Census 2000 Evaluation

July 17, 2002

# 

# 

**Partnership and Marketing Program Evaluation**

Number range CHAPTERFINAL REPORT

Number range CHAPTERThis evaluation reports the results of research and
analysis undertaken by the U.S. Census Bureau. It is part of a broad
program, the Census 2000 Testing, Experimentation, and Evaluation (TXE)
Program, designed to assess Census 2000 and to inform 2010 Census
planning. Findings from the Census 2000 TXE Program reports are
integrated into topic reports that provide context and background for
broader interpretation of results.

> Kirk Wolter
>
> Bob Calder
>
> Ed Malthouse
>
> Sally Murphy
>
> Steven Pedlow
>
> Javier Porras

­­­­­­­­­­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

NORC

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**CONTENTS**

EXECUTIVE SUMMARY xix

1\. BACKGROUND 1

2\. METHODOLOGY 6

3\. LIMITATIONS 10

4\. RESULTS 12

4.1 Basic characteristics of the total population 14

4.2 General awareness of census communications 27

4.2.1 Awareness by race/ethnicity 28

4.2.2 Awareness by language spoken at home 50

4.2.3 Correlates of recent awareness 54

4.3 Intended participation 60

4.3.1 Intended participation by race/ethnicity 60

4.3.2 Intended participation by language spoken at home 67

4.4 Mediation 70

4.4.1 Census beliefs by race/ethnicity 71

4.4.2 Census beliefs by language spoken at home 75

4.4.3 Recent general awareness as a predictor of census beliefs 75

4.4.4 Census beliefs as predictors of self-reported census participation
80

4.5 Non-equivalent control variables 84

4.6 Analysis of actual mailback status 86

4.6.1 Introduction to actual behavior 86

4.6.2 Associations between actual behavior and potential covariates 91

4.6.3 Statistical models of actual behavior 95

4.6.4 Summing up models of actual behavior 114

4.7 Comparisons between the Censuses of 1980, 1990, and 2000
............. .117

4.8 Examining trends and possible interventions 125

4.8.1 General awareness 125

4.8.2 Intended participation 129

5\. CONCLUSIONS AND RECOMMENDATIONS 134

References 144

Appendix A: Detailed description of the four evaluation samples 146

Appendix B: Survey response rates 155

Appendix C: Tables of mean awareness for individual communications
sources

by language spoken at home 166

Appendix D: Wave 1 main questionnaire 174

Appendix E: Wave 2 main questionnaire 186

Appendix F: Wave 3 main questionnaire 198

Appendix G: Definition of the statistics presented in tables 211

Appendix H: Formulas used to estimate the variances 225

Appendix I: Screening interviews 226

Appendix J: Conditional awareness of census communications
.............. 234

**LIST OF TABLES**

# 

Table 1: Diverse America likelihood spectrum: attitudes and role of
advertising

by segment...... 3

Table 2: General advertising plans by phase 3

Table 3: Summary of three waves of data collection. 6

# Table 4: Sample sizes and completed interviews by wave and race/ethnicity 

# populations .... ....... 7

Table 5: Summary of sampling frames and data-collection methods by wave

and sample ....... 8

Table 6: Organization of the main analyses ......13

Table 7: Mean general awareness of census communications 14

Table 8: Estimated correlation coefficients between mass-media and
community-based

communications by wave and race/ethnicity ......... 30

Table 9: Mean awareness of mass-media and community-based communications
42

Table 10: Mean awareness of different sources of mass-media
communications:

total population ........ 42

Table 11: Mean awareness of different sources of mass-media
communications:

Hispanic ....... 43

Table 12: Mean awareness of different sources of mass-media
communications:

non-Hispanic African American....... 43

Table 13: Mean awareness of different sources of mass-media
communications:

non-Hispanic White ...... ......... 43

Table 14: Mean awareness of different sources of mass-media
communications:

all other......... 43

Table 15: Mean awareness of different sources of mass-media
communications:

Asians........... 43

Table 16: Mean awareness of different sources of mass-media
communications:

American Indian ....... 44

Table 17: Mean awareness of different sources of mass-media
communications:

Native Hawaiian........ 44

Table 18: Mean awareness of different sources of community-based
communications:

total population......... 46

Table 19: Mean awareness of different sources of community-based
communications:

Hispanic........ 46

Table 20: Mean awareness of different sources of community-based
communications:

non-Hispanic African American.. .......... 47

Table 21: Mean awareness of different sources of community-based
communications:

non-Hispanic White............ 47

Table 22: Mean awareness of different sources of community-based
communications:

all other......... 48

Table 23: Mean awareness of different sources of community-based
communications:

Asian............ 48

Table 24: Mean awareness of different sources of community-based
communications:

American Indian ....... 49

Table 25: Mean awareness of different sources of community-based
communications:

Native Hawaiian........ 49

Table 26: Mean general awareness of census communications by language
spoken at

Home............ 51

Table 27: Mean awareness of mass-media and community-based
communications by

language spoken at home...... 52

Table 28: Percent recent census awareness in Wave 2 by age 55

Table 29: Percent recent census awareness in Wave 2 by gender 55

Table 30: Percent recent census awareness in Wave 2 by highest grade
completed 56

Table 31: Percent recent census awareness in Wave 2 by household income
56

Table 32: Recent census awareness in Wave 2 based on television viewing
57

Table 33: Recent census awareness in Wave 2 based on radio listening 57

Table 34: Recent census awareness in Wave 2 based on newspaper reading
58

Table 35: Recent census awareness in Wave 2 based on magazine reading 58

Table 36: Recent census awareness in Wave 2 based on Internet usage 59

Table 37: Percent recent census awareness in Wave 2 by civic
participation 59

Table 38: Mean intended participation 65

Table 39: Correlation between general awareness of census communications
and

intended participation .......... 65

Table 40: Correlation between awareness of mass-media communications and

intended participation .......... 66

Table 41: Correlation between awareness of community-based
communications and

intended participation .......... 66

Table 42: Mean intended participation by language spoken at home 67

Table 43: Correlation between general awareness of census communications
and

intended participation by language spoken at home ........... ..........
69

Table 44: Correlation between mass-media awareness of communications and

intended participation by language spoken at home ........... .........
69

Table 45: Correlation between awareness of community-based
communications and

intended participation by language spoken at home ........... 70

Table 46: Mean census beliefs 74

Table 47: Mean census beliefs by language spoken at home ......... 75

Table 48: Belief that community needs will be discerned, by recent
awareness of

the Census, Wave 2 ............ 76

Table 49: Percentage in Wave 2 believing citizens and non-citizens will
be counted,

by recent awareness of the Census....... ......... 76

Table 50: Percentage in Wave 2 believing participation is important, by
recent

awareness of the Census .... ......... 77

Table 51: Percentage in Wave 2 believing Census could be used against
them, by recent

awareness of the Census ...... 77

Table 52: Percentage in Wave 2 believing Census matters for family and
community,

by recent awareness of the Census ............ 78

Table 53: Percentage in Wave 2 trusting Census confidentiality, by
recent awareness

of the Census ............................. 78

Table 54: Percentage in Wave 2 who believe responding doesn\'t matter,
by recent

awareness of the Census......... 79

Table 55: Percentage in Wave 2 who believe responding could harm them,
by recent

awareness of Census ........... 79

Table 56: Percent self-reported participation in Wave 3, by trust in
promise of

confidentiality ......... 80

Table 57: Percent self-reported participation in Wave 3, by belief of
Census

could be used against me ...... 81

Table 58: Percent self-reported participation in Wave 3, by belief
Census

could personally harm you ......... ......... 81

Table 59: Percent self-reported participation in Wave 3 depending on
community

needs beliefs ..................... 82

Table 60: Percent self-reported participation in Wave 3 by belief
citizens and non-citizens

will be counted ......... 82

Table 61: Percent self-reported participation in Wave 3 depending on
importance

beliefs .......... 83

Table 62: Percent self-reported participation in Wave 3 depending on
family

beliefs 83

Table 63: Percent self-reported participation in Wave 3 depending on
response

beliefs 84

Table 64: Proportion ever heard of the Department of Agriculture 85

Table 65: Proportion ever heard of the Surgeon General\'s office 85

Table 66: Proportion ever heard of the school lunch program 86

Table 67: Proportion ever heard of welfare reform 86

Table 68: Proportion whose index of civic participation is greater than
or equal

to 1 ............ 86

Table 69: Completed interviews by census type of enumeration area by

sample type and wave ......... 87

Table 70: Weighted and unweighted mail return rates for the PMPE, by
wave,

and for the 2000 Census ....... 88

Table 71: Frequencies for mail return status and for re-coded mail
return status (actual

behavior) by population and by wave: eligible type of enumeration areas
............ 89

Table 72: Weighted and unweighted correlations between actual behavior
and intended

participation and self-reported participation by race/ethnicity ........
90

Table 73: Actual behavior (in person) versus intended participation,
Wave 2,

core sample ............ 90

Table 74: Actual behavior (in person) versus self-reported behavior,
Wave 3,

core sample ............. 90

Table 75: Actual behavior (in person) by number of sources of census
communications

cited, core sample\* ............. 91

Table 76: Actual behavior (in percent) by sources of census information,

core sample ............ 92

Table 77: Actual behavior (in percent) given the knowledge item, \"Is
the census

legally required\"........ 93

Table 78: Percent who respond yes to \"Is the census legally required\"
94

Table 79: Actual behavior (in percent) by level of favorable attitudes,
core

sample\*
..........................................................................
95

Table 80: Dictionary of variables used in logistic regression models 97

Table 81: Summary of model C.2.A\* 100

Table 82: Summary of model C.2.C\* 102

Table 83: Summary of model C.3.A\* 104

Table 84: Summary of model C.3.B\* 106

Table 85: Summary of model A.2.A\* 107

Table 86: Summary of model A.2.B\* 107

Table 87: Summary of model A.3.A\* 108

Table 88: Summary of model A.3.B\* 109

Table 89: Summary of model AI.2.A\* 110

Table 90: Summary of model AI.2.B\* 110

Table 91: Summary of model AI.3.A\*) 111

Table 92: Summary of model AI.3.B\* 112

Table 93: Summary of model NH.2.A\* 113

Table 94: Summary of model NH.2.B\* 113

Table 95: Summary of model NH.3.A\* 114

Table 96: Summary of model NH.3.B\* 114

Table 97: Estimated effects on the odds of mail return, by final models
115

Table 98: A comparison of time periods for each wave of three Census
evaluation

studies (Table 98) 117

Table 99: Comparison of percent who heard recently about Census 118

Table 100: Comparison of mean number of sources heard, seven-point scale
119

Table 101: Comparison of total population percent with favorable
attitudes/beliefs

about Census 119

Table 102: Comparison of percent of population using various mass-media
120

Table 103: Summary of different scales used in 1990 and 2000 Census
evaluation

studies 121

Table 104: Comparison of percent of population hearing of Census by
source of

communications 123

Table 105: Summary of significant associations between awareness of
Census 2000

and various Census beliefs 137

Table A-1: Sampling conditions by reservation and primary sampling unit
(PSU) for the

American Indian sample 147

Table A-2: Sampling conditions by primary sampling unit (PSU) for the
Asian

sample 148

Table A-3: Sampling conditions by primary sampling unit (PSU) for the
Native

Hawaiian sample 150

Table A-4: Sampling conditions by primary sampling unit (PSU) for the
core

sample 151

Table A-5: Stratification by density of Hispanic and non-Hispanic
African American

populations 154

Table B-1: Summary of response rates over all samples by wave 157

Table B-2: Wave 1, unweighted response rates #1 158

Table B-3: Wave 1, unweighted response rates #2 158

Table B-4: Wave 1, unweighted response rates #3 159

Table B-5: Wave 1, unweighted response rates #4 159

Table B-6: Wave 2, unweighted response rates #1 160

Table B-7: Wave 2, unweighted response rates #2 160

Table B-8: Wave 2, unweighted response rates #3 161

Table B-9: Wave 2, unweighted response rates #4 161

Table B-10: Wave 3, unweighted response rates #1 162

Table B-11: Wave 3, unweighted response rates #2 162

Table B-12: Wave 3, alternate unweighted response rates #3 163

Table B-13: Wave 3, unweighted response rates #4 163

Table B-14: Disposition categories 165

Table C-1: Awareness of different sources of mass-media communications,
total

Population 166

Table C-2: Awareness of different sources of mass-media communications,
total

English-speaking population 166

Table C-3: Awareness of different sources of mass-media communications,
total

Spanish-speaking population 166

Table C-4: Awareness of different sources of mass-media communications,
total

Other language-speaking population 166

Table C-5: Awareness of different sources of mass-media communications,
Asian

population 167

Table C-6: Awareness of different sources of mass-media communications,
Asian

English-speaking population 167

Table C-7: Awareness of different sources of mass-media communications,
Asian

other-language-speaking population 167

Table C-8: Awareness of different sources of mass-media communications,
American

Indian population 167

Table C-9: Awareness of different sources of mass-media communications,
American

Indian English-speaking population 167

Table C-10: Awareness of different sources of mass-media communications,
American

Indian other-language-speaking population 168

Table C-11: Awareness of different sources of mass-media communications,
Native

Hawaiian population 168

Table C-12: English-speaking Native Hawaiian population awareness of
different sources

of mass-media communications (Table C-12) 168

Table C-13: Awareness of different sources of communications, Native
Hawaiian

other-language-speaking population 168

Table C-14: Awareness of different sources of community-based
communications, total

population 169

Table C-15: Awareness of different sources of community-based
communications, total

English-speaking population 169

Table C-16: Awareness of different sources of community-based
communications,

Spanish-speaking population 169

Table C-17: Awareness of different sources of community-based
communications, total

other language-speaking population 170

Table C-18: Awareness of different sources of community-based
communications, total

Asian population 170

Table C-19: Awareness of different sources of community-based
communications,

Asian English-speaking population 170

Table C-20: Awareness of different sources of community-based
communications,

Asian other-language-speaking population 171

Table C-21: Awareness of different sources of community-based
communications,

American Indian population 171

Table C-22: Awareness of different sources of community-based
communications,

English-speaking American Indian population 171

Table C-23: Awareness of different sources of community-based
communications,

other-language-speaking American Indian population 172

Table C-24: Awareness of different sources of community-based
communications,

Native Hawaiian population 172

Table C-25: Awareness of different sources of community-based
communications,

English-speaking Native Hawaiian population 172

Table C-26: Awareness of different sources of community-based
communications,

other-language-speaking Native Hawaiian population 173

Table J-1: Conditional mean awareness of different sources of census
communications,

given user segment: total population 240

Table J-2: Conditional mean awareness of different sources of census
communications,

given user segment: Hispanic 241

Table J-3: Conditional mean awareness of different sources of census
communications,

given user segment: non-Hispanic African American 241

Table J-4: Conditional mean awareness of different sources of census
communications,

given user segment: non-Hispanic White 241

Table J-5: Conditional mean awareness of different sources of census
communications,

given user segment: all other 242

Table J-6: Conditional mean awareness of different sources of census
communications,

given user segment: Asian 242

Table J-7: Conditional mean awareness of different sources of census
communications,

given user segment: American Indian 242

Table J-8: Conditional mean awareness of different sources of census
communications,

given user segment: Native Hawaiian 243

**LIST OF FIGURES**

# 

Figure 1: Depiction of the Y&R Diverse America likelihood spectrum:
percent of

Population 2

Figure 2: Hypothesized model of PMP\'s impact on census behavior 12

# Figure 3: Distribution of sex by wave for total population\... ......16

Figure 4: Distribution of age by wave for total population ... ......16

Figure 5: Distribution by race/ethnicity by wave for total population 17

Figure 6: Distribution of highest grade completed by wave for total
population 17

Figure 7: Distribution of household income by wave for total population
18

Figure 8: Distribution of adult education by wave for total population
19

Figure 9: Distribution of households by presence of children age less
than 18 living

at home by wave for total population 19

Figure 10: Distribution of place of birth by wave for total population
20

Figure 11: Distribution of language spoken at home by wave for total
population 20

Figure 12: Distribution of heard of Department of Agriculture by wave
for total

population 21

Figure 13: Distribution of heard of Surgeon General\'s office by wave
for total

population 22

Figure 14: Distribution of heard of school lunch program by wave for
total

population 22

Figure 15: Distribution of heard of welfare reform by wave for total
population 23

Figure 16: Distribution of civic participation by wave for total
population 23

Figure 17: Distribution of television hours per day by wave for total
population 24

Figure 18: Distribution of radio hours per week by wave for total
population 25

Figure 19: Distribution of magazine hours per week by wave for total
population 25

Figure 20: Distribution of newspaper hours per week by wave for total
population 26

Figure 21: Distribution of Internet hours per week by wave for total
population 26

Figure 22: Distribution of general awareness by wave for total
population 28

Figure 23: Mean of mass-media and community-based communications by wave
for

total population (Figure 23) 31

Figure 24: Distribution of total population regarding hearing about the
census on

television by wave (Figure 24) 31

Figure 25: Distribution of total population regarding hearing about the
census in

magazine ads by wave (Figure 25) 32

Figure 26: Distribution of total population regarding hearing about the
census in

radio ads by wave (Figure
26).....................................................................32

Figure 27: Distribution of total population regarding hearing about the
census in

newspaper ads by wave (Figure 27) 33

Figure 28: Distribution of total population regarding hearing about the
census on

outside billboards or posters by wave ...............33

Figure 29: Distribution of total population regarding hearing about the
census in

meetings of a religious group or at place of worship by wave 34

Figure 30: Distribution of total population regarding hearing about the
census in

meetings or activities of a community or government organization by wave
34

Figure 31: Distribution of total population regarding hearing about the
census from

informal conversations by wave 35

Figure 32: Distribution of total population regarding hearing about the
census in

schools you attended by wave 35

Figure 33: Distribution of total population regarding hearing about the
census in

things your children have brought home from school, by wave 36

Figure 34: Distribution of total population regarding hearing about the
census job

announcements, by wave 36

Figure 35: Distribution of total population regarding hearing about the
census at

conference exhibit booth awareness by wave 37

Figure 36: Distribution of total population regarding hearing about the
census on

signs or posters inside buildings 37

Figure 37: Distribution of total population regarding hearing about the
census in

a speech made by government official or community leader by wave 38

Figure 38: Distribution of total population regarding hearing about the
census in articles

you read in publications by wave 38

Figure 39: Distribution of total population regarding hearing about the
census on the

Internet by wave 39

Figure 40: Distribution of total population regarding hearing about the
census on

paycheck or utility bill insert awareness by wave 39

Figure 41: Distribution of total population regarding hearing about the
census from

participation on complete count committee by wave 40

Figure 42: Ratios of mean general awareness by sample and language
spoken at

home 53

Figure 43: Ratios of mean awareness of mass-media communications by
sample and

language spoken at home 53

Figure 44: Ratios of mean general awareness of community-based
communications by

sample and language spoken at home 54

Figure 45: Distribution of intended participation by wave for total
population ....... 61

Figure 46: Distribution of intended participation by wave for Hispanics
62

Figure 47: Distribution of intended participation by wave for
non-Hispanic

African Americans
............................................................62

Figure 48: Distribution of intended participation by wave for
non-Hispanic Whites 63

Figure 49: Distribution of intended participation by wave for Asians 63

Figure 50: Distribution of intended participation by wave for American
Indians 64

Figure 51: Distribution of intended participation by wave for Native
Hawaiians 64

Figure 52: Ratios of mean general awareness by sample and language
spoken at

home ... 68

Figure 53: Empirical cumulative distribution function by wave for total
population .....73

Figure 54: Percentage of total population with recent awareness of
Census 126

Figure 55: Percentage of Hispanics with recent awareness of Census 126

Figure 56: Percentage of non-Hispanic African Americans with recent
awareness

of Census
.............................................................................127

Figure 57: Percentage of non-Hispanic Whites with recent awareness in
Census 127

Figure 58: Percentage of Asians with recent awareness of Census 128

Figure 59: Percentage of American Indians with recent awareness in
Census 128

Figure 60: Percentage of Native Hawaiians with recent awareness in
Census 129

Figure 61: Mean intended participation for total population 130

Figure 62: Mean intended participation for Hispanics 131

Figure 63: Mean intended participation for non-Hispanic African
Americans 131

Figure 64: Mean intended participation for non-Hispanic Whites 132

Figure 65: Mean intended participation for Asians 132

Figure 66: Mean intended participation for American Indians 133

Figure 67: Mean intended participation for Native Hawaiians 133

Figure J-1: Conditional distribution of total population regarding
hearing about

the census on television 235

Figure J-2: Conditional distribution of total population regarding
hearing about the

census in magazine ads 236

Figure J-3: Conditional distribution of total population regarding
hearing about the

census in radio ads 236

Figure J-4: Conditional distribution of total population regarding
hearing about the

census in newspaper ads 237

Figure J-5: Conditional distribution of total population regarding
hearing about the

census in meetings of a religious group or at a place of worship 237

Figure J-6: Conditional distribution of total population regarding
hearing about the

census in meetings or activities of a community or government
organization 238

Figure J-7: Conditional distribution of total population regarding
hearing about the

census in schools you attend 238

Figure J-8: Conditional distribution of total population regarding
hearing about the

census in things your children have brought home from school 239

Figure J-9: Conditional distribution of total population regarding
hearing about the

census in a speech made by a government official or community leader 239

Figure J-10: Conditional distribution of total population regarding
hearing about the

census on the Internet 240

# EXECUTIVE SUMMARY

As part of Census 2000, the Census Bureau is conducting a comprehensive
program of evaluations designed to measure how well its programs,
operations, and procedures performed. This report is about the
evaluation of the Census 2000 Partnership and Marketing Program (PMP).
The Census Bureau contracted with the National Opinion Research Center
to evaluate whether the program actually (1) increased the public's
awareness of the census, and (2) increased mailback response rates,
especially among historically undercounted populations.

To perform its task, the National Opinion Research Center implemented a
before, during, and after research design with three waves of
interviewing. Wave 1 occurred in Fall 1999 before the launch of the
education phase of the advertising program and before most partnership
activities had commenced; Wave 2 took place in Winter 2000 before the
mail-out of census forms, but after much of the motivation phase of the
ad campaign; and Wave 3 interviewing began in Spring 2000 following
Census Day and continued into June during the census nonresponse
followup operations. The wave-to-wave trends from this design may be
used to study the growth in awareness of Census 2000, the growth in
intended participation, and their correlates.

Across the three waves of data collection, the National Opinion Research
Center completed just under 10,000 interviews of American households.
The surveys sought to interview the person in the household who opens
the mail or the one most likely to open and answer the census form.

The research design incorporates representative samples of several
race/ethnicity populations, including Hispanics, non-Hispanic Blacks,
non-Hispanic Whites, Asians, American Indians, and Native Hawaiians. It
enables separate analysis and conclusions about the effectiveness of the
Census 2000 Partnership and Marketing Program for the aforementioned
race/ethnicity populations as well as for the total population.

The design also incorporates an exact match of the survey responses to
the actual census returns for the households interviewed in Waves 2 and
3. From these data, we are able to determine which households actually
returned the census form by mail, while from the survey questions
themselves, we are only able to determine which households said they
would or said they did.

The evaluation study addresses and answers a number of critical
questions about the Census 2000 Partnership and Marketing Program.

1.  *How effective was the Census 2000 Partnership and Marketing
    Program, as a whole, in increasing general awareness about the
    Census? Among hard-to-enumerate populations? How effective were
    mass-media and community-based communications in increasing general
    awareness about the Census? Among hard-to-enumerate populations?*

Overall awareness of communications about Census 2000 increased
significantly over time. It was greater after the Census 2000
Partnership and Marketing Program than before the onset of the program.

Awareness of communications about Census 2000 increased for all six of
the race/ethnicity populations that we studied separately, including
historically hard-to-enumerate populations such as Hispanics,
non-Hispanic Blacks, and American Indians. It appears that the program
was effective for all targeted populations in stimulating awareness.

The effects of census marketing and partnership activities are
confounded with one another. As such, it was impossible for the Census
2000 Partnership and Marketing Program Evaluation to measure their
effects separately. The study did examine, however, the public\'s recall
of eighteen sources of census communications, e.g., television and
census information from religious organizations, each of which exhibits
a combination of advertising and partnership influences. To strengthen
the analysis, we combined the eighteen sources into two composite
measures: mass-media and community-based communications.

In our analysis, mass-media communications included television,
magazine, radio, newspaper, and billboard ads. Community-based
communications included religious groups, community or government
organizations, informal conversations, schools you attended, schools
your children attended, census job announcements, conference exhibit
booths, signs inside buildings, speeches, articles, the Internet,
paycheck or utility bill and participation on a complete count
committee. [^1] We found significant evidence that awareness of both
types of communications was greater after the Census 2000 Partnership
and Marketing Program than before the onset of the program.

Most of the targeted race/ethnicity populations recalled most of the
components of mass-media communications. Five populations -- Hispanics,
non-Hispanic Blacks, non-Hispanic Whites, Asians, and Native Hawaiians
-- exhibit significant positive trends for television, radio,
newspapers, and billboard ads, while trends for magazines are
occasionally not significant. American Indians display trends in census
awareness similar to those of the other race/ethnicity populations.
However, some of the trends from Wave 2 to 3 are not significant,
perhaps because of higher sampling variability (than for the other
targeted populations). For most populations, recall of television is at
a higher level with a stronger positive trend than recall of other
mass-media sources.

Most race/ethnicity populations display significant positive trends in
awareness due to community-based communications. Among the components,
informal conversations, census job announcements, and signs or posters
inside buildings, tend to generate the highest levels of recall. Among
sources of community-based communications, our data do not display
strong positive trends in awareness due to the Internet, paycheck or
utility bill, and conference exhibit booths.

We find a significant difference between English- and
other-language-speaking Asians in regards to awareness of census
communications. In each wave of the evaluation survey, the English
speakers reported higher mean general awareness of census communications
than did other-language speakers. For other race/ethnicity populations,
there is a broad, but not statistically significant, pattern of lower
estimated awareness in the non-English-speaking populations.

2\. *How effective was mass-media in positively changing
attitudes/beliefs about the Census among the general public? How
effective were community-based communications in positively changing
attitudes/beliefs about the Census among the general public? Among the
hard-to-enumerate populations?*

The research examined a variety of beliefs that people might hold
relevant to participating in the census. An example was the survey item
\"Filling out the census will let the government know what my community
needs.\" Confidence in the conclusion that the Census 2000 Partnership
and Marketing Program was successful is enhanced if changes in these
beliefs are observed that are consistent with the trends in awareness of
census communications and intentions to return the census form. This was
the case for most targeted populations. Only the American Indian
population showed no change in their beliefs from before to after the
onset of the program. We found evidence of some significant associations
between census awareness and various (positive) census beliefs,
signifying that the Census 2000 Partnership and Marketing Program
reached people and positively shifted attitudes. We also found a
significant association between self-reported participation and the
belief that census \"lets government know what my community needs.\"
However, there is little evidence that census beliefs shifted after
census day.

3\. *What impact did the Census 2000 Partnership and Marketing Program,
as a whole, have on the likelihood of returning a Census form?
Specifically, what was the impact of mass-media? Of community-based
communications?*

Four race/ethnicity populations indicated that they were more likely to
return the census form (increased mean intended participation) after the
Census 2000 Partnership and Marketing Program than before its onset. The
groups whose intentions grew more positive were non-Hispanic Blacks,
non-Hispanic Whites, Asians, and Native Hawaiians. We were not able to
demonstrate from our data that the Hispanic and American Indian
populations intended to return the census form any more after the Census
2000 Partnership and Marketing Program than before it. The evidence
suggests, however, that intentions to return the census form increased
for English-speaking American Indians.

Higher awareness of communications about Census 2000 correlates with a
greater likelihood or intention of returning the census form for five of
the targeted populations, including Hispanics, non-Hispanic Blacks,
non-Hispanic Whites, Asians, and Native Hawaiians. Hispanics show this
effect even though their mean intended participation did not increase
from before to after the Census 2000 Partnership and Marketing Program,
suggesting that the program had less impact on them. For non-Hispanic
Blacks, non-Hispanic Whites, Asians, and Native Hawaiians, it appears
that people in these groups became more aware of census communications
and that this awareness was linked to intentions to return the census
form. We were not able to demonstrate these effects for the American
Indian population. Yet there may have been real, favorable effects for
American Indians that we were not able to discover because of larger
sampling variability.

The Census 2000 Partnership and Marketing Program achieved mixed success
in favorably impacting actual participation in the census. Through
cross-sectional, logistic regression models, we find that the Wave 2 and
3 data are consistent with the hypothesis that mass media and
community-based communications had no effect on the odds of mail return
for the Asian, American Indian, and Native Hawaiian populations.
Further, we find differential communications effects by language spoken
at home, age, and race/ethnicity. The data support a conclusion that
census communications were less effective for the other-languages
population than for the English population, and less effective for
younger adults than for older adults. Census communications were equally
effective for the Spanish- and English-speaking populations.
Community-based communications were more effective in reaching
non-Hispanic Blacks than non-Hispanic Whites.

4\. *Were differences in awareness, knowledge, and attitudes before and
after the Census 2000 campaign significantly different from those
measured before and after the 1990 campaign (which had no paid
advertising)?*

The Census Bureau developed and implemented an Outreach Evaluation
Survey at the time of the 1990 Census with objectives similar to those
of the Census 2000 Partnership and Marketing Program Evaluation. Yet it
is nearly impossible to make exact comparisons between the two studies,
because of various non-comparabilities. In approximate terms, awareness
of the impending Census 2000 started at a relatively low level at Wave
1, a point in time for which there is no corresponding data from the
1990 Outreach Evaluation Survey. By mid-winter before Census Day,
awareness in 2000 seems to eclipse awareness of the impending 1990
Census. Furthermore, in terms of mean number of sources of information
cited by respondents, the Census 2000 Partnership and Marketing Program
Evaluation reflects higher levels following census day than does the
1990 Outreach Evaluation Survey at the same point in time.
Interestingly, the percent who heard recently about the census is lower
following Census Day in 2000 than in 1990, perhaps reflecting literal
reporting by Census 2000 Partnership and Marketing Program Evaluation
respondents or differences in timing of being in the field.

According to our data, attitudes towards census confidentiality declined
at the close of the 20th Century. Favorable attitudes started at a low
level prior to Census 2000 and never recovered to the levels reported in
1990. On the other hand, respondents' views of the importance of
participating in the census remained quite stable: both censuses
exhibited similarly favorable attitudes, and neither displayed a trend
from wave to wave within the census period. Finally, the Census 2000
Partnership and Marketing Program seems to have achieved greater success
than comparable efforts in 1990 to create a favorable attitude that the
census cannot be used against you.

