   |   |   |                     |   | newspaper B).         |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   | Poster distribution |   | Explore the           |
|                  |   |   |   | was not adequate    |   | feasibility of using  |
|                  |   |   |   | and mostly stayed   |   | electronic text       |
|                  |   |   |   | in warehouses.      |   | messaging in          |
|                  |   |   |   |                     |   | promoting the 2010    |
|                  |   |   |   |                     |   | Census.               |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should study and      |
|                  |   |   |   |                     |   | understand how to     |
|                  |   |   |   |                     |   | target hard-to-reach  |
|                  |   |   |   |                     |   | communities.          |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should hold Asian     |
|                  |   |   |   |                     |   | specific focus groups |
|                  |   |   |   |                     |   | before and after the  |
|                  |   |   |   |                     |   | advertising campaign  |
|                  |   |   |   |                     |   | development.          |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | Campaign materials    |
|                  |   |   |   |                     |   | should identify the   |
|                  |   |   |   |                     |   | specialist in the     |
|                  |   |   |   |                     |   | local community by    |
|                  |   |   |   |                     |   | giving their contact  |
|                  |   |   |   |                     |   | information.          |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | The Census Bureau     |
|                  |   |   |   |                     |   | should go back to the |
|                  |   |   |   |                     |   | communities after the |
|                  |   |   |   |                     |   | advertising campaigns |
|                  |   |   |   |                     |   | are developed to      |
|                  |   |   |   |                     |   | identify translation  |
|                  |   |   |   |                     |   | and/or cultural       |
|                  |   |   |   |                     |   | sensitivity issues.   |
+------------------+---+---+---+---------------------+---+-----------------------+
|                  |   |   |   |                     |   | Different advertising |
|                  |   |   |   |                     |   | methods are needed to |
|                  |   |   |   |                     |   | appeal to             |
|                  |   |   |   |                     |   | intergenerational     |
|                  |   |   |   |                     |   | diversity within an   |
|                  |   |   |   |                     |   | ethnic group.         |
|                  |   |   |   |                     |   | English-speaking      |
|                  |   |   |   |                     |   | advertisements should |
|                  |   |   |   |                     |   | target 2^nd^ and      |
|                  |   |   |   |                     |   | 3^rd^ generation      |
|                  |   |   |   |                     |   | members of an ethnic  |
|                  |   |   |   |                     |   | group.                |
+------------------+---+---+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program -- Asian   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Committee      |   | The 1-800 number    |   | Local Census Offices  |
| viewed the data    |   | for the TQA program |   | and local community   |
| collection process |   | needed to be        |   | groups should be      |
| as very successful |   | publicized more     |   | provided with a list  |
| for enumeration.   |   | widely. The         |   | of QACs in their      |
|                    |   | advertising         |   | respective areas.     |
|                    |   | campaign must       |   |                       |
|                    |   | coordinate with and |   |                       |
|                    |   | promote the TQA     |   |                       |
|                    |   | program.            |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The use of Web     |   | The Be Counted      |   | The Census Bureau     |
| sites to report    |   | forms needed to be  |   | should use a Web page |
| rates of return of |   | promoted after      |   | to allow people to    |
| Census forms was a |   | Census Day to let   |   | check the status of   |
| success.           |   | communities know    |   | their Census form.    |
|                    |   | that they could     |   |                       |
|                    |   | still be counted.   |   |                       |
|                    |   | Confusion over how  |   |                       |
|                    |   | long people had to  |   |                       |
|                    |   | return their forms  |   |                       |
|                    |   | was an issue.       |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Local Census        |   | The Census form only  |
|                    |   | Offices and local   |   | allows six people to  |
|                    |   | community offices   |   | be enumerated on a    |
|                    |   | did not have        |   | single form for a     |
|                    |   | appropriate access  |   | housing unit. This    |
|                    |   | to the list of QACs |   | should be increased.  |
|                    |   | in their areas.     |   | The Census Bureau     |
|                    |   |                     |   | should change the     |
|                    |   |                     |   | form to better        |
|                    |   |                     |   | capture the           |
|                    |   |                     |   | additional people in  |
|                    |   |                     |   | the household via     |
|                    |   |                     |   | phone, fax, or the    |
|                    |   |                     |   | Internet.             |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Committee would |   | The Be Counted        |
|                    |   | like to see the     |   | program should be     |
|                    |   | Census Bureau       |   | expanded to target    |
|                    |   | designate QACs in a |   | hard-to-reach         |
|                    |   | more timely manner. |   | communities and it    |
|                    |   |                     |   | should work closer    |
|                    |   |                     |   | with community        |
|                    |   |                     |   | groups.               |
|                    |   |                     |   |                       |
|                    |   |                     |   | In addition, the      |
|                    |   |                     |   | advertising campaign  |
|                    |   |                     |   | should address the Be |
|                    |   |                     |   | Counted Program to    |
|                    |   |                     |   | promote the site      |
|                    |   |                     |   | location, timing of   |
|                    |   |                     |   | when forms are        |
|                    |   |                     |   | available, and the    |
|                    |   |                     |   | overall coordination  |
|                    |   |                     |   | process.              |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Problems arose      |   | The Census Bureau     |
|                    |   | during the NRFU as  |   | should evaluate,      |
|                    |   | a result of the     |   | strengthen, and       |
|                    |   | pressure on the LCO |   | improve the TQA       |
|                    |   | to complete the     |   | program to monitor    |
|                    |   | assigned task       |   | customer satisfaction |
|                    |   | faster and ahead of |   | and the treatment of  |
|                    |   | schedule.           |   | callers.              |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program Continued  |   |                     |   |                       |
| -- Asian Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Committee would   |
|                    |   |                     |   | like the Census       |
|                    |   |                     |   | Bureau to increase    |
|                    |   |                     |   | the ability of Census |
|                    |   |                     |   | participants to file  |
|                    |   |                     |   | Census forms over the |
|                    |   |                     |   | phone instead of      |
|                    |   |                     |   | making participants   |
|                    |   |                     |   | wait to get the forms |
|                    |   |                     |   | through the mail.     |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Bilingual Asian       |
|                    |   |                     |   | enumerators should be |
|                    |   |                     |   | assigned to Asian     |
|                    |   |                     |   | neighborhoods.        |
+--------------------+---+---------------------+---+-----------------------+

+---------------+---+---+---+------------------+---+---+---+-----------------------+
| Language      |   |   |   |                  |   |   |   |                       |
| Program --    |   |   |   |                  |   |   |   |                       |
| Asian         |   |   |   |                  |   |   |   |                       |
| Advisory      |   |   |   |                  |   |   |   |                       |
| Committee     |   |   |   |                  |   |   |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
| **Census      |   | * |   |                  |   | * |   |                       |
| 2000**        |   | * |   |                  |   | * |   |                       |
|               |   | C |   |                  |   | C |   |                       |
| **Successes** |   | e |   |                  |   | e |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | s |   |                  |   | s |   |                       |
|               |   | u |   |                  |   | u |   |                       |
|               |   | s |   |                  |   | s |   |                       |
|               |   | 2 |   |                  |   | 2 |   |                       |
|               |   | 0 |   |                  |   | 0 |   |                       |
|               |   | 0 |   |                  |   | 1 |   |                       |
|               |   | 0 |   |                  |   | 0 |   |                       |
|               |   | * |   |                  |   | A |   |                       |
|               |   | * |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   | * |   |                  |   | a |   |                       |
|               |   | * |   |                  |   | s |   |                       |
|               |   | L |   |                  |   | f |   |                       |
|               |   | e |   |                  |   | o |   |                       |
|               |   | s |   |                  |   | r |   |                       |
|               |   | s |   |                  |   | * |   |                       |
|               |   | o |   |                  |   | * |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | s |   |                  |   | * |   |                       |
|               |   | L |   |                  |   | * |   |                       |
|               |   | e |   |                  |   | E |   |                       |
|               |   | a |   |                  |   | n |   |                       |
|               |   | r |   |                  |   | h |   |                       |
|               |   | n |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | d |   |                  |   | c |   |                       |
|               |   | * |   |                  |   | e |   |                       |
|               |   | * |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | I |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | v |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | * |   |                       |
|               |   |   |   |                  |   | * |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
| The Census    |   | T |   |                  |   | T |   |                       |
| Bureau        |   | h |   |                  |   | h |   |                       |
| carried       |   | e |   |                  |   | e |   |                       |
| through with  |   | C |   |                  |   | C |   |                       |
| their promise |   | o |   |                  |   | e |   |                       |
| to have       |   | m |   |                  |   | n |   |                       |
| q             |   | m |   |                  |   | s |   |                       |
| uestionnaires |   | i |   |                  |   | u |   |                       |
| in languages  |   | t |   |                  |   | s |   |                       |
| other than    |   | t |   |                  |   | B |   |                       |
| English.      |   | e |   |                  |   | u |   |                       |
|               |   | e |   |                  |   | r |   |                       |
|               |   | c |   |                  |   | e |   |                       |
|               |   | o |   |                  |   | a |   |                       |
|               |   | m |   |                  |   | u |   |                       |
|               |   | m |   |                  |   | s |   |                       |
|               |   | e |   |                  |   | h |   |                       |
|               |   | n |   |                  |   | o |   |                       |
|               |   | t |   |                  |   | u |   |                       |
|               |   | e |   |                  |   | l |   |                       |
|               |   | d |   |                  |   | d |   |                       |
|               |   | t |   |                  |   | u |   |                       |
|               |   | h |   |                  |   | s |   |                       |
|               |   | a |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | C |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | h |   |                  |   | n |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | r |   |                  |   | u |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | i |   |                  |   | 1 |   |                       |
|               |   | s |   |                  |   | 9 |   |                       |
|               |   | a |   |                  |   | 9 |   |                       |
|               |   | d |   |                  |   | 0 |   |                       |
|               |   | i |   |                  |   | d |   |                       |
|               |   | f |   |                  |   | a |   |                       |
|               |   | f |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | a |   |                       |
|               |   | r |   |                  |   | ( |   |                       |
|               |   | e |   |                  |   | o |   |                       |
|               |   | n |   |                  |   | r |   |                       |
|               |   | c |   |                  |   | o |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | b |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | r |   |                       |
|               |   | w |   |                  |   | r |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | l |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | c |   |                  |   | v |   |                       |
|               |   | o |   |                  |   | a |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | v |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | d |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | t |   |                       |
|               |   | a |   |                  |   | a |   |                       |
|               |   | t |   |                  |   | ) |   |                       |
|               |   | i |   |                  |   | f |   |                       |
|               |   | o |   |                  |   | o |   |                       |
|               |   | n |   |                  |   | r |   |                       |
|               |   | a |   |                  |   | a |   |                       |
|               |   | l |   |                  |   | n |   |                       |
|               |   | a |   |                  |   | a |   |                       |
|               |   | n |   |                  |   | l |   |                       |
|               |   | d |   |                  |   | y |   |                       |
|               |   | c |   |                  |   | s |   |                       |
|               |   | l |   |                  |   | i |   |                       |
|               |   | a |   |                  |   | s |   |                       |
|               |   | s |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | n |   |                       |
|               |   | i |   |                  |   | d |   |                       |
|               |   | c |   |                  |   | c |   |                       |
|               |   | a |   |                  |   | o |   |                       |
|               |   | l |   |                  |   | m |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | t |   |                  |   | r |   |                       |
|               |   | r |   |                  |   | i |   |                       |
|               |   | a |   |                  |   | s |   |                       |
|               |   | d |   |                  |   | o |   |                       |
|               |   | i |   |                  |   | n |   |                       |
|               |   | t |   |                  |   | p |   |                       |
|               |   | i |   |                  |   | u |   |                       |
|               |   | o |   |                  |   | r |   |                       |
|               |   | n |   |                  |   | p |   |                       |
|               |   | a |   |                  |   | o |   |                       |
|               |   | l |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | r |   |                  |   | s |   |                       |
|               |   | a |   |                  |   | . |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | l |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | t |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | o |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | o |   |                  |   |   |   |                       |
|               |   | f |   |                  |   |   |   |                       |
|               |   | A |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | l |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | g |   |                  |   |   |   |                       |
|               |   | u |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | g |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | , |   |                  |   |   |   |                       |
|               |   | w |   |                  |   |   |   |                       |
|               |   | h |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | c |   |                  |   |   |   |                       |
|               |   | h |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | h |   |                  |   |   |   |                       |
|               |   | o |   |                  |   |   |   |                       |
|               |   | u |   |                  |   |   |   |                       |
|               |   | l |   |                  |   |   |   |                       |
|               |   | d |   |                  |   |   |   |                       |
|               |   | b |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | r |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | c |   |                  |   |   |   |                       |
|               |   | o |   |                  |   |   |   |                       |
|               |   | g |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | z |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | d |   |                  |   |   |   |                       |
|               |   | w |   |                  |   |   |   |                       |
|               |   | h |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | d |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | v |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | l |   |                  |   |   |   |                       |
|               |   | o |   |                  |   |   |   |                       |
|               |   | p |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | g |   |                  |   |   |   |                       |
|               |   | C |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | n |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | u |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | m |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | t |   |                  |   |   |   |                       |
|               |   | e |   |                  |   |   |   |                       |
|               |   | r |   |                  |   |   |   |                       |
|               |   | i |   |                  |   |   |   |                       |
|               |   | a |   |                  |   |   |   |                       |
|               |   | l |   |                  |   |   |   |                       |
|               |   | s |   |                  |   |   |   |                       |
|               |   | . |   |                  |   |   |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
| The Census    |   | T |   |                  |   | T |   |                       |
| Bureau        |   | r |   |                  |   | h |   |                       |
| provided      |   | a |   |                  |   | e |   |                       |
| Language      |   | n |   |                  |   | C |   |                       |
| Assistance    |   | s |   |                  |   | e |   |                       |
| Guides in 49  |   | l |   |                  |   | n |   |                       |
| different     |   | a |   |                  |   | s |   |                       |
| languages.    |   | t |   |                  |   | u |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | d |   |                  |   | B |   |                       |
|               |   | f |   |                  |   | u |   |                       |
|               |   | o |   |                  |   | r |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | m |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | u |   |                       |
|               |   | s |   |                  |   | s |   |                       |
|               |   | h |   |                  |   | h |   |                       |
|               |   | o |   |                  |   | o |   |                       |
|               |   | u |   |                  |   | u |   |                       |
|               |   | l |   |                  |   | l |   |                       |
|               |   | d |   |                  |   | d |   |                       |
|               |   | b |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | v |   |                       |
|               |   | e |   |                  |   | a |   |                       |
|               |   | v |   |                  |   | l |   |                       |
|               |   | a |   |                  |   | u |   |                       |
|               |   | l |   |                  |   | a |   |                       |
|               |   | u |   |                  |   | t |   |                       |
|               |   | a |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | h |   |                       |
|               |   | d |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | r |   |                       |
|               |   | o |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | n |   |                  |   | p |   |                       |
|               |   | s |   |                  |   | o |   |                       |
|               |   | u |   |                  |   | n |   |                       |
|               |   | r |   |                  |   | s |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | t |   |                       |
|               |   | h |   |                  |   | i |   |                       |
|               |   | e |   |                  |   | m |   |                       |
|               |   | y |   |                  |   | e |   |                       |
|               |   | a |   |                  |   | b |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | a |   |                  |   | w |   |                       |
|               |   | s |   |                  |   | e |   |                       |
|               |   | k |   |                  |   | e |   |                       |
|               |   | i |   |                  |   | n |   |                       |
|               |   | n |   |                  |   | t |   |                       |
|               |   | g |   |                  |   | h |   |                       |
|               |   | f |   |                  |   | e |   |                       |
|               |   | o |   |                  |   | r |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | q |   |                       |
|               |   | h |   |                  |   | u |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | c |   |                  |   | s |   |                       |
|               |   | o |   |                  |   | t |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | r |   |                  |   | n |   |                       |
|               |   | e |   |                  |   | d |   |                       |
|               |   | c |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | i |   |                  |   | c |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | f |   |                  |   | i |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | r |   |                  |   | t |   |                       |
|               |   | m |   |                  |   | o |   |                       |
|               |   | a |   |                  |   | f |   |                       |
|               |   | t |   |                  |   | i |   |                       |
|               |   | i |   |                  |   | n |   |                       |
|               |   | o |   |                  |   | - |   |                       |
|               |   | n |   |                  |   | l |   |                       |
|               |   | . |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | C |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   | C |   |                  |   | T |   |                       |
|               |   | e |   |                  |   | h |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | C |   |                       |
|               |   | u |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | n |   |                       |
|               |   | p |   |                  |   | s |   |                       |
|               |   | a |   |                  |   | u |   |                       |
|               |   | r |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | B |   |                       |
|               |   | i |   |                  |   | u |   |                       |
|               |   | c |   |                  |   | r |   |                       |
|               |   | i |   |                  |   | e |   |                       |
|               |   | p |   |                  |   | a |   |                       |
|               |   | a |   |                  |   | u |   |                       |
|               |   | n |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | h |   |                       |
|               |   | s |   |                  |   | o |   |                       |
|               |   | e |   |                  |   | u |   |                       |
|               |   | x |   |                  |   | l |   |                       |
|               |   | p |   |                  |   | d |   |                       |
|               |   | e |   |                  |   | d |   |                       |
|               |   | r |   |                  |   | o |   |                       |
|               |   | i |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | n |   |                  |   | a |   |                       |
|               |   | c |   |                  |   | r |   |                       |
|               |   | e |   |                  |   | g |   |                       |
|               |   | d |   |                  |   | e |   |                       |
|               |   | d |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | l |   |                  |   | d |   |                       |
|               |   | a |   |                  |   | m |   |                       |
|               |   | y |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | i |   |                       |
|               |   | d |   |                  |   | l |   |                       |
|               |   | r |   |                  |   | i |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | s |   |                  |   | g |   |                       |
|               |   | p |   |                  |   | o |   |                       |
|               |   | o |   |                  |   | f |   |                       |
|               |   | n |   |                  |   | t |   |                       |
|               |   | s |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | C |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | o |   |                  |   | n |   |                       |
|               |   | r |   |                  |   | s |   |                       |
|               |   | e |   |                  |   | u |   |                       |
|               |   | q |   |                  |   | s |   |                       |
|               |   | u |   |                  |   | f |   |                       |
|               |   | e |   |                  |   | o |   |                       |
|               |   | s |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | m |   |                       |
|               |   | s |   |                  |   | i |   |                       |
|               |   | f |   |                  |   | n |   |                       |
|               |   | o |   |                  |   | a |   |                       |
|               |   | r |   |                  |   | l |   |                       |
|               |   | i |   |                  |   | a |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | - |   |                  |   | g |   |                       |
|               |   | l |   |                  |   | u |   |                       |
|               |   | a |   |                  |   | a |   |                       |
|               |   | n |   |                  |   | g |   |                       |
|               |   | g |   |                  |   | e |   |                       |
|               |   | u |   |                  |   | o |   |                       |
|               |   | a |   |                  |   | t |   |                       |
|               |   | g |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | f |   |                  |   | r |   |                       |
|               |   | o |   |                  |   | t |   |                       |
|               |   | r |   |                  |   | h |   |                       |
|               |   | m |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | n |   |                       |
|               |   | a |   |                  |   | E |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | d |   |                  |   | g |   |                       |
|               |   | g |   |                  |   | l |   |                       |
|               |   | u |   |                  |   | i |   |                       |
|               |   | i |   |                  |   | s |   |                       |
|               |   | d |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | s |   |                  |   | o |   |                       |
|               |   | . |   |                  |   | A |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | , |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | w |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | - |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | b |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | w |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | v |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   | L |   |                  |   | T |   |                       |
|               |   | a |   |                  |   | h |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | g |   |                  |   | c |   |                       |
|               |   | u |   |                  |   | a |   |                       |
|               |   | a |   |                  |   | p |   |                       |
|               |   | g |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | b |   |                       |
|               |   | a |   |                  |   | i |   |                       |
|               |   | s |   |                  |   | l |   |                       |
|               |   | s |   |                  |   | i |   |                       |
|               |   | i |   |                  |   | t |   |                       |
|               |   | s |   |                  |   | i |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | a |   |                  |   | s |   |                       |
|               |   | n |   |                  |   | o |   |                       |
|               |   | c |   |                  |   | f |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | g |   |                  |   | h |   |                       |
|               |   | u |   |                  |   | e |   |                       |
|               |   | i |   |                  |   | c |   |                       |
|               |   | d |   |                  |   | o |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | s |   |                  |   | t |   |                       |
|               |   | w |   |                  |   | r |   |                       |
|               |   | e |   |                  |   | a |   |                       |
|               |   | r |   |                  |   | c |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | p |   |                  |   | o |   |                       |
|               |   | r |   |                  |   | r |   |                       |
|               |   | i |   |                  |   | s |   |                       |
|               |   | n |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | o |   |                       |
|               |   | d |   |                  |   | u |   |                       |
|               |   | , |   |                  |   | l |   |                       |
|               |   | b |   |                  |   | d |   |                       |
|               |   | u |   |                  |   | b |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | d |   |                  |   | e |   |                       |
|               |   | i |   |                  |   | v |   |                       |
|               |   | s |   |                  |   | a |   |                       |
|               |   | t |   |                  |   | l |   |                       |
|               |   | r |   |                  |   | u |   |                       |
|               |   | i |   |                  |   | a |   |                       |
|               |   | b |   |                  |   | t |   |                       |
|               |   | u |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | d |   |                       |
|               |   | i |   |                  |   | m |   |                       |
|               |   | o |   |                  |   | o |   |                       |
|               |   | n |   |                  |   | r |   |                       |
|               |   | p |   |                  |   | e |   |                       |
|               |   | r |   |                  |   | c |   |                       |
|               |   | o |   |                  |   | a |   |                       |
|               |   | b |   |                  |   | r |   |                       |
|               |   | l |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | f |   |                       |
|               |   | m |   |                  |   | u |   |                       |
|               |   | s |   |                  |   | l |   |                       |
|               |   | e |   |                  |   | l |   |                       |
|               |   | x |   |                  |   | y |   |                       |
|               |   | i |   |                  |   | t |   |                       |
|               |   | s |   |                  |   | o |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | d |   |                  |   | s |   |                       |
|               |   | . |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | c |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | b |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | y |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | b |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   | C |   |                  |   | T |   |                       |
|               |   | e |   |                  |   | o |   |                       |
|               |   | n |   |                  |   | r |   |                       |
|               |   | s |   |                  |   | e |   |                       |
|               |   | u |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | c |   |                       |
|               |   | p |   |                  |   | h |   |                       |
|               |   | a |   |                  |   | h |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | t |   |                  |   | r |   |                       |
|               |   | i |   |                  |   | d |   |                       |
|               |   | c |   |                  |   | - |   |                       |
|               |   | i |   |                  |   | t |   |                       |
|               |   | p |   |                  |   | o |   |                       |
|               |   | a |   |                  |   | - |   |                       |
|               |   | n |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | a |   |                       |
|               |   | h |   |                  |   | c |   |                       |
|               |   | a |   |                  |   | h |   |                       |
|               |   | d |   |                  |   | A |   |                       |
|               |   | t |   |                  |   | s |   |                       |
|               |   | o |   |                  |   | i |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | l |   |                  |   | p |   |                       |
|               |   | y |   |                  |   | o |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | n |   |                  |   | u |   |                       |
|               |   | r |   |                  |   | l |   |                       |
|               |   | e |   |                  |   | a |   |                       |
|               |   | c |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | i |   |                       |
|               |   | i |   |                  |   | o |   |                       |
|               |   | v |   |                  |   | n |   |                       |
|               |   | i |   |                  |   | s |   |                       |
|               |   | n |   |                  |   | , |   |                       |
|               |   | g |   |                  |   | m |   |                       |
|               |   | t |   |                  |   | u |   |                       |
|               |   | h |   |                  |   | l |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | a |   |                  |   | i |   |                       |
|               |   | d |   |                  |   | - |   |                       |
|               |   | v |   |                  |   | l |   |                       |
|               |   | a |   |                  |   | i |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | c |   |                  |   | g |   |                       |
|               |   | e |   |                  |   | u |   |                       |
|               |   | l |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | l |   |                       |
|               |   | t |   |                  |   | a |   |                       |
|               |   | t |   |                  |   | d |   |                       |
|               |   | e |   |                  |   | v |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | r |   |                       |
|               |   | o |   |                  |   | t |   |                       |
|               |   | r |   |                  |   | i |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | q |   |                  |   | i |   |                       |
|               |   | u |   |                  |   | n |   |                       |
|               |   | e |   |                  |   | g |   |                       |
|               |   | s |   |                  |   | m |   |                       |
|               |   | t |   |                  |   | a |   |                       |
|               |   | a |   |                  |   | t |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | i |   |                  |   | r |   |                       |
|               |   | n |   |                  |   | i |   |                       |
|               |   | - |   |                  |   | a |   |                       |
|               |   | l |   |                  |   | l |   |                       |
|               |   | a |   |                  |   | s |   |                       |
|               |   | n |   |                  |   | s |   |                       |
|               |   | g |   |                  |   | h |   |                       |
|               |   | u |   |                  |   | o |   |                       |
|               |   | a |   |                  |   | u |   |                       |
|               |   | g |   |                  |   | l |   |                       |
|               |   | e |   |                  |   | d |   |                       |
|               |   | f |   |                  |   | e |   |                       |
|               |   | o |   |                  |   | x |   |                       |
|               |   | r |   |                  |   | p |   |                       |
|               |   | m |   |                  |   | l |   |                       |
|               |   | , |   |                  |   | a |   |                       |
|               |   | w |   |                  |   | i |   |                       |
|               |   | h |   |                  |   | n |   |                       |
|               |   | i |   |                  |   | w |   |                       |
|               |   | c |   |                  |   | h |   |                       |
|               |   | h |   |                  |   | y |   |                       |
|               |   | i |   |                  |   | t |   |                       |
|               |   | s |   |                  |   | h |   |                       |
|               |   | a |   |                  |   | e |   |                       |
|               |   | n |   |                  |   | C |   |                       |
|               |   | i |   |                  |   | e |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | f |   |                  |   | u |   |                       |
|               |   | f |   |                  |   | s |   |                       |
|               |   | e |   |                  |   | p |   |                       |
|               |   | c |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | o |   |                       |
|               |   | i |   |                  |   | c |   |                       |
|               |   | v |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | s |   |                       |
|               |   | w |   |                  |   | c |   |                       |
|               |   | o |   |                  |   | a |   |                       |
|               |   | - |   |                  |   | n |   |                       |
|               |   | s |   |                  |   | b |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | t |   |                       |
|               |   | p |   |                  |   | r |   |                       |
|               |   | p |   |                  |   | u |   |                       |
|               |   | r |   |                  |   | s |   |                       |
|               |   | o |   |                  |   | t |   |                       |
|               |   | c |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | d |   |                       |
|               |   | s |   |                  |   | b |   |                       |
|               |   | s |   |                  |   | y |   |                       |
|               |   | . |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | b |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | A |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | C |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | y |   |                       |
|               |   |   |   |                  |   | . |   |                       |
|               |   |   |   |                  |   | A |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | v |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | \ |   |                       |
|               |   |   |   |                  |   | " |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | \ |   |                       |
|               |   |   |   |                  |   | " |   |                       |
|               |   |   |   |                  |   | w |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   | T |   |                  |   | T |   |                       |
|               |   | h |   |                  |   | h |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | l |   |                  |   | C |   |                       |
|               |   | i |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | n |   |                       |
|               |   | e |   |                  |   | s |   |                       |
|               |   | r |   |                  |   | u |   |                       |
|               |   | a |   |                  |   | s |   |                       |
|               |   | l |   |                  |   | B |   |                       |
|               |   | t |   |                  |   | u |   |                       |
|               |   | r |   |                  |   | r |   |                       |
|               |   | a |   |                  |   | e |   |                       |
|               |   | n |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | u |   |                       |
|               |   | l |   |                  |   | s |   |                       |
|               |   | a |   |                  |   | h |   |                       |
|               |   | t |   |                  |   | o |   |                       |
|               |   | i |   |                  |   | u |   |                       |
|               |   | o |   |                  |   | l |   |                       |
|               |   | n |   |                  |   | d |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | f |   |                  |   | u |   |                       |
|               |   | t |   |                  |   | t |   |                       |
|               |   | h |   |                  |   | t |   |                       |
|               |   | e |   |                  |   | w |   |                       |
|               |   | C |   |                  |   | o |   |                       |
|               |   | e |   |                  |   | f |   |                       |
|               |   | n |   |                  |   | o |   |                       |
|               |   | s |   |                  |   | r |   |                       |
|               |   | u |   |                  |   | m |   |                       |
|               |   | s |   |                  |   | s |   |                       |
|               |   | f |   |                  |   | ( |   |                       |
|               |   | o |   |                  |   | i |   |                       |
|               |   | r |   |                  |   | n |   |                       |
|               |   | m |   |                  |   | d |   |                       |
|               |   | s |   |                  |   | i |   |                       |
|               |   | c |   |                  |   | f |   |                       |
|               |   | r |   |                  |   | f |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | a |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | e |   |                       |
|               |   | e |   |                  |   | n |   |                       |
|               |   | d |   |                  |   | t |   |                       |
|               |   | m |   |                  |   | l |   |                       |
|               |   | i |   |                  |   | a |   |                       |
|               |   | s |   |                  |   | n |   |                       |
|               |   | u |   |                  |   | g |   |                       |
|               |   | n |   |                  |   | u |   |                       |
|               |   | d |   |                  |   | a |   |                       |
|               |   | e |   |                  |   | g |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | s |   |                       |
|               |   | t |   |                  |   | ) |   |                       |
|               |   | a |   |                  |   | i |   |                       |
|               |   | n |   |                  |   | n |   |                       |
|               |   | d |   |                  |   | t |   |                       |
|               |   | i |   |                  |   | h |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | g |   |                  |   | s |   |                       |
|               |   | s |   |                  |   | a |   |                       |
|               |   | , |   |                  |   | m |   |                       |
|               |   | i |   |                  |   | e |   |                       |
|               |   | n |   |                  |   | e |   |                       |
|               |   | s |   |                  |   | n |   |                       |
|               |   | t |   |                  |   | v |   |                       |
|               |   | e |   |                  |   | e |   |                       |
|               |   | a |   |                  |   | l |   |                       |
|               |   | d |   |                  |   | o |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | f |   |                  |   | e |   |                       |
|               |   | c |   |                  |   | t |   |                       |
|               |   | l |   |                  |   | o |   |                       |
|               |   | a |   |                  |   | t |   |                       |
|               |   | r |   |                  |   | a |   |                       |
|               |   | i |   |                  |   | r |   |                       |
|               |   | t |   |                  |   | g |   |                       |
|               |   | y |   |                  |   | e |   |                       |
|               |   | , |   |                  |   | t |   |                       |
|               |   | f |   |                  |   | s |   |                       |
|               |   | o |   |                  |   | p |   |                       |
|               |   | r |   |                  |   | e |   |                       |
|               |   | t |   |                  |   | c |   |                       |
|               |   | h |   |                  |   | i |   |                       |
|               |   | e |   |                  |   | f |   |                       |
|               |   | A |   |                  |   | i |   |                       |
|               |   | s |   |                  |   | c |   |                       |
|               |   | i |   |                  |   | e |   |                       |
|               |   | a |   |                  |   | t |   |                       |
|               |   | n |   |                  |   | h |   |                       |
|               |   | c |   |                  |   | n |   |                       |
|               |   | o |   |                  |   | i |   |                       |
|               |   | m |   |                  |   | c |   |                       |
|               |   | m |   |                  |   | c |   |                       |
|               |   | u |   |                  |   | o |   |                       |
|               |   | n |   |                  |   | m |   |                       |
|               |   | i |   |                  |   | m |   |                       |
|               |   | t |   |                  |   | u |   |                       |
|               |   | y |   |                  |   | n |   |                       |
|               |   | . |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | i |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   |   |   |                  |   | T |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | C |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | B |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | d |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | x |   |                       |
|               |   |   |   |                  |   | p |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | l |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | a |   |                       |
|               |   |   |   |                  |   | g |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | t |   |                       |
|               |   |   |   |                  |   | h |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | C |   |                       |
|               |   |   |   |                  |   | e |   |                       |
|               |   |   |   |                  |   | n |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | u |   |                       |
|               |   |   |   |                  |   | s |   |                       |
|               |   |   |   |                  |   | f |   |                       |
|               |   |   |   |                  |   | o |   |                       |
|               |   |   |   |                  |   | r |   |                       |
|               |   |   |   |                  |   | m |   |                       |
|               |   |   |   |                  |   | . |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   |   |   |                  |   |   |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
| Language      |   |   |   |                  |   |   |   |                       |
| Program       |   |   |   |                  |   |   |   |                       |
| Continued --  |   |   |   |                  |   |   |   |                       |
| Asian         |   |   |   |                  |   |   |   |                       |
| Advisory      |   |   |   |                  |   |   |   |                       |
| Committee     |   |   |   |                  |   |   |   |                       |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
| **Census      |   |   |   | **Census 2000**  |   |   |   | **Census 2010 Areas   |
| 2000**        |   |   |   |                  |   |   |   | for**                 |
|               |   |   |   | **Lessons        |   |   |   |                       |
| **Successes** |   |   |   | Learned**        |   |   |   | **Enhancement or      |
|               |   |   |   |                  |   |   |   | Improvement**         |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   |   |   |                  |   |   |   | The Census Bureau     |
|               |   |   |   |                  |   |   |   | should print language |
|               |   |   |   |                  |   |   |   | specific messages on  |
|               |   |   |   |                  |   |   |   | the outside of the    |
|               |   |   |   |                  |   |   |   | advance letter        |
|               |   |   |   |                  |   |   |   | envelope.             |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   |   |   |                  |   |   |   | The Census Bureau     |
|               |   |   |   |                  |   |   |   | should establish      |
|               |   |   |   |                  |   |   |   | quality control       |
|               |   |   |   |                  |   |   |   | standards for         |
|               |   |   |   |                  |   |   |   | language              |
|               |   |   |   |                  |   |   |   | translations.         |
+---------------+---+---+---+------------------+---+---+---+-----------------------+
|               |   |   |   |                  |   |   |   | A pre-testing of the  |
|               |   |   |   |                  |   |   |   | Census form should    |
|               |   |   |   |                  |   |   |   | occur with each       |
|               |   |   |   |                  |   |   |   | language group after  |
|               |   |   |   |                  |   |   |   | it is translated.     |
+---------------+---+---+---+------------------+---+---+---+-----------------------+