5\. *Was awareness or intended participation influenced by census
controversies or by other special events of census publicity?*

Evidence about such questions is quite limited due to sampling
variability and possibly other factors. What evidence we have suggests
no substantial intervention in awareness or intended participation due
to census controversies or other special events, such as the controversy
arising from the census advance letter.

In light of these findings, we humbly offer the following
recommendations for consideration by those planning the 2010 Census.

R1. The Census 2000 Partnership and Marketing Program was generally
successful in promoting awareness and intent to participate in the
census. Even though the program had a limited and mixed impact on
peoples\' actual behavior, we recommend this program of mass-media and
community-based communications be repeated in general form, content, and
intensity for Census 2010. Some minor adjustments to the program, as
follows, may achieve superior results.

R2. The Census 2000 Partnership and Marketing Program demonstrated that,
in general, mass-media and community-based communications did reach
people. However, some sources of census communications were more
effective than others. As Census 2010 approaches, the Census Bureau
should evaluate the then current communications channels in America,
with an eye towards optimizing the allocation of Census 2000 Partnership
and Marketing Program resources among the various channels. In
particular, the Census Bureau should reevaluate use of the Internet,
magazines, conference exhibit booths, and paycheck or utility bill
inserts. The first in this list of channels may be increasing in
importance, while remaining channels may be decreasing in importance.
Other channels, such as television, radio, and schools you attend will
probably continue to be as important in 2010, as they were in 2000.
Furthermore, the Census Bureau should examine opportunities to tailor
census messages to the source of communications.

R3. Awareness of census communications may have declined slightly after
Census Day 2000. The Census Bureau should conduct additional study of
this matter, to confirm its validity and consequences. The end purpose
of the study should be to determine whether a stronger post-Census-Day
communications program would have achieved favorable results at an
acceptable price.

R4. As Census 2010 approaches, the Census Bureau should reevaluate what
promotional messages resonate best with the American population overall,
and with targeted race/ethnicity populations. Based on the 2000
experience, a traditional message \-- census confidentiality can be
trusted \-- seems to be declining in effectiveness. Meanwhile, two newer
messages

> • Answers cannot be used against you
>
> • Lets government know what my community needs
>
> appear to be increasing in effectiveness. Use of the right messages
> will optimize the effectiveness of the 2010 Census Partnership and
> Marketing Program. In view of the demonstrated sophistication of the
> Census 2000 Partnership and Marketing Program, the Census Bureau
> should go on to explore use of even more subtle beliefs for Census
> 2010.

R5. Mass-media and community-based communications effectively reached
the Black community during Census 2000, and communications changed
census beliefs. For this population, the 2010 Census Partnership and
Marketing Program should build on the success of the Census 2000
Partnership and Marketing Program.

R6. For Census 2010, the Census Bureau should reevaluate the
communications approach for the Hispanic, Native Hawaiian and especially
the American Indian populations. The Census 2000 Partnership and
Marketing Program changed census awareness for these populations, but
there is little or no significant evidence that it impacted intent to
participate. For American Indians, mean census beliefs were unchanged
from before the onset of the Census 2000 Partnership and Marketing
Program through Census Day. To better reach these populations, the
Census Bureau may develop new communications messages, deliver more
frequent messages at the time of the census, or communicate on more of
an ongoing basis throughout the decade. The Census Bureau may identify
beliefs that are truly critical to peoples\' behavior in these
communities, and formulate communications messages accordingly. The
reevaluation should consider the design and outcomes of the Census 2000
Partnership and Marketing Program and whether further refinements would
be successful.

R7. English-speaking Asians changed census beliefs as a result of the
Census 2000 Partnership and Marketing Program, but non-English-speaking
Asians apparently did not. For 2010, the Census Bureau should develop
and implement communications channels and messages that get through to
this population.

R8. The Census 2000 Partnership and Marketing Program cost money, and
the current evaluation study demonstrated only a limited linkage between
the Census 2000 Partnership and Marketing Program effort and
improvements in actual mail return behavior. During early stages of
planning for Census 2010, the Census Bureau should conduct a formal
cost-benefit analysis, attempting to demonstrate the tradeoffs between
increased expenditures on Census 2000 Partnership and Marketing Program
activities and reduced followup costs. The analysis may be used as one
small part of the base of information the Census Bureau uses to justify
its plan for Census 2010. If evaluation of the 2010 Partnership and
Marketing Program is undertaken, in light of 2000 experiences, then it
would be desirable to develop some specific hypotheses that can be
tested directly.

R9. Ultimately, once congressional appropriations have been finalized,
during late stages of planning for Census 2010, there will be a fixed
amount of money to support Census 2000 Partnership and Marketing Program
activities. The Census Bureau will be faced with the daunting task of
allocating this fixed pie among the many worthy components of the
program. In making this allocation, the Census Bureau should continue to
be guided by the twin goals of (1) increasing the overall mail return
rate and (2) reducing the differential undercount, weighted by size, of
historically undercounted populations.

R10. Future research should use an experimental design to measure the
effectiveness and

> benefit of a partnership and marketing program

# 1. BACKGROUND

The Census Bureau implemented a five-pronged, integrated marketing
strategy to promote Census 2000. The five components were

-   *The paid advertising campaign* generated awareness, educated people
    about Census 2000, and encouraged individuals to return their Census
    2000 forms;

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-   *The Partnership Program* encouraged mail response by those people
    who were not persuaded by direct mail, advertising, or other
    promotion methods;

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-   *The Promotions and Special Events component* included exciting,
    fun, and educational activities, sponsored by the Census Bureau, in
    communities and schools, particularly in areas with historically
    undercounted populations;

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-   *The media relations component* ensured that electronic and print
    media reinforced the Census 2000 messages generated by community
    events, endorsements from partners, advertisements, the Census in
    Schools project, and other promotional events; and

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-   *The Direct Mail Pieces component* communicated several specific key
    pieces of information: expect a form in the mail (communicated in
    the advance letter), the law mandates response (communicated on the
    envelope and cover letter of the mailing package), and the law
    mandates that the Census Bureau keep census data confidential (in
    the cover letter of the mailing packages).

In this report, we describe a recently conducted evaluation of the first
two of these components, known collectively as the Partnership and
Marketing Program (PMP).

The advertising firm of Young and Rubicam, Inc. (Y&R), under contract to
the Census Bureau, developed a persuasive paid advertising campaign
designed to stimulate mail response to Census 2000. Y&R delivered its
campaign in three general phases: (1) an education phase done in late
Fall 1999, (2) a motivation phase done in Winter 2000 prior to the
mailout of census forms,

\(3\) and a nonresponse followup phase done following census day and
designed to encourage nonresponders \-- both in the general population
and in targeted subpopulations \-- to participate in the census.

The goals of Y&R\'s advertising campaign were to increase awareness of
the census; to increase knowledge of the census; and ultimately to shift
attitudes toward the census so as to achieve a mailback response of
greater than 61 percent and increased receptivity to partnership
efforts. The basic premise of the advertising program was the hypothesis
that people who are more involved in their communities or who
participate in civic activities are more likely to respond to the census
than others who do not. Starting from this hypothesis, Y&R conducted
analysis and determined a partition of the total population with three
basic groups or segments. They classified people at the high end of the
spectrum (five or more civic activities) as *most likely to respond* to
the census, and people at the low end (zero civic activities) as *least
likely to respond*. Y&R labeled the middle segment (people with one to
four civic activities) as *undecided/passive*. The paid advertising
campaign targeted the \"Diverse America\" audience, among others.
Diverse America refers to the audience that consumes English-language
media. It cuts across all race/ethnicity populations.

Figure 1 presents the Y&R likelihood spectrum developed for the Diverse
America audience that resulted from this segmentation analysis. This
likelihood spectrum became the central organizing principle for the paid
advertising campaign. Note that historically difficult to count groups,
such as Hispanics and African Americans, are disproportionately
represented in Y&R's least-likely-to-respond segment.

![](media/image2.wmf)**Figure 1: Depiction of the Y&R Diverse America
likelihood spectrum: percent of population**

One of the great challenges of the PMP was to attempt to reach the
entire census "market", namely the entire US population. To address this
challenge, Y&R developed an approximate demographic profile of the
people in each segment of the census "market". They found that those
most likely to respond tend to be age 35 +, college educated, white
collar, household income greater than or equal to \$50,000, married with
children, and to own their housing unit. Undecided/passive tend to be
age 18-34, high-school diploma or less, blue collar, low to average
household income, married/single/divorced with children, and to rent
their housing unit. Finally, the least likely to respond tend to be age
18-34, less than high-school diploma, blue collar, low household income,
single/divorced/widowed, and to rent their housing unit.

The likelihood spectrum also profiled the three segments of the
population by attitudes towards the census and by the role of
advertising. Table 1 summarizes this information for the Diverse America
audience. At the high end, advertising should simply reinforce the
presumed positive propensity to mailback the census form. While at the
low end, it must overcome fear, pave the way for partnership efforts,
educate people about the census, and change negative beliefs.

Table 1: Diverse America likelihood spectrum: attitudes and role of
advertising by segment

+-------------+----------------+-----------------+--------------------+
|             | **Least Likely | **Unde          | **Most Likely to   |
|             | to Respond**   | cided/Passive** | Respond**          |
+-------------+----------------+-----------------+--------------------+
| Attitudes   | Fear           | Apathetic       | Familiar           |
| Towards     |                |                 |                    |
| Census      | Distrust       | Not very        | Intend to          |
|             |                | familiar        | participate        |
|             | Completely     |                 |                    |
|             | unaware        |                 |                    |
+-------------+----------------+-----------------+--------------------+
| Role of     | Lower          | Provide         | Reinforce positive |
| Advertising | resistance to  | information     | behavior           |
|             | pave way for   |                 |                    |
|             | community      | Provide reason  | Instill sense of   |
|             | programs       | to complete     | urgency            |
|             |                |                 |                    |
|             | Motivate       | Motivate        | Motivate           |
|             |                |                 |                    |
|             | Educate        | Educate         | Remind             |
|             |                |                 |                    |
|             | Remind         | Remind          |                    |
+-------------+----------------+-----------------+--------------------+

Y&R developed an approach to advertising with specific actions targeted
at the specific segments. For the most-likely-to-respond segment, their
approach called for extensive use of the national media. They
supplemented the national media plan with additional select national
media for the undecided/passive group, including Sunday and late-night
programming. For the least-likely-to-respond segment, they planned a
further additional overlay, including daytime TV and out-of-home
sources. They created these plans by race/ethnicity.[^2]

Y&R also organized their approach into the three discreet time phases
mentioned earlier. Table 2 gives a brief summary of the advertising plan
by phase.

Table 2: General advertising plans by phase\*

+--------------+-----------------+---------------+--------------------+
|              | **Education     | **Motivation  | **Nonresponse      |
|              | phase**         | phase**       | followup phase**   |
+--------------+-----------------+---------------+--------------------+
| Vehicles     | Print           | Print         | Radio              |
|              |                 |               |                    |
|              | Radio           | Radio         | Television         |
|              |                 |               |                    |
|              | Television      | Television    |                    |
|              |                 |               |                    |
|              |                 | Out of home   |                    |
+--------------+-----------------+---------------+--------------------+
| Time Period  | November 1 to   | February 28   | April 17 to May 14 |
|              | January 30      | to April 9    |                    |
+--------------+-----------------+---------------+--------------------+
| Activity     | Broadcast: 9    | Broadcast: 6  | Broadcast: 4 weeks |
| Weeks        | weeks           | weeks         |                    |
|              |                 |               |                    |
|              | Print: 2 months | Print: 2      |                    |
|              |                 | months        |                    |
|              |                 |               |                    |
|              |                 | Out of home:  |                    |
|              |                 | 2 months      |                    |
+--------------+-----------------+---------------+--------------------+

\*For the Diverse America audience, those most likely to respond were
not targeted during the education and nonresponse followup phases.

The Census Bureau conceived, developed and executed a comprehensive
partnership program for Census 2000. A significant priority for Census
2000 was to build partnerships at every stage of the process to motivate
people to respond such that the Census Bureau could provide population
counts needed to apportion seats in the U. S. House of Representatives,
determine state legislative district boundaries and meet critical
national data needs for the next decade. Because the Census Bureau could
not effectively conduct the census alone, it gathered strong partners
that helped accomplish its goal of achieving a complete count.
Partnerships existed with state, local and tribal governments,
non-governmental entities including national and community
organizations, various businesses, and the media.

The following are some but not all of the activities that partners
conducted:

-   held press conferences

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-   wrote letters and articles

-   provided brochures and handouts

-   issued public statements of endorsements

-   developed local plans of action

-   provided formal partnership agreements

-   initiated and participated in local events, and

-   implemented special projects and initiatives.

The projects and initiatives included Complete Count Committees, Census
in Schools, Religious Organizations, Tribal and Governors\' Liaisons,
Media and Promotional Materials, and National Partnerships.

The Partnership Program was a means of encouraging mail response by
those people who were not persuaded by direct mail, advertising or other
methods. It complemented traditional methods by spreading information
about the census, by assuring people that it was beneficial to
participate and by providing help if needed.

The mission of the Partnership Program was to develop an aggressive and
comprehensive program that incorporated the efforts and resources of
governmental units, community-based organizations, religious groups and
businesses in assisting the Census Bureau to conduct an efficient,
accurate census.

The goals of the integrated PMP were to:

-   increase mail response rates

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-   reduce differential undercounts, and

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-   communicate a consistent Census 2000 message.

Notably, the actual proportion of the population that mailed back their
census forms in 2000 exceeded the expected mailback rates. Was this
apparent success due to the PMP or to other factors in the environment?

During planning stages for the PMP, the Census Bureau sought and
Congress provided funds to pay for the advertising campaign, an
unprecedented step, as it had relied exclusively on *pro bono*
advertising for prior censuses in the modern era. With this decision,
and to answer the question above, it became crucial to design and
execute an evaluation of the effectiveness of the PMP. The Census Bureau
contracted with the National Opinion Research Center (NORC) to conduct
this program evaluation independently of Y&R and census partners.
NORC\'s evaluation was to answer two basic questions: (1) did public
awareness of Census 2000 increase as a result of the PMP, and (2) was
the PMP successful in motivating households to complete and return their
census forms.

For the Partnership and Marketing Program evaluation (PMPE) NORC
conducted a household survey in three waves, using a combination of both
personal-visit and computer-assisted telephone interviewing (CATI). The
first wave occurred prior to the education phase of the PMP in early
Fall 1999, while the second wave was implemented in Winter 2000
concurrently with the motivation phase. The third and final wave was
fielded following Census Day and finished by the close of the census
nonresponse followup operations in June 2000.

The Census Bureau sponsored similar evaluation studies of advertising
for the 1980 Census, the 1990 Census, and the 1998 Dress Rehearsal. See
Moore (1982), Bates and Whitford (1991), Fay, Bates, and Moore (1991),
Bates and Buckley (1999), and Roper Starch Worldwide (1999). NORC\'s
current evaluation study is built, in part, on these prior studies,
using similar but not identical research designs and questionnaires.
Later in this report we make a few comparisons between the 2000 results
and the 1980 and 1990 reference points. Many essential survey conditions
changed to varying extents over the years, including mode of data
collection, sampling techniques, the questionnaire/interview, and the
time period between data collection and exposure to census outreach. We
strongly recommend the reader use the comparisons for their
impressionistic content, rather than attempt to make formal tests of
differences between the censuses.

In this report, we present the final analysis of the 2000 evaluation
survey data. A description of the research design and of the survey
methodology appears in Section 2. We highlight several data or design
limitations of the study in Section 3. We give key results of the
analysis itself in Section 4. Finally, we close with a general summary
of key research questions and findings in Section 5. Several appendices
provide details of various aspects of the design and analysis.

# 2. METHODOLOGY

# 

NORC conducted the evaluation using a before, during, and after research
design, as summarized in the following table:

Table 3: Summary of three waves of data collection

+-----+---------+-------+---------------------------------------------+
| **  | **Time  | *     | **Purpose**                                 |
| Wav | of      | *Comp |                                             |
| e** | Field   | leted |                                             |
|     | P       | In    |                                             |
|     | eriod** | tervi |                                             |
|     |         | ews** |                                             |
+-----+---------+-------+---------------------------------------------+
| 1   | Se      | 3,002 | To capture census awareness and other       |
|     | ptember |       | factors like civic participation and other  |
|     | 1 --    |       | beliefs that bear on census cooperation     |
|     | N       |       | prior to the launch of the *educational     |
|     | ovember |       | campaign* of the PMP and to establish a     |
|     | 13      |       | baseline measure to use for comparison to   |
|     |         |       | subsequent waves of data collection         |
+-----+---------+-------+---------------------------------------------+
| 2   | January | 2,716 | To capture census awareness and other       |
|     | 17 --   |       | factors that bear on census cooperation     |
|     | March   |       | during the *motivation campaign* of the PMP |
|     | 11      |       | and prior to the mailout of census forms    |
+-----+---------+-------+---------------------------------------------+
| 3   | April   | 4,247 | To capture census awareness and other       |
|     | 17 --   |       | factors that bear on census cooperation     |
|     |         |       | following the mailout of census forms and   |
|     | June 17 |       | prior to the completion of nonresponse      |
|     |         |       | followup operations during the *nonresponse |
|     |         |       | followup campaign*                          |
+-----+---------+-------+---------------------------------------------+

Given the design, trends from Wave 1 to 2 are intended to reveal effects
of the education phase of the PMP; trends from Wave 2 to 3 are intended
to reveal effects of the census mailout and cumulative effects of the
education and motivation phases; and trends from Wave 1 to 3 are
intended to reveal cumulative effects of all phases.

NORC designed and implemented a brief screening questionnaire with the
primary objectives of determining the correct household respondent (the
person who usually handles the mail) and the race/ethnicity of this
person. We used the screener to screen-out ineligible cases and to
subsample eligibles. See Appendix I for details.

The Census Bureau developed (with input from NORC staff) a survey
instrument for each of the survey waves, or three survey instruments
overall. Facsimiles of the three instruments appear in Appendices D, E,
and F, respectively. The instruments include questions related to media
use; awareness of government agencies and programs; awareness of
community agencies and programs; recall of exposure to the mass media;
recall of exposure to partnership-sponsored activities; recall about
sources of information; knowledge and attitudes about the census; aided
recall of specific advertising; aided recall of specific partnership
activities; census form receipt, handling, and mailback behavior; and
demographic information. The instruments are modeled after previous
Census Bureau surveys of a similar nature conducted at the time of the
1980 Census, the 1990 Census, and the dress rehearsal for Census 2000.

NORC designed all three waves to achieve oversamples of five
race/ethnicity populations: Hispanic, non-Hispanic African American,
Asian, Native Hawaiian, and American Indian. In fact, the research
design actually employed four different samples within each of the three
waves. The *core sample* covered the total population and it also
allowed separate analyses of the Hispanic, non-Hispanic African
American, and non-Hispanic White populations. The American Indian,
Asian, and

Native Hawaiian populations were each covered by a separate sample. The
numbers of complete interviews by wave and sample appear in Table 4. A
detailed description of the four samples and of the three waves of
interviewing appears in Appendix A.

# Table 4: Sample sizes and completed interviews by wave and race/ethnicity populations 

+-----------------------------------+---+----------+---+-----------+---+----------+
| **Sample Type**                   | * |          | * |           | * |          |
|                                   | * |          | * |           | * |          |
|                                   | W |          | W |           | W |          |
|                                   | a |          | a |           | a |          |
|                                   | v |          | v |           | v |          |
|                                   | e |          | e |           | e |          |
|                                   | 1 |          | 2 |           | 3 |          |
|                                   | * |          | * |           | * |          |
|                                   | * |          | * |           | * |          |
+===================================+===+==========+===+===========+===+==========+
| Core                              |   |          |   |           |   |          |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Sample size                       |   | 11,105   |   | 2,600     |   | 3,729    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Occupied households               |   | 5,442    |   | 2,122     |   | 3,079    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed screening interview     |   | 2,209    |   | 2,122     |   | 3,079    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Cases screened in                 |   | 1,833    |   | 2,122     |   | 3,079    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed interview               |   | 1,536    |   | 1,227     |   | 1,989    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Hispanic                          |   | 446      |   | 425       |   | 687      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Non-Hispanic African American     |   | 553      |   | 373       |   | 634      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Non-Hispanic White                |   | 457      |   | 364       |   | 544      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| #  Other race/ethnicities         |   | 80       |   | 65        |   | 124      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| # Asian                           |   |          |   |           |   |          |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Sample size                       |   | 4,528    |   | 5,932     |   | 8,748    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Occupied households               |   | 4,286    |   | 4,895     |   | 7,399    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed screening interview     |   | 4,286    |   | 4,117     |   | 6,721    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Asians screened in                |   | 951      |   | 549       |   | 1,269    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed interview               |   | 517      |   | 471       |   | 778      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| American Indian                   |   |          |   |           |   |          |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Sample size                       |   | 3,182    |   | 3,345     |   | 4,581    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Occupied households               |   | 1,428    |   | 2,120     |   | 2,716    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed screening interview     |   | 1,427    |   | 1,628     |   | 2,418    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| American Indians screened in      |   | 790      |   | 537       |   | 919      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed interview               |   | 510      |   | 498       |   | 770      |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Native Hawaiian                   |   |          |   |           |   |          |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Sample size                       |   | 10,900   |   | 4,250     |   | 6,345    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Occupied households               |   | 5,159    |   | 3,274     |   | 4,562    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed screening interview     |   | 2,353    |   | 2,835     |   | 3,805    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Native Hawaiians screened in      |   | 506      |   | 1,198     |   | 1,444    |
+-----------------------------------+---+----------+---+-----------+---+----------+
| Completed interview               |   | 438      |   | 520       |   | 710      |
+-----------------------------------+---+----------+---+-----------+---+----------+

NORC and the Census Bureau agreed on a plan to select all samples from a
sampling frame extracted from the Decennial Master Address File (DMAF).
Such a frame would provide nearly complete coverage of the target
population, and it would facilitate linkage of the survey responses to
the households' actual mail-back behaviors (that is, did they or did
they not mail back their census forms). The plan was to collect most
data via Computer-Assisted Telephone Interviewing (CATI), with
personal-visit interviewing for addresses where a valid telephone number
could not be obtained or where the interview was refused by telephone.

At the launch of the project, Census and NORC managers learned that the
DMAF would not be ready in time to support most of the sampling
operations for Wave 1. In response, we quickly redesigned the wave using
a nationally representative, random digit dialed (RDD) sample for the
core sample; a supplementary area-probability sample in five primary
sampling units (PSUs) for the core sample; an area-probability sample
for the Asian sample; an area-probability sample for the American Indian
sample, except for five reservations where the DMAF extract obtained a
sufficiently high proportion (≥ 75 percent) of complete physical
addresses; and an RDD sample for the Native Hawaiian sample.[^3] The
supplementary area-probability sample for the core sample was thought to
be useful for judging any biases in the RDD sample due to nontelephone
households. Table 5 summarizes the revised design and the methods of
data collection.

**Table 5: Summary of sampling frames and data-collection methods by
wave and sample**

  -------------- ---------- ------------------------- -------------------------
  **Sample**     **Wave**   **Sampling Frame**        **Method of Data
                                                      Collection**

  Core           1          RDD                       CATI

                            Area-probability in five  Personal visit
                            PSUs                      

                 2          DMAF                      CATI and personal visit

                 3          DMAF                      CATI and personal visit

  Asian          1          Area-probability in five  Personal visit
                            cities                    

                 2          DMAF                      Personal visit

                 3          DMAF                      Personal visit

  American       1          Area-probability in 16    Personal visit
  Indian                    reservations              

                            DMAF in five reservations Personal visit

                 2          Area-probability in 16    Personal visit
                            reservations              

                            DMAF in five reservations Personal visit

                 3          Area-probability in 16    Personal visit
                            reservations              

                            DMAF in five reservations Personal visit

  Native         1          RDD                       CATI
  Hawaiian                                            

                 2          DMAF                      CATI and personal visit

                 3          DMAF                      CATI and personal visit
  -------------- ---------- ------------------------- -------------------------

During operations for Wave 1, we learned that the DMAF was sufficient
for sampling operations in the five American Indian reservations, but
was not adequate, and would never be so, in the remainder of the
American Indian sample (16 reservations). The addresses were simply too
incomplete to enable field interviewers to find them, or to enable
anyone to obtain telephone numbers to contact them. Further, telephone
penetration was thought to be low in many of these areas. We also became
concerned prior to and during Wave 1 about the likely success of
conducting Asian interviews by telephone. It seemed to us that language
problems and cultural traditions concerning survey cooperation could
have an adverse effect on telephone interviews, leading to low
cooperation rates. Thus, we decided to change our original plan, and we
extended personal-visit interviewing to Waves 2 and 3 for both the Asian
and American Indian samples.

For Waves 2 and 3 for the core sample, we used personal-visit interviews
for (1) telephone refusals and (2) cases for which we were not
successful in getting a telephone number, as planned. For these waves
for the Native Hawaiian sample, we used personal-visit interviews for a
subsample of cases for which we were not successful in getting a
telephone number. To reduce travel costs, we did not use personal-visit
interviewing for telephone refusals.

To reduce biases, if any, we weighted the survey data using a three-step
procedure. The base weights consisted of the reciprocals of the
probabilities of selection. Base weights were adjusted within cells to
account for noninterviews. Finally, we poststratified the weights to
1990 Census counts of households by race/ethnicity of the householder.

We applied quality assurance procedures throughout the creation of this
report. They encompassed how we determined evaluation methods, created
specifications for project procedures and software, designed and
reviewed computer systems, developed clerical and computer procedures,
analyzed data, and prepared this report. For a description of these
procedures, reference \"Census 2000 Evaluation Program Quality Assurance
Process.

**3. LIMITATIONS**

This evaluation study has limitations due to sampling error, survey
nonresponse, frame undercoverage, response error, and the
nonexperimental nature of the study (including the confounding of
partnership and advertising effects). Indeed, all surveys are limited by
the first four sources of error, including the subject surveys. In this
report, we account for sampling and response variability through
presentation and appropriate use of estimates of variability.

The overall response rates for Waves 1, 2, and 3 were 48.4 percent, 64.5
percent, and 67.7 percent, respectively. The low response rates
experienced in Wave 1 were due to the RDD designs and the oversampling
used in that wave with no field followup. We give a detailed analysis of
the survey response rates in Appendix B, including all three waves and
all four sample types. Because the response rates are not high, there is
the potential of bias in the PMPE findings. Wave 1 is especially at risk
because of its relatively low response rate. On the other hand, a low
response rate, in and of itself, is not a guarantee of important bias in
our statistics. Bias would be present to the extent that nonresponders
differ from responders with respect to the issues under study in the
PMPE. We have no conclusive evidence one way or the other regarding the
extent of such differences, and thus of nonresponse bias. Indeed, one
rarely has conclusive evidence of this sort in a real sample survey. In
Section 4, we demonstrate that various distributions of the PMPE samples
accord reasonably well with benchmarks from the Current Population
Survey (CPS). This material allows us a small portion of confidence that
nonresponse bias in the PMPE may not be important.

Frame undercoverage arises primarily as the result of the RDD designs
employed in Wave 1. The core and Hawaiian samples are biased to some
unknown degree due to the undercoverage of nontelephone households. The
Hawaiian sample covered Native Hawaiians in the state of Hawaii. For the
Asian sample, we used a conventional area-probability design, and thus
we may assume this survey is subject to little or no undercoverage with
respect to the sampling universe of five cities. Of course, inferences
to the national population of Asians could be biased to the extent that
the five cities are nonrepresentative. The American Indian sample
presents challenges in all three waves. The corresponding DMAF was
available in time to be used for sampling for Wave 1, and indeed we used
it in five of the 21 sample reservations. For the remaining 16
reservations the DMAF addresses were so incomplete that they were
essentially useless for sampling purposes. In these reservations, we
implemented area probability sampling in each of the three waves. We
conclude that undercoverage for the survey of American Indians should be
comparable to that achieved for this population in Census 2000 itself.
The American Indian sample covered American Indians on reservations.

Response error could bias the survey data to some unknown degree. In the
core sample, we have both telephone and field interviews in all three
waves, while in the Native Hawaiian sample, we have telephone interviews
in Wave 1 and both telephone and field interviews in Waves 2 and 3. If
there are differential mode effects, then each of these samples, and the
trends between them, could contain bias. The Asian and American Indian
samples were done entirely via field interviews and thus will display no
such differential mode bias.

Further, the evaluation may be limited by response error due to
favorable context effects created by the wording and ordering of various
questions in the survey questionnaires. Responses to questions 15 and
17, which seek respondents' opinions about the census, could create a
favorable impression of the census in their minds, and thereby tend to
encourage socially desirable responses to the questions that follow.

An exceedingly challenging goal of the project was to try to establish
the separate effects of the paid advertising campaign and the
partnership program on awareness and intent to cooperate. The fact of
the matter is that we are working with data from an observational study,
not an experimental design. Most exposed households were exposed to
elements of both programs, while few households were exposed only to
advertising or only to partnership activities. Households exposed to
both programs presumably exhibit varying degrees of exposure to each,
with some skewed towards advertising exposure and some towards
partnership exposure. In light of this expected blurring or mixing of
the two programs, it is impossible to clearly separate the effects of
the programs.

In a similar vein, the survey questionnaires asked respondents whether
they recalled being exposed to various sources of census communications,
such as television commercials, magazine ads, census job announcements,
and complete count committees. Respondents may have forgotten the
communications they heard, misattributed the exposure to a different
source of communications, or misjudged the extent of their exposure.
Unless census communications were highly salient for the respondent, his
or her awareness of exposure to such communications may be contaminated
by a variety of errors. Reporting or memory error may contaminate any
analytical effort to link census behavior to specific communications
channels or messages. It is also important to note that participation on
a complete count committees was included as an activity on the survey
questionnaire for purposes of completeness but the actual purpose of the
complete count committees was to serve as planning groups. Not all
planning groups referred to themselves as complete count committees so
this data should not be used to interpret the effectiveness of the
Census 2000 Partnership and Marketing Program on encouraging
participation on complete count committees.

A similar problem arises from television news reports about the census,
which undoubtedly serve to increase public awareness of the census.
Because it is virtually impossible for survey respondents to
differentiate in their minds between census news and exposure to PMP
communications, there is risk that our estimated effects of PMP
communications could be overstated.

Since little can be done at this point to measure or adjust for response
errors (including context and mode effects), undercoverage, or
nonresponse errors, and little can be done to redress the
nonexperimental nature of the study and to disentangle confounded
effects of census news, users of this evaluation should interpret the
findings with appropriate caution.

# 4. RESULTS

As previously noted, the main objective of our work is to evaluate the
impact of the PMP on census awareness and cooperation. We begin, in
Section 4.1, by examining several basic characteristics of the American
population, including demographic characteristics, socio-economic
status, civic knowledge and participation, and media habits. This work
is a preface to our main work on the impact of the PMP. It simply
examines the representativeness of the study samples and paints a
picture of how the population is changing, if at all, during the
nine-month period of the evaluation study.

To organize the balance of our analysis, we present a basic,
hypothesized communications model in Figure 2 that describes how PMP
activity may have impacted Census 2000. The premise of the model is that
PMP communications drove an increasing level of awareness of Census 2000
in the American population. Awareness of the census coupled with defined
PMP messages translated into increasingly favorable beliefs about the
census, and these beliefs in turn led to positive changes in people's
intent to participate in the census. Ultimately, people either mailed
back their census forms or they did not. Increased mail returns resulted
from increased intent to participate or other direct influences of
increased awareness or beliefs. The purpose of our analysis is to
determine whether the evaluation survey data are consistent with these
hypotheses.

**Figure 2: Hypothesized model of PMP\'s impact on census behavior**

+-----------------------------------------------------------------------+
| **PMP Communications  Census Awareness  Census Beliefs **          |
|                                                                       |
| **Intended Participation  Actual Mail-Return Behavior**              |
+-----------------------------------------------------------------------+

Table 6 provides a \"roadmap\" that may assist readers navigate through
our main analyses.

Table 6: Organization of the main analyses

  -------------------------------------------------------- --------------
  **Element of the Analysis**                              **Section**

  Is awareness of Census 2000 and of various sources of    4.2
  census communications increasing with time?              

  Are there increases over time in intent to participate   4.3
  in the census?                                           

  Are there positive associations between awareness of the 4.3
  census and intent to participate in the census?          

  Are there increases over time in favorable beliefs about 4.4
  the census?                                              

  Are there positive associations between awareness of the 4.4
  census and beliefs about the census?                     

  Are there positive associations between beliefs about    4.4
  the census and intent to participate in the census?      

  Is increasing awareness of the census due to the PMP or  4.5
  to other factors in the environment?                     

  How is actual mail-return behavior related to awareness  4.6
  of census communications?                                

  How does awareness of the 2000 Census compare to         4.7
  awareness of the 1980 and 1990 Censuses?                 

  Were there any events of special census publicity that   4.8
  substantially impacted awareness or intent to            
  participate?                                             
  -------------------------------------------------------- --------------

In Sections 4.2 through 4.4 we examine three of the factors in our
hypothesized communications model \-- that is, awareness, beliefs, and
intent to participate \-- and the linkages between them. Section 4.5
attempts to shed light on the linkage between the aforementioned factors
and the PMP. That is, it addresses the question of whether PMP or some
other factor in the environment brought favorable changes in awareness,
beliefs and intent to participate. In Section 4.6 we examine the impact
of census communications, and of other factors, on peoples\' actual
mail-return behavior. This section essentially completes our examination
of the hypothetical model and of the linkages between the factors in the
model. We close in Section 4.7 and 4.8 with analysis of some secondary
issues. To the limited extent that is possible, we compare Census 2000
to the censuses of 1980 and 1990 with respect to awareness and favorable
beliefs, and we attempt to show whether any special events of Census
2000 publicity may have impacted awareness or intent to participate in
this census.

Throughout, we emphasize separate analysis of the total population and
six race/ethnicity populations: Hispanic, non-Hispanic African American,
non-Hispanic White, Asian, American Indian, and Native Hawaiian. We use
the core sample to study the total population and the first three
race/ethnicity populations. We also carve out of the core sample an all
other population (non-Hispanic, non-African American, non-White), but
this is based upon a small sample size and empirical results should be
interpreted with considerable caution. The last three race/ethnicity
populations are supported by their own targeted samples, and because
they are, we suppress explicit discussion of the core sample\'s other
population in the text.

Before proceeding further, we observe three conventions that apply to
all of the statistics in the following sections. First, in tabular
displays, we follow the standard practice of citing the estimated
standard errors in parentheses adjacent to the statistics to which they
refer. For example, in Table 7, the value of the first statistic in the
upper left corner happens to be 1.60, with an estimated standard error
of 0.057. Thus, a normal-theory, 90-percent confidence interval for the
true underlying mean would be 1.60 ± 1.645(0.057) = (1.51, 1.69). We
estimated all standard errors via a Taylor series, ultimate cluster
approach, employing the software package SUDAAN.

Table 7: Mean general awareness of census communications

+----------------+--------+--------+--------+-------+-------+-------+
| **Population** | **Wave | **Wave | **Wave | **Si  |       |       |
|                | 1**    | 2**    | 3**    | gnifi |       |       |
|                |        |        |        | cance |       |       |
|                |        |        |        | of    |       |       |
|                |        |        |        | T     |       |       |
|                |        |        |        | rends |       |       |
|                |        |        |        | (p    |       |       |
|                |        |        |        | -Valu |       |       |
|                |        |        |        | es)** |       |       |
+----------------+--------+--------+--------+-------+-------+-------+
|                |        |        |        | *     | *     | *     |
|                |        |        |        | *Wave | *Wave | *Wave |
|                |        |        |        | 1-2** | 2-3** | 1-3** |
+----------------+--------+--------+--------+-------+-------+-------+
| Total          | 1.60   | 2.54   | 3.02   | \<    | \<    | \<    |
| Population     | (.057) | (.104) | (.064) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Hispanic       | 1.67   | 2.49   | 2.78   | \<    | .1249 | \<    |
|                | (.081) | (.095) | (.104) | .0001 |       | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Non-Hispanic   | 1.62   | 2.74   | 3.17   | \<    | \<    | \<    |
|                | (.086) | (.070) | (.072) | .0001 | .0001 | .0001 |
| African        |        |        |        | \*    | \*    | \*    |
| American       |        |        |        |       |       |       |
+----------------+--------+--------+--------+-------+-------+-------+
| Non-Hispanic   | 1.61   | 2.50   | 3.02   | \<    | .0070 | \<    |
| White          | (.088) | (.145) | (.093) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Other          | 1.38   | 2.54   | 3.19   | .0007 | .0801 | \<    |
|                | (.177) | (.259) | (.145) | \*    | \*    | .0001 |
|                |        |        |        |       |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Asian          | 1.46   | 2.28   | 2.78   | \<    | \<    | \<    |
|                | (.052) | (.068) | (.053) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| American       | 1.52   | 2.23   | 2.68   | \<    | .0439 | \<    |
| Indian         | (.080) | (.132) | (.126) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Native         | 1.36   | 1.99   | 2.86   | \<    | \<    | \<    |
| Hawaiian       | (.047) | (.092) | (.071) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+

NOTE: Estimated standard errors appear in parentheses. An asterisk
signifies a trend that is significantly different from zero at the ** =
.1 level.

Second, we cite p-values for all tests of statistical hypotheses,
instead of simply rejecting or not rejecting the implied null hypotheses
at a prespecified level of significance. The p-value corresponding to a
given test is the level of significance at which the implied null
hypotheses would be just rejected. The p-values we present correspond to
two-sided tests. For example, in the first row of Table 7, we find that
the p-value for testing the trend from Wave 1 to 3 is less than 0.0001.
Furthermore, all of our p-values, unless otherwise noted, are adjusted
via the Bonferroni multiple comparison procedure (see Johnson and
Wichern, 1992). The procedure yields an upper bound for the family
significance level for a specified family of, say, *g*, contrasts or
comparisons. There are many choices one could entertain regarding the
number of comparisons to consider in arriving at the Bonferroni
adjustment, ranging from a single comparison to the total number of
comparisons presented in this entire report. We picked a sensible middle
ground, *g* = 3, having in mind the family of comparisons embodied in
testing the trends from Wave 1 to 2, Wave 2 to 3, and Wave 1 to 3. Thus,
the p-values we cite are formally applicable to the family of
comparisons defined by each row of Table 7 and indeed by rows of the
following tables also.

Finally, in the text, we may arrive at certain interpretations of the
statistical evidence presented in the tables. In interpreting trends and
corresponding p-values, we always, unless otherwise noted, work in terms
of the 0.10 level of significance. All p-values less than 0.10 are
marked as significant by an asterisk.

**4.1 Basic characteristics of the total population**

A key objective of this section is to compare distributions from our
core sample to benchmarks from the March 1999 CPS. The distribution of
basic demographic variables should agree reasonably with corresponding
CPS distributions. Reasons for potential disagreement include sampling
error and differences in coverage (e.g., the PMPE sample covers the
mail-opening population or the population of adults most likely to
complete the census form, while the CPS sample covers the entire
civilian, noninstitutional population).

A second key objective in this section is to obtain an impression of
whether the total population exhibits change from wave to wave with
respect to basic characteristics such as socio-economic status, extent
of civic participation, and media habits. Common sense tells us such
characteristics should not change across a span of time as narrow as the
one under study here (about nine months from the launch of Wave 1 to the
close of Wave 3). If we were to observe changes beyond the normal
fluctuations of sampling variability, they could be an artifact of the
survey questionnaire, interviewing procedures, our sampling frames, or
signal an underlying change in the population concurrent with, but
unrelated or partially related to, the Census 2000 advertising and
partnership activities. We observe few such fluctuations.

Figures 3 to 7 display the survey distributions of sex, age,
race/ethnicity, highest grade completed, and annual household income. To
maximize comparability, we present the CPS data for the population of
adults age 18+ living in regular housing units (excluding group
quarters). Evidently, the core sample is a bit more female and is
slightly older than the CPS sample. We believe these differences are due
to the special nature of the mail-opener population. Young adults age
18-24 living with their parents probably tend not to open the mail,
while there may be a slight differential tendency of females to open the
mail in preference to their male partners.

Figure 5 demonstrates that the CPS sample has fewer Hispanics and
African Americans than the core sample. This observation may be the
result of sampling variability or nonsampling errors in the screening
process, or it could signal better coverage of minorities in the core
sample than in the CPS. We do not believe this difference is due to the
special nature of the mail-opener population.

In Figures 6 and 7, we observe that (1) the distribution of highest
grade completed is similar in the core and CPS samples, at least within
the range of sampling variability, and that (2) the CPS sample exhibits
somewhat higher household income. Again, we do not believe this
difference arises from the special nature of the mail-opener population.
The CPS\'s higher income may be the result of relatively more complete
reporting of income, or it may simply be an effect correlated with the
CPS\'s relative excess of non-Hispanic Whites.

In summary, there are some differences between the basic distributions
in the core and CPS samples. Some differences may be the result of the
special nature of the mail-opener population, while other differences
may arise from differential coverage or reporting. The differences are
within reason, in our opinion, and they underscore the
representativeness of the core sample within the limitations set forth
earlier in Section 3.

![](media/image3.wmf)**Figure 3: Distribution of sex by wave for total
population**

**Figure 4: Distribution of age by wave for total population**

![](media/image4.wmf)

![](media/image5.wmf)**Figure 5: Distribution by race/ethnicity by wave
for total population**

![](media/image6.wmf)**Figure 6: Distribution of highest grade completed
by wave for total population**

**Figure 7: Distribution of household income by wave for total
population**

![](media/image7.wmf)

It is also of considerable interest to examine whether the demographic
characteristics exhibit excessive change from wave-to-wave. We find no
excessive wave-to-wave variation in sex, age, and race/ethnicity. We see
no important changes from wave to wave in highest grade completed.
Evidently, around 30 percent of our mail-opener population have a
college degree or higher. Income does not apparently change from wave to
wave. About 35 percent of households are in the \$45,000+ income class,
while about 15 percent are in the \<\$15,000 class.

Figures 8 to 11 display the estimated distribution of the total
population for adult education, presence of children age less than 18,
place of birth, and language spoken at home. Adult education and place
of birth are personal characteristics of the respondent, the one who
opens the mail and is most likely to complete the census form. The
remaining variables -- presence of children age less than 18, and
language spoken at home -- are household characteristics.

We see little change in the percent of the population that has recently
attended an adult education class: about 15 percent give or take.
Arguably, this percent may decline towards Wave 3, that is, a slight
decline towards the period in May and June when the regular school year
is ending. Also, we see little change in the percent of households with
children. We estimate that around 30 percent of households have children
(less than 18 years old) at home.

About 80 to 85 percent of the population of mail openers were born in
the U.S., and this percentage does not vary by wave, at least not beyond
the normal range of sampling variability. Language spoken at home is
completely flat across waves, with around 90 percent English, over 5
percent Spanish, and under 5 percent all other languages.

![](media/image8.wmf)

**Figure 8: Distribution of adult education by wave for total
population**

![](media/image9.wmf)**Figure 9: Distribution of households by presence
of children age less than 18 living at home by wave for total
population**

![](media/image10.wmf)**Figure 10: Distribution of place of birth by
wave for total population**

**Figure 11: Distribution of language spoken at home by wave for total
population**

![](media/image11.wmf)

Figures 12 to 16 display estimated distributions for various types of
civic knowledge and civic participation. Civic knowledge includes heard
of the Department of Agriculture, heard of the Surgeon General's office,
heard of the school lunch program, and heard of welfare reform. Civic
participation is an index first proposed by Bates and Buckley (1999).
Our implementation of the index includes attended a PTA meeting;
attended services or meetings of a religious group; attended a regular
meeting of a community or charity group; attended meetings or speeches
of a political party or candidate; attended an event benefiting a
community, charity, school, religious or political group; and voted in
the last local election, and our index is defined on a scale of 0 to 7.
These variables are characteristics of the respondent, and thus of the
population of mail openers.

**Figure 12: Distribution of heard of Department of Agriculture by wave
for total population**

![](media/image12.wmf)

![](media/image13.wmf)**Figure 13: Distribution of heard of Surgeon
General\'s office by wave for total population**

**Figure 14: Distribution of heard of school lunch program by wave for
total population**

![](media/image14.wmf)

**Figure 15: Distribution of heard of welfare reform by wave for total
population**

![](media/image15.wmf)

![](media/image16.wmf)**Figure 16: Distribution of civic participation
by wave for total population**

Civic knowledge is fairly high and somewhat stable across all three
waves of interviewing. Over 90 percent of the population have heard of
the Department of Agriculture; around 85 percent have heard of the
Surgeon General's office; around 90 percent have heard of the school
lunch program; and around 90 percent have heard of welfare reform.

Civic participation displays limited stability across waves. Less than
20 percent of the population are in the low class, about 20 percent in
the high class, with the remaining approximately 60 percent in the
middle class. Arguably, civic participation declined in Wave 3, and if
this effect is real, we wonder if it might be due to the end of the
regular school year, which occurred during this wave. Many types of
civic activity follow a seasonal pattern similar to the school year. One
reviewer suggested that this hypothesis could be tested partially by
dropping the PTA item from the index. We were not able to implement this
worthwhile suggestion because of limited time and funding.

Figures 17 to 21 examine the media habits of the population of mail
openers, including watching television, listening to radio, reading
magazines, reading newspapers, and surfing the Internet. Results are
quite stable across waves for all of these media habits. Just under 15
percent of the population watch less than an hour of television per day,
and just over 15 percent watch four or more hours per day. Around 10
percent listen to no radio at all, while about 20 percent listen to 20+
hours per week.

![](media/image17.wmf)**Figure 17: Distribution of television hours per
day by wave for total population**

# ![](media/image18.wmf)Figure 18: Distribution of radio hours per week by wave for total population 

# Figure 19: Distribution of magazine hours per week by wave for total population 

![](media/image19.wmf)

![](media/image20.wmf)**Figure 20: Distribution of newspaper hours per
week by wave for total population**

**Figure 21: Distribution of Internet hours per week by wave for total
population**

![](media/image21.wmf)

Approximately 25 to 30 percent of the population spend no time reading
magazines, and slightly over 10 percent read magazines heavily (6+ hours
per week). Newspapers seem to attract a somewhat larger audience. About
20 percent spend no time reading newspapers, another 20 percent read
them heavily (6+ hours per week). Although the Internet has attracted
considerable attention in recent years, it enjoys the least penetration
of any of the media sources. Fully 55 to 60 percent do not use the
Internet at all.

The results we have reviewed here are purely descriptive in nature. They
provide a portrait of the population of mail openers or their households
at the start of the new millennium, with respect to demographic
characteristics, socio-economic status, civic knowledge and
participation, and media habits. What is most interesting for our
current purposes is that most of these characteristics remained fairly
constant across the three waves of interviewing. Neither the survey
questionnaires, the survey procedures, nor the general environment
brought artifactual trends in these basic characteristics. This finding,
while far from being absolutely conclusive, suggests a stable
environment in which it is possible \-- even in a non-experimental
setting \-- to study how the population may have changed over the period
of the study with respect to awareness of the census and intent to
participate in the census. Because the general environment is stable,
any trends we may discover in awareness of the census or intent to
participate might reasonably arise as a result of the PMP.

##  General awareness of census communications

General awareness of census communications was measured in the survey by
asking people in each sample group how much they had heard about Census
2000. This question thus reflects the general level of awareness of all
communications about the 2000 Census. If this awareness increases after
Wave 1, it indicates that communications about the census are
registering with people.

Figure 22 displays the distribution of general awareness by wave for the
total population. Clearly, there were dramatic changes during the
roughly nine-month period of the study. The population who heard
"nothing" declined from around 65 percent of total population at
baseline Wave 1 to 15 percent by Wave 3, while the population who heard
a "great deal" increased from under 10 percent to around 50 percent.
Interestingly, the intermediate categories heard "a little" and heard
"some" exhibit relatively less movement. Most of the movement is at the
extreme ends of the awareness scale. It would be enormously interesting
to observe the gross--flow statistics for census awareness, for example,
the percent of the total population who had heard nothing at Wave 1 but
had heard a little by Wave 2. The design of the study with independent
samples at each wave, precludes this analysis.[^4]

**Figure 22: Distribution of general awareness by wave for total
population**

![](media/image22.wmf)

*4.2.1 Awareness by race/ethnicity*

Table 7 gives the means of general awareness by wave and race/ethnicity
population. For all the populations, there is a significant increase in
how much people say they have heard about Census 2000 after Wave 1
(compared to Wave 2 and Wave 3). For the total population, there are
significant increases from Wave 1 to 2, from Wave 2 to 3, and from Wave
1 to 3. For Hispanics, there is a significant increase from Wave 1 to 2
and from Wave 1 to 3, the difference between Waves 2 and 3 is not
significant. For non-Hispanic African Americans, there is a significant
increase from Wave 1 to 2, from Wave 2 to 3, and from Wave 1 to 3. For
non-Hispanic Whites, there is a significant increase from Wave 1 to 2,
from Wave 2 to 3, and from Wave 1 to 3. For Asians, there is a
significant increase from Wave 1 to 2, from Wave 2 to 3, and from Wave 1
to 3. For American Indians there is a significant increase from Wave 1
to 2, and from Wave 2 to 3, and from Wave 1 to 3. For Native Hawaiians
there is a significant increase from Wave 1 to 2, from Wave 2 to 3, and
from Wave 1 to 3.

There is a clear rise in the general awareness of census communications
for all of the race/ethnicity populations across the period of the
surveys. This awareness may have leveled off for Hispanics. The overall
pattern is one of increasing general awareness of communications.[^5]

Respondents were also asked about possible places they might have
learned about the census.[^6] Question 10 asked respondents if they
learned about the census through 18 individual communications channels
used by the PMP. A number of the channels relate primarily, though not
exclusively, to advertising while others relate primarily to partnership
activities. Because (as noted earlier) this study is not a designed
experiment, and because there is a strong confounding of advertising and
partnership effects, it is completely inappropriate in our view to
attempt to study, isolate, and report separate advertising and
partnership program effects.

Paid advertising and partnership activities for Census 2000 were
integrated to the extent that it was virtually impossible to measure
their effects separately. For example, in developing partnerships with
organizations, partnership specialists negotiated local media spots for
television, magazine, radio, newspaper and billboard ads. The
respondents in the evaluation survey had no way of knowing if the ads
they remembered were from the national paid advertising campaign or from
the local pro bono ads negotiated with local partner organizations.
Therefore, in most of our analyses, rather than divide the 18
communications activities into paid advertising and partnership, we
divide them by type of channel into two broad composite indexes: *mass
media* and *community-based communications*. Still, because of high
correlation between the channels and because respondents\' recall of the
channels is likely to be blurred or mixed, we judge that the analysis
probably cannot reveal truly separate and distinct communications
effects.

Both composites contain elements of both advertising and partnership
communications. The two composites form a partition of the 18 sources:
two mutually exclusive and exhaustive groups. They separate the sources
as much as possible into two fundamentally different types of
communications. Further, our strategy, at least in part, is to track the
public\'s awareness of the census through these aggregate measures, and
to measure the association between such awareness and the intent to
mailback the census form. We will also analyze individual sources of
communications (i.e., individual sources from question 10), but sample
sizes limit the power of such analysis. The strength of the aggregate
variables and our analysis of them is that they combine information
across sources, thereby achieving greater stability and analytical
power. The mass-media sources included television (commercials and
public service announcements), magazine ads, radio ads, newspaper ads,
and outside billboards. The community-based communications sources
included religious groups, community or government organizations,
informal conversations, schools you attended, schools your children
attend, census job announcements, conference exhibit booths, signs or
posters inside buildings, speeches, articles, the Internet, paycheck or
utility bill inserts, and participation on a complete count committee.
We analyzed each of the two types of communications separately in order
to look for overall effects and to help guard against chance results. We
formed the two aggregate variables, awareness of mass-media and
awareness of community-based communications, by simple averaging over
the questionnaire items noted above.

Each of these aggregated variables formed a reliable overall measure.
Cronbach\'s coefficient alpha (Cronbach, 1951) was .80 for awareness of
mass-media and .84 for awareness of community-based communications.
(Alpha is a lower bound for the true reliability of the survey.
Mathematically, reliability is defined as the proportion of the
variability in the responses to the survey that is the result of real
differences in the respondents. That is, answers to a reliable survey
will differ because respondents have different opinions, not because the
survey is confusing or has multiple interpretations.)

Table 8 displays the estimated correlation coefficients between the two
aggregate variables by wave and race/ethnicity. Most of the estimated
correlations are in the range (.50, .75). Thus, while there is moderate
collinearity between the aggregate variables, we find that they are
reliable measures which are measuring somewhat different dimensions of
the public\'s awareness of the 2000 Census.

Table 8: Estimated correlation coefficients between mass-media and
community-based communications by wave and race/ethnicity

  -------------------------- -------------- -------------- --------------
  **Population**             **Wave 1**     **Wave 2**     **Wave 3**

                                                           

  Total Population           0.75           0.69           0.63

  Hispanic                   0.72           0.61           0.76

  Non-Hispanic African       0.82           0.74           0.70
  American                                                 

  Non-Hispanic White         0.67           0.70           0.56

  Other                      0.92           0.66           0.67

  Asian                      0.67           0.66           0.69

  American Indian            0.89           0.80           0.75

  Native Hawaiian            0.79           0.80           0.74
  -------------------------- -------------- -------------- --------------

Figure 23 displays the means of the two aggregate variables by wave for
the total population. Clearly, both variables move in a positive
direction as the PMP unfolds. Figures 24-41 display the individual
distributions of the sources of mass-media and community-based
communications. Awareness due to all individual sources moves in a
positive direction. Television, radio and informal conversations appear
to raise awareness more than other sources. Awareness due to complete
count committees, paycheck or utility bill inserts, and conference
exhibit booths seems quite low.

**Figure 23: Mean of mass-media and community-based communications by
wave for total population**

![](media/image23.wmf)

![](media/image24.wmf)**Figure 24: Distribution of total population
regarding hearing about the census on television by wave**

# ![](media/image25.wmf)Figure 25: Distribution of total population regarding hearing about the census in magazine ads by wave 

**Figure 26: Distribution of total population regarding hearing about
the census in radio ads by wave**

![](media/image26.wmf)

## Figure 27: Distribution of total population regarding hearing about the census in newspaper ads by wave 

![](media/image27.wmf)

**Figure 28: Distribution of total population regarding hearing about
the census on outside billboards or posters by wave**

![](media/image28.wmf)

**Figure 29: Distribution of total population regarding hearing about
the census in meetings of a religious group or at place of worship by
wave**

![](media/image29.wmf)

**Figure 30: Distribution of total population regarding hearing about
the census in meetings or activities of a community or government
organization by wave**

![](media/image30.wmf)

**Figure 31: Distribution of total population regarding hearing about
the census from informal conversations by wave**

![](media/image31.wmf)

**Figure 32: Distribution of total population regarding hearing about
the census in schools you attended by wave**

![](media/image32.wmf)

![](media/image33.wmf)**Figure 33: Distribution of total population
regarding hearing about the Census in things your children have brought
home from school, by wave**

**Figure 34: Distribution of total population regarding hearing about
the census job announcements, by wave**

![](media/image34.wmf)

![](media/image35.wmf)**Figure 35: Distribution of total population
regarding hearing about the census at conference exhibit booth by wave**

![](media/image36.wmf)**Figure 36: Distribution of total population
regarding hearing about the census on signs or posters inside buildings
by wave**

## ![](media/image37.wmf)Figure 37: Distribution of total population regarding hearing about the census in a speech 

## made by government official or community leader by wave

**Figure 38: Distribution of total population regarding hearing about
the census in articles you read in publications by wave**

![](media/image38.wmf)

## Figure 39: Distribution of total population regarding hearing about the census on the 

## Internet by wave 

![](media/image39.wmf)

![](media/image40.wmf)**Figure 40: Distribution of total population
regarding hearing about the census on paycheck or utility bill insert by
wave**

**Figure 41: Distribution of total population regarding hearing about
the census from participation on a complete count committee by
wave**[^7]

![](media/image41.wmf)

Table 9 contains the means for each of the two aggregate communication
measures. As shown in Appendices D, E, F, respondents were asked to
react to each source of communications on a three-point scale: 1 = did
not hear or see anything, 2 = heard or saw a little bit, and 3 = heard
or saw a lot. Each of the aggregate measures is derived as a simple mean
of the corresponding questionnaire items, and thus each is also on the
same three-point scale. The means presented in Table 9 are calculated
over respondents in the sample (on a weighted basis). Thus, for example,
the estimated mean of 1.13 for mass-media communications in Wave 1
signifies that the population as a whole has achieved a level of
awareness slightly in excess of \"did not hear or see anything.\"

Consider, first, awareness of mass-media. For the total population there
is a significant increase from Wave 1 to 2, from Wave 2 to 3, and from
Wave 1 to 3. For Hispanics, non-Hispanic African Americans, non-Hispanic
Whites, Asians, American Indians, and Native Hawaiians, there is a
significant increase from Wave 1 to 2, from Wave 2 to 3, and from Wave 1
to 3. Across all of the sample groups, awareness of mass-media increased
over time. People became more aware of communications from mass-media
sources over the time period of the study.

Given the overall pattern of significant increases in the awareness of
mass-media, we can examine changes in the awareness of specific types of
mass-media. Means and significance levels are shown in Tables 10 through
17, each table corresponding to a different race/ethnicity population:

-   For the total population, there were increases in awareness due to
    television, magazines, radio, newspaper, and billboard ads. The
    estimated increase from Wave 2 to 3 for magazines is not
    significant.

```{=html}
<!-- -->
```
-   For Hispanics, non-Hispanic African Americans, non-Hispanic Whites,
    Asians, and Native Hawaiians, there were increases in awareness due
    to television, magazines, radio, newspaper, and billboard ads. The
    estimated increase from Wave 2 to 3 for magazines was usually not
    significant. This finding is consistent with our understanding that
    most magazine ads appeared prior to census day.

```{=html}
<!-- -->
```
-   For American Indians, there were increases in awareness due to
    television, magazines, radio, newspapers, and billboard ads. Several
    of the increases from Wave 2 to 3 were not statistically
    significant.

Consistent with the results for aggregated awareness of mass-media
communications, awareness of specific media increased over time, though
not for all types of media for all of the race/ethnicity populations.