### 2.2.4 Hispanic Advisory Committee Summary

+--------------------+---+---------------------+---+-----------------------+
| Partnership        |   |                     |   |                       |
| Program --         |   |                     |   |                       |
| Hispanic Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau, |   | The Hispanic        |   | The Committee         |
| as well as Local   |   | Advisory Committee  |   | suggested that a new  |
| governments,       |   | suggested that the  |   | acronym for the       |
| provided increased |   | Census Bureau use   |   | Non-Response          |
| support and        |   | Partnership         |   | Follow-Up (NRFU) be   |
| resources toward   |   | Programs better     |   | used so that it can   |
| the Partnership    |   | during Non-Response |   | be more easily        |
| Program.           |   | Follow-Up (NRFU) to |   | advertised.           |
|                    |   | create continuous   |   |                       |
|                    |   | awareness and       |   |                       |
|                    |   | advertising that    |   |                       |
|                    |   | the Census was not  |   |                       |
|                    |   | over.               |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The use of         |   |                     |   | The Census Bureau     |
| multi-lingual      |   |                     |   | should create a       |
| programs (e.g.,    |   |                     |   | Census month or       |
| staff and          |   |                     |   | season instead of     |
| advertisements)    |   |                     |   | just a Census Day.    |
| increased the      |   |                     |   |                       |
| success of the     |   |                     |   |                       |
| Partnership        |   |                     |   |                       |
| Program.           |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   |                     |   |                       |
| Program increased  |   |                     |   |                       |
| the relevance of   |   |                     |   |                       |
| Census 2000 at a   |   |                     |   |                       |
| local level.       |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+----------------------+---+----------------------+
| Recruitment and    |   |                      |   |                      |
| Hiring Program --  |   |                      |   |                      |
| Hispanic Advisory  |   |                      |   |                      |
| Committee          |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| **Census 2000**    |   | **Census 2000**      |   | **Census 2010 Areas  |
|                    |   |                      |   | for**                |
| **Successes**      |   | **Lessons Learned**  |   |                      |
|                    |   |                      |   | **Enhancement or     |
|                    |   |                      |   | Improvement**        |
+--------------------+---+----------------------+---+----------------------+
| Removing the       |   | Census Bureau staff  |   | A performance        |
| hiring priority    |   | at all levels did    |   | standard should be   |
| for U.S. citizens  |   | not and does not     |   | established to       |
| was a success      |   | reflect the racial   |   | measure the success  |
| because the Census |   | or ethnic diversity  |   | of having a diverse  |
| Bureau could hire  |   | of the U.S.          |   | staff. Measurement   |
| local legal        |   | population. As a     |   | should take into     |
| residents who were |   | result of            |   | consideration all    |
| representative of  |   | insufficient         |   | aspects of the       |
| their communities. |   | representation,      |   | program, including   |
|                    |   | decisions for Census |   | the person           |
|                    |   | 2000 were made that  |   | responsible and      |
|                    |   | were not sensitive   |   | senior management.   |
|                    |   | to the needs of the  |   |                      |
|                    |   | Hispanic population. |   |                      |
|                    |   | In the few cases     |   |                      |
|                    |   | where Census Bureau  |   |                      |
|                    |   | staff reflects the   |   |                      |
|                    |   | diversity of the     |   |                      |
|                    |   | U.S. population,     |   |                      |
|                    |   | cultural             |   |                      |
|                    |   | sensitivities were   |   |                      |
|                    |   | taken into           |   |                      |
|                    |   | consideration and    |   |                      |
|                    |   | programs were        |   |                      |
|                    |   | generally effective. |   |                      |
+--------------------+---+----------------------+---+----------------------+
| The ability to pay |   | There is a need for  |   | The Census Bureau    |
| prevailing local   |   | a dedicated position |   | and the Department   |
| wages allowed the  |   | or a greater         |   | of Commerce should   |
| Census Bureau to   |   | capability within    |   | build a larger pool  |
| obtain and retain  |   | the PIO to respond   |   | of bilingual staff   |
| more qualified     |   | to the needs and     |   | members (interns and |
| people.            |   | concerns of the      |   | regular staff)       |
|                    |   | Latino community     |   | through recruitment  |
|                    |   | (English and         |   | and outreach efforts |
|                    |   | Spanish-speaking).   |   | and strategies.      |
+--------------------+---+----------------------+---+----------------------+
| The                |   | The 1-800 number did |   | The Census Bureau    |
| Welfare-to-Work    |   | not have a Spanish   |   | should increase      |
| program was a      |   | language capability. |   | awareness of Census  |
| success in         |   |                      |   | positions and hiring |
| Hispanic           |   |                      |   | practices through    |
| communities.       |   |                      |   | local media and      |
|                    |   |                      |   | partnership          |
|                    |   |                      |   | programs.            |
+--------------------+---+----------------------+---+----------------------+
| The multi-lingual  |   | The Census field     |   | The Census Bureau    |
| staffing test      |   | offices did not      |   | should add a Spanish |
| enabled more       |   | reflect the          |   | language capability  |
| people to apply    |   | diversity of the     |   | to the 1-800 number. |
| for a job with the |   | areas in which they  |   |                      |
| Census Bureau.     |   | were located.        |   |                      |
+--------------------+---+----------------------+---+----------------------+
| The advertising    |   |                      |   |                      |
| and promotion of   |   |                      |   |                      |
| available Census   |   |                      |   |                      |
| jobs was           |   |                      |   |                      |
| successful in      |   |                      |   |                      |
| informing the      |   |                      |   |                      |
| Hispanic community |   |                      |   |                      |
| about employment   |   |                      |   |                      |
| opportunities.     |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+

**Please Note:** The Hispanic Advisory Committee was not as familiar
with MAF/TIGER Program as they were with other Census 2000 activities.
The time spent during the MAF/TIGER debriefing session was used more as
a question and answer period). The Committee asked the Census Bureau
resource person several questions to learn more about the program. The
Census Bureau resource people recommended the Committee look at the home
page of the Census Bureau\'s Geography Division to learn more about
MAF/TIGER and how it operates. The issues identified in this section
arose from the questions answered by the Census Bureau resource
person(s).

+--------------------+---+---------------------+---+-----------------------+
| MAF/TIGER Program  |   |                     |   |                       |
| -- Hispanic        |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| There was much     |   | The maps provided   |   | The Census Bureau     |
| improvement and    |   | on the Geography    |   | should create a map   |
| accuracy in the    |   | Division\'s         |   | index by geography.   |
| geographic         |   | Internet site were  |   |                       |
| information for    |   | hard to print in    |   |                       |
| Census 2000.       |   | black and white.    |   |                       |
|                    |   | The maps were in    |   |                       |
|                    |   | color, but many     |   |                       |
|                    |   | people only had     |   |                       |
|                    |   | black and white     |   |                       |
|                    |   | printers.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| There was better   |   | The Census Bureau   |   | The Census Bureau     |
| cooperation from   |   | needs a better      |   | should develop the    |
| Local governments  |   | understanding of    |   | ability to print maps |
| in Census 2000     |   | local Hispanic      |   | from the Internet in  |
| than in past       |   | populations.        |   | black and white.      |
| Censuses.          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Paid Advertising   |   |                     |   |                       |
| Program --         |   |                     |   |                       |
| Hispanic Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Advertising    |   | The Census Bureau   |   | Because this was a    |
| Program gave       |   | needed better       |   | new joint effort for  |
| tremendous         |   | quality control on  |   | national awareness,   |
| exposure to the    |   | translations to     |   | the Census Bureau     |
| Census on both the |   | avoid conveying the |   | should capture the    |
| national and local |   | wrong message to    |   | knowledge gained      |
| level.             |   | diverse groups.     |   | through the successes |
|                    |   |                     |   | and failures of the   |
|                    |   |                     |   | advertising campaign. |
+--------------------+---+---------------------+---+-----------------------+
| The television     |   | In some respects,   |   | The Census Bureau     |
| commercials were   |   | commercials may     |   | should hire permanent |
| realistic and      |   | have promised too   |   | individuals for the   |
| helped people      |   | much in regard to   |   | Communication Office  |
| relate and         |   | what people will    |   | and ACS staff that    |
| understand the     |   | receive as a result |   | are bilingual and     |
| importance of      |   | of filling out the  |   | bicultural (Spanish   |
| filling out the    |   | Census form.        |   | and English) with     |
| Census forms.      |   |                     |   | expertise in          |
|                    |   |                     |   | advertising and       |
|                    |   |                     |   | communications.       |
+--------------------+---+---------------------+---+-----------------------+
| The radio          |   | Primetime coverage  |   | The Census Bureau     |
| advertisements     |   | and awareness was   |   | should start the      |
| were effective in  |   | more effective than |   | advertising process   |
| rural areas.       |   | off-hour            |   | for Census 2010 two   |
|                    |   | advertising used in |   | to three years        |
|                    |   | the 1990 Census.    |   | earlier than what was |
|                    |   |                     |   | done for the 2000     |
|                    |   |                     |   | Census.               |
+--------------------+---+---------------------+---+-----------------------+
| The advertising    |   |                     |   | Focus groups should   |
| campaigns were     |   |                     |   | be created and used   |
| sensitive to       |   |                     |   | throughout the        |
| several cultural   |   |                     |   | advertising campaign. |
| groups throughout  |   |                     |   |                       |
| the campaign.      |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| Newspaper and      |   |                     |   | The Census Bureau     |
| magazine coverage  |   |                     |   | should continue to    |
| was extensive.     |   |                     |   | consult with the      |
|                    |   |                     |   | Hispanic Advisory     |
|                    |   |                     |   | Committee (and other  |
|                    |   |                     |   | REAC Committees)      |
|                    |   |                     |   | regarding appropriate |
|                    |   |                     |   | advertising           |
|                    |   |                     |   | campaigns.            |
+--------------------+---+---------------------+---+-----------------------+
| Funding for Census |   |                     |   | The Census Bureau     |
| advertising        |   |                     |   | should explore ways   |
| increased the      |   |                     |   | to increase the       |
| ability to         |   |                     |   | opportunities for     |
| successfully       |   |                     |   | smaller Hispanic      |
| advertise Census   |   |                     |   | advertising agencies  |
| 2000 to the        |   |                     |   | to address the        |
| population.        |   |                     |   | concerns of the       |
|                    |   |                     |   | Hispanic community.   |
+--------------------+---+---------------------+---+-----------------------+
| Feedback and input |   |                     |   |                       |
| from the Hispanic  |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
| was well received  |   |                     |   |                       |
| throughout the     |   |                     |   |                       |
| advertising        |   |                     |   |                       |
| campaign.          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program --         |   |                     |   |                       |
| Hispanic Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Non-Response   |   | Potential           |   | In-language           |
| Follow-Up (NRFU)   |   | respondents should  |   | questionnaires should |
| strategy was a     |   | be able to receive  |   | be provided through   |
| successful way to  |   | in-language         |   | the TQA line.         |
| capture additional |   | questionnaires from |   |                       |
| populations not    |   | the Telephone       |   |                       |
| reached through    |   | Questionnaire       |   |                       |
| the regular Census |   | Assistance (TQA)    |   |                       |
| process.           |   | Line.               |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The TQA line should |   | QACs should be        |
|                    |   | be able to respond  |   | planned better and    |
|                    |   | to the large volume |   | site selection        |
|                    |   | of calls.           |   | criteria for QACs     |
|                    |   |                     |   | should be more        |
|                    |   |                     |   | strategic.            |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Questionnaire   |   | The Census Bureau     |
|                    |   | Assistance Centers  |   | should budget to rent |
|                    |   | (QACs) should be    |   | or buy QAC space, if  |
|                    |   | more visible and in |   | necessary.            |
|                    |   | better locations.   |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The quantity of     |   | The Census Bureau     |
|                    |   | staff and/or        |   | should budget for     |
|                    |   | volunteers working  |   | more QAC staff.       |
|                    |   | at the QACs should  |   |                       |
|                    |   | be increased.       |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | A risk of           |   |                       |
|                    |   | duplication exists  |   |                       |
|                    |   | in the Be Counted   |   |                       |
|                    |   | Program with        |   |                       |
|                    |   | children from       |   |                       |
|                    |   | divorced households |   |                       |
|                    |   | and college         |   |                       |
|                    |   | students.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Be Counted      |   |                       |
|                    |   | Program should be   |   |                       |
|                    |   | more heavily        |   |                       |
|                    |   | advertised to be    |   |                       |
|                    |   | effective.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Language Program   |   |                     |   |                       |
| -- Hispanic        |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The incorporation  |   | The Census Bureau   |   | All Language Program  |
| of the mail-back   |   | should not promise  |   | processes and         |
| card increased the |   | more than it can    |   | procedures should be  |
| multi-lingual      |   | deliver (i.e.,      |   | tested early and      |
| participation in   |   | direct mail         |   | often.                |
| Census 2000.       |   | language forms).    |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The advance letter  |   | The Census Bureau     |
|                    |   | should be           |   | should utilize the    |
|                    |   | multi-lingual.      |   | U.S. Postal Service,  |
|                    |   |                     |   | ACS, Census and other |
|                    |   |                     |   | data to locate        |
|                    |   |                     |   | linguistically        |
|                    |   |                     |   | isolated populations. |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Quality assurance   |   | The Census Bureau     |
|                    |   | should be tightened |   | should solicit REAC   |
|                    |   | for all final       |   | support on the        |
|                    |   | translated          |   | Language Program as   |
|                    |   | materials.          |   | early as possible.    |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | There was           |   | The Census Bureau     |
|                    |   | insufficient        |   | should test for       |
|                    |   | testing of direct   |   | possible resistance   |
|                    |   | mail procedures     |   | to language specific  |
|                    |   | (quantity and       |   | materials prior to    |
|                    |   | timing).            |   | launching the         |
|                    |   |                     |   | Language Program for  |
|                    |   |                     |   | the next Census.      |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | English and Spanish |   | Create strong         |
|                    |   | forms could not be  |   | partnerships and      |
|                    |   | produced and mailed |   | develop a budget to   |
|                    |   | at the same time.   |   | help Questionnaire    |
|                    |   |                     |   | Assistance Centers    |
|                    |   |                     |   | (QACs) meet the needs |
|                    |   |                     |   | of a multi-lingual    |
|                    |   |                     |   | community.            |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Census Bureau   |   | Integrate outreach    |
|                    |   | needs sufficient    |   | efforts to speakers   |
|                    |   | data regarding      |   | of languages other    |
|                    |   | geographically      |   | than English from the |
|                    |   | isolated            |   | beginning of the      |
|                    |   | populations to      |   | Census 2010 process.  |
|                    |   | improve the         |   |                       |
|                    |   | enumeration         |   |                       |
|                    |   | accuracy.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The in-language     |   | Plan for and hire     |
|                    |   | forms should be     |   | Spanish-speaking      |
|                    |   | used where clearly  |   | staff in the early    |
|                    |   | appropriate.        |   | stages of the         |
|                    |   |                     |   | Language Program.     |
+--------------------+---+---------------------+---+-----------------------+

### 2.2.5 Native Hawaiian and Other Pacific Islander Advisory Committee Summary

+--------------------+---+---------------------+---+-----------------------+
| Partnership        |   |                     |   |                       |
| Program -- NHOPI   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The fact that the  |   | There was no        |   | Provide incentives    |
| Census Bureau      |   | outreach to         |   | such as in-kind funds |
| initiated a        |   | Micronesians.       |   | or grants for vendors |
| Partnership        |   |                     |   | to support community  |
| Program in the     |   |                     |   | based organizations.  |
| NHOPI community    |   |                     |   |                       |
| was considered a   |   |                     |   |                       |
| success.           |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| Census Bureau      |   | More time is needed |   | The Census Bureau     |
| staff provided     |   | to plan and develop |   | should hire more      |
| strong support to  |   | effective           |   | Partnership           |
| State and Local    |   | Partnerships with   |   | Specialists who are   |
| governments.       |   | state and Local     |   | local leaders and are |
|                    |   | governments.        |   | trusted and respected |
|                    |   |                     |   | in their communities. |
+--------------------+---+---------------------+---+-----------------------+
| The Partnership    |   | The Census          |   | The Census Bureau     |
| Specialist in the  |   | Information Center  |   | should get more State |
| Los Angeles area   |   | (CIC) stopped       |   | and local leaders     |
| was very effective |   | accepting           |   | involved in the       |
| because he was     |   | applications for    |   | Partnership Program.  |
| trusted and        |   | new members because |   |                       |
| respected in that  |   | of the Federal      |   |                       |
| NHOPI community.   |   | Register Notice     |   |                       |
|                    |   | deadline.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Recruitment and    |   |                     |   |                       |
| Hiring Program --  |   |                     |   |                       |
| NHOPI Advisory     |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | The NHOPI Advisory  |   | The Census Bureau     |
| provided           |   | Committee thought   |   | should place more     |
| preparation for    |   | that Pacific        |   | emphasis on hiring    |
| the Census 2000    |   | Islanders were      |   | Native Hawaiians and  |
| examination.       |   | \"appalling         |   | Pacific Islanders     |
|                    |   | absent\" in the     |   | locally and           |
|                    |   | Workforce Report    |   | nationally.           |
|                    |   | D-284, dated March  |   |                       |
|                    |   | 14, 2001.           |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| Census training    |   | A more defined      |   | The Census Bureau     |
| occurred at civic  |   | process for         |   | should form           |
| organizations such |   | applications and    |   | partnerships with     |
| as churches and    |   | feedback to job     |   | Federal Government    |
| schools.           |   | applicants should   |   | staff who perform     |
|                    |   | be developed.       |   | job-training          |
|                    |   |                     |   | services.             |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Advertisements and  |   | Use Partnership       |
|                    |   | posters are needed  |   | Specialists to        |
|                    |   | in more specific    |   | recruit NHOPI         |
|                    |   | Pacific Islander    |   | citizens in their     |
|                    |   | languages.          |   | native communities.   |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | Develop an action     |
|                    |   |                     |   | plan to prepare       |
|                    |   |                     |   | qualified applicants  |
|                    |   |                     |   | to take the Census    |
|                    |   |                     |   | exam and prepare for  |
|                    |   |                     |   | job interviews.       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| MAF/TIGER Program  |   |                     |   |                       |
| -- NHOPI Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The MAF/TIGER      |   | None of the NHOPI   |   | The Census Bureau     |
| Hawaiian Homeland  |   | Advisory Committee  |   | should establish a    |
| efforts went well. |   | members took part   |   | point of contact from |
|                    |   | in any form on the  |   | the NHOPI Advisory    |
|                    |   | MAF/TIGER           |   | Committee to          |
|                    |   | initiatives.        |   | participate in        |
|                    |   |                     |   | MAF/TIGER             |
|                    |   |                     |   | initiatives.          |
+--------------------+---+---------------------+---+-----------------------+
| Census Bureau      |   | The Census Bureau   |   | The Census Bureau     |
| experts assured    |   | should track the    |   | should construct a    |
| the data collected |   | mobility and        |   | MAF for the Pacific   |
| was accurate and   |   | immigration of      |   | Islands for Census    |
| concise.           |   | Native Hawaiian and |   | 2010.                 |
|                    |   | Other Pacific       |   |                       |
|                    |   | Islander to the     |   |                       |
|                    |   | continental U.S.    |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | The Census Bureau   |   |                       |
|                    |   | should communicate  |   |                       |
|                    |   | the enumeration of  |   |                       |
|                    |   | the Pacific Islands |   |                       |
|                    |   | to the NHOPI        |   |                       |
|                    |   | Advisory Committee. |   |                       |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Paid Advertising   |   |                     |   |                       |
| Program -- NHOPI   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The advertising    |   | The advertising     |   | The advertising       |
| campaign was well  |   | campaign was poorly |   | campaign should be a  |
| received in        |   | planned and there   |   | national effort, not  |
| Southern           |   | were budget         |   | a local one (i.e.,    |
| California.        |   | constraints.        |   | think globally act    |
|                    |   |                     |   | locally).             |
+--------------------+---+---------------------+---+-----------------------+
| The Census Paid    |   | The Committee       |   | The Paid Advertising  |
| Advertising        |   | thought that they   |   | Campaign should       |
| Campaign was open  |   | could have provided |   | target schools to     |
| to suggestions by  |   | value-added support |   | educate people about  |
| the NHOPI          |   | to the campaign.    |   | the Census.           |
| community.         |   | However, the Census |   |                       |
|                    |   | Bureau was late in  |   |                       |
|                    |   | recognizing the     |   |                       |
|                    |   | NHOPI Advisory      |   |                       |
|                    |   | Committee.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| The State          |   | The Committee was   |   | The Census Bureau     |
| Governments of     |   | disappointed with   |   | should seek leaders   |
| California and     |   | the Current         |   | in the community to   |
| Hawaii             |   | Population Survey   |   | identify culturally   |
| participated in    |   | that did not        |   | sensitive issues.     |
| the advertising    |   | identify the NHOPI  |   |                       |
| campaign. The      |   | community as a      |   |                       |
| California         |   | stand-alone         |   |                       |
| government         |   | demographic,        |   |                       |
| provided funding   |   | thereby reducing    |   |                       |
| for targeted       |   | the significance of |   |                       |
| advertising.       |   | the community.      |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Committee         |
|                    |   |                     |   | suggested choosing a  |
|                    |   |                     |   | NHOPI Advisory        |
|                    |   |                     |   | Committee member to   |
|                    |   |                     |   | be part of the        |
|                    |   |                     |   | Advertising Planning  |
|                    |   |                     |   | Committee.            |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Data Collection    |   |                     |   |                       |
| Program -- NHOPI   |   |                     |   |                       |
| Advisory Committee |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| A Partnership      |   | The Census Bureau   |   | The Committee         |
| Specialist, who    |   | had to enumerate in |   | suggested the Census  |
| was a minister and |   | the Hawaiian        |   | Bureau use the NHOPI  |
| a civic leader,    |   | Homelands.          |   | community\'s network  |
| guided people to   |   |                     |   | to obtain relevant    |
| complete           |   |                     |   | information on the    |
| questionnaires.    |   |                     |   | community.            |
+--------------------+---+---------------------+---+-----------------------+
| The long form used |   | Pacific Islanders   |   | The Committee         |
| for data gathering |   | did not respond     |   | suggested the Census  |
| captured important |   | well to the Census  |   | Bureau hire more      |
| information for    |   | Bureau mailings     |   | Partnership           |
| the Census Bureau. |   | because the         |   | Specialists who are   |
|                    |   | questionnaire was   |   | trusted and respected |
|                    |   | too intrusive.      |   | by the NHOPI          |
|                    |   |                     |   | community.            |
+--------------------+---+---------------------+---+-----------------------+
|                    |   |                     |   | The Census Bureau\'s  |
|                    |   |                     |   | mail-outs should be   |
|                    |   |                     |   | specifically targeted |
|                    |   |                     |   | to the NHOPI          |
|                    |   |                     |   | community to appeal   |
|                    |   |                     |   | more to the           |
|                    |   |                     |   | community.            |
+--------------------+---+---------------------+---+-----------------------+

+--------------------+---+---------------------+---+-----------------------+
| Language Program   |   |                     |   |                       |
| -- NHOPI Advisory  |   |                     |   |                       |
| Committee          |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| **Census 2000**    |   | **Census 2000**     |   | **Census 2010 Areas   |
|                    |   |                     |   | for**                 |
| **Successes**      |   | **Lessons Learned** |   |                       |
|                    |   |                     |   | **Enhancement or      |
|                    |   |                     |   | Improvement**         |
+--------------------+---+---------------------+---+-----------------------+
| The Census Bureau  |   | The Census Bureau   |   | The Census Bureau     |
| was successful in  |   | could improve on    |   | should target desired |
| recognizing the    |   | translations and    |   | languages for Census  |
| Samoan language    |   | word usage in its   |   | 2010.                 |
| and becoming more  |   | advertising         |   |                       |
| sensitive to other |   | campaigns.          |   |                       |
| languages.         |   |                     |   |                       |
+--------------------+---+---------------------+---+-----------------------+
| A Telephone        |   | Members of the      |   | The Census Bureau     |
| Questionnaire      |   | Advisory Committee  |   | should establish a    |
| Assistance (TQA)   |   | could have provided |   | Translation Group     |
| program was        |   | value-added support |   | with a representative |
| established so     |   | to language         |   | from the NHOPI        |
| that respondents   |   | translations.       |   | Advisory Committee.   |
| could call and     |   | However, the Census |   |                       |
| request help in a  |   | Bureau was late in  |   |                       |
| variety of         |   | recognizing the     |   |                       |
| languages.         |   | NHOPI Advisory      |   |                       |
|                    |   | Committee.          |   |                       |
+--------------------+---+---------------------+---+-----------------------+
|                    |   | Pacific Islander    |   | The Census Bureau     |
|                    |   | respondents called  |   | should execute a      |
|                    |   | the Telephone       |   | better plan to allow  |
|                    |   | Questionnaire       |   | time for proper       |
|                    |   | Assistance (TQA)    |   | translations.         |
|                    |   | but were unable to  |   |                       |
|                    |   | receive assistance. |   |                       |
+--------------------+---+---------------------+---+-----------------------+

## 2.3 Common Themes 

In reporting the priority issues during the plenary session, the REAC
members presented many common themes. These themes are highlighted
below.

-   All of the REACs expressed the desire to see more diversity in
    management, mid-level and entry level positions at Census Bureau
    headquarters.

-   The Census Bureau should use technology (e.g., text messaging,
    Global Positioning Systems \[GPS\], the Internet) to save time, to
    reduce manual processes and redundancy, and to improve data
    accuracy.

-   The Census Bureau should maintain its outreach programs on a
    consistent, small-scale basis between each Census.

-   All Census programs should start as early as possible before a
    decennial census and the Census Bureau should consult with REAC
    members earlier on all programs and initiatives.

-   Communication among internal Census Bureau departments and Census
    partners (e.g., Federal, State, Local, Tribal governments, and
    volunteers) should be increased and improved.

-   Quality control procedures should be instituted to review and
    evaluate subcontractor performance, accuracy of translated materials
    and applicability of advertising campaigns.

-   The Advertising Committee and advertising contractors should work
    directly with the Census Advisory Committees throughout all stages
    of the paid advertising campaign.

-   Funding for local and regional level outreach programs should be
    increased.

-   Census job applicants should be informed in a timely manner whether
    or not the Census Bureau will hire them.

-   Enumerators serving linguistically isolated populations should be
    bilingual and bicultural and should be placed in the most
    appropriate regions.

-   The Census Bureau should continue and expand its working
    relationship with the United States Postal Service to improve all
    Census data gathering initiatives and activities.

## 2.4 Conclusion

Overall, the REAC members agreed that Census 2000 was a success and a
significant improvement over the 1990 Census. The Committees urged the
Census Bureau to continue to evaluate its Census 2000 programs and
initiatives. They encouraged the Bureau to expand upon the successful
Census 2000 programs and initiatives and improve or discontinue the less
successful ones.

The members of the REAC were pleased that they were a part of Census
2000 and now, the Census 2010 planning process and encouraged the Census
Bureau to continue building relationships with the various Census
Advisory Committees to improve Census 2010.

# Appendix A -- African American Advisory Committee

**REAC - African American Advisory Committee**

**[Partnership Debriefing]{.underline}**

Tuesday, June 19, 2001, 1:05 p.m. -- 2:35 p.m.

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

Betty Moohn -- Assistant Branch Chief, Partnership and Data Services
Branch, Field Division

Renee Jefferson-Copeland -- Program Administrator, Customer Liaison
Office

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Partnership Program as a whole was successful.

-   The Partnership Program gave credibility to the Census Bureau.

-   The Partnership Program successfully increased civic participation.

    **Census 2000 Lessons Learned**

-   The Census Bureau should not lose focus that it takes people to make
    the Census a success.

-   The Census Bureau should capitalize on technology but not lose sight
    of the value of partnerships and people.

-   The Census Bureau should maintain its partnerships. It should not be
    a small peak -- big peak activity.

-   Funding should be provided to grassroots organizations.

    **Ideas to Improve Census 2010**

-   Maintain and cultivate partnerships.

-   Continue to work with the African American Advisory Committee to
    enhance the Partnership Program. (There is a need for improvement.)

-   Maintain current outreach and partnership staff in Regional Census
    Offices.

-   Build on the successful cooperation between various REAC Committees.

    **[Issues in Detail]{.underline}**

    **Census 2000 Successful Areas**

-   The Committee stated they witnessed people working together in the
    Partnership Program, in a joint effort and everyone was willing to
    work together. The Partnership Program provided the foundation for
    the various Census 2000 activities and helped the Census Bureau gain
    credibility within the African American community. The African
    American Advisory Committee was able to put the "seal of approval"
    on the information distributed to community members and gain their
    buy-in. The African American community partnerships provided a means
    for other community organizations to get involved in Census 2000.

-   The Committee saw participation rates increase as a direct result of
    the Partnership Program. The Committee noticed that across the board
    the community at large was involved. People within the community
    were contacted and directed to act as compared to prior years.

-   The Committee noticed that the make-up of the Census Complete Count
    Committees included a more diverse representation of the
    socio-economic, racial and ethnic community. There was a
    mobilization of blacks at both the national and local levels.
    African American organizations across the country not only
    encouraged their communities to participate in the Census but it was
    believed by the Committee that this same energy lead to increased
    voter turn out during the Nov 7, 2000 presidential election.
    Community education occurred as a result of the established
    Partnership Program. Educational programs put in place by the Census
    Bureau ranged from 'Census in School Programs' to educating those in
    political office.

    **Census 2000 Lessons Learned**

-   The Census Bureau must remember that partnerships are based on human
    interaction and not machines. The Census Bureau should not lose
    focus that it takes people to make the Census a success. Not only in
    gathering the correct information but, also providing accurate
    information. The Census Bureau is a bottom --up organization.

-   Partnerships helped reemphasize the collection and use of Census
    data (i.e., where the data comes from, where enumerators must go to
    collect the data, how the Census Bureau should organize the data,
    the thought process people use to fill out Census information, and
    how the Census Bureau should use the data). As Information
    Technology advances, the Census Bureau should capitalize on
    technology as a tool, but not lose sight of the value of
    partnerships and the people factor.

-   The Committee recommended the Census Bureau keep the partnerships
    intact between the Decennial Censuses. Partnerships should not be a
    small peak -- big peak activity. The Census Bureau should make an
    investment in maintaining these partnerships and encourage
    partnership development across racial and ethnic boundaries.

-   The Census Bureau should provide specific funding to community-based
    organizations such as churches, grassroots groups, and QACs by line
    item. Over 160 organizations took part in aggressive outreach
    programs within their community and helped with gathering Census
    information. The Census Bureau should encourage States to supplement
    funding to these organizations.

    **Ideas to Improve or Enhance Census 2010**

-   The Committee agreed there is tremendous room for improvement in the
    Partnership Program but they acknowledged that the Census Bureau has
    become more responsive to the African American community at large.

-   The Committee believes the Partnership Program should be started
    earlier. Although the Committee saw an increase in partnerships
    during Census 2000, the Census Bureau started some partnerships too
    late. By maintaining these partnerships, the Census Bureau could
    leverage these relationships with ongoing Census publicity and
    participation. In addition, the Census Bureau should maintain
    outreach staff at current levels and capacity at their regional
    offices for ongoing Census activities such as the American Census
    Survey, Current Population Survey, and other monthly activities.

-   The Census Bureau should build on the successful cooperation that
    has developed between various Race and Ethnic Advisory Committees.
    There was a strong need to maintain and cultivate partnerships
    between Decennial Censuses; people are an integral part of the
    Census process and the Census Bureau should remember the lessons
    learned from Census 2000. Instead of recreating itself each time,
    the Census Bureau should continue and enhance the activities that
    work, and move forward.

**REAC - African American Advisory Committee**

**[Hiring and Recruiting Debriefing]{.underline}**

Tuesday, June 19, 2001, 2:45 p.m. -- 4:15 p.m.

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

George Grandy -- Field Division

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau used effective means to recruit and hire a diverse
    workforce.

-   The Census Bureau recruited and hired a diverse workforce.

**Census 2000 Lessons Learned**

-   Welfare recipients should have their temporary work income exempt
    from taxes.

-   The Census Bureau should hire more minorities to fill important
    decision-making positions.

**Ideas to Improve Census 2010**

-   Remove the financial disincentives to work for the Census Bureau and
    enhance the incentives.

-   Prepare to manage a larger part-time workforce for Census 2010.

-   The Census Bureau should make better use of technology in its
    recruiting and hiring practices.

-   The Census Bureau should use more creative and unconventional
    methods to recruit and hire Census workers.

-   Target advertisements of high-level Census positions to racial and
    ethnic groups in ways that will reach the racial and ethnic groups.

-   Increase racial and ethnic diversity in decision-making positions to
    obtain a higher quality Census -- not for purposes of affirmative
    action.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee remarked that the overall hiring process went well.
    The Census Bureau seemed to understand the important role that
    "field work" plays in conducting the Census. The Census Bureau hired
    Census workers from various communities including historically Black
    Colleges and Universities and the Hispanic Community. The Committee
    stated that it was well known that the Census Bureau needed
    approximately 3.7 million personnel.

-   It was effective to have recruiters come from the communities from
    which they were hiring Census workers. The recruiters had a very
    good understanding of the qualifications for the various positions
    they were filling. Referrals lead to excellent responses from the
    local communities. The short time span between referrals, contact
    with potential employees, and actual acceptance of positions also
    contributed to the successful hiring process.

-   The Committee thought placement of staff was appropriate for the
    enumeration activities. The Committee stated they saw
    Spanish-speaking enumerators in Spanish-speaking communities.

-   The Census Bureau used ingenuity and community sensitivity in
    locating the appropriate testing facilities for potential Census
    workers. The Committee noted for instance that the Census Bureau did
    not send \$300,000 homeowners to an apartment house community
    center.

**Census 2000 Lessons Learned**

-   The Committee noted the Census Bureau hired hundreds of welfare
    recipients. The Committee thought that some welfare recipients did
    not pursue Census jobs because local Social Services offices were
    not informed that Census income was exempt. The Committee
    recommended that welfare recipients should be exempt from taxes on
    their Census income. This would encourage more participation by
    welfare recipients and the elderly.

-   The 1-800 number used to obtain job information did not work
    efficiently, because the lines were continuously busy. The Committee
    recommended that the Census Bureau install more lines to properly
    accommodate the volume of traffic.

-   The Committee remarked that the composition of the regional offices'
    staff and their understanding of the workload could indirectly
    impact recruiting, data collection, and other Census Bureau
    activities. The Committee strongly believed that the management
    staff should reflect the racial and ethnic diversity of the
    community. By having a diverse staff, the Census Bureau could
    provide more effective outreach, orientation, and training programs.

**Ideas to Improve Census 2010**

-   In discussing Welfare Reform Legislation, the Committee stated that
    welfare recipients' income received from decennial work should not
    count against Census qualifications. This legislative change would
    become an incentive to welfare recipients and provide additional
    members to the part-time workforce. Currently, military and retirees
    are the only community groups exempt to work the Census.

-   The Committee mentioned the part-time workforce performed most of
    the work during the Census (especially enumerator activities). A
    part-time work force also has the largest turnover rate. On a
    continuing basis, the Census Bureau could lose over a hundred
    workers in a given day due to high temperatures and other
    conditions. The Committee remarked that as the population continues
    to grow, the Census Bureau will manage an even larger part-time work
    force.

-   The Committee recommended that the Census Bureau make better use of
    technology in its recruiting and hiring practices. The Committee
    thought the Census Bureau could use the Internet to make job
    openings more visible to racial and ethnic groups.

-   The Committee stated the Census Bureau incorporated unconventional
    but effective methods into their Census activities. One member of
    the Committee saw a Census employee testing twenty people in the
    back of the local grocery store. In drug infested communities, the
    Census Bureau teamed up with local police departments to \"take back
    the streets\". Once local police departments secured these
    communities, the Census Bureau used local bands and brought in local
    politicians to heighten the need for completing the Census forms.
    Local enumerators \"attacked\" these communities to account for the
    cultural subset. The cultural subset included unmarried men living
    with unmarried women, the unemployed, criminals, and gangs. The
    Committee noted that some gang members were in the 10 to 12 age
    group and carried guns as an accepted behavior and life style.
    Enumerators had to go into hostile areas to account for the
    homeless, incarcerated, and others not living in conventional
    tracts. The Committee recommended that the Census Bureau use more
    creative and unconventional methods in future Census activities to
    capture the changing community landscape.

-   The Committee recommended the Census Bureau publicize headquarters
    and field management vacancies, and hire racial and ethnic groups
    into these roles. By diversifying these management positions, the
    Committee believed the Census Bureau could increase undercounted
    group recruitment and make better decisions on recruitment and
    Census operations. Several Committee members recommended that the
    Census Bureau institutionalize a diversified, managerial workforce
    that included permanent hiring practices and promotions. The
    Committee wanted to see more racial and ethnic groups filling the GS
    13 through 15 and Senior Executive Service (SES) level positions at
    the Census Bureau. The Committee also mentioned that evaluations for
    exceptional performers should start earlier than at the five year,
    mid-decennial, period.

**[Other Relevant Issues]{.underline}**

-   The Committee believed it would be hard to make some enhancements to
    recruitment since human resources are locally and geographically
    dependent on the economy. The Committee cited the unemployment rate
    and regional wage adjustments as the two primary factors that would
    influence recruitment.

**REAC -- African American Advisory Committee**

**[MAF/TIGER Debriefing]{.underline}**

Tuesday, June 19, 2001, 4:15 p.m. -- 5:30 p.m.

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

Lornell Parks -- Geography Division

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   Coordination with the USPS was successful.

-   The Census Bureau did a good job standardizing the geographical
    mapping of residential addresses.

-   The Committee thought the LUCA program was effective.

**Census 2000 Lessons Learned**

-   Develop strategies to reach private sector mailbox users and
    non-dwelling type addresses.

-   Keep an accurate and up-to-date Master Address File.

**Ideas to Improve Census 2010**

-   The Census Bureau should mail Census or Be Counted forms to P.O.
    boxes and private mailboxes.

-   The Census Bureau should encourage the USPS to provide them with
    P.O. box listings.

-   Conduct a more effective pre-listing of addresses to identify P.O.
    box and private mailbox users.

-   As commercial mail users increase, the Census Bureau must find
    better ways to capture where people live.

-   The LUCA effort required better planning.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee gave high marks to the cooperative working
    relationship between the Census Bureau and the United States Postal
    Service. Committee members remarked that not everyone had the
    typical mailbox adjacent to or associated with their residential
    home, townhouse, apartment, or other dwelling place. Some people use
    commercial mail boxes such as MailBoxes Etc. and Mailbox USA,
    because it provides a more secure means of getting mail especially
    for apartment dwellers, elderly, and/or residents without a
    \"doorman\" service. People from across the economic spectrum use
    the commercial mailboxes that exist in every city. People will use
    these P.O. boxes or commercial mail services for a selection or all
    of their mail requirements.

-   The Committee stated that the Census Bureau had an effective Tiger
    coding. The Census Bureau did a good job standardizing the
    geographical and mapping of residential addresses. The Committee
    stated they were pleased to observe Census Bureau staff updating old
    maps and listings.

-   The Committee commented that the LUCA program was effective.

**Census 2000 Lessons Learned**

-   The Committee stated the Field Offices of the Census Bureau worked
    with their local U.S. Postal Offices to capture current residential
    addresses. During Census 2000, the Census Bureau sent enumerators if
    the Census Bureau did not get a response from their existing mailing
    list. The Committee understood the importance of knowing where
    people live. Future mailings of the Census Bureau must capture where
    people live and not just their mailing address.

-   The Committee stated that the Census Bureau had a daunting task to
    capture accurate and up-to-date Master Address Files. As commercial
    mail users increase, the Census Bureau must find better ways to
    capture where people live. The Committee remarked that people could
    change their physical residence without changing their commercial
    mail service or P.O. box.

-   Although there is no way to predict a natural disaster such as
    hurricane Hugo, the Census Bureau does not have a fail safe method
    to capture the families impacted from trailer park and/or home
    destruction.

**Ideas to Improve or Enhance Census 2010**

-   The Committee presented the fact that post office box and commercial
    mail service users did not receive the Census or Be Counted forms.
    The Post Office does not provide this information to the Census
    Bureau due to privacy issues. The Committee also stated that if
    someone was on vacation during the Census, the vacationing person(s)
    did not have their mail forwarded to their vacation location and
    therefore were not counted.

-   The Committee recommended that the Census Bureau should deliver
    Census forms to each post office box and commercial mail service.
    The Committee noted that this might cause a duplication error if a
    given household has more than one post office or commercial mail
    service. The Census Bureau must also distinguish between households
    and businesses using these same services. The Committee thought a
    legislative change would encourage the U.S. Postal Service to
    provide P.O. box listings to the Census Bureau. The Committee
    realized that the Census Bureau still should knock on every door to
    get information.

-   The Committee presented various examples of persons or families that
    represent hard-to-count population. In rural America, we have some
    places where there are twenty homes per village with only one
    mailbox. In another case, migrant farmer workers move from farm to
    farm to find seasonal work. In another example, the Committee stated
    that several African Americans may share quarters with one mailbox.
    To capture the number of families and/or persons living in a
    particular location, enumerators have tried counting water meters or
    any other means to capture accurate information that the Census
    Bureau could use. The Committee stated that confusion existed with
    college students. It was unclear to some Committee members how to
    count family members in college. The Committee concluded that the
    Census Bureau needed to develop strategies to reach commercial
    sector mailbox users and non-dwelling users. It was suggested that
    the Census Bureau should conduct more effective pre-listing
    activities to identify P.O. box and private mailbox users.

-   The Committee mentioned that the Census Bureau did not provide LUCA
    participants with feedback even after returns were six months late.
    The Committee agreed that the Census Bureau must work on planning
    better future LUCA activities. Members of the Committee suggested
    using Intranet resources and other technologies to update LUCA
    participants.