+--------------------+-------+-------+-------+-------+-------+-------+
| **Table 9: Mean    |       |       |       |       |       |       |
| awareness of       |       |       |       |       |       |       |
| mass-media and     |       |       |       |       |       |       |
| community-based    |       |       |       |       |       |       |
| communications**   |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| **Population**     | *     | *     | *     | **Si  |       |       |
|                    | *Wave | *Wave | *Wave | gnifi |       |       |
|                    | 1**   | 2**   | 3**   | cance |       |       |
|                    |       |       |       | of    |       |       |
|                    |       |       |       | T     |       |       |
|                    |       |       |       | rends |       |       |
|                    |       |       |       | (p    |       |       |
|                    |       |       |       | -Valu |       |       |
|                    |       |       |       | es)** |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
|                    |       |       |       | *     | *     | *     |
|                    |       |       |       | *Wave | *Wave | *Wave |
|                    |       |       |       | 1-2** | 2-3** | 1-3** |
+--------------------+-------+-------+-------+-------+-------+-------+
| Total Population   |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.13  | 1.51  | 1.76  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
|                    | .012) | .041) | .027) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.09  | 1.27  | 1.37  | \<    | .0030 | \<    |
|                    | (     | (     | (     | .0001 | \*    | .0001 |
| communications     | .011) | .026) | .019) | \*    |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Hispanic           |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.23  | 1.57  | 1.85  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
|                    | .027) | .035) | .051) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.09  | 1.27  | 1.42  | \<    | .0006 | \<    |
|                    | (     | (     | (     | .0001 | \*    | .0001 |
| Communications     | .017) | .028) | .029) | \*    |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Non-Hispanic       |       |       |       |       |       |       |
|                    |       |       |       |       |       |       |
| African American   |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.18  | 1.66  | 1.90  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
|                    | .027) | .034) | .034) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.14  | 1.33  | 1.51  | \<    | .0005 | \<    |
|                    | (     | (     | (     | .0001 | \*    | .0001 |
| Communications     | .020) | .025) | .038) | \*    |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Non-Hispanic White |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.10  | 1.46  | 1.71  | \<    | .0006 | .0000 |
|                    | (     | (     | (     | .0001 | \*    | \*    |
|                    | .016) | .053) | .041) | \*    |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.07  | 1.25  | 1.33  | \<    | .2655 | .0000 |
|                    | (     | (     | (     | .0001 |       | \*    |
| Communications     | .015) | .039) | .026) | \*    |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Other              |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.11  | 1.44  | 1.88  | .0057 | \<    | \<    |
|                    | (     | (     | (     | \*    | .0001 | .0001 |
|                    | .072) | .075) | .068) |       | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.10  | 1.23  | 1.38  | .3567 | .0587 | \<    |
|                    | (     | (     | (     |       | \*    | .0001 |
| Communications     | .064) | .051) | .038) |       |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Asian              |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.13  | 1.50  | 1.70  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
|                    | .016) | .030) | .023) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.07  | 1.23  | 1.30  | \<    | .0535 | \<    |
|                    | (     | (     | (     | .0001 | \*    | .0001 |
| Communications     | .011) | .022) | .022) | \*    |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| American Indian    |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.20  | 1.49  | 1.70  | .0016 | .0590 | \<    |
|                    | (     | (     | (     | \*    | \*    | .0001 |
|                    | .047) | .068) | .063) |       |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.13  | 1.26  | 1.42  | .0337 | .0799 | \<    |
|                    | (     | (     | (     | \*    | \*    | .0001 |
| Communications     | .034) | .036) | .063) |       |       | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Native Hawaiian    |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Mass-media         | 1.10  | 1.38  | 1.75  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
|                    | .014) | .040) | .035) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+
| Community-based    | 1.07  | 1.18  | 1.39  | \<    | \<    | \<    |
|                    | (     | (     | (     | .0001 | .0001 | .0001 |
| Communications     | .010) | .021) | .023) | \*    | \*    | \*    |
+--------------------+-------+-------+-------+-------+-------+-------+

  ----------------- ---------- --------- ---------- ---------------- --------- ---------
  **Table 10: Mean                                                             
  awareness of                                                                 
  different sources                                                            
  of mass-media                                                                
  communications:                                                              
  total                                                                        
  population**                                                                 

  **Source**        **Wave 1** **Wave    **Wave 3** **Significance             
                               2**                  of Trends                  
                                                    (p-Values)**               

                                                    **Wave 1-2**     **Wave    **Wave
                                                                     2-3**     1-3**

  Television        1.14       1.87      2.24       \<.0001 \*       .0005 \*  \<.0001
                    (.020)     (.089)    (.044)                                \*

  Magazines         1.11       1.35      1.42       \<.0001 \*       .3341     \<.0001
                    (.021)     (.033)    (.032)                                \*

  Radio             1.11       1.52      1.88       \<.0001 \*       \<.0001   \<.0001
                    (.020)     (.055)    (.038)                      \*        \*

  Newspaper         1.21       1.51      1.72       \<.0001 \*       .0010 \*  \<.0001
                    (.028)     (.047)    (.036)                                \*

  Billboard         1.07       1.23      1.50       \<.0001 \*       \<.0001   \<.0001
                    (.015)     (.033)    (.048)                      \*        \*
  ----------------- ---------- --------- ---------- ---------------- --------- ---------

  ----------------- ---------- --------- ---------- ---------------- --------- ---------
  **Table 11: Mean                                                             
  awareness of                                                                 
  different sources                                                            
  of mass-media                                                                
  communications:                                                              
  Hispanic**                                                                   

  **Source**        **Wave 1** **Wave    **Wave 3** **Significance             
                               2**                  of Trends                  
                                                    (p-Values)**               

                                                    **Wave 1-2**     **Wave    **Wave
                                                                     2-3**     1-3**

  Television        1.35       2.02      2.29       \<.0001 \*       .0182 \*  \<.0001
                    (.042)     (.063)    (.077)                                \*

  Magazines         1.15       1.34      1.46       .0032 \*         .1942     \<.0001
                    (.035)     (.044)    (.053)                                \*

  Radio             1.29       1.70      2.09       \<.0001 \*       .0013 \*  \<.0001
                    (.036)     (.065)    (.090)                                \*

  Newspaper         1.26       1.42      1.71       .0756 \*         .0014 \*  \<.0001
                    (.043)     (.060)    (.058)                                \*

  Billboard         1.07       1.35      1.61       \<.0001 \*       .0011 \*  \<.0001
                    (.018)     (.043)    (.060)                                \*
  ----------------- ---------- --------- ---------- ---------------- --------- ---------

+-------------+---------+--------+---------+-------+--------+-------+
| # Table 1   |         |        |         |       |        |       |
| 2: Mean awa |         |        |         |       |        |       |
| reness of d |         |        |         |       |        |       |
| ifferent so |         |        |         |       |        |       |
| urces of ma |         |        |         |       |        |       |
| ss-media co |         |        |         |       |        |       |
| mmunication |         |        |         |       |        |       |
| s: non-Hisp |         |        |         |       |        |       |
| anic Africa |         |        |         |       |        |       |
| n American  |         |        |         |       |        |       |
+-------------+---------+--------+---------+-------+--------+-------+
| **Source**  | **Wave  | **Wave | **Wave  | **Si  |        |       |
|             | 1**     | 2**    | 3**     | gnifi |        |       |
|             |         |        |         | cance |        |       |
|             |         |        |         | of    |        |       |
|             |         |        |         | T     |        |       |
|             |         |        |         | rends |        |       |
|             |         |        |         | (p    |        |       |
|             |         |        |         | -Valu |        |       |
|             |         |        |         | es)** |        |       |
+-------------+---------+--------+---------+-------+--------+-------+
|             |         |        |         | *     | **Wave | *     |
|             |         |        |         | *Wave | 2-3**  | *Wave |
|             |         |        |         | 1-2** |        | 1-3** |
+-------------+---------+--------+---------+-------+--------+-------+
| Television  | 1.2     | 2.05   | 2.3     | \<    | \      | \<    |
|             | 2(.029) | (.051) | 4(.047) | .0001 | <.0001 | .0001 |
|             |         |        |         | \*    | \*     | \*    |
+-------------+---------+--------+---------+-------+--------+-------+
| Magazines   | 1.1     | 1.47   | 1.5     | \<    | .7472  | \<    |
|             | 7(.044) | (.039) | 3(.045) | .0001 |        | .0001 |
|             |         |        |         | \*    |        | \*    |
+-------------+---------+--------+---------+-------+--------+-------+
| Radio       | 1.1     | 1.79   | 2.1     | \<    | \      | \<    |
|             | 5(.032) | (.056) | 3(.049) | .0001 | <.0001 | .0001 |
|             |         |        |         | \*    | \*     | \*    |
+-------------+---------+--------+---------+-------+--------+-------+
| Newspaper   | 1.2     | 1.58   | 1.7     | \<    | .0449  | \<    |
|             | 0(.033) | (.060) | 8(.055) | .0001 | \*     | .0001 |
|             |         |        |         | \*    |        | \*    |
+-------------+---------+--------+---------+-------+--------+-------+
| Billboard   | 1.1     | 1.36   | 1.6     | \<    | \      | \<    |
|             | 3(.029) | (.047) | 7(.057) | .0001 | <.0001 | .0001 |
|             |         |        |         | \*    | \*     | \*    |
+-------------+---------+--------+---------+-------+--------+-------+

+-------------+---------+---------+---------+-------+--------+-------+
| # Table     |         |         |         |       |        |       |
| 13: Mean aw |         |         |         |       |        |       |
| areness of  |         |         |         |       |        |       |
| different s |         |         |         |       |        |       |
| ources of m |         |         |         |       |        |       |
| ass-media c |         |         |         |       |        |       |
| ommunicatio |         |         |         |       |        |       |
| ns: non-His |         |         |         |       |        |       |
| panic White |         |         |         |       |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
| **Source**  | **Wave  | **Wave  | **Wave  | **Si  |        |       |
|             | 1**     | 2**     | 3**     | gnifi |        |       |
|             |         |         |         | cance |        |       |
|             |         |         |         | of    |        |       |
|             |         |         |         | T     |        |       |
|             |         |         |         | rends |        |       |
|             |         |         |         | (p    |        |       |
|             |         |         |         | -Valu |        |       |
|             |         |         |         | es)** |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
|             |         |         |         | *     | **Wave | *     |
|             |         |         |         | *Wave | 2-3**  | *Wave |
|             |         |         |         | 1-2** |        | 1-3** |
+-------------+---------+---------+---------+-------+--------+-------+
| Television  | 1.09    | 1.80    | 2.20    | \<    | .0106  | \<    |
|             | (.024)  | (.121)  | (.064)  | .0001 | \*     | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Magazines   | 1.08    | 1.33    | 1.37    | \<    | 1.0000 | \<    |
|             | (.030)  | (.042)  | (.047)  | .0001 |        | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Radio       | 1.08    | 1.43    | 1.77    | \<    | .0008  | \<    |
|             | (.028)  | (.077)  | (.053)  | .0001 | \*     | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Newspaper   | 1.21    | 1.51    | 1.70    | .0006 | .0610  | \<    |
|             | (.044)  | (.066)  | (.050)  | \*    | \*     | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Billboard   | 1.04    | 1.17    | 1.44    | .0111 | .0013  | \<    |
|             | (.017)  | (.040)  | (.065)  | \*    | \*     | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+

  ----------------- ---------- ---------- ---------- ---------------- --------- ---------
  **Table 14: Mean                                                              
  awareness of                                                                  
  different sources                                                             
  of mass-media                                                                 
  communications:                                                               
  all other**                                                                   

  **Source**        **Wave 1** **Wave 2** **Wave 3** **Significance             
                                                     of Trends                  
                                                     (p-Values)**               

                                                     **Wave 1-2**     **Wave    **Wave
                                                                      2-3**     1-3**

  Television        1.11       1.78       2.35       .0020 \*         .0297 \*  \<.0001
                    (.062)     (.188)     (.116)                                \*

  Magazines         1.07       1.22       1.65       .4144            .0096 \*  \<.0001
                    (.057)     (.082)     (.120)                                \*

  Radio             1.04       1.31       1.97       .0162 \*         \<.0001   \<.0001
                    (.019)     (.093)     (.113)                      \*        \*

  Newspaper         1.13       1.53       1.87       .0067 \*         .0614 \*  \<.0001
                    (.071)     (.107)     (.104)                                \*

  Billboard         1.13       1.32       1.56       .6836            .3222     .0139 \*
                    (.113)     (.109)     (.100)                                
  ----------------- ---------- ---------- ---------- ---------------- --------- ---------

+-------------+---------+---------+---------+-------+--------+-------+
| **Table 15: |         |         |         |       |        |       |
| Mean        |         |         |         |       |        |       |
| awareness   |         |         |         |       |        |       |
| of          |         |         |         |       |        |       |
| different   |         |         |         |       |        |       |
| sources of  |         |         |         |       |        |       |
| mass-media  |         |         |         |       |        |       |
| comm        |         |         |         |       |        |       |
| unications: |         |         |         |       |        |       |
| Asian**     |         |         |         |       |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
| **Source**  | **Wave  | #       | **Wave  | **Si  |        |       |
|             | 1**     |  Wave 2 | 3**     | gnifi |        |       |
|             |         |         |         | cance |        |       |
|             |         |         |         | of    |        |       |
|             |         |         |         | T     |        |       |
|             |         |         |         | rends |        |       |
|             |         |         |         | (p    |        |       |
|             |         |         |         | -Valu |        |       |
|             |         |         |         | es)** |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
|             |         |         |         | *     | **Wave | *     |
|             |         |         |         | *Wave | 2-3**  | *Wave |
|             |         |         |         | 1-2** |        | 1-3** |
+-------------+---------+---------+---------+-------+--------+-------+
| Television  | 1.14    | 1.76    | 2.15    | \<    | \      | \<    |
|             | (.022)  | (.047)  | (.042)  | .0001 | <.0001 | .0001 |
|             |         |         |         | \*    | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Magazines   | 1.10    | 1.31    | 1.36    | \<    | .6524  | \<    |
|             | (.023)  | (.037)  | (.025)  | .0001 |        | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Radio       | 1.10    | 1.43    | 1.59    | \<    | .0052  | \<    |
|             | (.017)  | (.039)  | (.034)  | .0001 | \*     | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Newspaper   | 1.20    | 1.60    | 1.82    | \<    | .0004  | \<    |
|             | (.032)  | (.047)  | (.035)  | .0001 | \*     | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Billboard   | 1.06    | 1.28    | 1.56    | \<    | \      | \<    |
|             | (.016)  | (.031)  | (.032)  | .0001 | <.0001 | .0001 |
|             |         |         |         | \*    | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+

+-------------+---------+---------+---------+-------+--------+-------+
| **Table 16: |         |         |         |       |        |       |
| Mean        |         |         |         |       |        |       |
| awareness   |         |         |         |       |        |       |
| of          |         |         |         |       |        |       |
| different   |         |         |         |       |        |       |
| sources of  |         |         |         |       |        |       |
| mass-media  |         |         |         |       |        |       |
| comm        |         |         |         |       |        |       |
| unications: |         |         |         |       |        |       |
| American    |         |         |         |       |        |       |
| Indian**    |         |         |         |       |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
| **Source**  | **Wave  | #       | **Wave  | **Si  |        |       |
|             | 1**     |  Wave 2 | 3**     | gnifi |        |       |
|             |         |         |         | cance |        |       |
|             |         |         |         | of    |        |       |
|             |         |         |         | T     |        |       |
|             |         |         |         | rends |        |       |
|             |         |         |         | (p    |        |       |
|             |         |         |         | -Valu |        |       |
|             |         |         |         | es)** |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
|             |         |         |         | *     | **Wave | *     |
|             |         |         |         | *Wave | 2-3**  | *Wave |
|             |         |         |         | 1-2** |        | 1-3** |
+-------------+---------+---------+---------+-------+--------+-------+
| Television  | 1.22    | 1.69    | 1.97    | \<    | .0266  | \<    |
|             | (.045)  | (.077)  | (.076)  | .0001 | \*     | .0001 |
|             |         |         |         | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Magazines   | 1.15    | 1.37    | 1.46    | .0381 | 1.000  | .0011 |
|             | (.044)  | (.073)  | (.073)  | \*    |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Radio       | 1.20    | 1.50    | 1.73    | .0115 | .1410  | \<    |
|             | (.052)  | (.089)  | (.071)  | \*    |        | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Newspaper   | 1.25    | 1.52    | 1.77    | .0125 | .0566  | \<    |
|             | (.054)  | (.076)  | (.074)  | \*    | \*     | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Billboard   | 1.14    | 1.33    | 1.49    | .0424 | .2128  | \<    |
|             | (.044)  | (.065)  | (.059)  | \*    |        | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+

+-------------+---------+---------+---------+-------+--------+-------+
| **Table 17: |         |         |         |       |        |       |
| Mean        |         |         |         |       |        |       |
| awareness   |         |         |         |       |        |       |
| of          |         |         |         |       |        |       |
| different   |         |         |         |       |        |       |
| sources of  |         |         |         |       |        |       |
| mass-media  |         |         |         |       |        |       |
| comm        |         |         |         |       |        |       |
| unications: |         |         |         |       |        |       |
| Native      |         |         |         |       |        |       |
| Hawaiian**  |         |         |         |       |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
| **Source**  | **Wave  | #       | **Wave  | **Si  |        |       |
|             | 1**     |  Wave 2 | 3**     | gnifi |        |       |
|             |         |         |         | cance |        |       |
|             |         |         |         | of    |        |       |
|             |         |         |         | T     |        |       |
|             |         |         |         | rends |        |       |
|             |         |         |         | (p    |        |       |
|             |         |         |         | -Valu |        |       |
|             |         |         |         | es)** |        |       |
+-------------+---------+---------+---------+-------+--------+-------+
|             |         |         |         | *     | **Wave | *     |
|             |         |         |         | *Wave | 2-3**  | *Wave |
|             |         |         |         | 1-2** |        | 1-3** |
+-------------+---------+---------+---------+-------+--------+-------+
| Television  | 1.14    | 1.58    | 2.20    | \<    | \      | \<    |
|             | (.026)  | (.062)  | (.053)  | .0001 | <.0001 | .0001 |
|             |         |         |         | \*    | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Magazines   | 1.10    | 1.21    | 1.37    | .0855 | .0144  | \<    |
|             | (.021)  | (.042)  | (.039)  | \*    | \*     | .0001 |
|             |         |         |         |       |        | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Radio       | 1.07    | 1.37    | 1.82    | \<    | \      | \<    |
|             | (.016)  | (.049)  | (.053)  | .0001 | <.0001 | .0001 |
|             |         |         |         | \*    | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Newspaper   | 1.13    | 1.57    | 1.95    | \<    | \      | \<    |
|             | (.021)  | (.066)  | (.056)  | .0001 | <.0001 | .0001 |
|             |         |         |         | \*    | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+
| Billboard   | 1.03    | 1.14    | 1.35    | .0008 | \      | \<    |
|             | (.010)  | (.028)  | (.042)  | \*    | <.0001 | .0001 |
|             |         |         |         |       | \*     | \*    |
+-------------+---------+---------+---------+-------+--------+-------+

Returning to Table 9 we can also examine our second composite index:
awareness of community-based communications. Recall that aggregate
community-based communications is averaged over the following sources:
religious groups; community/government organization meetings; informal
conversations; schools you attended; schools your children attend;
census job announcements; conference exhibit booths; signs or posters
inside buildings; speeches; articles; the internet; paycheck or utility
bill inserts; and participation on a complete count committee. For the
total population, there is a significant increase from Wave 1 to Wave 2,
from Wave 2 to 3, and from Wave 1 to 3. For Hispanics, non-Hispanic
African Americans, Asians, American Indians, and Native Hawaiians there
is a significant increase from Wave 1 to Wave 2, from Wave 2 to 3, and
from Wave 1 to 3. For non-Hispanic Whites, there is a significant
increase from Wave 1 to Wave 2 and from Wave 1 to 3. The estimated
increase from Wave 2 to 3 is not significant.

Across all of the sample groups, awareness of community-based
communications increased over time, leveling off from Wave 2 to 3 for
non-Hispanic Whites.

Results for the specific sources that make up aggregate community-based
communications are presented in Tables 18 through 25.

-   For total population, awareness from Wave 1 to 3 increased due to
    all sources. Trends from Wave 1 to 2 are significant, except for
    conference exhibit booths, Internet, and participation on a complete
    count committee.[^8] About half of the trends from Wave 2 to 3 are
    significant. The time gaps from Wave 1 to 2 and from Wave 2 to 3 are
    roughly September to February and February to May, respectively. The
    timing of community-based communications in these gaps may influence
    the pattern of significant findings. For example, the trend due to
    schools your children attend is significant from Wave 1 to 2, during
    a period in which there was active census communication through
    schools, is not significant from Wave 2 to 3, during a period when
    schools and students are emphasizing other end-of-the-school-year
    activities.

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-   For Hispanics, awareness from Wave 1 to 3 increased due to all
    sources. Three of the increases from Wave 2 to 3 were significant,
    including informal conversations, signs or posters inside buildings,
    and articles.

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```
-   For non-Hispanic African Americans, awareness from Wave 1 to 3
    increased due to all sources. While the pattern is complicated for
    Waves 1 to 2 and Waves 2 to 3, over half of the trends are
    significant.

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```
-   For non-Hispanic Whites, awareness increased from Wave 1 to 3 due to
    all sources except conference exhibit booths, Internet, and
    participation on a complete count committee.[^9] Less than half of
    the trends from Wave 1 to 2 and from Wave 2 to 3 are significant.

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```
-   For Asians, awareness from Wave 1 to 3 increased due to all sources
    except conference exhibit booths and participation on a complete
    count committee^.9^ Evidently, Internet was effective for Asians.
    Again, the pattern is mixed and complicated for trends from Wave 1
    to 2 and Wave 2 to 3.

• For American Indians, awareness from Wave 1 to 3 increased due to all
sources except

conference exhibit booths, and participation on a complete count
committee.^9^ Less than

> half of the trends from Wave 1 to 2 and Wave 2 to 3 are significant.

-   For Native Hawaiians awareness from Wave 1 to 3 increased due to all
    sources. Less than half of the trends from Wave 1 to 2 are
    significant. Interestingly, most trends from Wave 2 to 3 are
    significant, except for census job announcements and the Internet.
    The apparent movement from Wave 2 to 3 is statistically significant,
    though it was not so much so for other race/ethnicity populations.
    Census job announcements may not have appeared during this period.

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 18: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications: total |       |       |       |      |       |      |
| population**          |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | *     | # W   | *     | **   |       |      |
|                       | *Wave | ave 2 | *Wave | Sign |       |      |
|                       | 1**   |       | 3**   | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.05  | 1.12  | 1.27  | .    | .0006 | \<.  |
|                       | (     | (     | (     | 0224 | \*    | 0001 |
|                       | .015) | .022) | .031) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.05  | 1.23  | 1.25  | \<.  | 1     | \<.  |
| Organization Meeting  | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .010) | .036) | .026) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.19  | 1.52  | 1.84  | \<.  | .0002 | \<.  |
| conversations         | (     | (     | (     | 0001 | \*    | 0001 |
|                       | .034) | .068) | .040) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.03  | 1.13  | 1.30  | .    | .0059 | \<.  |
|                       | (     | (     | (     | 0009 | \*    | 0001 |
|                       | .009) | .024) | .052) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.02  | 1.11  | 1.19  | .    | .1246 | \<.  |
| Attend                | (     | (     | (     | 0059 |       | 0001 |
|                       | .008) | .027) | .025) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.10  | 1.64  | 1.64  | \<.  | 1     | \<.  |
| Announcements         | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .020) | .064) | .036) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.03  | 1.08  | 1.08  | .    | 1     | .    |
| Booths                | (     | (     | (     | 2208 | .0000 | 0305 |
|                       | .009) | .027) | .018) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.07  | 1.26  | 1.53  | \<.  | \<    | \<.  |
| Inside Buildings      | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .020) | .030) | .034) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.10  | 1.21  | 1.33  | .    | .0412 | \<.  |
|                       | (     | (     | (     | 0115 | \*    | 0001 |
|                       | .018) | .036) | .031) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.25  | 1.44  | 1.51  | .    | .5885 | \<.  |
|                       | (     | (     | (     | 0065 |       | 0001 |
|                       | .044) | .043) | .043) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.07  | 1.15  | 1.16  | .    | 1     | .    |
|                       | (     | (     | (     | 5089 | .0000 | 0267 |
|                       | .023) | .053) | .023) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.03  | 1.09  | 1.18  | .    | .0642 | \<.  |
| Bill Inserts          | (     | (     | (     | 0330 | \*    | 0001 |
|                       | .009) | .020) | .034) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.01  | 1.02  | 1.06  | .    | .0268 | .    |
| Complete-Count        | (     | (     | (     | 7874 | \*    | 0022 |
|                       | .005) | .007) | .014) |      |       | \*   |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 19: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications:       |       |       |       |      |       |      |
| Hispanic**            |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | *     | # W   | *     | **   |       |      |
|                       | *Wave | ave 2 | *Wave | Sign |       |      |
|                       | 1**   |       | 3**   | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.07  | 1.18  | 1.29  | .    | .1979 | \<.  |
|                       | (     | (     | (     | 0156 |       | 0001 |
|                       | .019) | .035) | .045) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.08  | 1.20  | 1.24  | .    | 1     | \<.  |
| Organization Meeting  | (     | (     | (     | 0702 | .0000 | 0001 |
|                       | .023) | .049) | .030) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.20  | 1.51  | 1.94  | \<.  | \<    | \<.  |
| conversations         | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .035) | .052) | .063) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.05  | 1.22  | 1.40  | .    | .5356 | .    |
|                       | (     | (     | (     | 0360 |       | 0087 |
|                       | .014) | .066) | .117) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.07  | 1.25  | 1.30  | .    | 1     | \<.  |
| Attend                | (     | (     | (     | 0221 | .0000 | 0001 |
|                       | .022) | .066) | .038) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.16  | 1.56  | 1.61  | \<.  | 1     | \<.  |
| Announcements         | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .032) | .054) | .072) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.03  | 1.17  | 1.12  | .    | 1     | .    |
| Booths                | (     | (     | (     | 1028 | .0000 | 0109 |
|                       | .012) | .063) | .026) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.06  | 1.20  | 1.67  | \<.  | \<    | \<.  |
| Inside Buildings      | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .012) | .027) | .071) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.14  | 1.27  | 1.43  | .    | .1460 | .    |
|                       | (     | (     | (     | 1650 |       | 0019 |
|                       | .050) | .044) | .067) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.15  | 1.33  | 1.49  | .    | .0717 | \<.  |
|                       | (     | (     | (     | 0348 | \*    | 0001 |
|                       | .045) | .052) | .052) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.02  | 1.18  | 1.16  | .    | 1     | .    |
|                       | (     | (     | (     | 0652 | .0000 | 0041 |
|                       | .007) | .070) | .041) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.03  | 1.15  | 1.22  | .    | 1     | .    |
| Bill Inserts          | (     | (     | (     | 0239 | .0000 | 0063 |
|                       | .011) | .043) | .060) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.01  | 1.06  | 1.05  | .    | 1     | .    |
| Complete-Count        | (     | (     | (     | 3895 | .0000 | 0505 |
|                       | .005) | .032) | .014) |      |       | \*   |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| # Table               |       |       |       |      |       |      |
| 20: Mean awareness of |       |       |       |      |       |      |
|  different sources of |       |       |       |      |       |      |
|  community-based comm |       |       |       |      |       |      |
| unications: non-Hispa |       |       |       |      |       |      |
| nic African American  |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | *     | # W   | *     | **   |       |      |
|                       | *Wave | ave 2 | *Wave | Sign |       |      |
|                       | 1**   |       | 3**   | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.13  | 1.31  | 1.48  | .    | .1174 | \<.  |
|                       | (     | (     | (     | 0046 |       | 0001 |
|                       | .030) | .050) | .064) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.18  | 1.30  | 1.46  | .    | .1022 | .    |
| Organization          | (     | (     | (     | 0934 |       | 0006 |
|                       | .039) | .039) | .064) | \*   |       | \*   |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.25  | 1.62  | 1.97  | \<.  | \<    | \<.  |
| conversations         | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .040) | .049) | .049) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.09  | 1.20  | 1.42  | .    | .0109 | \<.  |
|                       | (     | (     | (     | 2216 | \*    | 0001 |
|                       | .031) | .048) | .062) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.05  | 1.17  | 1.34  | .    | .0073 | \<.  |
| Attend                | (     | (     | (     | 0766 | \*    | 0001 |
|                       | .029) | .043) | .038) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.19  | 1.76  | 1.86  | \<.  | .7282 | \<.  |
| Announcements         | (     | (     | (     | 0001 |       | 0001 |
|                       | .036) | .055) | .065) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.07  | 1.04  | 1.17  | 1.   | .0002 | .    |
| Booths                | (     | (     | (     | 0000 | \*    | 0275 |
|                       | .028) | .012) | .030) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.12  | 1.46  | 1.73  | \<.  | .0010 | \<.  |
| Inside Buildings      | (     | (     | (     | 0001 | \*    | 0001 |
|                       | .029) | .051) | .055) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.17  | 1.31  | 1.47  | .    | .0295 | \<.  |
|                       | (     | (     | (     | 0308 | \*    | 0001 |
|                       | .035) | .042) | .045) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.21  | 1.41  | 1.51  | .    | .3110 | \<.  |
|                       | (     | (     | (     | 0003 |       | 0001 |
|                       | .038) | .037) | .047) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.10  | 1.17  | 1.25  | .    | .5811 | .    |
|                       | (     | (     | (     | 5072 |       | 0452 |
|                       | .036) | .035) | .049) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.09  | 1.16  | 1.28  | .    | .2549 | .    |
| Bill Inserts          | (     | (     | (     | 4683 |       | 0006 |
|                       | .025) | .050) | .046) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.02  | 1.05  | 1.16  | .    | .1464 | .    |
| Complete-Count        | (     | (     | (     | 7740 |       | 0327 |
|                       | .013) | .020) | .052) |      |       | \*   |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 21: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications:       |       |       |       |      |       |      |
| non-Hispanic White**  |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | *     | # W   | *     | **   |       |      |
|                       | *Wave | ave 2 | *Wave | Sign |       |      |
|                       | 1**   |       | 3**   | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.03  | 1.07  | 1.21  | .    | .0198 | .    |
|                       | (     | (     | (     | 8636 | \*    | 0005 |
|                       | .020) | .029) | .043) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.02  | 1.22  | 1.21  | .    | 1     | \<.  |
| Organization          | (     | (     | (     | 0006 | .0000 | 0001 |
|                       | .005) | .055) | .037) | \*   |       | \*   |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.18  | 1.51  | 1.79  | .    | .0451 | \<.  |
| conversations         | (     | (     | (     | 0135 | \*    | 0001 |
|                       | .051) | .102) | .055) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.02  | 1.09  | 1.26  | .    | .0902 | .    |
|                       | (     | (     | (     | 1508 | \*    | 0013 |
|                       | .011) | .036) | .067) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.00  | 1.04  | 1.11  | .    | .1981 | .    |
| Attend                | (     | (     | (     | 6376 |       | 0059 |
|                       | .002) | .024) | .035) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.07  | 1.63  | 1.59  | \<.  | 1     | \<.  |
| Announcements         | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .025) | .094) | .047) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.01  | 1.07  | 1.05  | .    | 1     | .    |
| Booths                | (     | (     | (     | 3542 | .0000 | 2604 |
|                       | .010) | .036) | .021) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.07  | 1.24  | 1.45  | .    | .0011 | \<.  |
| Inside Buildings      | (     | (     | (     | 0018 | \*    | 0001 |
|                       | .029) | .040) | .045) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.07  | 1.19  | 1.28  | .    | .4854 | \<.  |
|                       | (     | (     | (     | 1119 |       | 0001 |
|                       | .023) | .052) | .043) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.28  | 1.47  | 1.51  | .    | 1     | .    |
|                       | (     | (     | (     | 0728 | .0000 | 0209 |
|                       | .065) | .059) | .061) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.08  | 1.14  | 1.13  | 1.   | 1     | .    |
|                       | (     | (     | (     | 0000 | .0000 | 6179 |
|                       | .034) | .079) | .030) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.02  | 1.06  | 1.15  | .    | .1891 | .    |
| Bill Inserts          | (     | (     | (     | 2361 |       | 0153 |
|                       | .010) | .020) | .046) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.00  | 1.01  | 1.04  | 1.   | .1905 | .    |
| Complete-Count        | (     | (     | (     | 0000 |       | 1109 |
|                       | .002) | .006) | .018) |      |       |      |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 22: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications: all   |       |       |       |      |       |      |
| other**               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | # W   | # W   | *     | **   |       |      |
|                       | ave 1 | ave 2 | *Wave | Sign |       |      |
|                       |       |       | 3**   | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.06  | 1.15  | 1.34  | 1.   | .3373 | .    |
|                       | (     | (     | (     | 0000 |       | 0336 |
|                       | .056) | .074) | .092) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.10  | 1.14  | 1.28  | 1.   | .8856 | .    |
| Organization          | (     | (     | (     | 0000 |       | 4828 |
|                       | .064) | .073) | .108) |      |       |      |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.11  | 1.41  | 1.80  | .    | .2190 | \<.  |
| conversations         | (     | (     | (     | 4516 |       | 0001 |
|                       | .064) | .198) | .087) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.01  | 1.13  | 1.37  | .    | .5652 | .    |
|                       | (     | (     | (     | 1371 |       | 1096 |
|                       | .010) | .060) | .174) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.06  | 1.40  | 1.13  | .    | .7505 | 1.   |
| Attend                | (     | (     | (     | 4527 |       | 0000 |
|                       | .057) | .228) | .050) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.07  | 1.58  | 1.68  | .    | 1     | \<.  |
| Announcements         | (     | (     | (     | 0347 | .0000 | 0001 |
|                       | .058) | .192) | .097) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.07  | 1.03  | 1.02  | 1.   | 1     | 1.   |
| Booths                | (     | (     | (     | 0000 | .0000 | 0000 |
|                       | .057) | .026) | .008) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.03  | 1.23  | 1.60  | .    | .0193 | \<.  |
| Inside Buildings      | (     | (     | (     | 1435 | \*    | 0001 |
|                       | .015) | .098) | .096) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.12  | 1.10  | 1.35  | 1.   | .1354 | .    |
|                       | (     | (     | (     | 0000 |       | 2755 |
|                       | .071) | .044) | .114) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.23  | 1.22  | 1.58  | 1.   | .0290 | .    |
|                       | (     | (     | (     | 0000 | \*    | 0923 |
|                       | .127) | .098) | .098) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.07  | 1.16  | 1.30  | 1.   | 1     | .    |
|                       | (     | (     | (     | 0000 | .0000 | 0639 |
|                       | .057) | .125) | .080) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.07  | 1.15  | 1.10  | 1.   | 1     | 1.   |
| Bill Inserts          | (     | (     | (     | 0000 | .0000 | 0000 |
|                       | .057) | .071) | .035) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.07  | 1.04  | 1.05  | 1.   | 1     | 1.   |
| Complete-Count        | (     | (     | (     | 0000 | .0000 | 0000 |
|                       | .057) | .035) | .031) |      |       |      |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 23: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications:       |       |       |       |      |       |      |
| Asian**               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | # W   | # W   | # W   | **   |       |      |
|                       | ave 1 | ave 2 | ave 3 | Sign |       |      |
|                       |       |       |       | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.03  | 1.16  | 1.19  | \<.  | 1     | \<.  |
|                       | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .010) | .026) | .022) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.04  | 1.14  | 1.16  | .    | 1     | \<.  |
| Organization          | (     | (     | (     | 0031 | .0000 | 0001 |
|                       | .013) | .027) | .020) | \*   |       | \*   |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.13  | 1.42  | 1.66  | \<.  | \<    | \<.  |
| conversations         | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .026) | .039) | .031) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.02  | 1.16  | 1.21  | .    | 1     | \<.  |
|                       | (     | (     | (     | 0068 | .0000 | 0001 |
|                       | .006) | .048) | .028) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.00  | 1.14  | 1.22  | .    | .2587 | \<.  |
| Attend                | (     | (     | (     | 0004 |       | 0001 |
|                       | .002) | .034) | .034) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.10  | 1.38  | 1.41  | \<.  | 1     | \<.  |
| Announcements         | (     | (     | (     | 0001 | .0000 | 0001 |
|                       | .024) | .045) | .028) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.03  | 1.03  | 1.04  | 1.   | .6249 | 1.   |
| Booths                | (     | (     | (     | 0000 |       | 0000 |
|                       | .013) | .008) | .009) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.07  | 1.26  | 1.41  | \<.  | .0281 | \<.  |
| Inside Buildings      | (     | (     | (     | 0001 | \*    | 0001 |
|                       | .017) | .044) | .038) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.07  | 1.10  | 1.23  | .    | \<    | \<.  |
|                       | (     | (     | (     | 6225 | .0001 | 0001 |
|                       | .018) | .017) | .024) |      | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.12  | 1.25  | 1.41  | .    | .0026 | \<.  |
|                       | (     | (     | (     | 0019 | \*    | 0001 |
|                       | .020) | .033) | .033) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.03  | 1.13  | 1.21  | .    | .1513 | \<.  |
|                       | (     | (     | (     | 0023 |       | 0001 |
|                       | .009) | .029) | .027) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.04  | 1.08  | 1.14  | .    | .0333 | \<.  |
| Bill Inserts          | (     | (     | (     | 1153 | \*    | 0001 |
|                       | .010) | .016) | .019) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.01  | 1.02  | 1.01  | .    | 1     | 1.   |
| Complete-Count        | (     | (     | (     | 8410 | .0000 | 0000 |
|                       | .005) | .010) | .004) |      |       |      |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 24: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications:       |       |       |       |      |       |      |
| American Indian**     |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | # W   | # W   | # W   | **   |       |      |
|                       | ave 1 | ave 2 | ave 3 | Sign |       |      |
|                       |       |       |       | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | **   | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       | 1    | 2-3** | 1    |
|                       |       |       |       | -2** |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.04  | 1.10  | 1.20  | .    | .3034 | .    |
|                       | (     | (     | (     | 0463 |       | 0189 |
|                       | .012) | .022) | .059) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.14  | 1.29  | 1.38  | .    | .7695 | .    |
| Organization          | (     | (     | (     | 0760 |       | 0020 |
|                       | .037) | .056) | .062) | \*   |       | \*   |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.18  | 1.47  | 1.73  | .    | .0603 | \<.  |
| conversations         | (     | (     | (     | 0020 | \*    | 0001 |
|                       | .042) | .076) | .084) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.05  | 1.11  | 1.26  | .    | .1993 | .    |
|                       | (     | (     | (     | 5052 |       | 0306 |
|                       | .022) | .032) | .077) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.05  | 1.12  | 1.27  | .    | .1036 | .    |
| Attend                | (     | (     | (     | 0997 |       | 0031 |
|                       | .019) | .028) | .065) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.24  | 1.60  | 1.67  | .    | 1     | .    |
| Announcements         | (     | (     | (     | 0034 | .0000 | 0002 |
|                       | .073) | .080) | .076) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.10  | 1.09  | 1.17  | 1.   | .5180 | .    |
| Booths                | (     | (     | (     | 0000 |       | 7459 |
|                       | .029) | .032) | .045) |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.17  | 1.54  | 1.65  | .    | .8209 | \<.  |
| Inside Buildings      | (     | (     | (     | 0005 |       | 0001 |
|                       | .047) | .084) | .069) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.10  | 1.15  | 1.39  | .    | .0003 | \<.  |
|                       | (     | (     | (     | 6606 | \*    | 0001 |
|                       | .028) | .033) | .049) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.17  | 1.36  | 1.43  | .    | 1     | .    |
|                       | (     | (     | (     | 0250 | .0000 | 0008 |
|                       | .038) | .061) | .061) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.03  | 1.06  | 1.19  | .    | .0534 | .    |
|                       | (     | (     | (     | 3895 | \*    | 0060 |
|                       | .012) | .018) | .049) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.03  | 1.07  | 1.16  | .    | .4035 | .    |
| Bill Inserts          | (     | (     | (     | 3869 |       | 0472 |
|                       | .010) | .026) | .053) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.03  | 1.06  | 1.08  | 1.   | 1     | .    |
| Complete-Count        | (     | (     | (     | 0000 | .0000 | 4384 |
|                       | .010) | .028) | .030) |      |       |      |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