**REAC - African American Advisory Committee**

**[Paid Advertising Campaign Debriefing]{.underline}**

Tuesday, June 19, 2001, 8:30 a.m. -- 10:00 a.m.

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

Kim Crews -- Branch Chief, Census 2000 Public Information Office

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau undertaking of the paid advertising campaign was
    an overall success. Previous advertising campaigns were conducted in
    a less than strategic manner, via public service announcements, and
    not well targeted to the minority population. The paid advertising
    campaign for Census 2000 addressed advertising deficiencies
    experienced in previous Censuses.

-   Ensuring that Young & Rubicam select subcontractors that possessed
    the required knowledge, expertise, and cultural sensitivity towards
    minority populations to make the paid advertising campaign
    successful.

-   Chisholm-Mingo brought to bear the understanding of various racial
    groups to assist in developing culturally sensitive and targeted
    advertising material.

-   Census posters were well received by the African American community.
    The posters resonated with African Americans, thereby heightening
    their awareness of Census 2000.

**Census 2000 Lessons Learned**

-   The Census Bureau needs a better contracting process to select prime
    and subcontractors.

-   The Census Bureau should have minority decision-making
    representatives to facilitate the selection and efforts of the
    minority public relations contractors.

-   Recreating the Census image every ten years is wasteful of taxpayer
    money.

-   Lack of consistent branding results in the Census Bureau creating a
    new and different identity and image for each Decennial Census.

**Ideas to Improve Census 2010**

-   Use consistent branding for the Census.

-   The Census Bureau should make better use of local media.

-   Start to use evaluations to measure effectiveness of processes and
    procedures.

-   The Census Bureau should strongly consider minority-based firms
    based on quality and competency; not as an affirmative action
    requirement.

-   Develop advertising material that is more targeted, politically
    correct and culturally sensitive.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   In 1990, the Census Bureau used public service announcements and
    other free advertisements. The Committee noted that the Census
    Bureau ran the advertisements during times of low viewer or listener
    participation. The advertisements had very little audience appeal
    since the Census advertisements were not focused on any racial or
    ethnic community. The Committee overwhelmingly agreed that the paid
    advertising campaign definitely made a difference with Census 2000.
    Census 2000 represents the first time the Census Bureau paid for
    advertising. Members of the Committee remarked that the smallest
    newspaper and radio stations ran Census advertisements throughout
    Southeast and Southwest Georgia. These paid advertisements made the
    African American community feel a part of the Census.

-   The Committee stated that the first advertising contractor did
    \"inferior\" work. The advertising materials were demeaning and
    stereotyped African Americans. The first contractor depicted African
    Americans with their hats turned backwards, and women with a large
    number of children carrying boom boxes. The Committee stated that it
    commented on the poor work of the contractor to the Census Bureau,
    but the Census was not responsive to their concerns. The Committee
    then solicited the help of the Black Caucus and asked for feedback
    on the African American campaign.

-   The Committee noted that the Census Bureau took quick action to
    bring in another contractor, The Chisholm-Mingo Group, which was an
    exemplary performer and won national awards for their Census work.
    The Committee highlighted that the Chisholm-Mingo Group worked with
    the Committee on the advertisement vision and wording for media
    presentations. The Chisholm-Mingo Group designed an advertising
    campaign that better depicted the African American community. The
    Committee felt like they were Chisholm-Mingo Group's clients
    although the Chisholm-Mingo Group worked for the Census Bureau. The
    Committee gave Mr. Chisholm high marks for getting personally
    involved in the advertising campaign. The Committee had no interest
    in reinventing the wheel and suggested that the Census Bureau re-use
    some of the Census 2000 advertising campaigns.

-   The Committee remarked that the African American community liked the
    Census Bureau posters. The posters showed three to four generations
    congregating on a porch. The poster appealed to various ethnic and
    racial groups since everyone could relate to family unity.

**Census 2000 Lessons Learned**

-   1-800 number was not effective because the lines were continuously
    busy.

-   The 1-800 staff was not sufficiently trained.

-   The Census Bureau should thank citizens for their participation in
    the Census.

-   It was effective to show how Census participation would help
    citizens with local services such as schools and roads. The message
    that Census participation is a civic duty should be reinforced.

-   The Census Bureau needs a better contracting process for selecting
    prime and subcontractors. It was stated that the process was
    \"arcane and inefficient\".

-   The Census Bureau should have minority decision-making
    representatives facilitate the selection and efforts of the minority
    advertising and public relations contractors. The Committee thought
    this would aid in getting more minority advertising contractors
    involved in the process.

**Ideas to Improve or Enhance Census 2010**

-   The Committee stated that decennial managers try to outperform their
    predecessors. The Committee recommended the Census Bureau develop a
    trademark logo or brand image that everyone can remember. The logo
    should have a standardized color scheme. The Committee used the
    Uncle Sam theme as an example. The Committee recommended that the
    Census Bureau develop a brand and use that brand to the full extent
    possible during marketing and advertising campaigns.

-   The Committee recommended the Census Bureau use resources to improve
    and evaluate the effectiveness of future paid advertisements. The
    Census Bureau should use assessment techniques to capture lessons
    learned. The Committee thought the Census Bureau could contact the
    various racial and ethnic groups and get their input on how the paid
    advertisements worked in their communities.

-   The Committee stated that minority firms could communicate
    effectively with everyone and not just within a particular racial
    and ethnic group. The Census Bureau should strongly consider
    minority firms based on quality and competency. The Committee highly
    recommended that the Census Bureau seriously consider the
    Chisholm-Mingo Group for prime contractor for the Census 2010
    advertising campaign and any other Census Bureau advertising
    projects. The Chisholm-Mingo Group had the creative expertise
    coupled with a strong understanding of cultural sensitivities. The
    Committee highly praised a publication that the Chisholm-Mingo Group
    put together and recommended that all Census stakeholders get a copy
    of the Regional Partnership Report -- Portrait of America, Vol. II,
    2000, FLD/00-PR2.

-   The Committee discussed the television, newspaper, and radio media
    buys made in New York for Census 2000. The Committee noted that
    parts of the population were not included in the media buys. The
    Committee recommended that the Census Bureau take a closer look at
    media buys. In Los Angeles, radio is a better media buy than
    television listings. The Committee suggested the Census Bureau
    develop a better understanding of small stations and how to leverage
    them in future Census activities.

**REAC - African American Advisory Committee**

**[Data Collection Debriefing]{.underline}**

Wednesday, June 20, 2001, 10:05am -- 11:15am

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

George Grandy -- Field Division

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The openness of the Census Bureau to use creative data-gathering
    methods was a success because new methods were used.

-   There was increased data collection and participation due to
    partnerships and advertising.

-   More community groups were willing to use volunteer resources to
    increase participation.

**Census 2000 Lessons Learned**

-   The 1-800 number was not effective. The lines were continuously busy
    and often provided incomplete or incorrect information.

-   The Census Bureau should thank citizens for their participation in
    the Census.

-   It was effective to show how Census participation would help
    citizens with local services such as schools and roads.

**Ideas to Improve Census 2010**

-   In addition to frequently asked questions, the Census Bureau should
    look into other Web- based technologies so it can provide additional
    assistance via the Web.

-   Apply more targeted resources to QACs and other data collection
    centers.

-   Broaden the role of the QAC to include issues such as community
    education and mobilization.

-   Consider ideas on how to count people not regularly attached to
    households (i.e., homeless, mentally ill, or recluse).

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The African American community saw an increase in Census
    participation as a direct result of partnerships and the paid
    advertising campaign. Public relations should not happen every ten
    years but on a continuous basis. There should be some logic behind
    the Census Bureau's public relations campaign. The Census Bureau
    should have some paid advertisements before, during, and after
    significant Census Bureau activities.

-   The Committee mentioned that many community groups were willing to
    use volunteer resources, such as donated facilities, to increase
    Census participation. The volunteer community groups stayed opened
    longer to collect Census forms as compared to the Census
    Bureau-sponsored facilities. The Committee thought that with limited
    funding these community groups could help with testing potential
    enumerators and other Census Bureau staff, promote Census awareness,
    and increase future Census participation.

**Census 2000 Lessons Learned**

-   The Committee noted that the 1-800 number did not work; the lines
    were continuously busy. The Committee also mentioned that the
    personnel working at the Census information sites were not helpful
    and the Census Bureau must conduct the proper training to correct
    this problem.

-   The Committee thought it would help if the Census Bureau thanked
    citizens for their participation and showed citizens how Census
    participation would help with local services such as schools and
    roads. Currently, the Census Bureau has no feedback mechanism to
    relay what was or was not effective. The Committee thought that
    publicizing the fear factors that people must overcome for providing
    Census information would encourage better participation in the next
    Census.

**Ideas to Improve or Enhance Census 2010**

-   To supplement frequently asked questions, the Committee recommended
    that the Census Bureau look into other Web-based technologies so it
    can provide additional assistance via the Web. The Committee also
    suggested that the Bureau add the capability for people to ask
    questions on the Web. By using Internet technology, the Census
    Bureau could reduce the demand placed on the 1-800 number. This
    additional service could benefit the American Community Survey
    (ACS), Census 2010, and other on-going Census activities.

-   The Committee thought that the Census Bureau should apply more
    targeted resources to QACs and other data collection activities. One
    member of the Committee commented that storeowners should not
    determine Census participation. One example given sited a check
    cashing storeowner\'s interest in the Census would determine the
    quantity of Census information that was distributed. The Committee
    recommended the Census Bureau seek Federal and State funding for
    QACs.

-   The Committee thought the Census Bureau must broaden the QAC role to
    include community education and mobilization responsibilities.

-   In America, a growing population uses mobile soup kitchens,
    shelters, jails, nursing homes, and other Federal-and
    State-sponsored programs. The Committee commented that the Census
    Bureau was not able to effectively track these populations and
    resorted to using estimations. The Census Bureau must consider how
    to count people not regularly attached to households. The
    enumerators tried to locate and count this population, but some
    people did not want to be counted or in some instances, some were
    double counted.

**[Other Relevant Issues]{.underline}**

-   The Committee discussed the \"underground\" population. The
    \"underground\" population included persons without addresses,
    persons living in group quarters or serving prison sentences, and
    persons that may have \"opted out\" of living in \"normal\" society.
    The National Urban League and the African American community realize
    that they must get these people to participate in the Census.
    Although the 1-800 number was busy, the Committee does not want the
    Census Bureau to discontinue the service because it would give the
    \"underground\" population another reason not to participate in the
    Census.

**REAC - African American Advisory Committee**

**[Language Program Debriefing]{.underline}**

Wednesday, June 20, 2001, 1:15 p.m. -- 2:15 p.m.

Facilitator and Recorder -- Carlton McArthur & Brian Ince

**[Participants]{.underline}**

Dr. Robert Hill -- Senior Researcher, Westat

Dr. L. Patricia Johnson -- President, Creative Marketing, Inc.

Gwendolyn E. Holmes -- Assistant Vice-President, Hancock Bank

Dr. James S. Jackson -- Professor, Institute for Social Research

John W. Mack -- President, Los Angeles Urban League

Kermit N. Waddell -- President/CEO, Economic Development Center of the
Carolinas

Barbara Sabol -- Program Director, W. K. Kellogg Foundation

Tracey-Ann Nelson -- Public Relations/Public Affairs Consultant

Resource Person:

Debbie Griffin -- Demographic Surveys Division

Committee Liaison:

Jimmie Scott -- Assistant Division Chief, Demographic Statistical
Methods Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Language Program successfully reached out to a broad, diverse
    group of languages.

-   The Committee was pleased with the work of the Chisholm-Mingo Group.

**Census 2000 Lessons Learned**

-   The mailing of Census material should be more targeted.

**Ideas to Improve Census 2010**

-   The Census Bureau must perform a quality assurance check on the work
    performed for them by contractors.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee strongly supports and was very concerned about an
    effective Language Program since the African American Community
    speaks various languages regardless of nationality.

-   The Committee commended the Chisholm-Mingo Group for their
    outstanding focus group session with Creole-speaking Haitians. The
    Chisholm-Mingo Group brought in Creole- speaking facilitators, which
    was very successful.

**Census 2000 Lessons Learned**

-   The Committee stated that the Census Bureau must do a better job of
    targeting and mailing their language questionnaire and forms to
    various racial and ethnic groups.

**Ideas to Improve or Enhance Census 2010**

-   The Committee stated the advance letter did not set a good tone for
    the Census. The Census Bureau had to send the advance letter out
    twice because the contractor responsible for this function left off
    the last address digit. The Committee stated that the Census Bureau
    must perform a quality assurance check of their contractor's work.

-   According to the Committee, there is a growing Haitian American
    population that speaks Creole. The Census Bureau should identify and
    target these growing populations in their programs. They suggested
    that the Census Bureau develop multi-lingual, dual-sided Census
    forms. Another possibility the Census Bureau should consider
    involves placing English and other languages on the same page.

-   The Committee did not see a standardized process for translating
    materials. The Census Bureau should not treat language translation
    as a small issue. It is a major consideration that requires greater
    coordination.

-   The language interpretation may be one reason people did not return
    their Census forms. One pitfall to language interpretation stems
    from a misrepresentation of wording. The assumption frequently made
    is that every language has a comparable word to English.

-   Translators had problems translating some words in English to
    languages other than English.

-   The process of trying to literally translate words or phrases from
    English into languages other than English is not always effective.
    This is because many languages do not have words or phrases that can
    be used to replace or translate the English words or phrases (e.g.,
    the word mortgage is not translatable in some languages because
    people cannot own property in some countries). Because of this the
    Census Bureau should explore different ways of getting its message
    out to populations that speak languages other than English. The
    Committee suggested leveraging partnerships to help develop language
    forms for large and small language populations.

# Appendix B -- American Indian & Alaska Native Advisory Committee

**REAC -- American Indian and Alaska Native Advisory Committee**

**[Partnership Program Debriefing]{.underline}**

Tuesday, June 19, 2001, 1:05 p.m. -- 2:35 p.m.

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Person:

Sydnee Chattin-Reynolds -- Partnership and Data Services Branch, Field
Division

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The building of relationships between Tribal governments and the
    Federal Government was successful.

-   Government Liaison Programs were successful.

**Census 2000 Lessons Learned**

-   Complete Count Committees should be an ongoing process.

-   Maps were given to AIAN representatives too late for review and
    submittal by the Census Bureau deadlines.

-   There was no point of contact within the Census Bureau exclusive to
    the AIAN community.

**Ideas to Improve Census 2010**

-   An increase of Native American employment in management positions at
    the regional level would help strengthen partnerships.

-   The Census Bureau should assist in creating Partnership Programs
    with the AIAN urban community.

-   The amount of funding for the AIAN community should be increased.

-   Better communication is needed among the Census Bureau\'s own
    divisions.

-   The entire Partnership Program needed to be started earlier.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   According to the Committee the fact that government-to-government
    relationships were even built between the Census Bureau and the
    Tribal governments was a huge success. It was said to be the
    foundation of the Census and AIAN Partnership Program. However, it
    was clear to the Committee that this relationship must continue to
    grow so that there is more AIAN representation in the Census.

-   The Tribal Government Liaison Program was also cited as a successful
    initiative created by the Census Bureau. The Census Bureau started
    Complete Count Committee\'s (CCCs) which were cited as important for
    communicating with and educating the Tribal governments on proper
    count procedures. The Committee thought the Tribal Government
    Liaison Program was essential to educating American Indians on the
    Census process. This added to the movement for greater Census Bureau
    related activities within Tribal governments. Another important
    result of the Tribal Government Liaison Program was that Census
    Bureau staff at headquarters had the opportunity to personally
    observe the varied environments of the Tribes.

-   In conjunction with the Tribal Government Liaison Program, the
    Census Bureau started to swear in members of the AIAN community for
    official Census Bureau staff positions. This process resulted in the
    American Indian community feeling a part of the process and fully
    included in Census Bureau procedures. The American Indian community
    members were given roles that dealt with confidential materials that
    made the American Indian community feel more trusted and engaged in
    the Census process. The swearing-in process also contributed to the
    improved relationship between the Census Bureau and the AIAN
    community.

**Census 2000 Lessons Learned**

-   The Committee thought that the Partnership Program was started too
    late. The Committee thought that this left insufficient time for
    members of the AIAN community to complete necessary acts to prepare
    for Census 2000. These acts included the preparations needed to
    stage successful advertising programs, update maps and more
    generally the underlying ability to react to changes and
    enhancements from the Census Bureau.

-   Although the CCCs were cited as a success, a lesson learned was that
    the CCCs were not an ongoing process. This was an issue because the
    assistance they provided to the AIAN community stopped soon after
    Census 2000 activities ended.

-   Another Census 2000 lesson cited by the Committee was the lack of an
    ongoing \"Indian Desk.\" The AIAN community thought that
    communication with the Census Bureau suffered without a constant
    point of contact, otherwise known as the Indian Desk. According to
    the Committee, the Indian Desk was only available for a short time
    during peak activities of Census 2000. The Indian Desk should be an
    ongoing position at the Census Bureau.

**Ideas to Improve or Enhance Census 2010**

-   The Committee thought that a more balanced partnership could be
    realized if a member of the AIAN community held a management
    position at Census Bureau headquarters. It was thought that this
    would help stimulate the Partnership Program. It was thought that
    having someone that fully understood AIAN issues on the \"inside\"
    would ensure the views of the AIAN community were heard and the
    relationship between Tribal governments and the Census Bureau
    continued to grow.

-   The Committee stated that the urban American Indian community was
    disenfranchised from the Census 2000. The Committee agreed that
    partnership efforts should be increased in urban American Indian
    communities. It was believed that more urban American Indians could
    be reached and ultimately persuaded to participate in the Census
    through better partnerships with urban community leaders.

-   The Committee stated that more funding is needed for creating and
    sustaining partnership programs. The Committee observed a need for
    more funding at local levels to make partnerships more effective.

-   Available funding for partnership programs should have been better
    publicized to the AIAN community.

-   The Committee thought the Census Bureau needed better communication
    within its own divisions. The Committee commented that the lack of
    communication among Census Bureau divisions resulted in slow
    turn-around times for changes, requests, and suggestions from the
    AIAN Committee. Bureaucracy and \"red tape\" slowed the
    communication and implementation of new ideas. The possibility of a
    partnership program within the Census Bureaus\' divisions was a
    recommended area of enhancement for Census 2010.

-   The process of partnering with the AIAN community should be started
    earlier. Data verification and advertising campaign improvements
    would be more easily executed if more time were available for the
    AIAN community and for the Census Bureau to implement the changes.

-   The most important Census 2010 enhancement stated by the Committee
    called for the continuation, development and reaffirmation of the
    government-to-government relationship that was developed between the
    Census Bureau and the Tribal governments.

**REAC -- American Indian and Alaska Native Advisory Committee**

**[Recruitment and Hiring Debriefing]{.underline}**

Tuesday, June 19, 2001, 2:45 p.m. -- 4:15 p.m.

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Person:

Donna Stovall -- Customer Liaison Office

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Recruitment and Hiring program demonstrated flexibility by its
    ability to adapt to different regions.

-   The Census Bureau was more effective in meeting payroll on time,
    most notably with field enumerators.

-   For the first time the Census Bureau hired local private contractors
    for dissemination of paid advertisement of recruiting needs to the
    local media.

-   The Welfare-to-Work program provided opportunities for employment
    without penalty for federally assisted citizens.

**Census 2000 Lessons Learned**

-   The Census Bureau front-loaded too many applicants.

-   The Census Bureau was not able to recruit enough local speakers,
    perhaps resulting from low wages.

-   The Census Bureau lacked a pro-active and energetic recruiting
    pitch.

-   The Recruitment and Hiring process started too late.

**Ideas to Improve Census 2010**

-   The Census Bureau should increase local advertising related to
    Census job opportunities.

-   An increased number of American Indians in management positions at
    the Census Bureau headquarters is required.

-   Employees need more training on what the Census Bureau expects from
    them.

-   Wages should be higher in certain areas.

-   Potential candidates for the Welfare-to-Work program should be more
    informed regarding the benefits of income exclusions.

-   The Census Bureau should promptly inform job applicants about their
    employment status.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Recruitment and Hiring Program demonstrated a great deal of
    flexibility in different regions. The Census Bureau was able to
    adjust its recruitment efforts to each region\'s specific needs. The
    Committee was impressed with the improvements made since the 1990
    Census. The AIAN Committee stated that great strides were made in
    this program since the last Census.

-   The Census Bureau paid employees in a timely manner. The Committee
    discussed issues during the 1990 Census where employees didn't
    receive their paychecks for as long as six months after the work was
    done. However, they concluded that this problem was resolved during
    the 2000 Census and paychecks were distributed on time.

-   For the first time, the Census Bureau hired local private
    contractors for the dissemination of recruiting needs to the local
    media. This action helped the Census Bureau connect with certain
    AIAN communities. As a result, AIAN communities felt a strong effort
    was made to better represent them in the 2000 Census.

-   The Committee commented that the income exclusions provided by the
    Census Bureau were a success. American Indians on welfare or other
    federally assisted income and housing were given income exclusions
    while working for the Census Bureau. The income exclusions allowed
    certain members of the AIAN community to work for the Census Bureau
    without affecting their income status.

**Census 2000 Lessons Learned**

-   The Committee thought the Census Bureau front-loaded applicants
    during the Recruitment and Hiring process. The Census Bureau never
    stopped accepting applications and continued to advertise positions
    even though the positions had been filled. Many applicants never
    heard any response about their employment status. This left several
    members of the AIAN community disenchanted with the Census Bureau
    and more specifically, the hiring process.

-   The Census Bureau was not able to recruit enough qualified local
    speakers to work within the reservations. The AIAN community was not
    sure what caused this deficiency. However, the Committee did suggest
    that wages may not have been high enough to attract applicants.

-   The Committee thought that the Census Bureau\'s recruitment efforts
    lacked a pro-active, high-energy \"pitch\". The Committee thought
    the Census Bureau was merely \"going through the motions\" at times
    during the process. Although the Census Bureau made a valiant
    effort, members of the AIAN community sometimes sensed that the
    Census Bureau was reluctant to get out to the communities.

-   The Committee stated several times that although the Recruitment and
    Hiring Program was an overall success, the process started too late.
    There was too little time available to help identify better
    applicants, which would have resulted in higher quality employees.

**Ideas to Improve or Enhance Census 2010**

-   The Committee stated paid advertising efforts for recruitment and
    hiring should be increased to make available positions known
    throughout local communities. Advertising was not enough at the
    local level. The Committee suggested that the Census Bureau utilize
    Tribal newsletters and more local media.

-   The Committee strongly agreed that the AIAN community desperately
    needs more significant representation at the Census Bureau\'s
    headquarters and in regional offices. The Committee believed that
    the addition of American Indians to Census Bureau staff management
    positions would help ideas, suggestions, and initiatives receive
    more consideration at headquarters. The Committee thought that the
    AIAN community is too small of a minority not to have more
    representation at a management level.

-   The Committee thought that employees require a more clear definition
    of expectations from the Census Bureau as to what their job duties
    entail. Field workers were often unclear of what the Census Bureau
    expected out of them. This led to confusion and less efficient work.

-   Wages should be higher in particular areas. Many areas have
    different economies, and wages should be competitive to the local
    market. One Committee member, who represented North Carolina,
    targeted low wages as a reason why the Census Bureau experienced
    difficulty hiring.

-   Income exclusions, which were also cited as a success, should
    continue to be publicized and emphasized within the AIAN
    communities. The Committee thought that more applicants would result
    from better communicating this feature. The income exclusions are
    designed to help federally assisted citizens keep their benefits
    while working for the Census Bureau.

-   The Committee suggested that procedures be developed to ensure all
    applicants receive a response from the Census Bureau after turning
    in a job application. The Committee believed a status update by
    notification from the Census Bureau would help keep applicants
    informed and interested in the position. Members of the AIAN
    community were unaware as to what happened after turning in an
    application, and often times never heard back from the Census
    Bureau.

**REAC -- American Indian and Alaska Native Advisory Committee**

**[MAF/Tiger Debriefing]{.underline}**

Tuesday, June 19, 2001, 4:15 p.m. -- 5:30 p.m.

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Persons:

Al Pfeiffer -- Geography Division

Jamie Rosenson -- Geography Division

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Geography staff was able to make several adjustments after 1990
    Census.

-   Overall the LUCA Program was sited as a success.

**Census 2000 Lessons Learned**

-   The LUCA Program started too late.

-   Tribal Governments were not sure of their responsibilities for the
    LUCA Program.

-   Maps and addresses issued and used by the Census Bureau were too
    general.

-   Tribal boundaries that run over state lines need to be clarified.

**Ideas to Improve Census 2010**

-   An overall introductory statement is needed to describe what the
    Tribal role is in the LUCA initiative.

-   LUCA Program timelines should be started earlier in the process.

-   Tribes should be consulted and involved when the Census Bureau is
    deciphering Tribal and legal boundaries.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee would like to extend their appreciation to the Census
    Bureau\'s Geography staff for making many of the necessary changes
    and adjustments. The Committee was impressed with responsiveness of
    the Census Bureau staff. Another success was the creation of the
    Tribal boundaries.

-   The Committee was satisfied with the LUCA initiative and declared it
    a success. The LUCA Program enabled American Indians to become
    stakeholders in the process of identifying addresses. This
    encouraged the American Indian community to become a part of the
    Census process. In previous years the Census Bureau performed these
    tasks without consulting the AIAN community, leaving the community
    disinterested in the Census process as a whole.

-   Deputizing local officials to be LUCA liaisons to review and update
    maps and addresses was also successful in making the AIAN community
    feel like stakeholders in the Census process.

**Census 2000 Lessons Learned**

-   Confidentiality is important to the AIAN community. What happens to
    the information collected during the Census is important to the AIAN
    community. The Census Bureau should understand these facts when
    attempting to collect information from the AIAN community.

-   Although it was considered an overall success, the LUCA program
    started too late in the Census process. The time given to submit
    updates was not sufficient enough for the tribes to properly review
    and return the material.

-   The Committee stated the Tribal governments were unsure of their
    responsibilities for the LUCA program. Some tribes were reluctant to
    share address information with the Census Bureau because of
    political ties with respective states. This happened specifically
    with the Oklahoma tribes.

-   The Committee thought the maps and address files used by the Census
    Bureau were too general to document dwelling units without
    addresses. The dwelling units were difficult to locate on maps
    because there was little relation in these communities to paved
    roads and landmarks.

-   The Census Bureau\'s inability to perform proper count procedure for
    tribes whose boundary lines ran over state lines. The Committee was
    concerned that tribes with members living beyond state lines would
    not be counted because only one of the States recognized the
    tribe(s). The Census Bureau did not work with State and Tribal
    governments to confirm tribes with boundaries running over state
    lines had been accurately counted.

**Ideas to Improve or Enhance Census 2010**

-   The Committee thought that an introductory statement is needed to
    describe what the Tribal role is in the LUCA initiative.

-   The Committee thought that tribes need clear insight as to what is
    done with the Census information. All Census programs should educate
    communities on confidentiality issues and what is done with the
    Census information.

-   Continue to make tribes feel like part of the Census equation by
    continuing to include them in initiatives like LUCA.

-   Start the LUCA Program earlier. The short turn-around time did not
    give the tribes ample time to make necessary changes and updates.
    The Committee stated that only two weeks was given for this process.
    They suggested that 30 to 60 days are needed to complete this
    procedure.

-   Tribal governments should be involved in the process or at least
    consulted when the Census Bureau is updating or trying to decipher
    Tribal vs. legal boundaries. The Committee stated that they would
    like to use similar procedures that towns and counties use
    throughout the country to adjust or update boundary lines.

**REAC -- American Indian and Alaska Native Advisory Committee**

**[Paid Advertising Debriefing]{.underline}**

Tuesday, June 19, 2001, 8:30am -- 10:00am

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Person:

Kendall Oliphant -- Branch Chief, Census 2000 Public Information Office

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau was successful in funding separate advertising
    campaign for several race and ethnic communities.

-   The print media, radio and television advertisements were all
    successful.

-   The Partnership Program had its own budget for advertising.

-   The Committee was given the opportunity to work with the Census
    Bureau to develop the advertising campaign.

**Census 2000 Lessons Learned**

-   The Paid Advertising campaign started too late.

-   The AIAN community experienced excessive bureaucracy when it came to
    suggesting changes to the AIAN advertising campaign.

-   Alaska natives were not represented properly in the advertising
    campaign.

**Ideas to Improve Census 2010**

-   The Paid Advertising campaign should be started earlier than it was
    in Census 2000.

-   Advertisements should be more specific to each American Indian
    community and should include the urban communities of American
    Indians.

-   The Census Bureau should use more free publicity to increase Census
    awareness in addition to the Paid Advertising campaign.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee was pleased with the diversified advertising campaign.
    They thought it was an historic step for both the Census Bureau and
    the AIAN community. Although the Committee had suggestions for
    improvement, the advertisements were culturally sensitive enough to
    be proclaimed a success.

-   The print media was effective in making the AIAN community aware of
    the Census. The Committee thought the use of print media proved to
    be the most effective means of advertising for the AIAN community.
    Local press full-page advertisements were effective in targeting the
    AIAN audience. The posters seemed to be effective because they were
    mobile and could be placed in places such as offices, schools and
    buses.

-   In addition to the successful print media campaign, radio and
    television advertisements were also successful. The Committee
    personally saw and heard many of these advertisements and was
    pleased with their effectiveness.

-   The Partnership Program had its own budget for advertising. The
    Committee declared this a success. The Committee was impressed with
    the amount of funding available in the Partnership Program in
    comparison to the national Paid Advertising campaign.

-   Census 2000 marked the first time the Committee was allowed to work
    with the Census Bureau to develop an advertisement strategy. The
    Committee referred to this as a success.

**Census 2000 Lessons Learned**

-   The Committee stated that the Paid Advertising campaign, although
    successful, started too late. The Committee did not have enough time
    to make the necessary changes and suggestions to the campaign.
    According to the Committee, the Census Bureau made it seem that the
    Committee would be able to make changes and suggestions, but not
    enough time was allocated to incorporate those changes into the
    campaign.

-   It was also mentioned that the Census Bureau did not clearly discuss
    the channels for or the process of communicating with the
    advertising contractors to suggest changes or approaches.

-   The Committee expressed its discontent with the end result of their
    suggestions to the advertising campaign. \"Red tape\" and
    bureaucracy with the contractors and Census Bureau were cited as
    pitfalls in the process of implementing changes to the AIAN
    advertising campaign. The Committee was not allowed to directly
    interact with the advertising contractors. With no direct contact,
    the Committee thought their suggestions were not executed. The
    advertising contractor G&G was specifically cited by the AIAN
    Committee. The Committee thought G&G did not demonstrate sufficient
    communication skills and did not want to participate in the \"free
    flow\" of ideas with the Committee.

-   Although no members of the Alaska Native community were present at
    the debriefing sessions, the Committee members thought that the
    Alaska Natives were disenfranchised due to the time and distance
    differences between them and their regional office in Seattle,
    Washington.

**Ideas to Improve or Enhance Census 2010**

-   The Paid Advertising campaign should be started earlier. The
    campaign did not allow sufficient time for the Committee to interact
    and make necessary changes and updates to advertising slogans or
    ideas. They suggested that the process could be started 2 years
    earlier than it was for Census 2000.

-   The Committee thought the advertising campaign needed to be more
    specific to different AIAN communities, including the urban
    community. The Committee stated that \"one size fits all\" does not
    work with the various AIAN communities. Advertisements should be
    specific to each American Indian community. The Committee suggested
    that the Census Bureau partner with local tribes to develop
    advertisements on a smaller scale, which may prove more effective
    than many national ads. \"Seed grants\" were suggested as a possible
    funding option to help fund the localized advertising campaigns.

-   More advertising should be directed to urban American Indian
    communities. The Committee thought that urban communities did not
    receive enough attention from the Paid Advertising campaign. The
    proportion of ads to the urban communities was not equal with the
    reservation-directed advertising campaigns. Advertising on public
    transportation was recommended to reach the American Indian
    community in urban areas.

-   The Committee thought that publicity through local and national news
    was very effective in conveying the importance of the Census to the
    AIAN community. The Committee recommended taking advantage of free
    advertising such as local television station news. The AIAN
    community seemed to pay more attention to news articles and
    television stories because it made the AIAN community feel like an
    important aspect of the Census process after being seen and heard in
    the news.

**REAC -- American Indian and Alaska Native Advisory Committee**

**[Data Collection Strategies Debriefing]{.underline}**

Tuesday, June 19, 2001, 10:05am -- 11:15am

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Person:

Mike Weiler -- Branch Chief, Field Division

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee deemed the data collection strategies of the 2000
    Census a success.

-   Increased automation at Local Census Offices eased the data
    collection process.

-   The Census Bureau\'s coverage of the Navajo tribe was an
    improvement.

-   The Non-Response Follow-Up (NRFU) procedure was a success.

**Census 2000 Lessons Learned**

-   Telephone Questionnaire Assistance (TQA) and Questionnaire
    Assistance Centers (QACs) were not effective for the AIAN community.

-   A Congressman in Oklahoma publicly denounced the importance of
    filling out the Census long form.

-   The Census Bureau did not properly count transient AIAN citizens.

-   The List/Enumerate procedure is essential when enumerating on
    American Indian reservations.

**Ideas to Improve Census 2010**

-   QACs located in border towns to nearby reservations must reach out
    to the AIAN community.

-   To gain an accurate count of respondents in serviced-based
    facilities, the Census Bureau should target communities of faith to
    assist with education and enumeration procedures.

-   The List/Enumeration procedure should continue to be used when
    enumerating on American Indian reservations.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee agreed that the data collection strategy employed for
    the 2000 Census was successful. The success is illustrated in the
    decreased undercount statistics between the 1990 and the 2000
    Census.

-   The Committee thought the increased automation at Local Census
    Offices (LCO) was a successful component of the data collection
    strategy. The increased automation reduced the burden of having to
    manually process data at the local level and resulted in increased
    productivity. The increased automation allowed more time to be spent
    in the field. Enumerators could concentrate on the American Indian
    reservations.

-   The Committee member representing the Navajo Nation declared the
    data collection strategy used to count the Navajo Nation a success.
    The successful strategy resulted in a decrease in the undercount of
    the Navajo Nation as compared to the 1990 Census.

-   The Non-Response Follow-Up (NRFU) program was also cited as a
    success for the Navajo population. The NRFU program proved to play a
    significant role in improving the undercount percentage of this
    population.

**Census 2000 Lessons Learned**

-   The Committee unanimously agreed that the TQA and the QACs were
    either unsuccessful or did not apply to the AIAN community. The TQA
    had a very nominal effect on the AIAN community. In a few instances
    observed by Committee members, AIAN community members received no
    response after calling about missing forms. The QACs were equally
    ineffective. Many QACs did not have local American Indians that
    could help the members of these communities with their questions or
    issues.

-   The Committee concluded that the Census Bureau was not able to
    accurately count the transient citizens within the AIAN community.
    The AIAN community includes many transient citizens and people
    living temporarily at other families\' houses. The Census Bureau
    lacked operative procedures to precisely calculate the number of
    this transient population.

**Ideas to Improve or Enhance Census 2010**

-   The AIAN Committee recommended that QACs be tailored to the
    communities they serve and that more QACs be placed throughout
    communities. QACs located in border towns to nearby reservations
    failed to employ American Indians that could speak the local
    American Indian language. The QACs require more American Indian
    participation to make them helpful for local Indians.

-   The Census Bureau should create an education program to let American
    Indians on reservations know the mission and the location of the
    QACs.

-   To gain an accurate count of respondents in serviced-based
    facilities, the Census Bureau should target communities of faith to
    assist with education and enumeration procedures. There are a large
    number of people in service-based facilities associated with
    communities of faith. Through partnerships with these communities,
    the Census Bureau could more easily reach service-based populations
    that travel to soup kitchens and shelters that are maintained by
    these communities of faith.

-   The List/Enumerate procedure should continue to be used when
    enumerating on American Indian reservations. The List/Enumerate
    procedures were said to be essential to obtain a true American
    Indian count for the 2010 Census.

**[Other Relevant Issues]{.underline}**

-   An isolated occurrence in Oklahoma involved a Congressman denouncing
    the validity of the long form. In this instance, he went as far as
    recommending that local citizens, including the AIAN community, not
    complete the long form. The Congressman thought the long form was
    not necessary and that it asked for too much information.

**REAC -- American Indian and Alaska Native Advisory Committee**

**[Language Debriefing]{.underline}**

Tuesday, June 20, 2001, 1:15 p.m. -- 2:15 p.m.

Facilitator and Recorder -- Valerie Thwing and Jeff Shanahan

**[Participants]{.underline}**

Dr. Ted Jojola -- Professor, University of New Mexico

Larry Rodgers -- Executive Director, Utah Navajo Trust Fund

Curtis Zunigha -- Executive Director, Delaware Indian Center

Gregory Richardson -- Executive Director, North Carolina Commission of
Indian Affairs

Dr. Matthew Snipp -- Professor, Stanford University

Resource Person:

Raj Singh -- Assistant Division Chief, Decennial Statistical Studies
Division

Committee Liaison:

Thelma Stiffarm -- Program Administrator, Customer Liaison Office

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The interpreters from the Census Bureau provided a good start for
    the Language Program.

**Census 2000 Lessons Learned**

-   Native American languages are becoming extinct because of the lack
    of recognition by the Federal Government.

-   The Census Bureau focused on other languages and not the numerous
    American Indian languages that are native to this country because
    the communities that speak these languages are small.

-   Cultural diversity is missing from the Language Program.

**Ideas to Improve Census 2010**

-   The Census Bureau should recognize American Indian languages that
    have significant speaking populations.

-   The Census Bureau should work with tribes to determine if there is a
    way to preserve the languages native to the tribes.

-   A strong cultural geographic component at the Census Bureau
    headquarters would help cultural differences between the Census
    Bureau and the AIAN community.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee stated that the Language Program was a step in the
    right direction. In some cases interpreters proved valuable and
    worthwhile. The Language Program was a success in that it was a step
    in the right direction. The program should be expanded upon to
    alleviate serious language barrier issues.

**Census 2000 Lessons Learned**

-   The Committee was passionate about the potential extinction of
    American Indian languages in the near future. The AIAN community
    would greatly benefit from the Census Bureau\'s recognition of
    American Indian languages that continue to be passed down from
    generation to generation in written and spoken word. The Committee
    recognized that it would be impossible for the Census Bureau to
    incorporate every American Indian language into the Census program.
    However, the Committee passionately believes that there are enough
    communities that speak some American Indian languages (like Navajo)
    that it would be worthwhile to incorporate these languages into the
    Census program (in written form if appropriate or by providing
    qualified interpreters). It was strongly thought by the Committee
    that working with the tribes to preserve native languages would
    serve to strengthen the relationships that are being built between
    American Indian communities and the Census Bureau and would
    significantly increase the response rates from this already
    undercounted population.

-   The Census Bureau failed to include cultural considerations into its
    Language Program. The Committee agreed that cultural diversity
    should be inherently part of the Language Program. Although the
    Census Bureau attempted to incorporate many languages into its
    Census 2000 programs, it failed to respect many cultural nuances
    that are unique to cultures and tribes (such as their local
    languages).

**Ideas to Improve or Enhance Census 2010**

-   The Committee would like the Census Bureau to incorporate American
    Indian languages that have a significant speaking population (like
    Navajo) into the Census 2010 Language Program (in written form if
    appropriate or by providing qualified interpreters).

-   The Committee recommended the creation of a \"Cultural Geographic
    Office\" to build relationships with the tribes and the Census
    Bureau. A strong Cultural Geographic Office located at the Census
    Bureau\'s headquarters could result in an improved Language Program
    and a strong cultural recognition program. For instance, the
    Committee believed that ideas generated at the field level (that had
    merit) seemed to undergo a filter by the time the idea reached the
    headquarters that undermined the initial energy that was created
    when the idea was generated. A \"Cultural Geographic Office\" could
    help alleviate this phenomenon. The concept of a \"Cultural
    Geographic Office\" is similar to the idea of creating and
    maintaining a Census Indian Desk to provide help with the specific
    questions, issues and challenges that the American Indian community
    faces. The AIAN Committee stressed the importance of having a first
    point of contact within the headquarters that understood AIAN issues
    and could be counted on.

**[Other Relevant Issues]{.underline}**

-   The Committee thought that the Census Bureau focused on other
    languages because of the population size that speaks those
    languages. Conversely, American Indian languages are not focused on
    due to the small population size that speaks these languages.
    However, the Committee thought that it was important to note that
    this procedure disenfranchises tribes where the native languages are
    still prevalent.

-   Heavily spoken Native American languages such as Navajo are lacking
    recognition, and more importantly the respect from the Census
    Bureau.

# Appendix C -- Asian Advisory Committee

**REAC -- Asian Advisory Committee**

**[Partnership Debriefing]{.underline}**

Tuesday, June 19, 2001, 1:05 p.m. -2:45 p.m.

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Vicki Burke -- Field Division

Wayne Kei -- Customer Liaison Office

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee believed partnerships allowed the Census experience to
    be more personal and intimate for Census participants.

-   The partnership program\'s ability to build awareness of the Census
    before Census Day was viewed as excellent.

-   The partnership program built awareness of the Census, thus
    increasing the Census count throughout the country. As a result,
    participation of the hard-to-reach populations was also increased.

-   Asian Advisory Committee specialists were hired to help build
    awareness.

-   The Committee thought the Partnership Program provided credibility
    to the community based organizations involved in the Census.

**Census 2000 Lessons Learned**

-   The Committee thought the complete commitment of a Census partner,
    as well as a regional director, is necessary for the success of the
    Census.

-   The Committee thought the quantity of area covered by each area
    specialist was too large.

-   Balance is needed in the Partnership Program between a targeted
    program and a general approach.

-   Awareness may not translate into the action of returning the Census
    form.

-   The Census Bureau should clarify the requirements necessary to
    become a Census partner.

-   The Census Bureau should clarify the requirements necessary to be a
    community specialist. For example, clarify if U.S. citizenship is
    required to become a community specialist.

-   It took newly hired specialists a long time to build contacts with
    the community.

-   The Committee noted that the communities expected more from the
    Partnership Specialists than the Partnership Specialists could
    deliver. In addition, the number of Partnership Specialists was not
    enough to meet the needs of the community.

**Ideas to Improve Census 2010**

-   The quantity of community specialist positions available should be
    increased.

-   During the recruitment process, more Asians should be hired as
    community specialists. The Census Bureau also should hire a larger
    number of specialists, particularly for high-density areas such as
    New York and Los Angeles.

-   The Census Bureau should publicize the contact list for the
    established partnerships more widely so that they can be reached
    easily.

-   Additional funding of the community-based organization is needed.

-   The Census Bureau should put an infrastructure in place to
    distribute the partnership information more easily.

-   The Committee thought the Census Bureau should consider community
    service as well as professional employment when hiring community
    specialists.

-   Partnership Specialists should have a clearer understanding of their
    responsibilities and the resources available to them.

-   Partnership Specialist positions should be open to both U.S.
    citizens and legal residents.

-   The Partnership Program should be a continual process.

-   The Census Bureau should maintain full time, year-round Partnership
    Specialists to establish continuity and to maintain relationships
    with communities.

-   Feedback on the evaluation of the program and the specialists is
    needed to understand the level of service provided.

-   All specialists should have periodic contact before, during, and
    after the Census with the Asian Advisory Committee for feedback and
    evaluation.

-   The Census Bureau should include schools in the Partnership Program
    to distribute information to students.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Asian Advisory Committee thought that partnerships provided
    credibility to the community based organizations.

-   The Committee thought that the Partnership Program\'s ability to
    build awareness of the Census before Census Day was excellent.

**Census 2000 Lessons Learned**

-   The Committee viewed overall Census awareness as effective, but a
    lesson learned is that the awareness may not translate to the action
    of returning the form.

-   The Committee noted that the communities expected more from the
    Partnership Specialists than they could deliver or were expected to
    provide. In addition, the number of Partnership Specialists was not
    great enough to meet the needs of the community.

-   The Committee thought that complete commitment of the Partnership
    Specialist, as well as the Regional Director, is necessary. Regional
    Director commitment to the Partnership Program is a must. In
    addition, integration between Regional Offices is needed in order to
    share resources such as transportation and budgets.

-   The Committee thought the large area covered by each Partnership
    Specialist affected the Partnership Program by limiting the amount
    of attention each Partnership Specialist could devote to each area.
    The Asian Partnership Specialists had too many areas to cover to be
    effective. The Census Bureau needs more Partnership Specialists,
    specifically, more multi-lingual specialists.

-   There was a problem in New York regarding what the requirements were
    for getting a Partnership Specialist position. There was a question
    of whether community service was a requirement for participating in
    the Partnership Program.

-   The Committee noted that the Partnership Program did not have
    sufficient time to establish contacts within communities prior to
    the Census (one or two years is not enough). It took newly hired
    specialists a long time to establish contacts in the community.

**Ideas to Improve or Enhance Census 2010**

-   To fully understand the effectiveness of a Partnership Specialist on
    a specific community, the Census Bureau should be more aware of how
    large an area the specialist is assigned to. The Census Bureau
    should track if the Partnership Specialists are overworked during
    the Census process.

-   The Asian Advisory Committee suggested that community based outreach
    is needed to keep contact with communities. While the outreach
    program was viewed as a success, it should be further developed. The
    Committee would like to see strategic locations chosen for outreach
    such as shopping centers, schools, and other locations where Asians
    congregate.

-   The Census Bureau should provide a clearer definition of what the
    partners should do and what is expected from them. The expectation
    is tremendous and partners should understand their responsibilities
    and the resources available to them.

-   Partnership specialist positions should be open to both U.S.
    citizens and legal residents.

-   The Committee would like to see Census partners receive adequate
    resources. The resources are important to make the partnership more
    effective to target to each specific community. Limited resources
    were available to partners during Census 2000. The partners were
    provided materials for promotion, as well as assistance with those
    materials. However, the Committee thought that funds should be made
    available to the partners to develop their own materials to promote
    the Census specifically for different communities. Another potential
    solution would be for the Census Bureau to fund community-based
    organizations. The resources needed to distribute Census information
    are crucial and an infrastructure is needed for distribution.

-   The Committee thought the Census Bureau should consider community
    service in addition to professional employment when hiring community
    specialists. The enhancement would look at what they\'ve done in
    their paid work, and also assess what they have completed as service
    to the community.

-   During the recruitment process, more Asians should be hired as
    specialists to better meet the needs of the Asian community.

-   The Committee would like Partnership Specialist positions advertised
    more widely. The Committee also suggested publicizing the contact
    list for the Partnership Specialists so that they could be contacted
    more readily.

-   The Committee suggested continuing the use of the Partnership
    Program in between censuses to further develop relationships with
    the communities. Since keeping a full staff is not feasible, the
    Census Bureau should hire at least one person in each region to work
    full time on maintaining the relationships.

-   The Asian Advisory Committee pointed out that there is tension
    between the advertising program and the Partnership Program because
    the more that is spent on advertising the less you can spend on the
    Partnership Program. The Committee thinks that personal contact with
    the people that you are trying to reach has more impact than an
    advertising campaign. Money should be taken from advertising and
    redirected to the Partnership Program. In areas where the
    Partnership Program is not able to reach the communities, community
    based organizations should be funded.

-   The Asian Advisory Committee would like Partnership Program
    evaluations to be completed by the staff hired by the Partnership
    Program. This would help determine the lessons learned. Feedback on
    the evaluation of the program is needed to know the level of service
    provided. The specialists should have periodic contact before,
    during, and after the program with the Committee. The Committee
    would like more engagement with the specialists and partners. They
    would like the opportunity to meet with the specialists before and
    after the Census. They want to meet with the specialist to evaluate
    the Partnership Program. If issues arise and they should get
    knowledge from others, the Committee would have the time to receive
    the information as a result of the periodic contact.

-   The Committee would like to include schools in the Partnership
    Program. Getting information to the students and asking them about
    the Census would be beneficial. The Committee suggested distributing
    the Census forms to students to give to parents, as well as speak to
    the parents to find out if the forms were completed.

**REAC -- Asian Advisory Committee**

**[Recruitment and Hiring Debriefing]{.underline}**

Tuesday, June 19, 2001, 2:45 p.m. - 4:15 p.m.

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Jan McStay -- Partnership Specialist, Denver Regional Office

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee believed awareness of the recruitment program was
    high.

-   The Census Bureau did a good job in the retention of temporary
    employees.

-   The Committee thought the number of Welfare-to-Work workers hired
    was good.

-   Overall, the Committee thought the quality of the temporary
    employees was high.

-   The Census Bureau\'s presence at national level conferences was well
    received.

-   The Committee thought the job fairs held by the Census Bureau were
    excellent.

-   The Census Bureau\'s recruitment and hiring program reduced
    unemployment rate for the nation.

**Census 2000 Lessons Learned**

-   The Census Bureau did not provide adequate expectations or guidance
    to the hiring managers.

-   The Census Bureau was slow in providing hiring results to people who
    were tested.

-   The more enumerators hired form the ethnic community the better. A
    familiar face is more trusted so the response rate would be
    correspondingly higher.

-   The Census Bureau\'s employment test was viewed as culturally
    biased.

-   The Committee thought the English for the employment test was too
    difficult for certain applicants.

-   The enumerators and the community groups should have a closer
    working relationship.

-   The Census Bureau did not hire enough Asian managers.

**Ideas to Improve Census 2010**

-   The recruitment manual should be published ahead of time and made
    more widely available to Asian communities. Recruitment manuals
    should be made available to the REAC for their review.

-   The Census Bureau should try to be consistent in the hiring process
    used for managers. In addition, they should make additional efforts
    to recruit a diverse management team.

-   The Committee thought the Census Bureau positions should be open to
    both U.S. citizens and legal residents.

-   The Census Bureau employee test should be more culturally sensitive
    (through question formulation) to minimize cultural bias.

-   The Committee would like to see an assessment take place of
    recruitment advertisements. Advertisements should be language
    specific to be targeted toward Asian communities.

-   The Census Bureau should hire recruiters specific to the Asian
    community.

-   The Committee thought recruitment should take place at the natural
    gathering areas for the Asian community (churches, stores, ballroom
    dances, karaoke bars, restaurants, and conferences).

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Asian Advisory Committee was confident that awareness of the
    recruitment program was high. The materials informed interested
    applicants about the available positions.

-   The Committee thought that retention was high because of the
    available compensation.

-   The Committee saw the higher level of enumeration accuracy as a
    result of the employee quality maintained during the Census.

-   The Committee commented on the Census presence at conferences. The
    Census Bureau participated by having a booth at national-level
    conferences, which the Committee thought was excellent. Although the
    booths were only designed for the distribution of general Census
    2000 information, they also included recruiting information. Having
    both types of information available helped to promote general
    awareness of the Census and available Census Bureau jobs.