+-----------------------+-------+-------+-------+------+-------+------+
| **Table 25: Mean      |       |       |       |      |       |      |
| awareness of          |       |       |       |      |       |      |
| different sources of  |       |       |       |      |       |      |
| community-based       |       |       |       |      |       |      |
| communications:       |       |       |       |      |       |      |
| Native Hawaiian**     |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| **Source**            | # W   | # W   | # W   | **   |       |      |
|                       | ave 1 | ave 2 | ave 3 | Sign |       |      |
|                       |       |       |       | ific |       |      |
|                       |       |       |       | ance |       |      |
|                       |       |       |       | of   |       |      |
|                       |       |       |       | Tr   |       |      |
|                       |       |       |       | ends |       |      |
|                       |       |       |       | (p-V |       |      |
|                       |       |       |       | alue |       |      |
|                       |       |       |       | s)** |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
|                       |       |       |       | #    | *     | **   |
|                       |       |       |       | Wave | *Wave | Wave |
|                       |       |       |       |  1-2 | 2-3** | 1    |
|                       |       |       |       |      |       | -3** |
+-----------------------+-------+-------+-------+------+-------+------+
| Religious Group       | 1.05  | 1.10  | 1.25  | .    | .0006 | \<.  |
|                       | (     | (     | (     | 1407 | \*    | 0001 |
|                       | .013) | .023) | .034) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Community/Government  | 1.10  | 1.17  | 1.34  | .    | .0023 | \<.  |
| Organization          | (     | (     | (     | 1935 | \*    | 0001 |
|                       | .020) | .035) | .036) |      |       | \*   |
| Meeting               |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+
| Informal              | 1.14  | 1.34  | 1.88  | .    | \<    | \<.  |
| conversations         | (     | (     | (     | 0007 | .0001 | 0001 |
|                       | .025) | .048) | .048) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools You Attended  | 1.04  | 1.08  | 1.32  | .    | \<    | \<.  |
|                       | (     | (     | (     | 6090 | .0001 | 0001 |
|                       | .012) | .023) | .048) |      | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Schools Your Children | 1.04  | 1.13  | 1.30  | .    | .0023 | \<.  |
| Attend                | (     | (     | (     | 0258 | \*    | 0001 |
|                       | .012) | .031) | .039) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Census Job            | 1.09  | 1.41  | 1.57  | \<.  | .1300 | \<.  |
| Announcements         | (     | (     | (     | 0001 |       | 0001 |
|                       | .018) | .060) | .046) | \*   |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit    | 1.03  | 1.06  | 1.15  | .    | .0406 | \<.  |
| Booths                | (     | (     | (     | 5077 | \*    | 0001 |
|                       | .009) | .025) | .026) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters      | 1.08  | 1.16  | 1.51  | .    | \<    | \<.  |
| Inside Buildings      | (     | (     | (     | 0357 | .0001 | 0001 |
|                       | .018) | .023) | .044) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Speeches              | 1.04  | 1.17  | 1.45  | \<.  | \<    | \<.  |
|                       | (     | (     | (     | 0001 | .0001 | 0001 |
|                       | .012) | .030) | .041) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Articles              | 1.11  | 1.31  | 1.58  | .    | \<    | \<.  |
|                       | (     | (     | (     | 0002 | .0001 | 0001 |
|                       | .021) | .046) | .044) | \*   | \*    | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Internet              | 1.04  | 1.06  | 1.13  | 1.   | .1570 | .    |
|                       | (     | (     | (     | 0000 |       | 0095 |
|                       | .014) | .021) | .027) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility   | 1.05  | 1.06  | 1.20  | 1.   | .0006 | \<.  |
| Bill Inserts          | (     | (     | (     | 0000 | \*    | 0001 |
|                       | .016) | .019) | .030) |      |       | \*   |
+-----------------------+-------+-------+-------+------+-------+------+
| Participation on      | 1.03  | 1.01  | 1.10  | .    | .0006 | .    |
| Complete-Count        | (     | (     | (     | 7705 | \*    | 0064 |
|                       | .009) | .006) | .023) |      |       | \*   |
| Committee             |       |       |       |      |       |      |
+-----------------------+-------+-------+-------+------+-------+------+

The questionnaire contains questions about any use of television,
magazines, radio, newspapers, religious groups, community/government
meetings, schools you attended, schools your children attended,
speeches, and the Internet. We replicated the analyses presented in
Tables 10-25 for segments of users defined by use of these sources of
communications. For example, we looked at awareness due to newspapers
within the segment of people who ever read a newspaper; at awareness due
to religious groups within the segment of people who ever attend church;
and at awareness due to schools your children attend within the segment
of people who have children living at home. All of the analyses by user
segment appear in Appendix J.

Overall, we find similar trends in census awareness among people within
user segments as among all people. The absolute levels of awareness due
to television, magazines, and radio are about the same conditionally
(i.e., conditioned on use) as they are unconditionally (i.e., defined
for the whole population). This observation is not surprising because
the corresponding segments of users comprise such large percentages of
the whole population. The levels of awareness due to newspapers,
religious groups, community/government meetings, schools you attended,
and schools your children attended are somewhat higher conditionally
than they are unconditionally. Again, this observation is not
surprising, because the corresponding user segments comprise somewhat
smaller proportions of the whole population. Finally, awareness due to
speeches and the Internet seem to be quite a bit higher for users than
for the whole population.[^10] This too may be expected, since the
corresponding segments comprise a relatively smaller proportion of the
whole population. All of these observations regarding levels and trends
of conditional awareness apply generally, with only rather minor
exceptions, to all of the race/ethnicity populations. See Appendix J for
supporting tables and figures.

The analyses presented above in Tables 10-25 address the question of
awareness of sources of census communications in the whole population.
The analyses within segments of users address a different issue, namely,
the question of awareness within segments of users. Awareness trended
similarly in user segments as in the whole population. Level of
awareness is variously higher among users than in the whole population,
depending on the size of the segment in relation to the whole
population. Thus, both analyses lead to similar and supporting
conclusions regarding the extent to which census communications got
through to people.

*4.2.2 Awareness by language spoken at home*

Thus far, we have been looking at general awareness, awareness of
mass-media, and awareness of community-based communications by
race/ethnicity. Next, we examine these awareness variables by language
spoken at home. For the total population, we created three language
categories: an English-speaking group (TE), a Spanish-speaking group
(TS), and an all other languages group (TO). For each of the Asian,
American Indian, and Native Hawaiian groups, we created two language
categories: English-speaking groups (AE, AIE, NHE) and all other
languages groups (AO, AIO, NHO).

First, we examine the wave-to-wave trends of the mean general awareness
of census communications found in Table 26. The total population,
Asians, American Indians, and Native Hawaiians had significant increases
across all waves. From Waves 1 to 2, 2 to 3, and 1 to 3, the trends of
the language groups are largely consistent with the trends that appear
in their respective populations. It should be noted that cases where
trends for a language group are not significant display relatively large
standard errors. Thus, their non-significant trends may be the result of
small sample sizes, and not necessarily conclusive evidence of a
departure from the significance trends appearing in their populations.

+----------------+--------+--------+--------+-------+-------+-------+
| # T            |        |        |        |       |       |       |
| able 26: Mean  |        |        |        |       |       |       |
| general awaren |        |        |        |       |       |       |
| ess of census  |        |        |        |       |       |       |
| communications |        |        |        |       |       |       |
|  by language s |        |        |        |       |       |       |
| poken at home  |        |        |        |       |       |       |
+----------------+--------+--------+--------+-------+-------+-------+
| **Population** | #      | #      | #      | **Si  |       |       |
|                | Wave 1 | Wave 2 | Wave 3 | gnifi |       |       |
|                |        |        |        | cance |       |       |
|                |        |        |        | of    |       |       |
|                |        |        |        | T     |       |       |
|                |        |        |        | rends |       |       |
|                |        |        |        | (p    |       |       |
|                |        |        |        | -Valu |       |       |
|                |        |        |        | es)** |       |       |
+----------------+--------+--------+--------+-------+-------+-------+
|                |        |        |        | # Wav | *     | *     |
|                |        |        |        | e 1-2 | *Wave | *Wave |
|                |        |        |        |       | 2-3** | 1-3** |
+----------------+--------+--------+--------+-------+-------+-------+
| Total          | 1.60   | 2.54   | 3.02   | \<    | .0002 | \<    |
| Population     | (.057) | (.104) | (.064) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| English        | 1.58   | 2.54   | 3.05   | \<    | .0004 | \<    |
|                | (.061) | (.115) | (.069) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Spanish        | 1.83   | 2.58   | 2.83   | .0006 | .6268 | \<    |
|                | (.169) | (.111) | (.172) | \*    |       | .0001 |
|                |        |        |        |       |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Other          | 1.60   | 2.45   | 2.66   | .0280 | 1     | .0217 |
|                | (.182) | (.271) | (.351) | \*    | .0000 | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Asian          | 1.46   | 2.28   | 2.78   | \<    | \<    | \<    |
|                | (.052) | (.068) | (.053) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| English        | 1.61   | 2.61   | 3.19   | \<    | .0008 | \<    |
|                | (.081) | (.131) | (.086) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Other          | 1.36   | 2.18   | 2.65   | \<    | \<    | \<    |
|                | (.063) | (.073) | (.063) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| American       | 1.52   | 2.23   | 2.68   | \<    | .0439 | \<    |
| Indian         | (.080) | (.132) | (.126) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| English        | 1.52   | 2.29   | 2.81   | \<    | .0485 | \<    |
|                | (.091) | (.149) | (.153) | .0001 | \*    | .0001 |
|                |        |        |        | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Other          | 1.56   | 2.05   | 2.33   | .1505 | .8206 | \<    |
|                | (.127) | (.219) | (.123) |       |       | .0001 |
|                |        |        |        |       |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Native         | 1.36   | 1.99   | 2.86   | \<    | \<    | \<    |
| Hawaiian       | (.047) | (.092) | (.071) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| English        | 1.37   | 2.02   | 2.87   | \<    | \<    | \<    |
|                | (.048) | (.097) | (.072) | .0001 | .0001 | .0001 |
|                |        |        |        | \*    | \*    | \*    |
+----------------+--------+--------+--------+-------+-------+-------+
| Other          | 1.08   | 1.68   | 2.62   | .0298 | .1499 | .0010 |
|                | (.064) | (.222) | (.422) | \*    |       | \*    |
+----------------+--------+--------+--------+-------+-------+-------+

We now compare the mean general awareness of census communications by
language groups *within* waves. The AE group shows substantially higher
awareness in all three waves than the AO group. This seems to be strong
evidence that the AE group was better informed about census
communications than the AO group, perhaps the result of a culturally
assimilated group versus a culturally segregated group. Figure 42 shows
the ratio of mean general awareness between a non-English language
population (numerator) and the corresponding English-speaking population
(denominator). Although most of the other language effects are not
statistically significant, we observe a broad pattern of slightly lower
estimated awareness in the non-English populations than in the
corresponding English-speaking populations.

Turning to Table 27, we examine the trends of mean awareness of
mass-media and community-based communications for each of the language
groups. Generally, the English and Spanish speaking language groups for
each population displays the same positive and significant trends as do
their corresponding populations combining both language groups (total,
Asian, American Indian, and Native Hawaiian). The other-language groups
display uniformly weaker trends, and the trends from Waves 1 to 2 and
from Waves 2 to 3 tend towards non-significance for the TO, AIO, and NHO
groups. Trends for mass-media are almost always stronger than trends for
community-based communications. Instances where significant conclusions
can not be reached for a language group appear to be the result of high
standard errors and not conclusive evidence of differences between
language groups for a particular race/ethnicity population.

We now compare the awareness of mass-media and community-based
communications across language groups *within* waves. See Figures 43 and
44. There is little evidence that awareness of mass-media communications
differs by language spoken at home. Similarly, there is little evidence
that awareness of community-based communications differs by language
spoken at home.

+-----------------------+-------+-------+-------+-------+-------+-------+
| **Table 27: Mean      |       |       |       |       |       |       |
| awareness of          |       |       |       |       |       |       |
| mass-media and        |       |       |       |       |       |       |
| community-based       |       |       |       |       |       |       |
| communications by     |       |       |       |       |       |       |
| language spoken at    |       |       |       |       |       |       |
| home**                |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| **Population**        | # W   | # W   | # W   | **Si  |       |       |
|                       | ave 1 | ave 2 | ave 3 | gnifi |       |       |
|                       |       |       |       | cance |       |       |
|                       |       |       |       | of    |       |       |
|                       |       |       |       | T     |       |       |
|                       |       |       |       | rends |       |       |
|                       |       |       |       | (p    |       |       |
|                       |       |       |       | -Valu |       |       |
|                       |       |       |       | es)** |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
|                       |       |       |       | *     | *     | # Wav |
|                       |       |       |       | *Wave | *Wave | e 1-3 |
|                       |       |       |       | 1-2** | 2-3** |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Total Population      |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.13  | 1.51  | 1.76  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .012) | .041) | .027) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.09  | 1.27  | 1.37  | \<    | .0030 | \<    |
| communications        | (     | (     | (     | .0001 | \*    | .0001 |
|                       | .011) | .026) | .019) | \*    |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Total English         |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.11  | 1.50  | 1.76  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .010) | .044) | .030) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.08  | 1.27  | 1.37  | \<    | .0174 | \<    |
| communications        | (     | (     | (     | .0001 | \*    | .0001 |
|                       | .012) | .029) | .020) | \*    |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Total Spanish         |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.35  | 1.63  | 1.89  | .0103 | .0379 | \<    |
|                       | (     | (     | (     | \*    | \*    | .0001 |
|                       | .085) | .045) | .092) |       |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.16  | 1.25  | 1.46  | .4266 | .0018 | .0009 |
| communications        | (     | (     | (     |       | \*    | \*    |
|                       | .062) | .021) | .057) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Total Other           |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.22  | 1.36  | 1.65  | .4496 | .2210 | .0270 |
|                       | (     | (     | (     |       |       | \*    |
|                       | .073) | .064) | .145) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.14  | 1.23  | 1.38  | .5655 | .6957 | .1458 |
| communications        | (     | (     | (     |       |       |       |
|                       | .046) | .051) | .110) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Asian                 |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.13  | 1.50  | 1.70  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .016) | .030) | .023) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.07  | 1.23  | 1.30  | \<    | .0535 | \<    |
| communications        | (     | (     | (     | .0001 | \*    | .0001 |
|                       | .011) | .022) | .022) | \*    |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Asian English         |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.16  | 1.51  | 1.86  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .029) | .073) | .042) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.08  | 1.27  | 1.38  | .0035 | .3204 | \<    |
| communications        | (     | (     | (     | \*    |       | .0001 |
|                       | .017) | .055) | .037) |       |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Asian Other           |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.11  | 1.50  | 1.65  | \<    | .0009 | \<    |
|                       | (     | (     | (     | .0001 | \*    | .0001 |
|                       | .018) | .032) | .028) | \*    |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.06  | 1.22  | 1.28  | \<    | .2197 | \<    |
| communications        | (     | (     | (     | .0001 |       | .0001 |
|                       | .013) | .023) | .027) | \*    |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| American Indian Total |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.20  | 1.49  | 1.70  | .0016 | .0590 | \<    |
|                       | (     | (     | (     | \*    | \*    | .0001 |
|                       | .047) | .068) | .063) |       |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.13  | 1.26  | 1.42  | .0337 | .0799 | .0002 |
| communications        | (     | (     | (     | \*    | \*    | \*    |
|                       | .034) | .036) | .063) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| American Indian       |       |       |       |       |       |       |
| English               |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.19  | 1.46  | 1.74  | .0026 | .0175 | \<    |
|                       | (     | (     | (     | \*    | \*    | .0001 |
|                       | .048) | .064) | .078) |       |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.13  | 1.24  | 1.46  | .0900 | .0386 | .0005 |
| communications        | (     | (     | (.08) | \*    | \*    | \*    |
|                       | .036) | .036) |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| American Indian Other |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.24  | 1.57  | 1.61  | .1036 | 1     | \<    |
|                       | (     | (     | (     |       | .0000 | .0001 |
|                       | .068) | .139) | .053) |       |       | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.14  | 1.31  | 1.31  | .1340 | 1     | .0104 |
| communications        | (     | (     | (     |       | .0000 | \*    |
|                       | .045) | .068) | .032) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Native Hawaiian Total |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.10  | 1.38  | 1.75  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .014) | .040) | .035) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.07  | 1.18  | 1.39  | \<    | \<    | \<    |
| communications        | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .010) | .021) | .023) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Native Hawaiian       |       |       |       |       |       |       |
| English               |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.10  | 1.39  | 1.75  | \<    | \<    | \<    |
|                       | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .015) | .041) | .035) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.07  | 1.19  | 1.39  | \<    | \<    | \<    |
| communications        | (     | (     | (     | .0001 | .0001 | .0001 |
|                       | .010) | .022) | .024) | \*    | \*    | \*    |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Native Hawaiian Other |       |       |       |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Mass-media            | 1.09  | 1.29  | 1.60  | .5437 | .3588 | .0092 |
|                       | (     | (     | (     |       |       | \*    |
|                       | .080) | .127) | .153) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+
| Community-based       | 1.15  | 1.10  | 1.44  | 1     | .0325 | .1463 |
| communications        | (     | (     | (     | .0000 | \*    |       |
|                       | .087) | .056) | .119) |       |       |       |
+-----------------------+-------+-------+-------+-------+-------+-------+

# ![](media/image42.wmf){width="4.6in" height="3.3in"}Figure 42: Ratios of mean general awareness by sample and language spoken at home 

# Figure 43: Ratios of mean awareness of mass-media communications by sample and language spoken at home 

![](media/image43.wmf){width="4.7in" height="3.5in"}

**Figure 44: Ratios of mean general awareness of community-based
communications by sample and wave**

![](media/image44.wmf){width="4.6in" height="3.2in"}Tables for
individual sources of mass-media and community-based communications are
not included in this section. In general, they do not shed additional
light on the analysis beyond what has already been learned. For the
interested reader, the tables for individual media sources can be found
in Appendix C.

## *4.2.3 Correlates of recent awareness*

We have already examined the relationships between recent awareness and
variables such as time (or wave), race/ethnicity, and language spoken at
home. In this section, we examine associations between census awareness
and some additional variables from the screener and the main
questionnaire. In this work, we focus exclusively on data from Wave 2.
Why Wave 2? Because we want to measure differences in exposure to the
partnership and marketing program (by demographics or by media use).
Wave 1 is not suitable for this analysis because it predated the program
entirely. Wave 2 captured the campaign best because it was after the
education phase and during the motivation phase. Wave 3 is not
especially well suited to this analysis because it confounds the
program\'s achievements with the effect of the actual census mailout.

Table 28 shows the percentages with recent census awareness by age group
for each of six race/ethnicity populations. As part of a larger set of
analyses, these group differences were tested using a chi-square test of
independence, incorporating the Rao and Scott (1981) correction for the
design effects.

# Table 28: Percent recent Census awareness in Wave 2 by age 

+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| *             | #   |     |     |     |     |     | **χ^2^ | **  |
| *Population** | Age |     |     |     |     |     | -Stati | p-V |
|               |  Gr |     |     |     |     |     | stic** | alu |
|               | oup |     |     |     |     |     |        | e** |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
|               | **1 | **2 | **3 | **4 | **5 | *   |        |     |
|               | 8-2 | 5-3 | 5-4 | 5-5 | 5-6 | *65 |        |     |
|               | 4** | 4** | 4** | 4** | 4** | +** |        |     |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Total         | 7   | 7   | 6   | 8   | 8   | 6   | 3.07   | .   |
| Population    | 2.3 | 7.0 | 8.0 | 2.8 | 0.2 | 9.0 |        | 378 |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Hispanic      | 6   | 6   | 6   | 7   | 9   | 6   | 2.92   | .   |
|               | 4.0 | 7.0 | 9.7 | 6.2 | 2.9 | 2.6 |        | 464 |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Non-Hispanic  | 6   | 8   | 7   | 7   | 7   | 7   | 3.43   | .   |
|               | 0.0 | 5.4 | 9.4 | 3.6 | 7.8 | 0.1 |        | 445 |
| African       |     |     |     |     |     |     |        |     |
| American      |     |     |     |     |     |     |        |     |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Non-Hispanic  | 7   | 8   | 6   | 8   | 7   | 6   | 2.57   | .   |
| White         | 8.1 | 1.1 | 4.2 | 5.0 | 9.7 | 9.4 |        | 463 |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Asian         | 7   | 6   | 5   | 6   | 7   | 6   | 4.06   | .   |
|               | 5.6 | 3.1 | 5.9 | 5.2 | 1.2 | 9.6 |        | 501 |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| American      | 4   | 5   | 6   | 6   | 6   | 5   | 4.70   | .   |
| Indian        | 0.4 | 5.4 | 5.7 | 6.5 | 3.1 | 9.4 |        | 250 |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+
| Native        | 3   | 4   | 4   | 6   | 8   | 5   | 11.64  | .   |
| Hawaiian      | 7.2 | 2.1 | 2.0 | 3.2 | 0.3 | 7.8 |        | 028 |
|               |     |     |     |     |     |     |        | \*  |
+---------------+-----+-----+-----+-----+-----+-----+--------+-----+

Among Native Hawaiians is there a significant association between age
and recent census awareness.[^11] Among other targeted populations,
there is evidently no association between census awareness and age.
Among Native Hawaiians, the older respondents are more likely to have
recent census awareness, except that senior citizens (age 65+) are
somewhere in the middle. The age groups with higher percentages of
recent census awareness differ widely by race/ethnicity. Recent census
awareness is highest among 18-24 year-olds for Asians, lowest for Native
Hawaiians, American Indians, and non-Hispanic African Americans (and
second lowest for Hispanics). 55-64 year-olds have relatively high
recent census awareness for all populations. This age group has the
highest percentage for Native Hawaiians and Hispanics, the second
highest percentage for Asians, and third highest for the three other
populations.