**Census 2000 Lessons Learned**

-   The Committee would like the Census Bureau to provide hiring
    managers clearer expectations, as well as guidance on the
    application of procedures.

-   The Committee thought that the Census Bureau should provide results
    to applicants who are tested in a timely manner (tell them right
    away if they passed).

-   The Committee thought that response rates in specific ethnic
    communities would be greater if the enumerators were hired from
    their area.

-   The Committee expressed a desire to make the Census Bureau
    employment test more culturally sensitive. The Census Bureau should
    assess the way questions are asked and/or presented.

-   The Committee would like the Census Bureau to use basic English for
    the tests to increase participation in populations with a lower
    level of reading capabilities.

-   The Committee thinks that a stronger relationship between the
    community groups and the enumerators will create better exposure for
    the enumerators within the community. How successful the enumerators
    are is connected to the amount of contact they have with individual
    communities. The Committee thought that doing this will increase the
    response from the Asian community.

**Ideas to Improve or Enhance Census 2010**

-   The Asian Advisory Committee would like the recruitment manual to be
    published ahead of time and made more widely available to the Asian
    community. This will allow expectations to be known. In addition,
    this will increase the consistency across different geographical
    areas. Recruitment manuals should also be made available to the REAC
    for their review.

-   The Committee thought the Census Bureau should take additional
    efforts to recruit a diverse management team. Senior Executive
    Service (SES) positions should be open to both U.S. citizens and
    legal residents.

-   The Committee suggested that the individuals developing the
    employment tests should be culturally diverse so that the tests
    developed are culturally sensitive.

-   The Committee would like to see assessment of recruitment
    advertisements. Advertisements should be language specific to be
    targeted toward Asian communities

-   The Committee suggested hiring community-specific Asian recruiters
    to recruit more Asian employees.

**REAC -- Asian Advisory Committee**

**[MAF/TIGER Debriefing]{.underline}**

Tuesday, June 19, 2001, 4:15 p.m. -- 5:30 p.m.

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Linda Franz -- Geography Division

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee viewed the overall MAF/TIGER program as a success.

-   The Census Bureau did a great job of creating and maintaining the
    MAF.

**Census 2000 Lessons Learned**

-   The Committee identified issues with the program where there were
    two different households within the same address.

-   The Census Bureau experienced difficulties in identifying and
    counting multiple families who lived in the same housing unit.

-   The Committee noted issues with the delivery of Census forms to
    people using P.O. boxes.

-   The Census Bureau thought there was insufficient understanding of
    Census mapping techniques throughout partnerships, community
    specialists and professionals in the community.

**Ideas to Improve Census 2010**

-   The Census Bureau should correct legitimate duplicate addresses in
    the MAF.

-   The Census Bureau should be able to create multiple households in
    the same housing unit for unrelated families.

-   The Committee would like to see the Census Bureau coordinate with
    the U.S. Post Office to resolve P.O. box issues. In addition, the
    Census Bureau should use the Post Office file to identify different
    family names used at the same address.

-   The Committee thinks the Census Bureau should leverage landlords to
    identify multiple families living within a single dwelling.

-   The Census Bureau should spend resources to develop new technologies
    to improve the MAF/TIGER program.

-   The Census Bureau should analyze the demographic characteristics of
    areas with address list deficiencies and/or problems to identify
    areas for improvement.

-   The Census Bureau should provide a wider understanding of Census
    mapping techniques to target partnerships, community specialists and
    professionals in the community.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee viewed the overall MAF/TIGER program as a success.

-   The Census Bureau did a great job of creating and maintaining the
    MAF.

**Census 2000 Lessons Learned**

-   The Asian Advisory Committee expressed concern with duplicated
    addresses within the same zip code. Two different dwellings with the
    same address was also a problem. The Committee would like more
    diligence to ensure legitimate identical addresses are not deleted.

-   Unrelated Asians living in the same dwelling were a concern for the
    Committee. In the Asian community, one residence is often subdivided
    and there should be a method to identify and count multiple families
    living in the same housing unit. Multiple families should not be
    included on the same form.

-   The Committee thought there was insufficient understanding of Census
    mapping techniques among community specialists and professionals in
    the community and throughout the Partnership Program.

**Ideas to Improve or Enhance Census 2010**

-   The Asian Advisory Committee thought the Census Bureau should
    correct duplicate addresses in the MAF. Currently, the software
    deletes duplicate addresses. This update is only needed for
    duplicate legitimate addresses.

-   There is often a case of different households in one dwelling. The
    Committee would like the ability to create multiple households in
    the same housing unit for unrelated families.

-   The Committee thought that the Census Bureau should coordinate with
    the U.S. Post Office to resolve P.O. box issues. The Post Office may
    have ideas to help the Census Bureau. Perhaps the Post Office file
    could be used to identify different family names used at the same
    address. In addition, landlords should be leveraged to identify
    people living within a dwelling. However, this may present a privacy
    issue.

-   The Committee suggests the Census Bureau spend more funding on
    technology to help with the MAF/Tiger program. Spending resources on
    developing new technologies is important to continual improvement of
    the Census. For example, satellite usage might be able to help
    identify vacant houses or new construction.

-   The Census Bureau should analyze the demographic characteristics of
    areas with address list deficiencies and/or problems to identify
    areas for improvement.

-   The Committee would like an expanded understanding of Census mapping
    techniques for Census partners, professionals in the community, and
    community specialists. They should understand the maps and the
    mapping techniques to know where everyone is located.

**REAC -- Asian American Committee**

**[Advertising Campaign Debriefing]{.underline}**

Tuesday, June 20, 2001, 8:30am -- 10:30am

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Leigh Moy -- Economic Planning and Coordination Division

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee viewed the advertising campaign at the national level
    as very successful in creating Census awareness.

-   The African American campaign used a talking Census form and civil
    rights songs, which were very successful.

-   The Committee thought the increased accuracy in the Census count was
    a result of the advertising campaign.

**Census 2000 Lessons Learned**

-   The Census Bureau should target ethnic communities through the use
    of familiar images in advertising.

-   The communities the Census Bureau may be trying to reach may not
    watch TV or read newspapers.

-   The Committee thought images and languages from the advertising
    campaign did not always match.

-   Advertising funding requirements are not necessarily the same across
    minority groups.

-   Awareness did not translate to an increased rate of return on forms.

-   The Committee thought the poster selection process was too
    \"hasty.\"

-   The Census Bureau did not develop region specific advertisements
    (i.e., urban vs. rural).

-   There should be a better attempt to let people know about the
    additional avenues/venues for completing a Census form.

-   Specialists were not always aware of the details of the advertising
    campaign (process, budget, and criteria for selection).

-   The Committee thought distribution of posters was not adequate and
    mostly stayed in warehouses.

-   The Census Bureau should improve the selection criteria for hiring
    advertising companies, especially for a diverse group such as
    Asians. The Census 2000 advertisements targeted toward Asian
    communities were unsatisfactory.

**Ideas to Improve Census 2010**

-   The Census Bureau should target campaigns to specific Asian groups
    and utilize images of Asian American heroes.

-   The Committee thought funding should be available to local groups to
    tailor advertising campaigns.

-   The Census Bureau should employ church groups and other community
    organizations for the advertising campaign and make advertising
    materials available to these groups.

-   The Committee would like to see a study conducted to analyze the
    correlation of the impact of advertising on rates of return.

-   The Census Bureau should evaluate the effectiveness of target
    campaigns specifically by ethnic groups

-   The advertising campaign should inform the public about follow-up
    programs available to them. Most people did not know about the
    additional venues available.

-   The Census Bureau needs a distribution strategy and infrastructure
    for advertising campaign material distribution (timing, resources,
    and guidance on location to have maximum exposure).

-   The Census Bureau should use the Internet in 2010 for both the
    advertising campaign and data collection.

-   The Committee thought the Census Bureau should better assess the
    choice of outlets within each medium to advertise to more people
    (i.e., examine the process being used to choose newspaper A over
    newspaper B).

-   Explore the feasibility of using text messaging in promoting the
    Census.

-   The Census Bureau should study and understand how to target the
    hard-to-reach communities.

-   The Census Bureau should hold Asian-specific focus groups before and
    after the advertising campaign development.

-   Campaign materials should identify the specialist in the local
    community by giving their contact information for additional
    questions.

-   The Census Bureau should go back to the communities after the
    advertising campaigns are developed to identify translation and/or
    cultural sensitivity issues.

-   Different advertising methods are needed to appeal to
    intergenerational diversity within an ethnic group. English-speaking
    advertisements should target 2nd and 3rd generation members of an
    ethnic group.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee viewed the advertising campaign at the national level
    as very successful in creating Census awareness.

-   The African American campaign used a talking Census form and civil
    rights songs, which were very successful.

-   The Committee thought the increased accuracy in the Census count was
    a result of the advertising campaign.

**Census 2000 Lessons Learned**

-   The Committee expressed a concern that though awareness was
    heightened, it may not have translated into a motivating factor in
    getting the community to participate in the Census. The Census
    Bureau promoted awareness, but it was not specific to ethnic
    communities. In essence, targeting ethnic communities was poor. The
    Asian community needed to see familiar faces and hear familiar
    voices.

-   Those trying to be reached may not watch TV or read newspapers, so
    the media the advertising campaign focused on may not have reached
    the targeted community.

-   In some cases, the images and languages did not match, which should
    be improved for Census 2010.

-   Advertising funding was available, but the Committee thought the
    paid advertising group did not do a good job at allocating the
    funds. The Asian community is more diverse than other groups; as a
    result, they need more funding for advertising. Funding requirements
    are not the same across minority groups.

-   The advertising committee did not ask for feedback from the
    community for final advertising materials. The Committee thought
    that some translations were unnatural and did not sound right. This
    could have been avoided if the advertisers had worked more closely
    with the community. The Committee sited an example where a
    television advertisement targeting suburban households did not go
    over well on the East Coast. The Census Bureau should go back to the
    communities after the campaign is developed to identify potential
    problems such as translation issues and geographic differences.

-   The Committee thought that most people were not aware of the
    additional avenues/venues for completing forms such as the QAC.
    There should be a better attempt at letting people know about the
    different avenues/venues.

-   The role of the Partnership Specialist is important and he or she
    should be informed about the whole process. They should empower the
    specialist with knowledge so that the specialist is aware of the
    advertising campaign. The Partnership Specialist should be aware of
    the process, criteria for selection, and budgeting of the
    advertising campaign.

**Ideas to Improve or Enhance Census 2010**

-   During the Census, the Census Bureau developed one campaign and then
    had to translate it into different languages. In the future, the
    Committee would like to see the Census Bureau develop campaigns that
    target each ethnic group separately. A different approach is needed
    for each group (i.e., Filipino, Korean, and Chinese) instead of one
    generic approach.

-   The Committee would like to see the Census Bureau target campaigns
    to the Asian community by utilizing images of Asian American heroes.

-   The Committee would like more thought to be given to the actual
    distribution of the posters and flyers. Where the posters should be
    placed for the most effectiveness should be studied. Resources are
    needed to maximize the effect of the advertising. It would be
    helpful to local groups to have resources and strategic guidance on
    how to advertise more effectively. The Census Bureau needs a
    distribution strategy (i.e., timing, resources, guidance on location
    to have maximum exposure) and an infrastructure for advertising
    campaign material distribution. In addition, the local groups should
    be able to contact advertising representatives on the national level
    for advice and feedback.

-   The Committee would like to explore the feasibility of using text
    messaging in promoting the Census. For example, cell phone users can
    receive text messages on their phones. The advertising campaign\'s
    strategy should take into consideration all forms of technology for
    Census 2010.

-   The Committee suggested the Census Bureau should improve the
    selection criteria for the advertising companies hired, as well as
    the markets they contact. In addition, the Committee thought the
    Census Bureau should better assess the choice of outlets within each
    medium to advertise to more people (i.e., examine the process being
    used to choose newspaper A over newspaper B).

-   The Committee thought the Census Bureau should study and understand
    how to target hard-to-reach communities. The Census Bureau should
    use messages that speak specifically to this group to address their
    fears and concerns. There is an increasing amount of immigrants that
    should be counted. Given the Committee\'s knowledge of these people
    and where they reside, the Census Bureau should learn how to reach
    this population and craft an advertising campaign that speaks to
    them. It is just as important to reach illegal residents as
    citizens.

-   The Committee would like the Census Bureau to recognize fully that
    the Asian community is very diverse. The Census Bureau cannot apply
    the same advertising campaign for the Asian community as they do for
    the African Americans since the two groups are so different. The
    Asian Advisory Committee would like advertising to allow the
    different groups to have the ability to create their own advertising
    materials.

-   The Committee suggested that English language advertisements
    specific to a group are needed as well as foreign language
    advertisements. In addition, the Census Bureau should gear
    English-speaking advertisements toward second and third generation
    members of each ethnic group.

-   The advertising representatives should refer to the specialist in
    the local community. The Asian Advisory Committee thought that the
    specialist should be available to answer any questions from the
    community. A contact number is needed for people to call with
    additional questions.

-   The Asian Advisory Committee thought that more exciting advertising
    was needed for their community. For example, the African American
    communities had a talking Census form, which was extremely
    successful and helped boost pride. Print advertising images that are
    community-specific are needed, such as the American Indian campaign
    that had famous American Indians portrayed in their advertising. The
    Committee would like similar advertisements for the Asian community.
    The Committee would also like to see the Asian communities have more
    creative input into the advertising campaign.

**[Other Relevant Issues]{.underline}**

-   The resource person mentioned that the Census Bureau is evaluating
    data right now for advertising for the Asian community. The
    advertising agency shortchanged the Asian population because their
    complexity is much higher than say the African American community.
    The saying \"one size fits all\" is not true in this case. The
    agencies are doing work on tracking and exposure. The Census Bureau
    hired an independent contractor that performed a survey on
    population awareness. In addition, work is being done to determine
    the correlation of the advertising and rate of return.

-   For the Asian population, there is an added dimension to advertising
    to an ethnic group that is diverse as well as generationally
    diverse. In addition to language and cultural differences, age adds
    complexity. Where and how different advertising materials are placed
    in the communities is important.

**REAC -- Asian Advisory Committee**

**[Data Collection Strategies Debriefing]{.underline}**

Tuesday, June 20, 2001, 10:05am -- 11:15am

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Raj Singh -- Assistant Division Chief, Decennial Statistical Studies
Division

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Committee viewed the data collection process as very successful
    for enumeration.

-   The Committee stated the use of Web sites to report which forms had
    been reviewed as a success.

**Census 2000 Lessons Learned**

-   Local Census Offices and local community offices did not have
    appropriate access to the list of QACs in their areas.

-   The Be Counted forms needed to be promoted after Census Day to let
    communities know that they could still be counted if they did not
    receive a census questionnaire. Confusion over how long people had
    to return their forms was an issue.

-   The Committee would like to see the Census Bureau designate QACs in
    a more timely manner.

-   The 1-800 number for the TQA program needed to be publicized more
    widely. The advertising campaign must coordinate with and promote
    the TQA program.

-   The Committee thought problems arose during the NRFU as a result of
    pressure on the LCO to complete the assigned task faster and ahead
    of schedule.

**Ideas to Improve Census 2010**

-   Local Census Offices and local community groups should be provided
    with a list of QACs in their respective areas.

-   The Census Bureau should use a Web page to allow people to check the
    status of their Census form.

-   The Census form only allows six people to be enumerated on a single
    form for a housing unit. This should be increased. The Census Bureau
    should change the form to better capture the additional people in
    the household via phone, fax, or the Internet.

-   The Be Counted program should be expanded, particularly to target
    the hard-to-reach communities.

-   The Census Bureau should evaluate, strengthen, and improve the TQA
    program to monitor customer satisfaction and the treatment of
    callers.

-   The Committee would like the Census Bureau to increase the ability
    of Census participants to file Census forms over the phone instead
    of making participants wait to get the forms through the mail.

-   Bilingual Asian enumerators should be assigned to Asian
    neighborhoods.

-   The Be Counted program should work closer with community groups. In
    addition, the advertising campaign should specifically address the
    Be Counted Program to further promote the location of site, timing
    of when forms are going to be available, and overall coordination
    process with the community.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Asian Advisory Committee thought that the data collection
    process was successful and commended the quickness in enumeration.
    The process was extremely successful in providing the information
    over the Internet.

**Census 2000 Lessons Learned**

-   The Committee suggested Local Census Offices and local community
    offices did not have the list of Questionnaire Assistance Centers
    (QACs) in their respective areas. This list would be a useful
    resource for the local offices to use.

-   The Committee thought the QAC offices needed to be designated by the
    Census Bureau in a more timely manner.

-   The Asian Advisory Committee did not believe that the Be Counted
    forms were available in a timely fashion. The Be Counted forms were
    not well promoted before Census Day. This is of critical importance
    for counting the hard-to-reach populations.

-   The Asian Advisory Committee suggested that the 1-800 number be
    publicized more widely, in the five languages other than English in
    which it was offered. If the help line is only advertised in
    English, a large portion of the population will not know that it
    exists.

-   Pressure on the LCOs to complete the NRFU faster and ahead of
    schedule created problems during Census 2000. The Committee thought
    the pressure applied to receive timely Census information forced
    avoidable errors.

**Ideas to Improve or Enhance Census 2010**

-   Local Census Offices and local community groups should be provided
    with a list of QACs in their respective areas.

-   The Census forms only allowed six people to be enumerated on a form
    for each household, which should be increased. The Asian Advisory
    Committee identified how these additional people were counted as an
    issue for Census 2000. The Census Bureau should make it easier to
    capture the additional people in the household via phone, fax, or
    the Internet.

-   The Committee thought that the Be Counted program should be
    expanded, particularly as it addresses hard-to-reach communities.
    The Census Bureau should be proactive and explore the expansion of
    the program. The program must also address the hesitation of
    hard-to-reach communities to mail back their forms. The Committee
    would like to see a formal study conducted for these hard-to-reach
    communities.

-   The Committee would like to see the TQA program strengthened.
    Quality should be checked to ensure that consistent responses are
    given to callers. There is a need to strengthen, evaluate and
    improve the TQA program to monitor customer satisfaction and the
    treatment of callers.

-   The Committee would like the Census Bureau to increase the ability
    of Census participants to file Census forms over the phone instead
    of making participants wait to get the forms through the mail.

-   The Committee would like to see the Be Counted forms available in a
    more timely fashion. In addition, the mail back process should be
    streamlined with an increased availability of forms. The Be Counted
    program should be better promoted to let communities know that they
    can still be counted after Census Day if they did not receive a
    Census questionnaire.

-   The Be Counted program should work closer with community groups. In
    addition, the advertising campaign should coordinate with the Be
    Counted Program to further promote the location of sites, timing of
    when forms are going to be available, and overall coordination
    process with the community.

-   Bilingual Asian enumerators should be assigned to Asian
    neighborhoods in Census 2010.

**[Other Relevant Issues]{.underline}**

-   The Committee would like to see the break down for TQA between
    number of forms mailed out and number of forms taken over the phone.

**REAC -- Asian Advisory Committee**

**[Language Program Debriefing]{.underline}**

Tuesday, June 20, 2001, 1:15 p.m. -- 2:15 p.m.

Facilitator and Recorder -- Kim Whetsell & Terri Russell

**[Participants]{.underline}**

Jon Melegrito -- Executive, Director, National Federation of Filipino
American Associations

Cyril Nishimoto -- Executive Director, IWA, Inc.

Dr. K.V. Rao -- Associate Professor, Bowling Green State University

Dr. Piyush C. Agrawal -- The Association of Asian Indians in America

Resource Person:

Carol Briggs -- Decennial Management Division

Committee Liaison:

Jane Sandusky -- Planning, Research, and Evaluation Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau carried through with their promise to have
    questionnaires in languages other than English.

-   The Census Bureau provided language assistance guides in 49
    different languages.

**Census 2000 Lessons Learned**

-   The Committee commented that there is a difference between
    conversational and classical or traditional translations of the
    Asian language, which should be recognized when developing Census
    materials.

-   Translated forms should be evaluated to ensure they are asking for
    the correct information.

-   Census participants experienced delayed responses to requests for
    in-language forms and guides.

-   Language assistance guides were printed, but distribution problems
    existed.

-   Census participants had to rely on receiving the advance letter to
    request an in-language form, which is an ineffective two-step
    process.

-   The Committee thought the literal translation of the Census forms
    created misunderstandings, instead of clarity, for the Asian
    community.

**Ideas to Improve Census 2010**

-   The Census Bureau should use Census 1990 data (or other relevant
    data) for analysis and comparison purposes.

-   The Census Bureau should evaluate the response time between the
    request and receipt of in-language forms for Census participants.

-   The Committee thought the Census Bureau should create a targeted
    mailing of the Census form in a language specific to Asian
    communities, instead of using the current two-step process beginning
    with the advance letter.

-   The capabilities of the contractors should be evaluated more
    carefully to ensure credibility and breadth of languages.

-   The Committee would like to see multi-lingual advertising materials
    address the issue of trust to reach the hard-to-reach populations.

-   The Census Bureau should find a way to put two forms (in different
    languages) in the same envelope so that a targeted mailing to
    specific ethnic communities can be done.

-   The Census Bureau should explore the use of more languages for the
    Census form.

-   In regard to the advance letter, the Census Bureau should print
    messages in languages other than English on the outside of the
    envelope.

-   The Census Bureau should establish quality control standards for
    language translations.

-   A pre-testing of the Census form should occur with each language
    group after it is translated.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau carried through with their promise to have
    questionnaires in languages other than English.

-   The Census Bureau provided language assistance guides in 49
    different languages.

**Census 2000 Lessons Learned**

-   The Committee noted that there is a difference between
    conversational and classical or traditional translations of the
    Asian language, which should be recognized when developing Census
    materials.

-   The Asian Advisory Committee expressed concern regarding the
    effectiveness of the resource guides. In addition, the Committee
    thought some of the translations contained errors.

-   Although the Committee made a suggestion to the Census Bureau to
    write information in an Asian language to alert the recipient of its
    importance, the changes were not made. The envelopes for the advance
    letter were already at the printer by the time the Census Bureau
    asked the Committee for their opinion.

-   The Committee thought that when a standard Asian template was used,
    important information was lost in the translation. The Asian
    Advisory Committee noticed that message translation affects its
    effectiveness. The translated messages should have more than one
    translation so it is more effective to the varied audiences. The
    Committee thought that levels of translation are needed and that
    literal translation of templates creates misunderstanding for the
    Asian community

**Ideas to Improve or Enhance Census 2010**

-   The Committee would like to see the Census Bureau continue to
    develop resource guides in different languages, but the translated
    guides should be tested to ensure proper translation. In addition,
    the questions should be tested to make sure they are asking for the
    correct information.

-   The Census Bureau should use Census 1990 data (or other relevant
    data) for analysis and comparison purposes. When analyzing data,
    other information resources should be studied (such as literature
    reviews) from inside and outside of the Census Bureau.

-   The Census Bureau should evaluate the response time between the
    request and receipt of in-language forms for Census participants.

-   The capabilities of the contractors should be evaluated more
    carefully to ensure credibility and breadth of languages.

-   The Committee would like to see multi-lingual advertising materials
    address the issue of trust to reach the hard-to-count communities.

-   The Census Bureau should find a way to put two forms (in different
    languages) in the same envelope so that a targeted mailing to
    specific ethnic communities can be done.

-   The Census Bureau should explore the use of more languages for the
    Census form.

-   The Census Bureau should establish quality control standards for
    language translations. In addition, pre-testing of the Census form
    should occur with each language group after it is translated.

-   The Asian Advisory Committee would like to see targeted mailing of
    the in-language forms to the Asian community to replace the current
    two-step process. The Committee thought that people should not have
    to rely on getting the advance letter to receive the in-language
    form.

# Appendix D -- Hispanic Advisory Committee

**REAC -- Hispanic Advisory Committee**

**[Partnership Debriefing]{.underline}**

Tuesday, June 19, 2001, 1:05 p.m. -- 2:35 p.m.

Facilitator and Recorder -- James Green & Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Ana Sol Gutierrez -- Director, Computer Sciences Corporation

Resource Person:

Gustavo Paredes -- Partnership and Data Services Branch, Field Division

Stan Rolark -- Division Chief, Customer Liaison Office

Renee Jefferson-Copeland -- Program Administrator, Customer Liaison
Office

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau, as well as Local governments, provided increased
    support and resources toward Partnership Program.

-   The use of a multi-lingual program (for staff and advertisements)
    increased the success of the Partnership Program.

-   The Partnership Program increased the relevance of Census 2000 at a
    local level.

**Census 2000 Lessons Learned**

-   The Hispanic Advisory Committee suggested that the Census Bureau use
    Partnership Programs better during the Non-Response Follow-Up (NRFU)
    procedures to create continuous awareness and advertising that the
    Census was not over.

**Ideas to Improve Census 2010**

-   The Committee suggested that a new acronym for the Non-Response
    Follow Up (NRFU) be used so that it can be more easily advertised.

-   The Committee suggested that the Census Bureau create a Census month
    or season instead of just a Census Day.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Hispanic Advisory Committee noted that improvement in attitude
    of the Census Bureau executive staff regarding the use of a
    Partnership Program improved the overall Census response rate. As
    more partners were involved, more people were reached. The committee
    commented that this was one of the major successes of Census 2000.

-   The Partnership Program created a more inclusive environment than in
    past years. The lower income population was more engaged in
    Census 2000. The use of a cross-generation approach worked well in
    the Hispanic community. The use of different types of partners
    really brought the Census home and showed its relevance on many
    levels.