Table 29 shows the percentages with recent census awareness by gender
for each of six race/ethnicity groups

**Table 29: Percent recent Census awareness in Wave 2 by gender**

+--------------------+-----------+-----------+------------+-----------+
| **Population**     | # Gender  |           | **χ^2^-S   | **        |
|                    |           |           | tatistic** | p-Value** |
+--------------------+-----------+-----------+------------+-----------+
|                    | **Male**  | *         |            |           |
|                    |           | *Female** |            |           |
+--------------------+-----------+-----------+------------+-----------+
| Total Population   | 78.2      | 72.6      | 0.78       | .377      |
+--------------------+-----------+-----------+------------+-----------+
| Hispanic           | 70.6      | 69.5      | 0.03       | .858      |
+--------------------+-----------+-----------+------------+-----------+
| Non-Hispanic       | 64.5      | 83.8      | 7.22       | .007\*    |
|                    |           |           |            |           |
| African American   |           |           |            |           |
+--------------------+-----------+-----------+------------+-----------+
| Non-Hispanic White | 83.6      | 70.5      | 2.55       | .111      |
+--------------------+-----------+-----------+------------+-----------+
| Asian              | 68.1      | 62.0      | 0.98       | .322      |
+--------------------+-----------+-----------+------------+-----------+
| American Indian    | 59.9      | 60.4      | 0.07       | .934      |
+--------------------+-----------+-----------+------------+-----------+
| Native Hawaiian    | 43.1      | 56.6      | 2.33       | .127      |
+--------------------+-----------+-----------+------------+-----------+

Among non-Hispanic African Americans is there a significant difference
by gender. Non-Hispanic African American females were 19 percent more
likely to have recent census awareness than non-Hispanic African
American males.

Table 30 below shows percentages with recent census awareness depending
on the respondent's highest grade completed. We have reduced the
original six-category variable into three categories: not a high school
graduate, high school graduate and some college, and college graduate or
higher.[^12]

# Table 30: Percent recent census awareness in Wave 2 by highest grade completed 

+-----------------+---------+------------+---------+---------+--------+
| **Population**  | # Hi    |            |         | **χ^    | **p-V  |
|                 | ghest G |            |         | 2^-Stat | alue** |
|                 | rade Co |            |         | istic** |        |
|                 | mpleted |            |         |         |        |
+-----------------+---------+------------+---------+---------+--------+
|                 | **Not   | **High     | **      |         |        |
|                 | High**  | School     | College |         |        |
|                 |         | Graduate   | G       |         |        |
|                 | **S     | and Some   | raduate |         |        |
|                 | chool** | College**  | or      |         |        |
|                 |         |            | H       |         |        |
|                 | **Gra   |            | igher** |         |        |
|                 | duate** |            |         |         |        |
+-----------------+---------+------------+---------+---------+--------+
| Total           | 67.5    | 74.2       | 80.0    | 1.37    | .438   |
| Population      |         |            |         |         |        |
+-----------------+---------+------------+---------+---------+--------+
| Hispanic        | 58.0    | 77.3       | 78.1    | 4.69    | .083   |
|                 |         |            |         |         | \*     |
+-----------------+---------+------------+---------+---------+--------+
| Non-Hispanic    | 60.0    | 82.1       | 87.3    | 8.67    | .011   |
|                 |         |            |         |         | \*     |
| African         |         |            |         |         |        |
| American        |         |            |         |         |        |
+-----------------+---------+------------+---------+---------+--------+
| Non-Hispanic    | 82.1    | 71.7       | 80.1    | 0.98    | .526   |
| White           |         |            |         |         |        |
+-----------------+---------+------------+---------+---------+--------+
| Asian           | 63.6    | 60.7       | 74.6    | 4.24    | .121   |
+-----------------+---------+------------+---------+---------+--------+
| American Indian | 44.9    | 68.0       | 63.2    | 13.27   | .001   |
|                 |         |            |         |         | \*     |
+-----------------+---------+------------+---------+---------+--------+
| Native Hawaiian | 33.8    | 53.0       | 63.4    | 2.98    | .225   |
+-----------------+---------+------------+---------+---------+--------+

In all race/ethnicity populations except non-Hispanic Whites, the higher
the educational level, the more likely a respondent is to have recent
census awareness. Despite this consistent trend, the relationship is
significant for American Indians, non-Hispanic African Americans, and
Hispanics.

Table 31 shows percentages with recent census awareness depending on the
respondent's household income.

Table 31: Percent recent Census awareness in Wave 2 by household income

+----------------+--------+-------+-------+--------+---------+-------+
| **Population** | # Hous |       |       |        | **χ^    | *     |
|                | ehold  |       |       |        | 2^-Stat | *p-Va |
|                | Income |       |       |        | istic** | lue** |
+----------------+--------+-------+-------+--------+---------+-------+
|                | **\<   | *     | *     | **     |         |       |
|                | \$15   | *\$15 | *\$25 | \>\$44 |         |       |
|                | ,000** | ,000- | ,000- | ,999** |         |       |
|                |        | \$24, | \$44, |        |         |       |
|                |        | 999** | 999** |        |         |       |
+----------------+--------+-------+-------+--------+---------+-------+
| Total          | 77.0   | 65.3  | 78.5  | 82.1   | 2.50    | .318  |
| Population     |        |       |       |        |         |       |
+----------------+--------+-------+-------+--------+---------+-------+
| Hispanic       | 63.6   | 58.2  | 78.5  | 87.9   | 8.44    | .024  |
|                |        |       |       |        |         | \*    |
+----------------+--------+-------+-------+--------+---------+-------+
| Non-Hispanic   | 75.7   | 67.9  | 83.0  | 93.3   | 5.58    | .070  |
|                |        |       |       |        |         | \*    |
| African        |        |       |       |        |         |       |
| American       |        |       |       |        |         |       |
+----------------+--------+-------+-------+--------+---------+-------+
| Non-Hispanic   | 87.1   | 66.7  | 77.4  | 80.3   | 1.24    | .538  |
| White          |        |       |       |        |         |       |
+----------------+--------+-------+-------+--------+---------+-------+
| Asian          | 68.0   | 60.9  | 74.0  | 83.1   | 6.56    | .078  |
|                |        |       |       |        |         | \*    |
+----------------+--------+-------+-------+--------+---------+-------+
| American       | 48.7   | 64.0  | 67.4  | 88.5   | 11.90   | .005  |
| Indian         |        |       |       |        |         | \*    |
+----------------+--------+-------+-------+--------+---------+-------+
| Native         | 15.9   | 45.6  | 61.3  | 65.6   | 10.37   | .011  |
| Hawaiian       |        |       |       |        |         | \*    |
+----------------+--------+-------+-------+--------+---------+-------+

Table 31 generally shows rising rates of recent census awareness as
household income rises. For all race/ethnicity populations except Native
Hawaiians and American Indians, the lowest income group has a higher
estimated percentage of recent Census awareness than the second-lowest
income group. In fact, for non-Hispanic Whites, the lowest income group
has the highest percentage. The trend of higher-income households having
higher percentages of recent census awareness is significant, or almost
so, for all populations except non-Hispanic Whites. Such results are
associated, no doubt, with the results reviewed earlier for highest
grade completed.

These findings, if true, provide remarkable evidence that the PMP
reached some of the very segments it was most intended to reach. The
likelihood spectrum and partnership program by design targeted lower
education and lower income populations. Tables 30 and 31 suggest the PMP
reached these populations.

In general, respondents who use various media sources more, have a
higher rate of recent census awareness. This does not seem to be true
with respect to television, it is variously true for radio, newspapers,
magazines, and especially the Internet. These findings appear in Tables
32 to 35, showing percentages of respondents with recent census
awareness depending on their use of various media sources. Table 32
displays percentages with recent census awareness depending on how many
hours of television the respondent watches per day.

**Table 32: Recent census awareness in Wave 2 based on television
viewing**

+-----------------+-----+------+------+------+------+-------+------+
| **R             | #   |      |      |      |      | **χ   | **p  |
| ace/Ethnicity** |  Te |      |      |      |      | ^2^-s | -Val |
|                 | lev |      |      |      |      | tatis | ue** |
|                 | isi |      |      |      |      | tic** |      |
|                 | on  |      |      |      |      |       |      |
|                 | Vie |      |      |      |      |       |      |
|                 | win |      |      |      |      |       |      |
|                 | g P |      |      |      |      |       |      |
|                 | er  |      |      |      |      |       |      |
|                 | Day |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
|                 | **  | *    | *    | *    | **\> |       |      |
|                 | Non | *0-2 | *2-3 | *3-4 | 4    |       |      |
|                 | e** | h    | h    | h    | h    |       |      |
|                 |     | rs** | rs** | rs** | rs** |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Total           | 7   | 74.7 | 70.8 | 70.6 | 82.1 | 1.43  | .611 |
| Population      | 9.6 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Hispanic        | 3   | 65.6 | 81.4 | 70.3 | 71.8 | 3.00  | .325 |
|                 | 9.3 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Non-Hispanic    | 6   | 78.8 | 75.5 | 78.7 | 79.8 | 0.26  | .961 |
|                 | 9.2 |      |      |      |      |       |      |
| African         |     |      |      |      |      |       |      |
| American        |     |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Non-Hispanic    | 8   | 75.3 | 70.5 | 66.7 | 86.7 | 1.54  | .553 |
| White           | 7.1 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Asian           | 5   | 66.4 | 59.9 | 77.1 | 69.8 | 3.16  | .332 |
|                 | 0.5 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| American Indian | 3   | 54.6 | 69.7 | 64.6 | 59.2 | 2.39  | .410 |
|                 | 9.4 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+
| Native Hawaiian | 1   | 44.1 | 50.8 | 46.3 | 66.8 | 4.90  | .176 |
|                 | 9.0 |      |      |      |      |       |      |
+-----------------+-----+------+------+------+------+-------+------+

While respondents who watch the least television tend to have lower
estimated census awareness, there are no significant differences in
recent census awareness by amount of television watching.

Table 33 below shows percentages with recent census awareness depending
on how often the respondent listens to the radio.

Table 33: Recent census awareness in Wave 2 based on radio listening

+-----------------+-------+-------+-------+--------+--------+-------+
| **R             | #     |       |       |        | **χ^2^ | *     |
| ace/Ethnicity** |  Radi |       |       |        | -Stati | *p-Va |
|                 | o Lis |       |       |        | stic** | lue** |
|                 | tenin |       |       |        |        |       |
|                 | g per |       |       |        |        |       |
|                 |  Week |       |       |        |        |       |
+-----------------+-------+-------+-------+--------+--------+-------+
|                 | **N   | **1-5 | *     | **\>   |        |       |
|                 | one** | hrs** | *6-19 | 19     |        |       |
|                 |       |       | hrs** | hrs**  |        |       |
+-----------------+-------+-------+-------+--------+--------+-------+
| Total           | 70.6  | 75.8  | 71.4  | 79.1   | 1.14   | .567  |
| Population      |       |       |       |        |        |       |
+-----------------+-------+-------+-------+--------+--------+-------+
| Hispanic        | 49.0  | 79.7  | 69.4  | 69.7   | 5.97   | .069  |
|                 |       |       |       |        |        | \*    |
+-----------------+-------+-------+-------+--------+--------+-------+
| Non-Hispanic    | 61.9  | 73.4  | 79.1  | 88.6   | 4.26   | .148  |
|                 |       |       |       |        |        |       |
| African         |       |       |       |        |        |       |
| American        |       |       |       |        |        |       |
+-----------------+-------+-------+-------+--------+--------+-------+
| Non-Hispanic    | 79.3  | 75.6  | 69.1  | 80.0   | 1.22   | .553  |
| White           |       |       |       |        |        |       |
+-----------------+-------+-------+-------+--------+--------+-------+
| Asian           | 54.0  | 67.1  | 71.8  | 65.5   | 4.77   | .187  |
+-----------------+-------+-------+-------+--------+--------+-------+
| American Indian | 42.9  | 64.3  | 59.4  | 65.1   | 3.40   | .224  |
+-----------------+-------+-------+-------+--------+--------+-------+
| Native Hawaiian | 54.9  | 56.5  | 67.0  | 38.0   | 8.46   | .035  |
|                 |       |       |       |        |        | \*    |
+-----------------+-------+-------+-------+--------+--------+-------+

### 

### There are significant differences in recent census awareness by amount of radio listening among Hispanics and Native Hawaiians, but the pattern of awareness is not monotone increasing in amount of radio listening, perhaps due to sampling variability. 

Table 34 shows percentages with recent census awareness depending on
whether the respondent reads the newspaper.

**Table 34**: **Recent census awareness in Wave 2 based on newspaper
reading**

+------------------+--------+---------+---------+---------+----------+
| **               | # Ne   |         |         | **χ^    | **p      |
| Race/Ethnicity** | wspape |         |         | 2^-Stat | -Value** |
|                  | r Read |         |         | istic** |          |
|                  | ing pe |         |         |         |          |
|                  | r Week |         |         |         |          |
+------------------+--------+---------+---------+---------+----------+
|                  | **     | **1-5   | **\> 5  |         |          |
|                  | None** | hrs**   | hrs**   |         |          |
+------------------+--------+---------+---------+---------+----------+
| Total Population | 71.5   | 75.2    | 76.2    | 0.23    | .746     |
+------------------+--------+---------+---------+---------+----------+
| Hispanic         | 66.5   | 71.4    | 79.4    | 2.20    | .323     |
+------------------+--------+---------+---------+---------+----------+
| Non-Hispanic     | 67.1   | 83.6    | 76.0    | 3.73    | .144     |
|                  |        |         |         |         |          |
| African American |        |         |         |         |          |
+------------------+--------+---------+---------+---------+----------+
| Non-Hispanic     | 76.7   | 74.3    | 76.5    | 0.05    | .900     |
| White            |        |         |         |         |          |
+------------------+--------+---------+---------+---------+----------+
| Asian            | 62.3   | 63.9    | 67.9    | 0.50    | .778     |
+------------------+--------+---------+---------+---------+----------+
| American Indian  | 50.2   | 62.6    | 65.6    | 3.63    | .138     |
+------------------+--------+---------+---------+---------+----------+
| Native Hawaiian  | 49.6   | 44.6    | 77.5    | 11.64   | .002 \*  |
+------------------+--------+---------+---------+---------+----------+

### 

### Native Hawaiians who read newspapers the most have a significantly higher rate of recent census awareness. There are no other significant differences, those who don't read newspapers at all have the lowest estimated census awareness among four of the six populations.

Table 35 shows percentages with recent census awareness depending on how
often the respondent reads magazines.

Table 35: Recent census awareness in Wave 2 based on magazine reading

+--------------------+--------+--------+--------+---------+--------+
| **Race/Ethnicity** | # M    |        |        | **χ^    | **p-V  |
|                    | agazin |        |        | 2^-stat | alue** |
|                    | e Read |        |        | istic** |        |
|                    | ing pe |        |        |         |        |
|                    | r Week |        |        |         |        |
+--------------------+--------+--------+--------+---------+--------+
|                    | **     | **1-5  | **\> 5 |         |        |
|                    | None** | hrs**  | hrs**  |         |        |
+--------------------+--------+--------+--------+---------+--------+
| Total Population   | 73.2   | 75.0   | 76.0   | 0.05    | .926   |
+--------------------+--------+--------+--------+---------+--------+
| Hispanic           | 61.3   | 80.0   | 59.3   | 3.35    | .099\* |
+--------------------+--------+--------+--------+---------+--------+
| Non-Hispanic       | 67.6   | 80.1   | 87.4   | 4.65    | .090\* |
|                    |        |        |        |         |        |
| African American   |        |        |        |         |        |
+--------------------+--------+--------+--------+---------+--------+
| Non-Hispanic White | 79.5   | 73.2   | 76.0   | 0.17    | .788   |
+--------------------+--------+--------+--------+---------+--------+
| Asian              | 49.0   | 71.9   | 83.4   | 17.93   | \<.001 |
|                    |        |        |        |         | \*     |
+--------------------+--------+--------+--------+---------+--------+
| American Indian    | 45.1   | 67.8   | 74.0   | 17.35   | \<.001 |
|                    |        |        |        |         | \*     |
+--------------------+--------+--------+--------+---------+--------+
| Native Hawaiian    | 43.7   | 58.8   | 52.6   | 2.53    | .278   |
+--------------------+--------+--------+--------+---------+--------+

### Asians and American Indians who read magazines more have significantly higher percentages of recent census awareness. Non-Hispanic African Americans and Hispanics also show significant differences. 

Table 36 shows percentages with recent census awareness depending on
whether the respondent uses the Internet.

Table 36: Recent Census awareness in Wave 2 based on Internet usage

+-----------------------+---------+---------+------------+------------+
| **Race/Ethnicity**    | #       |         | **χ^2^-s   | *          |
|                       | Uses In |         | tatistic** | *p-Value** |
|                       | ternet? |         |            |            |
+-----------------------+---------+---------+------------+------------+
|                       | **Yes** | **No**  |            |            |
+-----------------------+---------+---------+------------+------------+
| Total Population      | 82.0    | 69.8    | 8.54       | .004 \*    |
+-----------------------+---------+---------+------------+------------+
| Hispanic              | 75.1    | 68.5    | 0.28       | .597       |
+-----------------------+---------+---------+------------+------------+
| Non-Hispanic          | 97.5    | 69.1    | 17.47      | \<.001 \*  |
|                       |         |         |            |            |
| African American      |         |         |            |            |
+-----------------------+---------+---------+------------+------------+
| Non-Hispanic White    | 81.3    | 70.3    | 5.84       | .016 \*    |
+-----------------------+---------+---------+------------+------------+
| Asian                 | 80.0    | 57.4    | 11.80      | .001 \*    |
+-----------------------+---------+---------+------------+------------+
| American Indian       | 79.5    | 56.6    | 7.30       | .007 \*    |
+-----------------------+---------+---------+------------+------------+
| Native Hawaiian       | 67.4    | 45.0    | 5.83       | .016 \*    |
+-----------------------+---------+---------+------------+------------+

### Internet users have a significantly higher percentage of recent census awareness than non-users for all subgroups except Hispanics.

In summary, amount of television, radio, newspapers, and magazines is
not strongly related to census awareness, except as noted above.
However, we observe a broad, general pattern whereby non-users of
mass-media exhibit lower awareness than users. It seems to matter
whether people use the media at all, but less how much they use it.

Interestingly, while Internet usage lags behind the other media sources
in terms of its overall use in the population, it does exhibit a strong
association with census awareness.

Finally, we introduced the concept of civic participation in Section
4.1. Table 37 below shows percentages with recent census awareness
depending on whether we classified the respondent's civic participation
as low (index \< 1), medium (1  index \< 3), or high (index  3).

# Table 37: Percent recent census awareness in Wave 2 by civic participation 

+------------------+--------+--------+--------+-----------+----------+
| **Population**   | # Leve |        |        | **χ^2^-St | **p      |
|                  | l of C |        |        | atistic** | -Value** |
|                  | ivic P |        |        |           |          |
|                  | artici |        |        |           |          |
|                  | pation |        |        |           |          |
+------------------+--------+--------+--------+-----------+----------+
|                  | *      | **Me   | **     |           |          |
|                  | *Low** | dium** | High** |           |          |
+------------------+--------+--------+--------+-----------+----------+
| Total Population | 67.2   | 72.0   | 86.0   | 5.79      | .035 \*  |
+------------------+--------+--------+--------+-----------+----------+
| Hispanic         | 67.4   | 71.2   | 84.4   | 1.54      | .454     |
+------------------+--------+--------+--------+-----------+----------+
| Non-Hispanic     | 51.8   | 80.2   | 89.7   | 15.91     | \<.001   |
|                  |        |        |        |           | \*       |
| African American |        |        |        |           |          |
+------------------+--------+--------+--------+-----------+----------+
| Non-Hispanic     | 75.1   | 70.4   | 85.2   | 3.37      | .131     |
| White            |        |        |        |           |          |
+------------------+--------+--------+--------+-----------+----------+
| Asian            | 52.3   | 76.4   | 91.6   | 20.45     | \<.001   |
|                  |        |        |        |           | \*       |
+------------------+--------+--------+--------+-----------+----------+
| American Indian  | 43.8   | 60.0   | 81.9   | 16.39     | \<.001   |
|                  |        |        |        |           | \*       |
+------------------+--------+--------+--------+-----------+----------+
| Native Hawaiian  | 42.3   | 54.6   | 60.8   | 1.65      | .426     |
+------------------+--------+--------+--------+-----------+----------+

For all six race/ethnicity populations, higher civic participation tends
to imply higher estimated percentages of recent census awareness. This
relationship is significant for Asians, American Indians, and
non-Hispanic African Americans, is not significant for the other three
race/ethnicity subgroups.

**4.3 Intended participation**

Survey respondents became more aware in general of communications about
Census 2000. And they became more aware in particular of mass-media and
community-based communications sources. Did this awareness affect their
intention to participate in the census? Only Waves 1 and 2 can be
included in the analysis of this question, because intended
participation was not asked in the Wave 3 interview. In its place, Wave
3 asked whether the household received a census questionnaire, and if
so, whether someone mailed it back. We defer analysis of this latter
question until Section 4.6.

1.  *Intended participation by race/ethnicity*

Figures 45 to 51 display the distribution of intended participation by
race/ethnicity population and wave. All of the figures display a similar
pattern:

• Intended participation is high even at Wave 1, and it increased at
Wave 2;

• Generally, the categories "definitely will not," "probably will not,"
"might or might not,"

and "probably will" decrease from Wave 1 to 2, while "definitely will"
increases;

• "Definitely will" generally finishes at around 70 percent at Wave 2,
leaving the door open to possible beneficial effects of the third phase
of the PMP.

There are three potentially troublesome exceptions to the general
pattern. First, the "probably will not" and "might or might not"
actually increase at Wave 2 for Hispanics. The estimated increase is not
statistically significant and it may arise strictly as a result of
random sampling error. The \"probably will\" and \"definitely will\" sum
to well over 70 percent even at Wave 1, and clearly at Wave 2. One
reviewer speculated that an early radio campaign may have fueled these
high percentages.

Second, intended participation by American Indians starts at a low level
and finishes at a higher, but still relatively low, level. By Wave 2,
the "probably will" and "definitely will" are both in the neighborhood
of 40 percent, well below the level achieved by total population.

Third, intended participation by Native Hawaiians falls in between that
of American Indians and other race/ethnicity populations. Even at Wave
2, the "definitely will" merely comprise about 50 percent of the
population.

![](media/image45.wmf)**Figure 45: Distribution of intended
participation by wave for total population**

## ![](media/image46.wmf)Figure 46: Distribution of intended participation by wave for Hispanics 

![](media/image47.wmf)**Figure 47: Distribution of intended
participation by wave for non-Hispanic African Americans**

# ![](media/image48.wmf)Figure 48: Distribution of intended participation by wave for non-Hispanic Whites 

# 

# ![](media/image49.wmf)Figure 49: Distribution of intended participation by wave for Asians 

# Figure 50: Distribution of intended participation by wave for American Indians 

# ![](media/image50.wmf)

# 

# Figure 51: Distribution of intended participation by wave for Native Hawaiians 

![](media/image51.wmf)

Now let us examine whether methods of statistical inference can confirm
these descriptions of intended participation. Table 38 shows the mean
level of intended participation for Waves 1 and 2. Intended
participation is on the 5-point scale displayed in the foregoing charts
(1 = definitely will not, 5 = definitely will), and one can see from the
table that mean intended participation was already quite high at Wave 1
and increased to an even higher level at Wave 2. The success of the PMP,
in part, turns on these small but important movements. The estimated
increase from Wave 1 to 2 is significant for the total population,
non-Hispanic African Americans, non-Hispanic Whites, Asians, and Native
Hawaiians. It is not significant for Hispanics or American Indians. For
total population, non-Hispanic African Americans, non-Hispanic Whites,
Asians, and Native Hawaiians, the change in intended participation
parallels the increase in awareness of census communications explored in
Section 4.2. Even though Hispanics display no significant increase,
their intent to participate is relatively high at both waves.

# Table 38: Mean intended participation 

+-----------------------+-------------+------------+-----------------+
| **Population**        | **Wave 1**  | **Wave 2** | *               |
|                       |             |            | *Significance** |
|                       |             |            |                 |
|                       |             |            | **of Trend      |
|                       |             |            | (p-Value)**     |
+-----------------------+-------------+------------+-----------------+
|                       |             |            |                 |
+-----------------------+-------------+------------+-----------------+
| Total Population      | 4.34 (.076) | 4.58       | .0050 \*        |
|                       |             | (.039)     |                 |
+-----------------------+-------------+------------+-----------------+
| Hispanic              | 4.50 (.072) | 4.54       | .7140           |
|                       |             | (.078)     |                 |
+-----------------------+-------------+------------+-----------------+
| Non-Hispanic African  | 4.20 (.086) | 4.48       | .0054 \*        |
| American              |             | (.054)     |                 |
+-----------------------+-------------+------------+-----------------+
| Non-Hispanic White    | 4.33 (.111) | 4.61       | .0211 \*        |
|                       |             | (.053)     |                 |
+-----------------------+-------------+------------+-----------------+
| Other                 | 4.56 (.164) | 4.51       | .8279           |
|                       |             | (.146)     |                 |
+-----------------------+-------------+------------+-----------------+
| Asian                 | 4.19 (.082) | 4.54       | .0002 \*        |
|                       |             | (.046)     |                 |
+-----------------------+-------------+------------+-----------------+
| American Indian       | 4.05 (.090) | 4.19       | .1769           |
|                       |             | (.063)     |                 |
+-----------------------+-------------+------------+-----------------+
| Native Hawaiian       | 4.05 (.058) | 4.33       | .0017 \*        |
|                       |             | (.067)     |                 |
+-----------------------+-------------+------------+-----------------+

The relationship between awareness and intended participation can be
examined in more detail by looking at the within cell correlations
between awareness and intentions within Wave 1 and within Wave 2. Even
where there is no mean increase in intended participation across the two
waves, there may be a higher correlation in the second wave than the
first. The within cell correlations provide direct evidence about the
relationship between awareness and intended participation.

Table 39 contains the within cell correlations between general awareness
of census communications and intended participation. There are
significant increases in the correlations for total population and for
all race/ethnicity populations except American Indians, for whom there
is still a large estimated increase.

+--------------------------+--------------+-----------+---------------+
| **Table 39: Correlation  |              |           |               |
| between general          |              |           |               |
| awareness of census      |              |           |               |
| communications** **and   |              |           |               |
| intended participation** |              |           |               |
+--------------------------+--------------+-----------+---------------+
| **Population**           | # Wave 1     | # Wave 2  | #             |
|                          |              |           | Significance  |
|                          |              |           |               |
|                          |              |           | # of Tr       |
|                          |              |           | end (p-Value) |
+--------------------------+--------------+-----------+---------------+
| ## Total Population      | .03 (.031)   | .34       | \<.0001 \*    |
|                          |              | (.033)    |               |
+--------------------------+--------------+-----------+---------------+
| Hispanic                 | .09 (.031)   | .30       | \<.0001 \*    |
|                          |              | (.033)    |               |
+--------------------------+--------------+-----------+---------------+
| Non-Hispanic African     | .22 (.030)   | .39       | \<.0001 \*    |
| American                 |              | (.032)    |               |
+--------------------------+--------------+-----------+---------------+
| Non-Hispanic White       | -.02 (.031)  | .36       | \<.0001 \*    |
|                          |              | (.032)    |               |
+--------------------------+--------------+-----------+---------------+
| Other                    | -.02 (.031)  | .40       | \<.0001 \*    |
|                          |              | (.032)    |               |
+--------------------------+--------------+-----------+---------------+
| Asian                    | .19 (.094)   | .42       | .0220 \*      |
|                          |              | (.042)    |               |
+--------------------------+--------------+-----------+---------------+
| American Indian          | .17 (.115)   | .34       | .2131         |
|                          |              | (.077)    |               |
+--------------------------+--------------+-----------+---------------+
| Native Hawaiian          | .19 (.047)   | .34       | .0175 \*      |
|                          |              | (.041)    |               |
+--------------------------+--------------+-----------+---------------+

Table 40 displays the within cell correlations between awareness of
mass-media communications and intended participation. There are
significant increases in the correlations for the total population,
non-Hispanic African Americans, non-Hispanic Whites, and Native
Hawaiians. Estimated increases are not significant for Asians and
American Indians. It appears that the relationship between awareness and
intended participation is getting stronger with time, except for
American Indians.

+--------------------------+--------------+-----------+---------------+
| **Table 40: Correlation  |              |           |               |
| between awareness of     |              |           |               |
| mass-media               |              |           |               |
| communications and       |              |           |               |
| intended participation** |              |           |               |
+--------------------------+--------------+-----------+---------------+
| **Population**           | # Wave 1     | # Wave 2  | #             |
|                          |              |           | Significance  |
|                          |              |           |               |
|                          |              |           | # of Tr       |
|                          |              |           | end (p-Value) |
+--------------------------+--------------+-----------+---------------+
| Total Population         | .03 (.031)   | .24       | \<.0001 \*    |
|                          |              | (.034)    |               |
+--------------------------+--------------+-----------+---------------+
| Hispanic                 | .08 (.031)   | .16       | .0789 \*      |
|                          |              | (.034)    |               |
+--------------------------+--------------+-----------+---------------+
| Non-Hispanic African     | .17 (.031)   | .32       | .0013 \*      |
| American                 |              | (.033)    |               |
+--------------------------+--------------+-----------+---------------+
| Non-Hispanic White       | -.02 (.031)  | .27       | \<.0001 \*    |
|                          |              | (.034)    |               |
+--------------------------+--------------+-----------+---------------+
| Other                    | -.25 (.03)   | .22       | \<.0001 \*    |
|                          |              | (.034)    |               |
+--------------------------+--------------+-----------+---------------+
| Asian                    | .16 (.094)   | .29       | .2465         |
|                          |              | (.045)    |               |
+--------------------------+--------------+-----------+---------------+
| American Indian          | .15 (.116)   | .16       | .9391         |
|                          |              | (.081)    |               |
+--------------------------+--------------+-----------+---------------+
| Native Hawaiian          | .05 (.048)   | .28       | .0004 \*      |
|                          |              | (.042)    |               |
+--------------------------+--------------+-----------+---------------+

Table 41 shows the within cell correlations between awareness of
community-based communications and intended participation. The pattern
of significant increases is similar to that just reviewed for mass-media
communications: significant increases for the total population,
non-Hispanic African Americans, non-Hispanic Whites, and Native
Hawaiians, but not for Hispanics, Asians, and American Indians.

+----------------------------+------------+-----------+---------------+
| #                          |            |           |               |
|  Table 41: Correlation bet |            |           |               |
| ween awareness of communit |            |           |               |
| y-based communications and |            |           |               |
|                            |            |           |               |
| # Intended participation   |            |           |               |
+----------------------------+------------+-----------+---------------+
| **Population**             | # Wave 1   | # Wave 2  | #             |
|                            |            |           | Significance  |
|                            |            |           |               |
|                            |            |           | # of Tr       |
|                            |            |           | end (p-Value) |
+----------------------------+------------+-----------+---------------+
| Total Population           | -.03       | .21       | \<.0001 \*    |
|                            | (.031)     | (.034)    |               |
+----------------------------+------------+-----------+---------------+
| Hispanic                   | .01 (.031) | .06       | .2194         |
|                            |            | (.035)    |               |
+----------------------------+------------+-----------+---------------+
| Non-Hispanic African       | .17 (.031) | .32       | .0007 \*      |
| American                   |            | (.033)    |               |
+----------------------------+------------+-----------+---------------+
| Non-Hispanic White         | -.10       | .24       | \<.0001 \*    |
|                            | (.031)     | (.034)    |               |
+----------------------------+------------+-----------+---------------+
| Other                      | -.23 (.03) | .09       | \<.0001 \*    |
|                            |            | (.035)    |               |
+----------------------------+------------+-----------+---------------+
| Asian                      | .16 (.094) | .29       | .2132         |
|                            |            | (.045)    |               |
+----------------------------+------------+-----------+---------------+
| American Indian            | .17 (.115) | .15       | .9110         |
|                            |            | (.081)    |               |
+----------------------------+------------+-----------+---------------+
| Native Hawaiian            | .07 (.048) | .24       | .0062 \*      |
|                            |            | (.043)    |               |
+----------------------------+------------+-----------+---------------+

The results for intended participation can be summarized as follows.
Intended participation increased from Wave 1 to 2 for total population,
non-Hispanic African Americans, non-Hispanic Whites, and Native
Hawaiians and was more strongly associated with general awareness,
awareness of mass-media communications, and awareness of community-based
communications in Wave 2 than in Wave 1.

For Asians, intended participation increased from Wave 1 to 2 and was
more strongly associated with general awareness in Wave 2 than Wave 1,
the separate effects of mass-media and community-based communications
were not significant.

For Hispanics, there was a stronger correlation between general
awareness and intended participation in Wave 2 than in Wave 1. There
were no effects for American Indians.

*4.3.2 Intended Participation by Language Spoken at Home*

Next we examine differences in mean intended participation, correlations
between general awareness of census communications and intended
participation, correlations between mass-media communications and
intended participation, and correlations between community-based
communications and intended participation by language groups in Waves 1
and 2.

In Table 42, we display the mean intended participation by language
spoken at home. Table 42 is similar to Table 38, in which we presented
the means of intended participation by race/ethnicity populations. Table
42 shows that while the American Indian population does not appear to
increase significantly in mean intended participation from Wave 1 to 2,
a sub-analysis of English-speaking American Indians indicates that they
do have a significant increase in their mean intended participation. All
other language groups exhibit significant trends in mean intended
participation except Spanish, total population and other languages,
Native Hawaiian.

Figure 52 displays the ratios of mean intended participation for a given
sample and language group divided by the corresponding English language
group. Most ratios are not significantly different from 1.0. Evidently,
other language speaking American Indians lag behind their English
speaking counterparts in their mean intent to participate by Wave 2.

+----------------------+-------------+-------------+------------------+
| **Table 42: Mean     |             |             |                  |
| intended             |             |             |                  |
| participation by     |             |             |                  |
| language spoken at   |             |             |                  |
| home**               |             |             |                  |
+----------------------+-------------+-------------+------------------+
| **Population**       | **Wave 1**  | **Wave 2**  | **Significance** |
|                      |             |             |                  |
|                      |             |             | **of Trend       |
|                      |             |             | (p-Value)**      |
+----------------------+-------------+-------------+------------------+
| Total Population     | 4.34 (.076) | 4.58 (.039) | .0050 \*         |
+----------------------+-------------+-------------+------------------+
| English              | 4.34 (.084) | 4.58 (.041) | .0112 \*         |
+----------------------+-------------+-------------+------------------+
| Spanish              | 4.39 (.108) | 4.59 (.076) | .1311            |
+----------------------+-------------+-------------+------------------+
| Other                | 4.29 (.198) | 4.76 (.104) | .0359 \*         |
+----------------------+-------------+-------------+------------------+
| Asian                | 4.19 (.082) | 4.54 (.046) | .0002 \*         |
+----------------------+-------------+-------------+------------------+
| English              | 4.22 (.106) | 4.51 (.091) | .0429 \*         |
+----------------------+-------------+-------------+------------------+
| Other                | 4.15 (.120) | 4.55 (.054) | .0028 \*         |
+----------------------+-------------+-------------+------------------+
| American Indian      | 4.05 (.090) | 4.19 (.063) | .1769            |
+----------------------+-------------+-------------+------------------+
| English              | 4.04 (.095) | 4.28 (.059) | .0327 \*         |
+----------------------+-------------+-------------+------------------+
| Other                | 4.10 (.151) | 3.90 (.112) | .2979            |
+----------------------+-------------+-------------+------------------+
| Native Hawaiian      | 4.05 (.058) | 4.33 (.067) | .0017 \*         |
+----------------------+-------------+-------------+------------------+
| English              | 4.05 (.059) | 4.34 (.069) | .0016 \*         |
+----------------------+-------------+-------------+------------------+
| Other                | 3.86 (.237) | 4.15 (.262) | .4184            |
+----------------------+-------------+-------------+------------------+

**Figure 52: Ratios of mean intended participation by sample and by
wave**

![](media/image52.wmf){width="5.645833333333333in"
height="4.291666666666667in"}

In Tables 43, 44 and 45, we display correlations between awareness of
census communications and intended participation broken down by language
groups. In Table 43, we observe a significant trend in the correlation
between general awareness and intended participation for total
population; English, total population; Spanish, total population; total
Asian; other languages, Asian; total Native Hawaiian; and English,
Native Hawaiian. The change in the correlation is positive but not
significant for American Indians overall and for both of this
population\'s language groups.

+----------------------+--------------+------------+------------------+
| **Table 43:          |              |            |                  |
| Correlation between  |              |            |                  |
| general awareness of |              |            |                  |
| census               |              |            |                  |
| communications and   |              |            |                  |
| intended             |              |            |                  |
| participation by     |              |            |                  |
| language spoken at   |              |            |                  |
| home**               |              |            |                  |
+----------------------+--------------+------------+------------------+
| **Population**       | **Wave 1**   | **Wave 2** | **Significance** |
|                      |              |            |                  |
|                      |              |            | **of Trend       |
|                      |              |            | (p-Value)**      |
+----------------------+--------------+------------+------------------+
| Total Population     | .03 (.031)   | .34 (.033) | \<.0001 \*       |
+----------------------+--------------+------------+------------------+
| English              | .02 (.035)   | .35 (.040) | \<.0001 \*       |
+----------------------+--------------+------------+------------------+
| Spanish              | .00 (.074)   | .23 (.067) | .0194 \*         |
+----------------------+--------------+------------+------------------+
| Other                | .18 (.144)   | .58 (.144) | .0490 \*         |
+----------------------+--------------+------------+------------------+
| Asian                | .19 (.094)   | .42 (.042) | .0217 \*         |
+----------------------+--------------+------------+------------------+
| English              | .16 (.118)   | .39 (.100) | .1343            |
+----------------------+--------------+------------+------------------+
| Other                | .21 (.101)   | .44 (.047) | .0447\*          |
+----------------------+--------------+------------+------------------+
| American Indian      | .17 (.115)   | .34 (.077) | .2137            |
+----------------------+--------------+------------+------------------+
| English              | .17 (.118)   | .37 (.081) | .1563            |
+----------------------+--------------+------------+------------------+
| Other                | .19 (.219)   | .23 (.160) | .8747            |
+----------------------+--------------+------------+------------------+
| Native Hawaiian      | .19 (.047)   | .34 (.041) | .0179 \*         |
+----------------------+--------------+------------+------------------+
| English              | .19 (.048)   | .34 (.042) | .0219 \*         |
+----------------------+--------------+------------+------------------+
| Other                | .18 (.284)   | .34 (.216) | .6567            |
+----------------------+--------------+------------+------------------+

We now examine Table 44, which displays the correlations between
awareness of mass-media communications and intended participation by
language spoken at home. The difference in the estimated correlations is
significant for total population; English, total population; Spanish,
total population; total Native Hawaiian; and English, Native Hawaiian.

+----------------------+--------------+-------------+----------------+
| # Ta                 |              |             |                |
| ble 44: Correlation  |              |             |                |
| between awareness of |              |             |                |
|  mass-media communic |              |             |                |
| ations and intended  |              |             |                |
|                      |              |             |                |
| # p                  |              |             |                |
| articipation by lang |              |             |                |
| uage spoken at home  |              |             |                |
+----------------------+--------------+-------------+----------------+
| **Population**       | **Wave 1**   | **Wave 2**  | **             |
|                      |              |             | Significance** |
|                      |              |             |                |
|                      |              |             | **of Trend     |
|                      |              |             | (p-Value)**    |
+----------------------+--------------+-------------+----------------+
| Total Population     | .03 (.031)   | .24 (.034)  | \<.0001 \*     |
+----------------------+--------------+-------------+----------------+
| English              | .03 (.035)   | .25 (.041)  | \<.0001 \*     |
+----------------------+--------------+-------------+----------------+
| Spanish              | -.08 (.074)  | .15 (.068)  | .0236 \*       |
+----------------------+--------------+-------------+----------------+
| Other                | .02 (.146)   | .09 (.176)  | .7695          |
+----------------------+--------------+-------------+----------------+
| Asian                | .16 (.094)   | .29 (.045)  | .2459          |
+----------------------+--------------+-------------+----------------+
| English              | .12 (.119)   | .30 (.104)  | .2600          |
+----------------------+--------------+-------------+----------------+
| Other                | .21 (.101)   | .28 (.05)   | .5162          |
+----------------------+--------------+-------------+----------------+
| American Indian      | .15 (.116)   | .16 (.081)  | .9390          |
+----------------------+--------------+-------------+----------------+
| English              | .15 (.118)   | .20 (.085)  | .7182          |
+----------------------+--------------+-------------+----------------+
| Other                | .12 (.222)   | .17 (.162)  | .8641          |
+----------------------+--------------+-------------+----------------+
| Native Hawaiian      | .05 (.048)   | .28 (.042)  | .0004 \*       |
+----------------------+--------------+-------------+----------------+
| English              | .05 (.049)   | .29 (.043)  | .0002 \*       |
+----------------------+--------------+-------------+----------------+
| Other                | .09 (.287)   | .03 (.229)  | .8692          |
+----------------------+--------------+-------------+----------------+

Turning to Table 45, we examine the correlations between awareness of
community-based communications and intended participation. Two findings
appear to stand out. First, the Spanish-speaking population's intended
participation appears to be negatively correlated with their
community-based communications in Wave 1. This is not the case for the
English-speaking population (where the slight negative correlation is
not significantly different from zero). This apparent difference between
the language groups disappears in Wave 2. Second, the intended
participation levels for the other-languages group of the Native
Hawaiians do not appear to be correlated with their awareness of
community-based communications in either wave. On the other hand, there
is a significant trend in the correlations for Native Hawaiians in total
and for English-speaking Native Hawaiians.

+---------------------+---------------+--------------+----------------+
| **Table 45:         |               |              |                |
| Correlation between |               |              |                |
| awareness of        |               |              |                |
| community-based     |               |              |                |
| communications and  |               |              |                |
| intended            |               |              |                |
| participation by    |               |              |                |
| language spoken at  |               |              |                |
| home**              |               |              |                |
+---------------------+---------------+--------------+----------------+
| **Population**      | **Wave 1**    | # Wave 2     | **             |
|                     |               |              | Significance** |
|                     |               |              |                |
|                     |               |              | **of Trend     |
|                     |               |              | (p-Value)**    |
+---------------------+---------------+--------------+----------------+
| Total Population    | -.03 (.031)   | .21 (.034)   | \<.0001 \*     |
+---------------------+---------------+--------------+----------------+
| English             | -.02 (.035)   | .22 (.041)   | \<.0001 \*     |
+---------------------+---------------+--------------+----------------+
| Spanish             | -.24 (.072)   | .16 (.068)   | \<.0001 \*     |
+---------------------+---------------+--------------+----------------+
| Other               | -.02 (.146)   | .05 (.177)   | .7736          |
+---------------------+---------------+--------------+----------------+
| Asian               | .16 (.094)    | .29 (.045)   | .2127          |
+---------------------+---------------+--------------+----------------+
| English             | .21 (.117)    | .35 (.102)   | .3431          |
+---------------------+---------------+--------------+----------------+
| Other               | .13 (.102)    | .27 (.050)   | .2454          |
+---------------------+---------------+--------------+----------------+
| American Indian     | .17 (.115)    | .15 (.081)   | .9111          |
+---------------------+---------------+--------------+----------------+
| English             | .18 (.118)    | .17 (.086)   | .9740          |
+---------------------+---------------+--------------+----------------+
| Other               | .08 (.223)    | .22 (.160)   | .6208          |
+---------------------+---------------+--------------+----------------+
| Native Hawaiian     | .07 (.048)    | .24 (.043)   | .0059 \*       |
+---------------------+---------------+--------------+----------------+
| English             | .07 (.049)    | .26 (.043)   | .0040 \*       |
+---------------------+---------------+--------------+----------------+
| Other               | .10 (.287)    | -.04 (.229)  | .7109          |
+---------------------+---------------+--------------+----------------+

The results for intended participation can be summarized as follows.
Intended participation increased from Wave 1 to 2 for all language
groups except Spanish, total population; other languages, American
Indian; and other languages, Native Hawaiian, and was occasionally more
strongly associated with awareness in Wave 2 than in Wave 1. English,
total population; Spanish, total population; and English, Native
Hawaiian displayed strengthened associations between intended
participation and awareness, awareness of mass-media, and awareness of
community-based communications. The associations did not consistently
grow stronger for remaining language subpopulations.

**4.4 Mediation**

Awareness of communications, both general and specific, increased over
the three survey waves. Moreover, this awareness is clearly associated
with increased intent to participate in the census for total population,
non-Hispanic African Americans, Native Hawaiians, and non-Hispanic
Whites. For Asians and Hispanics the evidence is weaker for specific
communications but general awareness does become more strongly related
to intent to participate. American Indians appear to have been aware of
census communications but there is no statistical evidence they were
affected in their intentions to participate.

Confidence in the validity of these results can be increased if there is
evidence of actual change in people\'s opinions about the census. While
the above results for awareness and intentions could be due to other
variables omitted from the analyses, this becomes less plausible if
there is evidence that respondents actually absorbed communications
content. According to communications theory, beliefs is a *mediating
variable* between awareness and intended participation. Growing
awareness has an effect on intended participation through (a change in)
the intervening variable census beliefs.

*4.4.1 Census beliefs by race/ethnicity*

The survey questionnaire contains several questions asking about
respondents\' beliefs about the census. Respondents were asked about
their agreement with the following:

1.  Filling out the census will let the government know what my
    community needs. (0.1910)

2.  The census counts citizens and non-citizens alike. (0.0800)

3.  It is important for as many people as possible to participate in the
    census. (0.1745)

4.  My answers to the census could by used against me. (reversed)
    (0.0673)

5.  Answering and sending back the census matters for my family and
    community. (0.4445)

6.  The Census Bureau promise of confidentiality can be trusted.
    (0.1607)

7.  I just don\'t see that it matters much if I personally fill out the
    Census or not. (reversed) (0.1154)

8.  Sending back your census form could personally benefit or harm you
    in any way. (0.0859)

We combined these items by a factor analysis to form a single scale:
\"census beliefs.\"

We use factor analysis and Cronbach's coefficient alpha whenever we
construct scales as measurement of some latent variable.[^13] The factor
analysis model for a single latent variable, say "census beliefs",
assumes there are multiple measurements, called manifest variables, of
the latent variable, and that each measurement is subject to measurement
error. It also assumes that there is a linear relationship between the
latent variable and the manifest variables and that the measurement
errors are independent of one another. Factor analysis estimates values
of the latent variable, called factor scores, from the manifest
variables.

In the case of census beliefs, the manifest variables are those implied
by the list of eight items immediately above, with variables 4 and 7
reversed. After fitting the factor analysis model, we find that the
factor scores of census beliefs can be expressed as a linear combination
of the standardized versions of the eight manifest variables, with
coefficients 0.1910, 0.0800, 0.1745, 0.0673, 0.4445, 0.1607, 0.1154, and
0.0859, respectively. For convenience, we also present these
coefficients in parentheses following the manifest variables in the
above list. Thus, the biggest influence on census beliefs comes from the
manifest variable "Answering and sending back the census matters for my
family and community," and the smallest influence comes from \"My answer
to the census could be used against me.\" For this application,
Cronbach's alpha equals 0.74, which signifies that the factor census
beliefs forms a reliable scale.[^14]

Figure 53 displays the empirical distribution function for the census
beliefs scores for the total population. Clearly, the distribution
shifts to the right following Wave 1, while there is little difference
between the distribution at Wave 2 and 3. Apparently, the education and
motivation phases of the ad campaign, plus corresponding partnership
activities at that same point in time, made a difference in creating
favorable census beliefs. Census beliefs may have solidified by census
day, because they appear to display little additional change.

**Figure 53: Empirical cumulative distribution function by wave for
total population**

![](media/image53.wmf)

Table 46 presents the means for census beliefs. None of the trends from
Wave 2 to 3 are significant. There is apparently no evidence census
beliefs changed during the corresponding inter-wave period. Also, we
find

-   For total population, non-Hispanic African Americans, non-Hispanic
    Whites, and Native Hawaiians, there is a significant increase from
    Wave 1 to 2 and from Wave 1 to 3.

-   For Asians, the trend from Wave 1 to 3 is significant.

-   For Hispanics, he trend from Wave 1 to 2 is significant.

-   For American Indians, none of the trends are significant.

These results are consistent with a mediational role for census beliefs
for total population, non-Hispanic African Americans, non-Hispanic
Whites, and Native Hawaiians. Results are mixed for the Hispanic, Asian,
and American Indian populations. For Asians, the change in beliefs is
not significant while the change in intended participation is
significant. For Hispanics, the reverse is true, with a significant
change in beliefs preceding a nonsignificant change in intended
participation. And for American Indians neither the change in beliefs
nor the change in intended participation is significant. All changes are
in the desirable positive direction.

# Table 46: Mean census beliefs 

+---------------+----------+----------+----------+------+-----+------+
| *             | **Wave   | **Wave   | **Wave   | **Si |     |      |
| *Population** | 1**      | 2**      | 3**      | gnif |     |      |
|               |          |          |          | ican |     |      |
|               |          |          |          | ce** |     |      |
|               |          |          |          |      |     |      |
|               |          |          |          | **of |     |      |
|               |          |          |          | Tr   |     |      |
|               |          |          |          | ends |     |      |
|               |          |          |          | (p-V |     |      |
|               |          |          |          | alue |     |      |
|               |          |          |          | s)** |     |      |
+---------------+----------+----------+----------+------+-----+------+
|               |          |          |          | **   | **  | **Wa |
|               |          |          |          | Wave | Wav | ve** |
|               |          |          |          | 1    | e** |      |
|               |          |          |          | -2** |     | **1  |
|               |          |          |          |      | *   | -3** |
|               |          |          |          |      | *2- |      |
|               |          |          |          |      | 3** |      |
+---------------+----------+----------+----------+------+-----+------+
| Total         | -.0027   | .0017    | .0013    | .    | 1.0 | .    |
| Population    | (.0008)  | (.0009)  | (.0005)  | 0006 | 000 | 0003 |
|               |          |          |          | \*   |     | \*   |
+---------------+----------+----------+----------+------+-----+------+
| Hispanic      | -.0002   | .0027    | .0018    | .    | 1.0 | .    |
|               | (.0006)  | (.0010)  | (.0016)  | 0273 | 000 | 7137 |
|               |          |          |          | \*   |     |      |
+---------------+----------+----------+----------+------+-----+------+
| Non-Hispanic  | -.0024   | .0025    | .0012    | \<.  | 1.0 | .    |
|               | (.0007)  | (.0007)  | (.0011)  | 0001 | 000 | 0186 |
| African       |          |          |          | \*   |     | \*   |
| American      |          |          |          |      |     |      |
+---------------+----------+----------+----------+------+-----+------+
| Non-Hispanic  | -.0030   | .0013    | .0013    | .    | 1.0 | .    |
| White         | (.0012)  | (.0012)  | (.0008)  | 0318 | 000 | 0063 |
|               |          |          |          | \*   |     | \*   |
+---------------+----------+----------+----------+------+-----+------+
| Other         | -.0030   | .0034    | -.0013   | .    | .2  | 1.   |
|               | (.0035)  | (.0023)  | (.0017)  | 3828 | 964 | 0000 |
+---------------+----------+----------+----------+------+-----+------+
| Asian         | -.0013   | -.0002   | .0010    | .    | .4  | .    |
|               | (.0008)  | (.0006)  | (.0005)  | 7371 | 500 | 0390 |
|               |          |          |          |      |     | \*   |
+---------------+----------+----------+----------+------+-----+------+
| American      | -.0021   | -.0005   | -.0012   | .    | 1.0 | 1.   |
| Indian        | (.0008)  | (.0007)  | (.0009)  | 4122 | 000 | 0000 |
+---------------+----------+----------+----------+------+-----+------+
| Native        | -.0028   | .0009    | .0011    | .    | 1.0 | .    |
| Hawaiian      | (.0007)  | (.0007)  | (.0009)  | 0009 | 000 | 0018 |
|               |          |          |          | \*   |     | \*   |
+---------------+----------+----------+----------+------+-----+------+

*4.4.2 Census beliefs by language spoken at home*

Next, we analyze census beliefs by language group. According to Table
47, none of the trends from Wave 2 to 3 are significant. Trends from
Wave 1 to 2 and from Wave 1 to 3 are significant for total population;
English, total population; Native Hawaiians; and English, Native
Hawaiians. Additionally, trends from Wave 1 to 3 are significant for
Asians and English, Asians. Evidently, most changes in beliefs occurred
before census day and the onset of Wave 3 interviewing. The results in
Table 47 are generally supportive of the results in Table 42 regarding
mean intended participation. Indeed, the lack of change in beliefs for
Spanish, total population and other-languages, Native Hawaiians is
consistent with the non-significant change in intended participation
viewed earlier. The American Indian language groups do appear in Wave 2
to be significantly different from one another, that difference does not
appear in Wave 1.

+-------------+---------+---------+---------+-------+-------+-------+
| **Table 47: |         |         |         |       |       |       |
| Mean census |         |         |         |       |       |       |
| beliefs by  |         |         |         |       |       |       |
| language    |         |         |         |       |       |       |
| spoken at   |         |         |         |       |       |       |
| home**      |         |         |         |       |       |       |
+-------------+---------+---------+---------+-------+-------+-------+
| **P         | #       | #       | #       | **Si  |       |       |
| opulation** |  Wave 1 |  Wave 2 |  Wave 3 | gnifi |       |       |
|             |         |         |         | cance |       |       |
|             |         |         |         | of    |       |       |
|             |         |         |         | T     |       |       |
|             |         |         |         | rends |       |       |
|             |         |         |         | (p    |       |       |
|             |         |         |         | -Valu |       |       |
|             |         |         |         | es)** |       |       |
+-------------+---------+---------+---------+-------+-------+-------+
|             |         |         |         | *     | *     | *     |
|             |         |         |         | *Wave | *Wave | *Wave |
|             |         |         |         | 1-2** | 2-3** | 1-3** |
+-------------+---------+---------+---------+-------+-------+-------+
| Total       | -.0027  | .0017   | .0013   | .0007 | 1     | .0002 |
| Population  | (.0008) | (.0009) | (.0005) | \*    | .0000 | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| English     | -.0028  | .0016   | .0012   | .0023 | 1     | .0005 |
|             | (.0009) | (.0010) | (.0006) | \*    | .0000 | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| Spanish     | -.0023  | .0024   | .0013   | .1326 | 1     | .8056 |
|             | (.0021) | (.0011) | (.0025) |       | .0000 |       |
+-------------+---------+---------+---------+-------+-------+-------+
| Other       | .0014   | .0036   | .0046   | .7032 | 1     | .2200 |
|             | (.0007) | (.0017) | (.0016) |       | .0000 |       |
+-------------+---------+---------+---------+-------+-------+-------+
| Asian       | -.0013  | -.0002  | .0010   | .7370 | .4499 | .0391 |
|             | (.0008) | (.0006) | (.0005) |       |       | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| English     | -.0024  | -.0008  | .0014   | .8521 | .3310 | .0147 |
|             | (.0011) | (.0011) | (.0008) |       |       | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| Other       | -.0001  | .0002   | .0008   | 1     | 1     | 1     |
|             | (.0011) | (.0008) | (.0006) | .0000 | .0000 | .0000 |
+-------------+---------+---------+---------+-------+-------+-------+
| American    | -.0021  | -.0005  | -.0012  | .4123 | 1     | 1     |
| Indian      | (.0008) | (.0007) | (.0009) |       | .0000 | .0000 |
+-------------+---------+---------+---------+-------+-------+-------+
| English     | -.0017  | .0006   | -.0009  | .1534 | .8299 | 1     |
|             | (.0007) | (.0009) | (.0010) |       |       | .0000 |
+-------------+---------+---------+---------+-------+-------+-------+
| Other       | -.0059  | -.0045  | -.0019  | 1     | .1839 | .7021 |
|             | (.0032) | (.0009) | (.0010) | .0000 |       |       |
+-------------+---------+---------+---------+-------+-------+-------+
| Native      | -.0028  | .0009   | .0011   | .0009 | 1     | .0017 |
| Hawaiian    | (.0007) | (.0007) | (.0009) | \*    | .0000 | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| English     | -.0028  | .0010   | .0010   | .0008 | 1     | .0030 |
|             | (.0007) | (.0008) | (.0009) | \*    | .0000 | \*    |
+-------------+---------+---------+---------+-------+-------+-------+
| Other       | -.0020  | -.0017  | .0036   | 1     | .5994 | .6176 |
|             | (.0022) | (.0014) | (.0038) | .0000 |       |       |
+-------------+---------+---------+---------+-------+-------+-------+

*4.4.3 Recent general awareness as a predictor of census beliefs*

In this section, we examine recent general awareness as a possible
predictor of census beliefs. Since the PMP began between Waves 1 and 2
while Wave 3 is after Census Day, we focus on Wave 2. We study the
percentages of respondents that agree with certain beliefs, depending on
whether they have recent awareness of Census 2000. One caution we urge
on readers is that this recent awareness could be the result of the PMP,
but it could also be information about the census from any number of
other sources. Therefore, it is not possible to ascribe with certainty
any significant differences to the actions of the PMP.

A further caution is that the PMPE is not a designed experiment and the
causal direction could actually be the other way around. People with
preexisting, positive census beliefs could be more inclined to seek out
recent census communications and thence become aware of then. If this
were the predominant effect in the population, then beliefs would be a
predictor of awareness, contrary to the basic communications model that
assumes awareness precedes beliefs.

Table 48 shows percentages believing community needs will be discerned
by recent census awareness.

# Table 48: Belief that community needs will be discerned, by recent awareness of the census, Wave 2 

+--------------------+----------+------------+-----------+------------+
| **Population**     | #        |            | **χ^2^-St | *          |
|                    | Recent C |            | atistic** | *p-Value** |
|                    | ensus Aw |            |           |            |
|                    | areness? |            |           |            |
+--------------------+----------+------------+-----------+------------+
|                    | **Yes**  | **No**     |           |            |
+--------------------+----------+------------+-----------+------------+
| Total Population   | 83.0     | 60.8       | 6.56      | .011 \*    |
+--------------------+----------+------------+-----------+------------+
| Hispanic           | 91.3     | 88.3       | 0.19      | .662       |
+--------------------+----------+------------+-----------+------------+
| Non-Hispanic       | 91.8     | 66.9       | 14.24     | \<.001 \*  |
|                    |          |            |           |            |
| African American   |          |            |           |            |
+--------------------+----------+------------+-----------+------------+
| Non-Hispanic White | 79.1     | 54.7       | 4.53      | .034 \*    |
+--------------------+----------+------------+-----------+------------+
| Asian              | 89.3     | 75.4       | 2.84      | .092 \*    |
+--------------------+----------+------------+-----------+------------+
| American Indian    | 79.0     | 73.1       | 0.97      | .324       |
+--------------------+----------+------------+-----------+------------+
| Native Hawaiian    | 88.4     | 72.7       | 7.00      | .008 \*    |
+--------------------+----------+------------+-----------+------------+

Non-Hispanic African Americans exhibit the largest difference between
those with and without recent census awareness, the differences are also
significant for the total population, non-Hispanic Whites, Asians, and
Native Hawaiians. The Hispanic percentages are high, even though they
are not significantly different from one another.

Table 49 shows percentages who believe citizens and non-citizens will be
counted by Census 2000, broken down by recent census awareness.

# Table 49: Percentage in Wave 2 believing citizens and non-citizens will be counted, by 

# recent awareness of the census 

+---------------------+-----------+----------+-----------+-----------+
| **Population**      | # Recent  |          | **χ^2^-St | **        |
|                     |  Census A |          | atistic** | p-Value** |
|                     | wareness? |          |           |           |
+---------------------+-----------+----------+-----------+-----------+
|                     | **Yes**   | **No**   |           |           |
+---------------------+-----------+----------+-----------+-----------+
| Total Population    | 73.1      | 77.5     | 0.27      | .600      |
+---------------------+-----------+----------+-----------+-----------+
| Hispanic            | 77.0      | 57.5     | 3.13      | .077 \*   |
+---------------------+-----------+----------+-----------+-----------+
| Non-Hispanic        | 66.3      | 54.0     | 1.69      | .194      |
|                     |           |          |           |           |
| African American    |           |          |           |           |
+---------------------+-----------+----------+-----------+-----------+
| Non-Hispanic White  | 72.8      | 84.9     | 1.50      | .221      |
+---------------------+-----------+----------+-----------+-----------+
| Asian               | 82.2      | 74.1     | 0.89      | .345      |
+---------------------+-----------+----------+-----------+-----------+
| American Indian     | 65.8      | 55.9     | 1.59      | .207      |
+---------------------+-----------+----------+-----------+-----------+
| Native Hawaiian     | 74.5      | 55.2     | 4.10      | .043 \*   |
+---------------------+-----------+----------+-----------+-----------+

There is a significant association between awareness and the belief that
citizens and non-citizens will be counted for Hispanics and Native
Hawaiians. The issue of counting non-citizens is no doubt important for
many in the Hispanic population, and this population seems to have
gotten the message from census communications that non-citizens should
be counted. The issue is probably not salient for many of the other
targeted populations, and indeed we might not expect and do not find
significant associations for them.