-   The Partnership Program worked well because individuals were not
    just getting information from Washington, D.C., but from people that
    lived and worked in their community. In addition, the information
    was coming not only from the Census Bureau, but other organizations
    and local leaders.

-   Using local partners increased the confidence local communities had
    in the Census and added to the success of the Census. The local
    leaders in the different communities were able to instill more trust
    in the Hispanic community (specifically in the immigrant
    populations).

-   Having a more diverse group sending the Census message seemed to
    build trust within the Hispanic community regarding personal privacy
    issues.

-   Local partners influenced the local media. Unsolicited articles were
    written across the country. This helped spread the Census message at
    a local level.

-   Open houses in the local district offices seemed to be successful in
    engaging local officials in the Census process.

**Census 2000 Lessons Learned**

-   Communication from the Census Bureau to the local partners was not
    very good. The partners should be better informed on their roles,
    responsibilities, and how they should operate.

-   After Census Day it seemed like the Census process was completely
    over. The partners were not active in getting the word out regarding
    the Non-Response Follow-Up (NRFU) period. The Committee suggested
    that there needed to be better communication throughout the regions
    regarding the NRFU time period.

**Ideas to Improve or Enhance Census 2010**

-   The Committee recommended having a Census month or season rather
    than a Census Day. The thought behind this is that people will
    realize the Census is not just a one-day event. As a result,
    participation should be more inclusive and will increase.

-   It was mentioned during the session that the use of the acronym
    \"NRFU\" was not optimal. The Census Bureau might want to look into
    a new acronym for the purpose of better advertising throughout the
    follow-up time period.

**[Other Relevant Issues]{.underline}**

-   The Hispanic Advisory Committee had a discussion during this session
    to determine why the 2000 Census was better than previous Censuses.
    The Committee listed the following reasons---

> \- There was a mandate to find better way to operate
>
> \- There was support from the executive branch
>
> \- The economy was strong
>
> \- The more traditional use of funding
>
> \- Strong leadership
>
> \- The Census Bureau tried to learn from past experiences
>
> \- Non-traditional approach (grassroots vs. national campaign only)
>
> \- Regional office flexibility.

**REAC -- Hispanic Advisory Committee**

**[Recruitment and Hiring Debriefing]{.underline}**

Tuesday, June 19, 2001, 2:45 p.m. -- 4:15 p.m.

Facilitator and Recorder -- James Green & Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Ana Sol Gutierrez -- Director, Computer Sciences Corporation

Resource Person:

Gabe Sanchez -- Field Division

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Hispanic Advisory Committee considered the fact that the Census
    Bureau removed the hiring priority for U.S. citizens a success.
    Because of this, the Census Bureau could hire local legal residents
    that were representative of their communities.

-   The ability to pay prevailing local wages allowed the Census Bureau
    to obtain and retain more qualified people.

-   The Welfare-to-Work program was a success in the Hispanic
    communities.

-   The multi-lingual staffing test enabled more people to apply for a
    job with the Census Bureau.

-   The advertising and promotion of available Census jobs was
    successful in informing the Hispanic community about employment
    opportunities.

**Census 2000 Lessons Learned**

-   Census Bureau staff at all levels did not and does not reflect the
    racial or ethnic diversity of the U.S. population. As a result of
    insufficient representation, decisions for Census 2000 were made
    that were not sensitive to the needs of the Hispanic population. In
    the few cases where Census Bureau staff reflects the diversity of
    the U.S. population, cultural sensitivities were taken into
    consideration and programs were generally effective.

-   There is a need for a dedicated position or a greater capability
    within the PIO to respond to the needs and concerns of the Latino
    community (English and Spanish-speaking).

-   The 1-800 number did not have a Spanish language capability.

-   The Census field offices did not reflect the diversity of the areas
    in which they were located.

**Ideas to Improve Census 2010**

-   A performance standard should be established to measure the success
    of having a diverse staff. Measurement should take into
    consideration all aspects of the program, including the person
    responsible and senior management.

-   The Census Bureau and the Department of Commerce should build a
    larger pool of bilingual staff members (interns and regular staff)
    through recruitment and outreach strategies.

-   The Census Bureau can increase awareness of Census positions and
    hiring practices through local media and partnership programs.

-   The Census Bureau should add a Spanish language capability to the
    1-800 number.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Hispanic Advisory Committee identified several Census 2000
    recruitment and hiring areas of success. One of the biggest changes
    identified from the 1990 Census was the hiring of legal non-citizens
    for temporary Census positions. There were certain positions where
    the Census was able to hire legal residents even if the resident was
    not a citizen. This policy was a success because word got out
    quickly to other non-citizens that there were potential jobs
    available. The Census Bureau was able to hire local immigrants to
    better represent the Latino community. In certain cases, having
    non-citizens was advantageous because they could encourage other
    non-citizens to participate in Census 2000.

-   Another success mentioned by the Hispanic Advisory Committee was the
    Census Bureau\'s ability to pay a prevailing wage that was based on
    the local labor market. The ability to pay these wages allowed the
    Census Bureau to obtain and retain more qualified people.

-   The advertising and promotion of available Census jobs was
    excellent. Effective grass roots advertising resulted in a strong
    awareness that the Census Bureau was hiring. The Committee was also
    pleased with the multi-lingual materials available to potential
    Spanish-speaking employees. Job applicants were able to take
    competency tests in Spanish, giving them a better chance of
    receiving a job, as well as a better understanding of what they
    would be doing for the Census Bureau.

-   The Hispanic Advisory Committee was pleased to see the Census Bureau
    hired Welfare-to-Work recipients for available job positions. This
    program appeared to the Committee to be a success.

**Census 2000 Lessons Learned**

-   The Hispanic Advisory Committee expressed concerns with the Census
    Bureau\'s ability to hire a diverse staff, especially in positions
    of authority. It was thought that the Census Bureau staff at all
    levels did not and does not reflect the racial or ethnic diversity
    of the population. The Committee highlighted the PIO as an example.
    It was stated that the PIO office should have employees that are not
    just bilingual, but bicultural, to better respond to the concerns of
    the Latino community. There were individuals in positions that were
    bilingual, but they were not dedicated to the Hispanic population.
    The Hispanic Advisory Committee was concerned that when staff is not
    made up of bilingual and bicultural employees, decisions are made
    that are not sensitive to the Hispanic population. In a few cases
    where there was a diverse staff, it proved to be effective. At the
    Committee\'s suggestion, the Census Bureau should build on the
    capability of bilingual recruitment through internships for
    permanent and temporary staff.

-   The 1-800 number that was advertised for people to call for
    employment did not have Spanish capabilities. In most cases, the
    operator was not able to speak Spanish and was only able to pass the
    person\'s identification information on to the Local Census Office
    for follow-up. As a result, many prospective Latino job applicants
    were lost.

-   In some instances, the field offices did not reflect the diversity
    of the areas in which they were located. The Committee thought that
    to get the best participation in all communities, the field office
    staff should be representative of that community.

**Ideas to Improve or Enhance Census 2010**

-   The Hispanic Advisory Committee identified several areas for
    enhancement for the Recruitment and Hiring Program for Census 2010.
    Many of the areas identified are not new areas, but are simply areas
    that can be expanded for improvement.

-   Continue hiring a bilingual and bicultural staff. The Census Bureau
    can continue to have a large pool of potential applicants by
    focusing on the recruitment of interns through the Department of
    Commerce and through outreach and recruitment strategies. If more
    permanent bilingual and bicultural staff are hired, it will have a
    positive impact on the hiring of temporary staff for the Census. As
    a result, the needs of the Hispanic population will be better
    addressed.

-   A performance standard should be established to be able to measure
    the success of having a diverse staff. Measurement should take into
    consideration all aspects of the program, including the person
    responsible and senior management. Performance measures should be in
    place to show the correlation.

-   The 1-800 number provided so that people could obtain more
    information regarding Census jobs should have Spanish capabilities
    to assist and encourage more Spanish-speaking applicants.

-   The Census Bureau should continue to increase the awareness of
    hiring through the use of local media and partnership programs.

**REAC - Hispanic Advisory Committee**

**[MAF/TIGER Debriefing]{.underline}**

Tuesday, June 19, 2001, 4:15 p.m. -- 5:30 p.m.

Facilitator and Recorder -- James Green and Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Ana Sol Gutierrez -- Director, Computer Sciences Corporation

Resource Person:

Cathy McCully -- Assistant Chief, Redistricting Office

Linda Franz -- Geography Division

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   There was much improvement and accuracy in the geographic
    information for Census 2000.

-   There was better cooperation from Local governments in Census 2000
    than in past Censuses.

**Census 2000 Lessons Learned**

-   The maps provided on the Geography Division\'s Internet site were
    hard to print in black and white. The maps were in color, but many
    people only had black and white printers.

-   The Census Bureau needs a better understanding of local Hispanic
    populations.

**Ideas to Improve Census 2010**

-   The Census Bureau should create a map index by geography.

-   The Census Bureau should develop the ability to print maps from the
    Internet in black and white.

**Please Note:** The Hispanic Advisory Committee was not familiar with
MAF/TIGER Program. The time spent during the MAF/TIGER debriefing
session was used more as a question and answer period. The Committee
asked the Census Bureau resource person several questions to learn more
about the program. The Census Bureau resource people recommended the
Committee look at the home page of the Census Bureau\'s Geography
Division to learn more about MAF/TIGER and how it operates. The issues
identified in this section arose from the questions answered by the
Census Bureau resource person(s).

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Committee thought there was improvement over the 1990 Census in
    available geographic information as a result of MAF/TIGER.

-   In addition, the Committee thought that Local governments were
    willing to help collect more accurate geographic information for the
    Census Bureau.

**Census 2000 Lessons Learned**

-   Maps that were available on the Internet worked well and provided
    good information, but they did not print well in black and white.
    Many of the people that would potentially use these maps do not have
    access to color printers.

-   The Census Bureau needed to have a better understanding of the local
    Hispanic population and how this community receives mail. There
    should be a distinction between those who receive mail at a Post
    Office box only and those who receive mail at a residence and a Post
    Office Box (this would help with those that need a physical address
    follow-up).

**Ideas to Improve or Enhance Census 2010**

-   The Geography Division should improve the ability to print in black
    in white by converting the maps to black and white or providing an
    option to print in black and white.

-   The Committee would like to see an enhanced ability to search Census
    geographic information. The MAF/TIGER has information that people
    may really want to use, but the organization of the information is
    difficult to understand.

**REAC - Hispanic Advisory Committee**

**[Advertising Campaign Debriefing]{.underline}**

Wednesday, June 20, 2001, 8:30 a.m. -- 10:00 a.m.

Facilitator and Recorder -- James Green and Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Resource Person:

Ken Meyer -- Special Assistant to the Associate Director for
Communications

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Other non-committee attendees]{.underline}**

Wendy Glass -- Young &Rubicam

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Advertising Program gave tremendous exposure to the Census on
    both the national level and the local level.

-   The television commercials were realistic and helped people relate
    and understand the importance of filling out the Census forms.

-   The radio advertisements were effective in rural areas.

-   The Advertising campaigns were sensitive to several cultural groups
    throughout the campaign.

-   Newspaper and magazine coverage was extensive.

-   Funding for Census advertising increased the ability to successfully
    advertise Census 2000 to the population.

-   Feedback or input from the Hispanic Advisory Committee was well
    received throughout the advertising campaign.

**Census 2000 Lessons Learned**

-   The Census Bureau needed better quality control on translations to
    avoid conveying the wrong message to diverse groups.

-   In some respects, commercials may have promised too much in regard
    to what people will receive as a result of filling out the Census
    form.

-   Primetime coverage and awareness was more effective than off-hour
    advertising used in the 1990 Census.

**Ideas to Improve Census 2010**

-   Because this was a new joint effort for national awareness, the
    Census Bureau should capture the knowledge gained through the
    successes and failures of the advertising campaign.

-   The Census Bureau should hire permanent individuals for the
    Communication Office and ACS staff that are bilingual and bicultural
    (Spanish and English) with expertise in advertising and
    communications.

-   The Census Bureau should start the advertising process for Census
    2010 two to three years earlier than what was done for the 2000
    Census.

-   Focus groups should be created and used throughout the advertising
    campaign.

-   The Census Bureau should continue to consult with the Hispanic
    Advisory Committee (and other REAC Committees) regarding appropriate
    advertising campaigns.

-   The Census Bureau should explore ways to increase the opportunities
    for smaller Hispanic advertising agencies to address the concerns of
    the Hispanic community.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau created tremendous exposure on both the national
    level and at the local level through the advertising campaign. The
    Committee thought it was effective that the national campaign was
    supplemented locally through Regional Offices. By having both
    campaigns, the Census Bureau was able to reach a more comprehensive
    group of people. The Committee believed that a national campaign
    would not have the ability to address certain topics and/or issues
    that are specific to specific diverse communities.

-   Both the television commercials and radio advertisements were
    successful for different markets. The Committee viewed the
    television commercials as realistic and effective for getting people
    to realize the importance of filling out the Census forms. The radio
    advertisements were particularly effective in rural areas.

-   For the most part, the Hispanic Advisory Committee agreed that the
    advertising campaigns used were sensitive to cultural groups,
    including the Latino population.

-   Newspaper and magazine coverage was extensive throughout the
    country. Even Latino magazines had unsolicited articles about
    Census 2000. The extensive newspaper and magazine coverage may have
    been the result of established partnerships. The Partnership Program
    and the advertising campaign complemented each other in several
    arenas.

-   Many of the 1990 Census television commercials were aired during the
    middle of the night or at odd hours. For Census 2000, the
    advertisements were placed on prime time, thereby creating more
    coverage and awareness.

-   Having funding available for both national and local advertising
    contributed to the overall success of the advertising campaign. In
    the past, advertising was not heavily budgeted for. The Committee
    agreed that it was useful to have funding for local level
    advertising campaigns. One Committee member mentioned that for a
    local campaign in Denver a Spanish comic book was created for
    children to read and learn more about Census 2000. It was noted that
    this kind of local and targeted advertising was effective.

-   The Hispanic Advisory Committee believed that its involvement in
    advertising campaigns contributed to the success of the campaign
    because the Committee had a strong understanding of local Latino
    issues and communities and helped ensure the right message was being
    conveyed.

**Census 2000 Lessons Learned**

-   It was stated that the Census Bureau needed better quality control
    over the translation of advertising materials. The Committee stated
    that it had seen translations that could be viewed as misleading.
    Better quality control could ensure that translations are consistent
    and convey the proper message.

-   The Committee thought that some of the television commercials were
    too strong or may have promised too much in regard to what people
    would receive as a result of completing and mailing the Census 2000
    form. One of the commercials showed children going into a closet for
    class to illustrate to parents that if their children were not
    counted in the 2000 Census, their school district may not receive
    enough money for their children to have a classroom.

-   The topic of confidentiality was not heavily addressed throughout
    the advertising campaign. The Committee did not state that it should
    have been addressed more, but stated that confidentiality was a huge
    issue for the Latino community. The Committee expressed that
    advertising may be one venue for encouraging participation and
    eliminating fears of confidentiality for the Latino community.

**Ideas to Improve or Enhance Census 2010**

-   Because it was a new joint effort for national awareness, the
    Committee would like to see the Census Bureau capture and use the
    knowledge it gained about Census 2000 advertising campaign successes
    and failures. This was a new arena for many of the national media
    outlets to try to capture the national community and many lessons
    can be learned from what was done in 2000.

-   The Committee thought there was a need to capture the best ways to
    reach all populations, including the Latino community. A group of
    national advertisers should be established to decipher what was
    learned. The Committee suggested that focus groups should be
    conducted for viewers to discuss how certain advertisements captured
    their attention or helped to convince them to fill out their forms.

-   The Census Bureau should hire permanent individuals for the
    Communication Office and ACS staff that are bilingual and bicultural
    (Spanish and English) with expertise in advertising and
    communications.

-   The Committee thought that the advertising process should start
    sooner and include more focus groups.

-   The REAC should continue to be involved throughout the advertising
    campaign. Feedback and input from the REAC should be incorporated
    into the advertising process for Census 2010.

-   The Census Bureau should explore ways to increase the opportunities
    for smaller Latino advertising agencies to participate in the
    advertising campaign. Smaller Latino advertising agencies may be
    able to better address the concerns of the Latino community. Bravo
    was used during Census 2000 to advertise to the Hispanic community,
    which is a start, but the Census Bureau should explore the use of
    more Latino advertising agencies in the future.

-   Future advertising campaigns should address the needs and concerns
    of not only the Spanish-speaking Hispanic population, but the
    English-speaking Hispanic population as well. It was mentioned that
    some of the Spanish advertisements were designed with the
    possibility of an English voice over, but the Committee was not sure
    if any of these actually took place. English is the primary language
    for much of the Hispanic population in the United States. The
    Committee thought that more research should be done to address the
    needs and concerns of the English-speaking Hispanic population.

**REAC - Hispanic Advisory Committee**

**[Data Collection Strategies Debriefing]{.underline}**

Wednesday, June 20, 2001, 10:05 a.m. -- 11:15 a.m.

Facilitator and Recorder -- James Green and Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Resource Person:

Samonica Green -- Planning, Research, and Evaluation Division

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Non-Response Follow-Up (NRFU) strategy was a successful way to
    capture additional populations not reached through the regular
    Census process.

**Census 2000 Lessons Learned**

-   Potential respondents should be able to receive in-language
    questionnaires from the Telephone Questionnaire Assistance (TQA)
    Line.

-   The TQA line should be able to respond to the large volume of calls.

-   The Questionnaire Assistance Centers (QACs) should be more visible
    and in better locations.

-   The quantity of staff and/or volunteers working at the QACs should
    be increased.

-   A risk of duplication exists in the Be Counted Program with children
    from divorced households and college students.

-   The Be Counted Program should be more heavily advertised to be
    effective.

**Ideas to Improve or Enhance Census 2010**

-   In-language questionnaires should be provided through the TQA line.

-   QACs should be planned better and site selection criteria for QACs
    should be more strategic.

-   The Census Bureau should budget to rent or buy QAC space, if
    necessary.

-   The Census Bureau should budget for more QAC staff.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Non-Response Follow-Up (NRFU) process was a successful way to
    capture additional populations not reached through the regular
    Census process. The NRFU was completed on time and within budget.
    The Committee mentioned the majority of the Latino population
    responded well to the personal contact provided through the NRFU.

**Census 2000 Lessons Learned**

-   Potential respondents should be able to receive in-language
    questionnaires from the Telephone Questionnaire Assistance (TQA)
    line. Not only could callers not receive in-language questionnaires,
    but also the TQA line did not have the capacity to handle the volume
    of calls received. When the TQA line is being evaluated from Census
    2000, the Committee would like to see the caller volume broken down
    by the number of Spanish-speaking calls.

-   The Committee agreed that the Questionnaire Assistance Centers
    (QACs) were not placed in the best locations. Because most of the
    QACs were staffed on a volunteer basis, it was difficult to dictate
    where the QAC would be set up. Several Committee members mentioned
    the difficulties they had finding the QACs after they entered the
    specified location. Many times QACs were not staffed. The Committee
    suggested that the number of staff and/or volunteers working at the
    QACs should be increased. In addition, the Committee would like to
    see more strategic location planning and selection criteria for
    QACs. It might be worth paying for space to have more effective
    locations and to reach a broader audience.

-   The Committee commented that the Be Counted Program was not working
    very reliably throughout Census 2000 and created a risk of
    duplication, especially with children of divorced parents and
    college students. The Be Counted Program was not well advertised and
    often times the public did not know about the program until it was
    too late. To be effective, the program should be more heavily
    advertised.

**Ideas to Improve or Enhance Census 2010**

-   To enhance the data collection strategies for Census 2010, the
    Committee would like to see in-language questionnaires provided
    through the TQA line. In addition, the TQA line capacity should be
    expanded to handle a larger volume of callers.

-   The Committee also recommended that the Census Bureau examine
    strategies for better planning and site selection of QACs. A budget
    should be taken into consideration for QACs to improve locations and
    reach a broader audience. Additionally, the Committee would like to
    see increased staffing levels for the QACs.

**REAC - Hispanic Advisory Committee**

**[Language Programs Debriefing]{.underline}**

Wednesday, June 20, 2001, 1:15 p.m. -- 2:15 p.m.

Facilitator and Recorder -- James Green and Kristen Wagner

**[Participants]{.underline}**

Dr. John Garcia -- Professor, University of Arizona

Tony Chavez -- Attorney

Dr. Aileen Lucero -- Associate Professor, The Metropolitan State College
of Denver

Dr. Fernando Soriano -- Associate Professor, California State University
San Marcos

Dr. Jorge Chapa -- Professor, Indiana University

Susana Gomez -- Assistant Director, AFL-CIO (Civil Rights Department)

Resource Person:

Jane Ingold -- Decennial Management Division

Committee Liaison:

Idabelle Hovland -- Branch Chief, Decennial Management Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The incorporation of the mail-back card increased the multi-lingual
    participation in Census 2000.

**Census 2000 Lessons Learned**

-   The Census Bureau should not promise more than it can deliver (i.e.,
    direct mail language forms).

-   There was insufficient testing of direct mail procedures (amount and
    timing).

-   English and Spanish forms could not be produced and mailed at the
    same time.

-   The Census Bureau needs sufficient data regarding linguistically
    isolated populations to improve the enumeration accuracy.

-   The in-language forms should be used where clearly appropriate.

-   The advance letter should be multi-lingual.

-   Quality assurance should be tightened for all translated materials
    that are going to \"final print.\"

**Ideas to Improve or Enhance Census 2010**

-   All Language Program processes and procedures should be tested early
    and often.

-   The Census Bureau should utilize U.S. Postal Service, ACS, Census
    and other data to locate linguistically isolated populations.

-   The Census Bureau should solicit REAC support on the Language
    Program as early as possible.

-   The Census Bureau should test for possible resistance to language
    specific materials prior to launching the Language Program for the
    next Census.

-   Create strong partnerships and develop a budget to help
    Questionnaire Assistance Centers (QACs) meet the needs of a
    multi-lingual community.

-   Integrate outreach efforts to speakers of languages other than
    English from the beginning of the Census 2010 process.

-   Plan for and hire Spanish-speaking staff in the early stages of the
    Language Program.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   Incorporation of the mail-back card increased multi-lingual
    participation in Census 2000. Participants were able to mail these
    cards to request a Census form in a different language.

**Census 2000 Lessons Learned**

-   The Census Bureau should not promise more than it can deliver.
    Direct mail language forms were promised to various communities, but
    were not followed through with.

-   The Census Bureau had difficulties with insufficient testing of
    direct mail procedures. They were unable to produce and mail English
    and Spanish forms at the same time and did not plan enough time for
    linguistically isolated populations. More time should be factored
    into the process for linguistically isolated populations.

-   The Census Bureau should avoid sending questionnaires in languages
    that are not appropriate for that particular community. In-language
    forms should be used where clearly appropriate. The Census Bureau
    should use all available resources to determine where in-language
    forms should be sent. After the American Community Survey (ACS) is
    in place, Spanish-speaking populations should be easier to identify.
    The advance letter should be multi-lingual to determine what type of
    form to send.

-   Quality assurance should be tightened for all translated materials
    that are going to \"final print\". A committee member commented on a
    form that instructed a person that spoke a language other than
    English to do something in English, which they could not read. Other
    committee members found translation errors in various Census Bureau
    tests, letters and advertisements. The Census Bureau should
    institute quality assurance procedures in its Language Program. The
    Committee added that it understood the difficulties of translating
    languages when there are multiple translators translating several
    different materials.

**Ideas to Improve or Enhance Census 2010**

-   All processes and procedures should be tested early and often to
    ensure they will work during the actual Census program. The Census
    Bureau should also test for possible resistance to language
    materials prior to launching the program.

-   The Census Bureau should utilize U.S. Postal Service, ACS, Census
    and other data to locate linguistically isolated populations.

-   The Census Bureau should solicit REAC support on the Language
    Program as early as possible.

-   Create strong partnerships and develop a budget to help
    Questionnaire Assistance Centers (QACs) meet the needs of a
    multi-lingual community. The QACs are a great place to provide
    assistance to the Spanish-speaking population. The Census Bureau
    should integrate outreach efforts to speakers of languages other
    than English at the beginning of the Census Language Program.

-   Plan for and hire Spanish-speaking staff in the early stages of the
    Language Program.

**[Other Relevant Issues]{.underline}**

-   During this session, the Hispanic Advisory Committee had a
    discussion about literacy. Printed forms do not help an illiterate
    person no matter what language it is in. The Census Bureau may want
    to take literacy into account for Census 2010.

# Appendix E -- Native Hawaiian and Other Pacific Islander Advisory Committee

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[Partnership Debriefing]{.underline}**

Tuesday, June 19, 2001, 1:05 p.m. -- 2:35 p.m.

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

Dr. Faye Untalan -- Associate Professor, University of Hawaii

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Brenda August -- Branch Chief, Partnership and Data Services Branch,
Field Division\
Stan Rolank -- Division Chief, Customer Liaison Office

Renee Jefferson-Copeland -- Program Administrator, Customer Liaison
Office

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The fact that the Census Bureau initiated a Partnership Program in
    the NHOPI community was considered a success.

-   Staff at the Census Bureau headquarters provided strong support to
    State and Local governments.

-   The Partnership Specialist in the Los Angeles area was very
    effective because he was trusted and respected in that NHOPI
    community.

**Census 2000 Lessons Learned**

-   The Committee thought that there was no outreach to the
    Micronesians.

-   More time is needed to plan develop effective Partnerships with
    State and Local governments.

-   The Census Information Center (CIC) stopped accepting applications
    because of the Federal Register Notice deadline.

**Ideas to Improve Census 2010**

-   Provide incentives such as in-kind funds or grants for vendors to
    support community based organizations.

-   The Census Bureau should hire more Partnership Specialists who are
    local leaders and are trusted and respected in their communities.

-   The Census Bureau should get more state and local leaders involved
    in the Partnership Program.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Partnership Program did not occur in the NHOPI community in the
    previous Census because the NHOPI were included in the Asian and
    Pacific Islander racial grouping. The Committee thought that the
    Partnership Program was a success because the Census Bureau
    recognized the Pacific Islander community and efforts were made to
    form partnerships with NHOPI local businesses and state and Local
    governments.

-   The Census Bureau supported and encouraged participation of the
    Governor of Hawaii, the Department of Business and Economics, and
    local businesses. The Census Bureau staff received strong support
    from the Lieutenant Governor of Hawaii for the Census advertising
    campaign. His influence was effective in getting corporate
    sponsorship for the promotion of Census 2000. These businesses
    provided food, prizes, and incentives for Pacific Islanders to
    participate in the Census kick-off. In addition, this event was held
    in a cultural palace that had significant meaning to the NHOPI
    community. As a result, the Census kick-off was well attended.

-   The Los Angeles area hired a Partnership Specialist who is a Samoan
    minister and a civil servant. Because of his dual role in the
    community, this Partnership Specialist was well respected and
    trusted by Pacific Islanders. He had an established relationship
    with the community that allowed him to be \"culturally sensitive\"
    to the needs of Pacific Islanders. As a result of this rapport, he
    was successful in making Pacific Islanders aware of Census 2000.

**Census 2000 Lessons Learned**

-   Micronesians were not included in the partnership outreach program.
    The Committee thought that the Partnership Program needed to target
    all Pacific Islanders. The Census Bureau should develop
    relationships with local leaders to understand who lives within the
    community, what the culture and languages are, and where the
    clusters of the Micronesian population are located.

-   The Committee thought that there was not enough notice in starting
    the outreach program. The outreach program began in the year 2000
    for the 2000 Census. In addition, the NHOPI Advisory Committee was
    not established until October of 1999. The Committee thought that if
    more time was available, proper planning was exercised, and the
    Committee\'s recognition was established earlier, the Census Bureau
    would have been successful in reaching more of the Pacific Islander
    communities. The Committee suggested that the Census Bureau start
    its outreach efforts two to three years before Census 2010 begins.

-   Initially people did not understand the role of the Census
    Information Center (CIC), only later did people start understanding
    that the responsibility of the CIC was to provide a community-based
    component to reach undercounted populations that may not have access
    to Census data through existing channels. A Federal Register Notice
    was published stating that the CIC would stop accepting applications
    for partnership. The Committee thought that more interest would have
    been generated, if the CIC program had still accepted applications
    after the deadline.

**Ideas to Improve or Enhance Census 2010**

-   The Committee suggested re-structuring community based organizations
    so that those vendors who help support the census could apply for
    in-kind funds or grants. For example, in-kind funds would be made
    available to a company that provides transportation to the
    Questionnaire Assistance Centers (QACs), sponsorship and
    advertising.

-   The Committee strongly believed that if more Partnership Specialists
    were hired, outreach to the NHOPI community would have been more
    successful. These Partnership Specialists should be community
    leaders who have an established relationship with the community.
    Furthermore, these Partnership Specialists should be respected,
    trusted, and culturally sensitive to Pacific Islander issues.

-   The Census Bureau must get more NHOPI community leaders involved
    with the Census process. Community leaders can stress the importance
    of the Census and get Pacific Islanders involved. For example, the
    Governor of California had a budget for the 2000 Census.
    Congressional leaders from Carson, California supported Census
    events. Census got the Governor of Hawaii involved and resulted in
    sponsorship in a very cultural and meaningful place.

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[Recruitment and Hiring Debriefing]{.underline}**

Tuesday, June 19, 2001, 2:45 p.m. -- 4:15 p.m.

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

Dr. Faye Untalan -- Associate Professor, University of Hawaii

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau provided preparation for the Census 2000
    examination.

-   Census training occurred at civic organizations such as churches and
    schools.

**Census 2000 Lessons Learned**

-   The NHOPI Advisory Committee thought that Pacific Islanders were
    \"appallingly absent\" in the Workforce Report D-284, dated March
    14, 2001.

-   A more defined process for applications and feedback to job
    applicants should be developed.

-   Advertisements and posters are needed in more specific Pacific
    Islander languages.

**Ideas to Improve Census 2010**

-   The Census Bureau should put more emphasis on hiring Native
    Hawaiians and Pacific Islanders locally and nationally.

-   The Census Bureau should form partnerships with Federal Government
    staff who perform job-training services.

-   Use Partnership Specialists to recruit NHOPI citizens in their
    native communities.

-   Develop an action plan to prepare qualified applicants to take the
    Census exam and prepare for job interviews. The action plan must
    also include hiring Census takers.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   Preparation provided by the Census Bureau helped raise scores on the
    Census examination. Members of the Committee knew people, from the
    NHOPI community, who successfully passed the Census exam because of
    the preparation program.

-   Training for the Census examination occurred in community based
    organizations (CBOs) such as churches and schools.

-   Churches were an effective place to advertise and train because they
    are important cultural centers where Pacific Islanders typically
    gather.

**Census 2000 Lessons Learned**

-   The NHOPI Advisory Committee thought that the Pacific Islanders were
    \"appallingly absent\" in the Workforce Report D-284 dated March
    14, 2001. The NHOPI Advisory Committee assumed that there were
    either no NHOPI Census employees or the NHOPI employees were
    included in the Asian statistics. As a result, the NHOPI Advisory
    Committee thought there was a need to hire and recruit more Pacific
    Islanders, locally and nationally, so that the Census Bureau could
    be more aware of NHOPI issues.

-   There should be a more defined process for applications and feedback
    to job applicants. People were confused about the notification and
    hiring process of preparing for and taking the Census exam and the
    selection of Census employees. Members of the NHOPI Advisory
    Committee knew people who had scored excellent on the exam but never
    received a phone call for an interview or job offer.

-   Recruiting advertisements and posters should be in more Native
    Hawaiian and Pacific Islander languages. Posters had an
    \"Asian/Pacific Islander\" focus, which insulted the NHOPI
    community. For example, posters had Asian faces with Samoan
    languages; therefore the faces and words did not match and the
    translations were not correct. It was very difficult for Pacific
    Islanders to relate to the posters, because the language was not
    translated properly.

**Ideas to Improve or Enhance Census 2010**

-   The Census Bureau should use cultural venues specific to targeted
    groups for its outreach efforts. For instance the Census Bureau
    would be more effective in recruiting Pacific Islanders by using
    more community based organizations (CBOs) such as churches, schools,
    and community offices, for advertising jobs for Census enumerators,
    training and interviewing qualified candidates, and administrating
    the Census exams.

-   The Census Bureau should form partnerships with Federal Government
    staff who perform job-training services. The Census Bureau does not
    necessarily need to tap into its budget for training, but other
    Federal organizations could be used to provide job-training
    services. It was suggested this could be done under the Work Force
    Investment Act.

-   The Census Bureau could recruit more Census enumerators by hiring
    Partnership Specialists that reflect the make-up of the community.
    The Census Bureau should also utilize all Census outreach staff
    (such as local and regional staff of Pacific Islander heritage) and
    use more \"word-of-mouth\" strategies. \"Word-of-mouth\" strategies
    work well in the Pacific Islander community and can create synergy
    and generate interest in Census activities. A Partnership Specialist
    who is trusted and respected by the Pacific Islander community can
    be effective in informing and recruiting Pacific Islanders.

-   More time is necessary to properly plan for hiring qualified
    applicants. The Census Bureau should develop an action plan with the
    following milestones: preparing qualified applicants for the exam,
    preparing qualified applicants for job interviews, and hiring
    qualified applicants.

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[MAF/Tiger Debriefing]{.underline}**

Tuesday, June 19, 2001, 4:15 p.m. -- 5:30 p.m.

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

Dr. Faye Untalan -- Associate Professor, University of Hawaii

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Joe Marinucci -- Branch Chief, Geography Division

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The MAF/TIGER Hawaiian Homeland efforts went well.

-   Census Bureau experts assured the data collected was accurate and
    concise.

**Census 2000 Lessons Learned**

-   None of the NHOPI Advisory Committee members took part in any formal
    discussions on the MAF/Tiger initiatives.

-   The Census Bureau should track the mobility and immigration of
    Native Hawaiian and Other Pacific Islanders to the continental U.S.

-   The Census Bureau should communicate the enumeration of the Pacific
    Islands to the NHOPI Advisory Committee.

**Ideas to Improve Census 2010**

-   The Committee suggested that the Census Bureau establish a point of
    contact from the NHOPI Advisory Committee to participate in
    MAF/TIGER initiatives.

-   The Committee suggested that the Census Bureau construct a MAF for
    the Pacific Islands for Census 2010.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Hawaiian Homeland efforts went well. There was a very
    specialized effort to identify unconventional neighborhoods in rough
    and sparse areas. A format was developed for accounting for
    Homelands in America Samoan, Guam, and all other Pacific Islands.

-   The Committee also thought that Census Bureau experts assured the
    data collected was accurate and concise. Experts verified the
    transfer of data from state and local boundary information to the
    TIGER database. In addition, Hawaiian Homeland boundaries were
    checked for and errors corrected.

**Census 2000 Lessons Learned**

-   Although the Committee thought that the MAF/TIGER efforts were
    successful in the Hawaiian Homelands, they indicated that no NHOPI
    Advisory Committee member was part of the MAF/TIGER initiatives. The
    late recognition of the NHOPI Advisory Committee by the Census
    Bureau was the cause of the lack of involvement.

-   The Census Bureau should track the mobility and immigration of
    Native Hawaiian and Other Pacific Islanders to the continental U.S.
    By tracking the migration of Pacific Islanders to the continental
    U.S., the Census Bureau would have a better idea where Pacific
    Islanders are relocating and may have better indication of where the
    pockets of high-density Pacific Islanders are.

-   The Census Bureau should communicate the enumeration of the Pacific
    Islands to the NHOPI Advisory Committee. MAF information may be
    useful for sampling communities, especially in American Samoa and
    Guam to verify if \"the NHOPI numbers and statistics\" are correct.

**Ideas to Improve or Enhance Census 2010**

-   The Committee suggested that the Census Bureau establish a point of
    contact from the NHOPI Advisory Committee. Establishing a point of
    contact from the NHOPI Advisory Committee would help future
    MAF/TIGER initiatives on other Pacific Islands. This point of
    contact could help focus or target pockets of high-density Pacific
    Islanders that the MAF/TIGER staff may be unaware.

-   The Committee suggested that the Census Bureau construct a MAF for
    the Pacific Islands for Census 2010. The Census Bureau will adopt
    use of a short form of the American Community Survey (ACS) for
    Census 2010. The Pacific Islander respondents were confused and
    apprehensive with the long form. Pacific Islanders also thought that
    the long form was intrusive (e.g., how much money do you make). The
    content of the ACS form is still being discussed with Local
    governments. ACS will not be used for Guam and Samoa.

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[Paid Advertising Campaign Debriefing]{.underline}**

Wednesday, June 20, 2001, 8:30am -- 10:00am

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

Dr. Faye Untalan -- Associate Professor, University of Hawaii

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Jennifer Marks -- Division Chief, Census 2000 Public Information Office

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The advertising campaign was well received in Southern California.

-   Advertising contractors were open to suggestions by the NHOPI
    community.

-   The State Governments of California and Hawaii participated in the
    advertising campaign. The California government provided funding for
    targeted advertising.

**Census 2000 Lessons Learned**

-   The advertising campaign was poorly planned and that there were
    budget constraints.

-   The Committee thought that its members could have provided
    value-added support to the advertising campaign. However, the Census
    Bureau was late in recognizing the NHOPI Advisory Committee.

-   The Committee was disappointed with the Current Population Survey
    that did not identify the NHOPI community as a stand-alone
    demographic, thereby reducing the significance of the community.

**Ideas to Improve Census 2010**

-   The Committee thought that the advertising campaign should be a
    national effort, not a local one (i.e., think globally act locally).

-   The advertising campaign should target schools to educate people
    about the Census.

-   The Census Bureau should seek leaders in the community to identify
    culturally sensitive issues.

-   A NHOPI Advisory Committee member should participate in the planning
    of the Paid Advertising Program for Census 2010.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The advertising campaign was effective in Southern California
    because it showed different Pacific Islander groups, used cultural
    artists (art), reflected the Pacific Islander community (photos),
    and motivated the community. The advertising showed that it knew its
    audience and targeted the audience well. One of the most effective
    advertisements was a poster of a grandmother and a baby. This
    appealed to Pacific Islanders because they are very family-oriented.

-   The State governments of California and Hawaii participated in the
    advertising campaign. The State government approached the Census
    Bureau to elicit ways in which they could help. In addition, the
    State of California set aside a budget to help offset the cost of
    Census advertising. Sponsorship from State governments generated
    interest from the community and local business. In Hawaii, the
    Census kick-off was held in a cultural palace that was important to
    NHOPI. Local businesses helped by sponsoring food, prizes, and other
    incentives.

-   An advertising campaign was initiated that separated Native
    Hawaiians and Pacific Islanders, from the Asian community. This
    campaign included helping local communities create advertisements in
    their native languages that were used on local radio stations (using
    a trusted and familiar voice) and in local television ads.

**Census 2000 Lessons Learned**

-   Advertising campaign advertisements were uncoordinated, confusing,
    and in some cases misrepresented the NHOPI community. One poster
    depicted Asians dressed in Pacific Islander clothing, using words
    that were poorly translated into Samoan. This misrepresentation
    turned-off many Pacific Islanders and did very little to motivate
    their involvement. The NHOPI Advisory Committee approached the
    Census Bureau in an effort to solicit recognition of the
    misrepresentation and lack of NHOPI advertising. In response, the
    posters were changed to reflect the entire Pacific Islander
    population. However, the posters were implemented only a month
    before the Census.

-   The Committee thought that its members could have provided
    value-added support to the national advertising campaign. However,
    the Census Bureau was late to consult the NHOPI Advisory Committee.
    The national advertising campaign did not start until six months
    before the Census was to begin. The advertisers did not have enough
    time to develop advertising that was culturally sensitive to the
    NHOPI population. Additionally, the advertising firms did not
    consult representatives from each of the NHOPI cultural groups that
    would be targeted in the advertising campaigns.

-   Enumerators were hired to conduct a Current Population Survey. The
    committee thought the intent of the survey was to identify the
    ethnic diversity of the American population to accurately create
    targeted audiences. As a result of the survey, NHOPI community
    members were considered part of the \"Diverse American Campaign\"
    initiative. The Committee was disappointed with the results of the
    survey because the results did not identify the NHOPI community as a
    stand-alone demographic, thereby reducing the significance of the
    community.

**Ideas to Improve or Enhance Census 2010**

-   Advertising must be a national effort, not just a local one (think
    globally act locally).

-   Local cultural groups had very little involvement with the national
    advertising campaign. The State of California took it upon itself to
    develop localized, more targeted campaigns that were very
    successful. However, the same California advertisements were used in
    Hawaii with very little affect. NHOPI advertisements should appear
    nationally. The benefit is two-fold: (1) the advertisement will
    reach geographically dispersed NHOPI community members and (2) the
    advertisement will act as a global awareness to other ethnic groups
    that NHOPI is a distinct ethnicity, worthy of recognition.

-   Advertising should target schools and make the NHOPI community more
    aware of the Census. The advertising campaign should do more than
    get people involved. The campaign should be more educational; make
    people aware of the importance of the Census and what the Census may
    do for them or their community. The Census in Schools programs
    should be expanded and more youth organizations should be solicited
    to become involved.

-   The Committee suggested that the Census Bureau seek leaders in the
    NHOPI community to identify culturally sensitive issues. Community
    leaders can help advertisers identify pockets of high-density
    Pacific Islanders and the culturally sensitive issues affecting the
    community at large. An alliance with these civic leaders could
    mitigate the risk of advertising misrepresentation.

-   California\'s Partnership Specialist was a pivotal catalyst in
    assuring that the NHOPI community was not only involved but also
    properly targeted in advertisements.

-   A NHOPI Advisory Committee member should participate in the planning
    of the Paid Advertising Program for Census 2010. A representative
    from the NHOPI Advisory Committee can advise the advertising staff
    on translations, languages, cultural dress, and introduce the
    advertising representatives to the leaders of the NHOPI community.

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[Data Collection Strategies Debriefing]{.underline}**

Wednesday, June 20, 2001, 10:05am -- 11:15am

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Dottie Douglas -- Field Division

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   A Partnership Specialist, who was a minister and a civic leader,
    guided people to complete questionnaires.

-   The long form used for data gathering captured important information
    for the Census Bureau.

**Census 2000 Lessons Learned**

-   The Census Bureau had to enumerate in the Hawaiian Homelands.

-   Pacific Islanders did not respond well to the Census Bureau mailings
    because the questionnaire was too intrusive.

**Ideas to Improve Census 2010**

-   The Committee suggested that the Census Bureau use the NHOPI
    community\'s network to obtain relevant information on the
    community.

-   The Committee suggested the Census Bureau hire more Partnership
    Specialists who are trusted and respected by the NHOPI community.

-   The Committee suggested the Census Bureau\'s mail-outs should be
    specifically targeted to the NHOPI community to appeal more to the
    community.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   A Partnership Specialist, who was a minister and a civic leader,
    guided people to complete the Census questionnaire. This Specialist
    held town hall meetings with community stakeholders to explain the
    importance of the long form questionnaire. In addition, he
    instructed the community on how to complete the long form
    questionnaire. Due to the success of this Partnership Specialist,
    the Committee thought the Census Bureau should use community leaders
    to motivate the community to fill out the questionnaires.

-   The long form used for data gathering captured important information
    for the Census Bureau. The long form questionnaire had explanations
    and instructions to help the reader complete the form. Complete
    Count Committees (CCC) also helped the reader complete the long form
    questionnaire.

**Census 2000 Lessons Learned**

-   The Census Bureau had to re-enumerate in the Hawaiian Homelands. The
    mail-outs had low return because most Pacific Islanders did not
    trust the U.S. Government and threw the forms away. The Committee
    cited the following example of Government mistrust: The response was
    sporadic due to political problems in the Rice vs. Cayetano
    election. The community became angry because of the legal battle
    involved in this campaign, which led the community to not respond to
    the Census. The Census Bureau also needed special efforts in
    enumerating people living in non-traditional housing including
    natives who lived on the beach.

-   Pacific Islanders did not respond well to the Census Bureau mailings
    because the questionnaire was too intrusive to this culture. The
    Mailout/Mailback campaign was not effective because of language
    barriers, literacy problems, and cultural issues. Many people did
    not trust the intent of the long form and thought that the form was
    linked to the Internal Revenue Service (IRS). Others thought the
    questions were too intrusive because they concerned confidential
    information such as a household salary.

**Ideas to Improve or Enhance Census 2010**

-   The Committee suggested that the Census Bureau use the NHOPI
    community\'s network to gain information on this community. The
    Census Bureau should use community centers, such as churches,
    schools, and other community based organizations (CBOs), to gather
    information. Group interaction can help facilitate the data
    collection process by explaining the instructions and the intent of
    the long form. A communication network could also help identify
    homeless and non-traditional housing in Hawaii.

-   The Committee suggested that the Census Bureau hire more Partnership
    Specialists who are trusted and respected by the NHOPI community.
    The Census Bureau should recruit more culturally appropriate
    Partnership Specialists who can explain the long form used for data
    collection by hosting town hall meetings, attending organization
    meetings, and by initiating a Train-the-Trainer program. These
    specialists should be trusted by the community. The Census should
    hire a Partnership Specialist that is representative of each NHOPI
    group.

**REAC -- Native Hawaiian and Other Pacific Islander (NHOPI) Advisory
Committee**

**[Language Program Debriefing]{.underline}**

Wednesday, June 20, 2001, 1:15 p.m. -- 2:15 p.m.

Facilitator and Recorder -- Anshu Singhal & Chris Jimenez

**[Participants:]{.underline}**

Clinton Helenihi -- Vice-President, Pacific American Foundation

William Emmsley -- CEO, Samoan Service Providers Association (SSPA)

Mary Salas -- President, Chamorro Community Council

Resource Person:

Manuel de la Puente -- Assistant Chief, Statistical Research Division

Committee Liaison:

Bob Gabbard -- Partnership and Data Services Branch, Field Division

**[Summary of Issues]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau was successful in recognizing the Samoan language
    and becoming more sensitive to other languages.

-   A Telephone Questionnaire Assistance (TQA) program was established
    so that respondents could call and request help in a variety of
    languages.

**Census 2000 Lessons Learned**

-   The Census Bureau could improve on translations and word usage in
    its advertising campaigns.

-   The Committee thought that they could have provided value-added
    support to the translations. However, the Census Bureau was late in
    recognizing the NHOPI Advisory Committee.

-   Pacific Islander respondents called the Telephone Questionnaire
    Assistance (TQA), but were unable to receive assistance.

**Ideas to Improve Census 2010**

-   The Committee suggested that the Census Bureau should target desired
    languages for Census 2010.

-   The Committee suggested that the Census Bureau should establish a
    Translation Group with a representative from the NHOPI Advisory
    Committee.

-   The Committee suggested that the Census Bureau execute a better plan
    to allow time for proper translations.

**[Issues in Detail]{.underline}**

**Census 2000 Successful Areas**

-   The Census Bureau was successful in recognizing the Samoan language
    and becoming more sensitive to other languages. The Language Program
    was an excellent effort by the Census Bureau to reach out to the
    NHOPI community.

-   Telephone Questionnaire Assistance (TQA) was created so respondents
    could call and request help in a variety of languages. The Census
    Bureau had established the TQA to assist respondents by providing
    instructions in a variety of languages. Respondents could call this
    number and navigate through the phone system. A Census Bureau
    representative would come to the line and help the respondent. This
    area of the Language Program was a success.

**Census 2000 Lessons Learned**

-   The Census Bureau could improve on translations and word usage in
    its advertising campaign. There were not many materials in NHOPI
    languages in Hawaii. The materials that were available had poor
    translations in which entire meanings were misrepresented. This
    confused respondents. In addition, some posters had misspellings.
    Consequently, the posters had to be returned and redone. As a result
    of the poor translations, the Census Bureau could have captured bad
    or incomplete data. The Committee suggested translations should be
    done and checked by more than one person.

-   The Committee thought that they could have provided support to
    ensure translations were correct and appropriate. However, the
    Census Bureau was late in contacting the NHOPI Advisory Committee.
    The Committee thought that if the NHOPI community was recognized
    earlier by the Census Bureau, problems with translations could have
    been mitigated. The NHOPI Advisory Committee could have helped the
    Census Bureau target specific Pacific Islanders with correct
    languages, correct usage, and correct translations.

-   Pacific Islander respondents called the Telephone Questionnaire
    Assistance (TQA), but were unable to receive assistance. Although
    the Committee recognized that the Census Bureau was trying to reach
    the Pacific Islanders through TQA, oftentimes the system did not
    work. Respondents would wait for someone to help, but no one came to
    the line.

**Ideas to Improve or Enhance Census 2010**

-   The Census Bureau should expand the number of languages the Census
    questionnaire is available in beyond the current six. The Committee
    suggested that the Census Bureau should do studies to determine what
    other languages are needed (based upon Census 2000 data) and add
    those to the Language Program in Census 2010. The Census Bureau
    should ensure that a qualified group or committee translates the
    materials.

-   The Committee suggested that the Census Bureau should establish a
    Translation Group with a representative from the NHOPI Advisory
    Committee. It is important to have a conceptual translation versus a
    literal translation. The Committee used the term \"Cognitive
    Acquiescence\" to try to think like the targeted respondents. The
    NHOPI Advisory Committee believed that misinterpretation resulted
    because only one person did the translations for Census 2000
    materials. Translation should be a group effort. A review process
    should be instituted for translated material to ensure quality
    control.

-   The Committee suggested that the Census Bureau start the Language
    Program earlier to allow time for proper translations. Planning
    early can help---

```{=html}
<!-- -->
```
-   Identify relevant languages

```{=html}
<!-- -->
```
-   Translate the materials

```{=html}
<!-- -->
```
-   Provide group translations

-   Designate a committee

-   Review

-   Cognitive testing

```{=html}
<!-- -->
```
-   Ensure the Census questionnaire is reviewed for proper translation.

-   Task the NHOPI Advisory Committee for consultation.

# Appendix F -- Acronym List

  -------------- --------------------------------------------------------
  AAR            After Action Review

  ACS            American Community Survey

  AIAN           American Indian and Alaska Native

  BA&H           Booz Allen & Hamilton

  CBOs           Community Based Organizations

  CCCs           Complete Count Committees

  REACs          Race and Ethnic Advisory Committees

  ESL            English as a Second Language

  GPS            Global Positioning Systems

  LCO            Local Census Office

  LUCA           Local Update of Census Addresses

  MAF/TIGER      Master Address File/TIGER Database

  NHOPI          Native Hawaiian and Other Pacific Islander

  NRFU           Non-Response Follow-Up

  QAC            Questionnaire Assistance Center

  RCC            Regional Census Center

  SAP            Statistical Area Program

  SES            Senior Executive Service

  TQA            Telephone Questionnaire Assistance

  USPS           United States Postal Service
  -------------- --------------------------------------------------------