Table 50 shows percentages believing it is important for as many people
as possible to participate broken down by recent census awareness.

# Table 50: Percentage in Wave 2 believing participation is important, by recent awareness

# of the census 

+---------------------+----------+------------+-----------+-----------+
| **Population**      | #        |            | **χ^2^-St | **        |
|                     | Recent C |            | atistic** | p-Value** |
|                     | ensus Aw |            |           |           |
|                     | areness? |            |           |           |
+---------------------+----------+------------+-----------+-----------+
|                     | **Yes**  | **No**     |           |           |
+---------------------+----------+------------+-----------+-----------+
| Total Population    | 97.2     | 95.5       | 0.61      | .434      |
+---------------------+----------+------------+-----------+-----------+
| Hispanic            | 98.3     | 95.4       | 1.84      | .176      |
+---------------------+----------+------------+-----------+-----------+
| Non-Hispanic        | 96.5     | 87.0       | 3.81      | .051 \*   |
|                     |          |            |           |           |
| African American    |          |            |           |           |
+---------------------+----------+------------+-----------+-----------+
| Non-Hispanic White  | 97.5     | 96.6       | 0.14      | .706      |
+---------------------+----------+------------+-----------+-----------+
| Asian               | 94.0     | 90.7       | 0.65      | .420      |
+---------------------+----------+------------+-----------+-----------+
| American Indian     | 92.3     | 85.2       | 1.15      | .284      |
+---------------------+----------+------------+-----------+-----------+
| Native Hawaiian     | 95.4     | 88.6       | 1.46      | .228      |
+---------------------+----------+------------+-----------+-----------+

The differences are small, they are in the positive direction, and the
difference for non-Hispanics African Americans is significant.

Table 51 shows percentages believing that the census could be used
against them broken down by recent census awareness.

# Table 51: Percentages in Wave 2 believing census could be used against them, by recent 

# awareness of the census 

+---------------------+-----------+-----------+-----------+-----------+
| **Population**      | # Recent  |           | **χ^2^-St | **        |
|                     |  Census A |           | atistic** | p-Value** |
|                     | wareness? |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
|                     | **Yes**   | **No**    |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Total Population    | 21.8      | 31.6      | 1.93      | .165      |
+---------------------+-----------+-----------+-----------+-----------+
| Hispanic            | 19.0      | 41.8      | 4.53      | .034 \*   |
+---------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic        | 25.6      | 51.4      | 7.15      | .008 \*   |
|                     |           |           |           |           |
| African American    |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic White  | 21.2      | 27.2      | 0.47      | .492      |
+---------------------+-----------+-----------+-----------+-----------+
| Asian               | 29.3      | 54.4      | 5.78      | .016 \*   |
+---------------------+-----------+-----------+-----------+-----------+
| American Indian     | 34.2      | 38.8      | 0.46      | .498      |
+---------------------+-----------+-----------+-----------+-----------+
| Native Hawaiian     | 18.7      | 35.2      | 4.28      | .039 \*   |
+---------------------+-----------+-----------+-----------+-----------+

Those with recent census awareness have a lower percentage of
respondents who believe the census could be used against them. The
association is significant for Hispanics, non-Hispanic African
Americans, Asians, and Native Hawaiians.

Table 52 shows percentages believing that responding is important for
family and community broken down by recent census awareness.

# Table 52: Percentage in Wave 2 believing census matters for family and community, by recent awareness of the census 

+---------------------+-----------+----------+------------+-----------+
| **Population**      | # Recent  |          | **χ^2^-S   | **        |
|                     |  Census A |          | tatistic** | p-Value** |
|                     | wareness? |          |            |           |
+---------------------+-----------+----------+------------+-----------+
|                     | **Yes**   | **No**   |            |           |
+---------------------+-----------+----------+------------+-----------+
| Total Population    | 87.3      | 77.8     | 2.15       | .143      |
+---------------------+-----------+----------+------------+-----------+
| Hispanic            | 91.8      | 79.8     | 4.76       | .029 \*   |
+---------------------+-----------+----------+------------+-----------+
| Non-Hispanic        | 88.8      | 72.6     | 7.65       | .006 \*   |
|                     |           |          |            |           |
| African American    |           |          |            |           |
+---------------------+-----------+----------+------------+-----------+
| Non-Hispanic White  | 86.1      | 78.1     | 0.81       | .367      |
+---------------------+-----------+----------+------------+-----------+
| Asian               | 76.3      | 67.2     | 0.97       | .324      |
+---------------------+-----------+----------+------------+-----------+
| American Indian     | 91.1      | 81.1     | 7.17       | .008 \*   |
+---------------------+-----------+----------+------------+-----------+
| Native Hawaiian     | 93.6      | 91.3     | 0.64       | .423      |
+---------------------+-----------+----------+------------+-----------+

There are significant differences for American Indians, Hispanics, and
non-Hispanic African Americans.

Table 53 shows percentages trusting the Census Bureau to keep census
data confidential broken down by recent census awareness.

# Table 53: Percentage in Wave 2 trusting census confidentiality, by recent awareness 

# of the census 

+-------------------+------------+------------+------------+----------+
| **Population**    | # Rece     |            | **χ^2^-S   | **p      |
|                   | nt Census  |            | tatistic** | -Value** |
|                   | Awareness? |            |            |          |
+-------------------+------------+------------+------------+----------+
|                   | **Yes**    | **No**     |            |          |
+-------------------+------------+------------+------------+----------+
| Total Population  | 64.8       | 67.6       | 0.08       | .783     |
+-------------------+------------+------------+------------+----------+
| Hispanic          | 77.0       | 69.4       | 0.62       | .430     |
+-------------------+------------+------------+------------+----------+
| Non-Hispanic      | 76.7       | 47.9       | 9.64       | .002 \*  |
|                   |            |            |            |          |
| African American  |            |            |            |          |
+-------------------+------------+------------+------------+----------+
| Non-Hispanic      | 59.0       | 69.6       | 0.63       | .429     |
| White             |            |            |            |          |
+-------------------+------------+------------+------------+----------+
| Asian             | 72.2       | 63.6       | 0.71       | .400     |
+-------------------+------------+------------+------------+----------+
| American Indian   | 59.1       | 61.0       | 0.05       | .826     |
+-------------------+------------+------------+------------+----------+
| Native Hawaiian   | 69.6       | 74.6       | 0.38       | .536     |
+-------------------+------------+------------+------------+----------+

There seems to be very little association between the trust of
confidentiality and recent census awareness, except among non-Hispanic
African Americans. The percentage of recently aware non-Hispanic African
Americans who trust census confidentiality is 29 percent higher than
those who have not recently heard or seen anything about Census 2000.
This significant finding is consistent with the hypothesis that the PMP
reached non-Hispanic African Americans and convinced them to trust the
promise of census confidentiality.

Table 54 shows percentages believing that responding to the census
doesn't matter much broken down by recent census awareness.

# Table 54: Percentages in Wave 2 who believe responding doesn't matter, by recent awareness of the census 

+--------------------+----------+------------+------------+-----------+
| **Population**     | #        |            | **χ^2^-S   | **        |
|                    | Recent C |            | tatistic** | p-Value** |
|                    | ensus Aw |            |            |           |
|                    | areness? |            |            |           |
+--------------------+----------+------------+------------+-----------+
|                    | **Yes**  | **No**     |            |           |
+--------------------+----------+------------+------------+-----------+
| Total Population   | 16.8     | 27.4       | 2.24       | .135      |
+--------------------+----------+------------+------------+-----------+
| Hispanic           | 24.1     | 31.5       | 0.80       | .372      |
+--------------------+----------+------------+------------+-----------+
| Non-Hispanic       | 17.0     | 41.9       | 7.80       | .005 \*   |
|                    |          |            |            |           |
| African American   |          |            |            |           |
+--------------------+----------+------------+------------+-----------+
| Non-Hispanic White | 15.1     | 24.3       | 1.13       | .288      |
+--------------------+----------+------------+------------+-----------+
| Asian              | 37.5     | 58.4       | 4.76       | .029 \*   |
+--------------------+----------+------------+------------+-----------+
| American Indian    | 29.2     | 47.4       | 9.46       | .002 \*   |
+--------------------+----------+------------+------------+-----------+
| Native Hawaiian    | 20.4     | 34.0       | 2.78       | .096 \*   |
+--------------------+----------+------------+------------+-----------+

Those with recent census awareness have a lower percentage of
respondents who believe responding to the census doesn't matter. The
differences are significant for non-Hispanic African Americans, Asians,
American Indians, and Native Hawaiians. Although some differences are
not significant, they are all in a positive direction and the evidence
suggests a broad pattern that the PMP reached people.

Table 55 shows percentages believing that some harm could come by
responding to the census broken down by recent census awareness.

# Table 55: Percentage in Wave 2 who believe responding could personally harm them, by recent awareness of the census 

+--------------------+----------+-----------+------------+------------+
| **Population**     | #        |           | **χ^2^-S   | *          |
|                    | Recent C |           | tatistic** | *p-Value** |
|                    | ensus Aw |           |            |            |
|                    | areness? |           |            |            |
+--------------------+----------+-----------+------------+------------+
|                    | **Yes**  | **No**    |            |            |
+--------------------+----------+-----------+------------+------------+
| Total Population   | 0.8      | 1.0       | 0.09       | .770       |
+--------------------+----------+-----------+------------+------------+
| Hispanic           | 1.3      | 2.6       | 0.30       | .584       |
+--------------------+----------+-----------+------------+------------+
| Non-Hispanic       | 1.1      | 4.4       | 2.44       | .119       |
|                    |          |           |            |            |
| African American   |          |           |            |            |
+--------------------+----------+-----------+------------+------------+
| Non-Hispanic White | 0.6      | 0.2       | 1.21       | .271       |
+--------------------+----------+-----------+------------+------------+
| Asian              | 0.8      | 11.5      | 9.05       | .003 \*    |
+--------------------+----------+-----------+------------+------------+
| American Indian    | 0.7      | 5.4       | 5.58       | .018 \*    |
+--------------------+----------+-----------+------------+------------+
| Native Hawaiian    | 0.8      | 2.4       | 1.53       | .216       |
+--------------------+----------+-----------+------------+------------+

Except among Asians without recent census awareness, the percentages in
Table 55 are small. The associations are significant for Asians and
American Indians. The relatively large percentage of Asians with no
recent census awareness who believe responding could harm them is not
statistically significant. Perhaps for cultural or other reasons, Asians
and American Indians may tend to harbor fear of the census. Our data are
consistent with the hypothesis that the PMP reached people in these
communities and achieved success in reducing fear that census could harm
them.

***4.4.4 Census beliefs as predictors of self-reported census
participation***

One of the desired outcomes of the PMP was increased census
participation as a result of stressing the confidentiality of the
information collected, that respondents cannot be harmed by their
participation and other census beliefs. Wave 3 of data collection
contains a question on whether the census questionnaire has been
returned, as well as questions on the respondents' beliefs about the
census. We now explore the association between census beliefs and
self-reported participation, considering the former to represent the
predictors or independent variables and the latter to be the dependent
variable.

As noted previously, respondents were asked for their agreement with

-   The Census Bureau promise of confidentiality can be trusted.

-   My answers to the census could be used against me. (reversed)

-   Sending back your census form could personally benefit or harm you
    in anyway.

-   Filling out the Census will let the government know what my
    community needs.

-   The Census counts citizens and non-citizens alike.

-   It is important for as many people as possible to participate in the
    Census.

-   Answering and sending back the Census matters for my family and
    community.

-   I just don't see that it matters much if I personally fill out the
    Census or not. (reversed)

Table 56 shows percentages of self-reported participation based on
whether the respondent trusts the confidentiality of Census 2000.

# Table 56: Percent self-reported participation in Wave 3, by trust in promise of confidentiality 

+-------------------------+--------+--------+-----------+------------+
| **Populations**         | # Trus |        | **χ^2^-st | *          |
|                         | t Conf |        | atistic** | *p-Value** |
|                         | identi |        |           |            |
|                         | ality? |        |           |            |
+-------------------------+--------+--------+-----------+------------+
|                         | *      | **No** |           |            |
|                         | *Yes** |        |           |            |
+-------------------------+--------+--------+-----------+------------+
| Total Population        | 90.4   | 88.7   | 0.22      | .641       |
+-------------------------+--------+--------+-----------+------------+
| Hispanic                | 87.5   | 91.1   | 0.76      | .384       |
+-------------------------+--------+--------+-----------+------------+
| Non-Hispanic African    | 88.8   | 87.2   | 0.18      | .672       |
| American                |        |        |           |            |
+-------------------------+--------+--------+-----------+------------+
| Non-Hispanic White      | 91.2   | 88.6   | 0.24      | .625       |
+-------------------------+--------+--------+-----------+------------+
| Asian                   | 86.1   | 82.6   | 0.30      | .581       |
+-------------------------+--------+--------+-----------+------------+
| American Indian         | 78.6   | 70.6   | 1.82      | .178       |
+-------------------------+--------+--------+-----------+------------+
| Native Hawaiian         | 89.4   | 82.0   | 1.39      | .238       |
+-------------------------+--------+--------+-----------+------------+

There are no significant differences in self-reported participation.
These findings are consistent with PMP messages, and especially
partnership communications, that people should participate regardless of
whether they personally trusted the promise of confidentiality.

Table 57 shows percentages of self-reported participation based on
whether the respondent believes that Census 2000 responses could be used
against them.

# Table 57: Percent self-reported participation in Wave 3, by belief census could be used against me 

+--------------------+-----------+---------+------------+------------+
| **Population**     | # Used Ag |         | **χ^2^-s   | *          |
|                    | ainst Me? |         | tatistic** | *p-Value** |
+--------------------+-----------+---------+------------+------------+
|                    | **Yes**   | **No**  |            |            |
+--------------------+-----------+---------+------------+------------+
| Total Population   | 86.9      | 90.2    | 0.83       | .361       |
+--------------------+-----------+---------+------------+------------+
| Hispanic           | 89.7      | 87.4    | 0.28       | .595       |
+--------------------+-----------+---------+------------+------------+
| Non-Hispanic       | 88.8      | 88.1    | 0.04       | .847       |
|                    |           |         |            |            |
| African American   |           |         |            |            |
+--------------------+-----------+---------+------------+------------+
| Non-Hispanic White | 85.5      | 91.2    | 1.35       | .246       |
+--------------------+-----------+---------+------------+------------+
| Asian              | 82.6      | 84.6    | 0.17       | .682       |
+--------------------+-----------+---------+------------+------------+
| American Indian    | 60.8      | 83.5    | 11.43      | \<.001 \*  |
+--------------------+-----------+---------+------------+------------+
| Native Hawaiian    | 88.1      | 86.6    | 0.08       | .779       |
+--------------------+-----------+---------+------------+------------+

In general, the belief that Census 2000 answers could be used against
them has no effect on the self-reported participation rates. There is
one significant difference. American Indians who believe that census
answers could be used against them have a significantly lower
self-reported participation rate than those who believe that their
answers can't be used against them.

This finding may signal a participation barrier for American Indians
that could be addressed in future communications for the 2010 Census.

Table 58 shows percentages of self-reported participation based on
whether the respondent believes that participating in Census 2000 can
personally harm them. There are no significant differences.

# Table 58: Percent self-reported participation in Wave 3, by belief census could personally 

# harm you 

+---------------------+----------+----------+------------+------------+
| **Population**      | #        |          | **χ^2^-s   | *          |
|                     | Particip |          | tatistic** | *p-Value** |
|                     | ation wi |          |            |            |
|                     | ll Harm? |          |            |            |
+---------------------+----------+----------+------------+------------+
|                     | **Yes**  | **No**   |            |            |
+---------------------+----------+----------+------------+------------+
| Total Population    | 83.0     | 89.6     | 0.38       | .540       |
+---------------------+----------+----------+------------+------------+
| Hispanic            | 75.6     | 88.5     | 0.59       | .442       |
+---------------------+----------+----------+------------+------------+
| Non-Hispanic        | 82.6     | 86.6     | 0.15       | .703       |
|                     |          |          |            |            |
| African American    |          |          |            |            |
+---------------------+----------+----------+------------+------------+
| Non-Hispanic White  | 83.5     | 90.3     | 0.27       | .605       |
+---------------------+----------+----------+------------+------------+
| Asian               | 62.2     | 84.4     | 0.89       | .345       |
+---------------------+----------+----------+------------+------------+
| American Indian     | 75.3     | 75.2     | 0.00       | 1.000      |
+---------------------+----------+----------+------------+------------+
| Native Hawaiian     | 60.4     | 87.7     | 2.34       | .127       |
+---------------------+----------+----------+------------+------------+

In general, the belief that Census 2000 could personally harm has no
effect on the self-reported participation rates

Table 59 shows percentages of self-reported participation based on
whether the respondent believes that the government will learn about
community needs from the Census.

**Table 59: Percent** self-reported participation in Wave 3 depending on
community needs beliefs

+-------------------+------------+------------+-----------+----------+
| *                 | # Ident    |            | **χ^2^-st | **p      |
| *Race/Ethnicity** | ify Commun |            | atistic** | -Value** |
|                   | ity Needs? |            |           |          |
+-------------------+------------+------------+-----------+----------+
|                   | **Yes**    | **No**     |           |          |
+-------------------+------------+------------+-----------+----------+
| Total Population  | 91.6       | 76.6       | 9.94      | .002 \*  |
+-------------------+------------+------------+-----------+----------+
| Hispanic          | 87.1       | 93.1       | 1.64      | .201     |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 88.0       | 78.5       | 3.74      | .053 \*  |
|                   |            |            |           |          |
| African American  |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 93.1       | 73.2       | 9.87      | .002 \*  |
| White             |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Asian             | 87.3       | 61.8       | 7.18      | .008 \*  |
+-------------------+------------+------------+-----------+----------+
| American Indian   | 80.5       | 54.5       | 7.91      | .005 \*  |
+-------------------+------------+------------+-----------+----------+
| Native Hawaiian   | 90.7       | 57.8       | 13.80     | \<.001   |
|                   |            |            |           | \*       |
+-------------------+------------+------------+-----------+----------+

Except for Hispanics, respondents who believe that government can learn
community needs from census responses are significantly more likely to
have self-reported Census 2000 participation. Apparently, community
needs is a \"hot button\" for most targeted populations.

Table 60 shows percentages of self-reported participation based on
whether the respondent believes that citizens and non-citizens will be
counted equally by the Census.

Table 60: Percent self-reported participation in Wave 3 by belief
citizens and non-citizens will be counted

+-------------------+------------+------------+-----------+----------+
| *                 | #          |            | ![](media | **p      |
| *Race/Ethnicity** |  Non-Citiz |            | /image54. | -Value** |
|                   | ens Equal? |            | wmf)**-st |          |
|                   |            |            | atistic** |          |
+-------------------+------------+------------+-----------+----------+
|                   | **Yes**    | **No**     |           |          |
+-------------------+------------+------------+-----------+----------+
| Total Population  | 91.6       | 83.8       | 3.01      | .083 \*  |
+-------------------+------------+------------+-----------+----------+
| Hispanic          | 89.3       | 72.7       | 6.44      | .011 \*  |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 86.3       | 89.0       | 0.42      | .518     |
|                   |            |            |           |          |
| African American  |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 93.1       | 83.0       | 2.81      | .094 \*  |
| White             |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Asian             | 87.2       | 71.7       | 3.53      | .060 \*  |
+-------------------+------------+------------+-----------+----------+
| American Indian   | 75.9       | 73.1       | 0.08      | .777     |
+-------------------+------------+------------+-----------+----------+
| Native Hawaiian   | 87.4       | 87.1       | 0.00      | .964     |
+-------------------+------------+------------+-----------+----------+

Respondents who believe non-citizens and citizens will be counted by
Census 2000 were more likely to self-report participation among the
Hispanic, Asian, and non-Hispanic White populations. There is no
evidence of this effect for non-Hispanic African Americans, American
Indians, and Native Hawaiians. The strong effect for Hispanics is
noteworthy, because of the large population of recent immigrants to
America.

Table 61 shows percentages of self-reported participation based on
whether the respondent believes that participation in the census is
important.

**Table 61: Percent self-reported participation in Wave 3 depending on
importance beliefs**

+-------------------+------------+------------+-----------+----------+
| *                 | # Part     |            | ![](media | **p      |
| *Race/Ethnicity** | icipation  |            | /image55. | -Value** |
|                   | Important? |            | wmf)**-st |          |
|                   |            |            | atistic** |          |
+-------------------+------------+------------+-----------+----------+
|                   | **Yes**    | **No**     |           |          |
+-------------------+------------+------------+-----------+----------+
| Total Population  | 90.7       | 57.5       | 15.95     | \<.001   |
|                   |            |            |           | \*       |
+-------------------+------------+------------+-----------+----------+
| Hispanic          | 88.7       | 87.8       | 0.01      | .922     |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 87.7       | 63.3       | 7.18      | .008 \*  |
|                   |            |            |           |          |
| African American  |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 91.7       | 43.7       | 19.37     | \<.001   |
| White             |            |            |           | \*       |
+-------------------+------------+------------+-----------+----------+
| Asian             | 86.7       | 51.1       | 8.27      | .004 \*  |
+-------------------+------------+------------+-----------+----------+
| American Indian   | 77.9       | 44.6       | 13.35     | \<.001   |
|                   |            |            |           | \*       |
+-------------------+------------+------------+-----------+----------+
| Native Hawaiian   | 89.4       | 51.5       | 10.76     | .001 \*  |
+-------------------+------------+------------+-----------+----------+

Respondents who believe that participation in Census 2000 is important
were significantly more likely to have self-reported participation,
except among Hispanics. Excluding the Hispanic population, the
differentials in self-reported participation rates were over 24 percent
for all five of the other populations, and over 33 percent for four of
them. Perhaps it is tautological, but people who believe census
participation is important believe it is important enough to report
participation in the census. The fact that this association is not
significant for Hispanics arises because even the \"no\'s\" report high
levels of census participation.

Table 62 shows percentages of self-reported participation based on
whether the respondent believes that participation in the Census is
important to their family and community.

Table 62: Percent self-reported participation in Wave 3 depending on
family beliefs

+-------------------+------------+------------+-----------+----------+
| *                 | #          |            | ![](media | **p      |
| *Race/Ethnicity** | Important  |            | /image56. | -Value** |
|                   | to Family/ |            | wmf)**-st |          |
|                   | Community? |            | atistic** |          |
+-------------------+------------+------------+-----------+----------+
|                   | **Yes**    | **No**     |           |          |
+-------------------+------------+------------+-----------+----------+
| Total Population  | 92.1       | 67.6       | 11.79     | .001 \*  |
+-------------------+------------+------------+-----------+----------+
| Hispanic          | 88.1       | 89.7       | 0.08      | .782     |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 89.0       | 83.3       | 1.09      | .296     |
|                   |            |            |           |          |
| African American  |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 93.4       | 55.5       | 11.68     | .001 \*  |
| White             |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Asian             | 86.4       | 68.1       | 4.66      | .031 \*  |
+-------------------+------------+------------+-----------+----------+
| American Indian   | 79.1       | 56.2       | 4.38      | .037 \*  |
+-------------------+------------+------------+-----------+----------+
| Native Hawaiian   | 90.0       | 61.5       | 9.45      | .002 \*  |
+-------------------+------------+------------+-----------+----------+

Among Hispanics and non-Hispanic African Americans, the belief that the
Census matters to their family and community seemed to have little or no
effect on their self-reported participation rate. Both \"yes\'s\" and
\"no\'s\" report similarly high levels of census participation. For the
other four populations, respondents who believed that Census 2000
mattered for family and community had significantly higher self-reported
participation rates, especially among non-Hispanic Whites.

Table 63 shows percentages of self-reported participation based on
whether the respondent believes that responding to the census does not
matter.

Table 63: Percent self-reported participation in Wave 3 depending on
response beliefs

+-------------------+------------+------------+-----------+----------+
| *                 | # My Resp  |            | ![](media | **p      |
| *Race/Ethnicity** | onse Doesn |            | /image57. | -Value** |
|                   | 't Matter? |            | wmf)**-st |          |
|                   |            |            | atistic** |          |
+-------------------+------------+------------+-----------+----------+
|                   | **Yes**    | **No**     |           |          |
+-------------------+------------+------------+-----------+----------+
| Total Population  | 77.4       | 92.7       | 9.79      | .002 \*  |
+-------------------+------------+------------+-----------+----------+
| Hispanic          | 86.3       | 89.2       | 0.27      | .606     |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 77.6       | 91.1       | 6.57      | .010 \*  |
|                   |            |            |           |          |
| African American  |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Non-Hispanic      | 74.4       | 93.5       | 6.65      | .010 \*  |
| White             |            |            |           |          |
+-------------------+------------+------------+-----------+----------+
| Asian             | 75.0       | 86.9       | 3.62      | .057 \*  |
+-------------------+------------+------------+-----------+----------+
| American Indian   | 51.6       | 85.3       | 9.75      | .002 \*  |
+-------------------+------------+------------+-----------+----------+
| Native Hawaiian   | 79.9       | 91.2       | 4.20      | .041 \*  |
+-------------------+------------+------------+-----------+----------+

Among all six populations, respondents who believed that their Census
2000 response didn't matter had lower self-reported participation rates
in Census 2000. These differences were significant for all populations
except Hispanics.

Of the four items regarding beliefs about the importance of the census
(lets the government know community needs, important for as many
respondents as possible, important to family/community, and whether a
response matters), respondents who believed in the importance of Census
2000 did have significantly higher self-reported participation rates.
This was not true for the Hispanic population; their beliefs about the
importance of Census 2000 had no effect on their self-reported
participation rates, which were high regardless.

Respondents who believed that non-citizens and citizens would be counted
alike had significantly higher self-reported participation rates for
Hispanics, non-Hispanic Whites, and Asians, but these beliefs did not
affect participation for non-Hispanic African Americans, American
Indians, and Native Hawaiians.

The remaining three beliefs pertain to whether the respondents trust the
confidentiality of the Census, believe their answers could be used
against them, or believe sending back the census form could bring
personal harm. Surprisingly, among these three beliefs, there was one
significant difference; American Indians who believed the census could
be used against them had significantly lower self-reported participation
rates.

## 4.5 Non-equivalent control variables 

Validity of the relationships between awareness, beliefs, and intended
participation/self-reported participation can be enhanced by examining
variables that should not have been affected by communications during
the period leading up to the census. If these variables show no change
across waves, this is evidence against alternative explanations having
to do with possible confounding variables. Such \"control\" variables do
not replace a control group, but since a control group was not possible
in this study, examination of such variables can provide evidence for or
against validity.

Five variables included in the survey can serve as control variables and
should show no significant change over the three survey waves. One is
the extent to which respondents are familiar with the Department of
Agriculture; the second is the extent to which they are familiar with
the Surgeon General\'s office; the third is the proportion who have ever
heard of the school lunch program; the fourth is the proportion who have
ever heard of welfare reform; and the fifth is the index of civic
participation introduced in Section 4.1. Responses to these questions
generally did not change (that is, estimated change is not statistically
significant) from Wave 1 to 2, Wave 2 to 3, or Wave 1 to 3. See Tables
64-68. These results provide evidence against any general tendency for
people to have simply reported higher awareness and behavioral
intentions due to some variable correlated with time or events
associated with the timing of each wave. There is some evidence of
change in the total population between Waves 2 and 3 for the proportion
ever heard of welfare reform and for the index of civic participation.
We are uncertain of the reasons for the observed declines. We speculate
that the declines may be seasonally related to the close of the school
year and the beginning of summer holidays. People may simply be somewhat
more detached from government and its programs during such times. It
seems unlikely that the changes could be caused by some variable related
to census awareness or cooperation, since such a relationship, had it
existed, would have tended to cause an increase, rather than a decrease,
in our control variables.

+-----------------+-------+---------+-------+-------+-------+-------+
| **Table 64:     |       |         |       |       |       |       |
| Proportion ever |       |         |       |       |       |       |
| heard of the    |       |         |       |       |       |       |
| Department of   |       |         |       |       |       |       |
| Agriculture**   |       |         |       |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| **Population**  | *     | **Wave  | *     | **Si  |       |       |
|                 | *Wave | 2**     | *Wave | gnifi |       |       |
|                 | 1**   |         | 3**   | cance |       |       |
|                 |       |         |       | of    |       |       |
|                 |       |         |       | T     |       |       |
|                 |       |         |       | rends |       |       |
|                 |       |         |       | (p    |       |       |
|                 |       |         |       | -Valu |       |       |
|                 |       |         |       | es)** |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
|                 |       |         |       | *     | *     | *     |
|                 |       |         |       | *Wave | *Wave | *Wave |
|                 |       |         |       | 1-2** | 2-3** | 1-3** |
+-----------------+-------+---------+-------+-------+-------+-------+
| Total           | .93   | .92     | .92   | 1     | 1     | .9857 |
| Population      | (     | (.015)  | (     | .0000 | .0000 |       |
|                 | .011) |         | .009) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| Hispanic        | .64   | .68     | .70   | 1     | 1     | .9334 |
|                 | (     | (.037)  | (     | .0000 | .0000 |       |
|                 | .047) |         | .037) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| #               | .93   | .88     | .88   | .2735 | 1     | .0897 |
| #  Non-Hispanic | (     | (.021)  | (     |       | .0000 | \*    |
|                 | .017) |         | .017) |       |       |       |
| ##  A           |       |         |       |       |       |       |
| frican American |       |         |       |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| Non-Hispanic    | .99   | .98     | .98   | 1     | 1     | .2560 |
| White           | (     | (.007)  | (     | .0000 | .0000 |       |
|                 | .003) |         | .008) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| Other           | .87   | .72     | .83   | .4949 | .8346 | 1     |
|                 | (     | (.082)  | (     |       |       | .0000 |
|                 | .073) |         | .053) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| Asian           | .53   | .48     | .51   | .7033 | 1     | 1     |
|                 | (     | (.032)  | (     |       | .0000 | .0000 |
|                 | .033) |         | .025) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| American Indian | .80   | .82     | .82   | 1     | 1     | 1     |
|                 | (     | (.026)  | (     | .0000 | .0000 | .0000 |
|                 | .034) |         | .022) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+
| Native Hawaiian | .96   | .95     | .96   | 1     | 1     | 1     |
|                 | (     | (.022)  | (     | .0000 | .0000 | .0000 |
|                 | .012) |         | .011) |       |       |       |
+-----------------+-------+---------+-------+-------+-------+-------+

+-----------------+-------+---------+--------+-------+-------+-------+
| **Table 65:     |       |         |        |       |       |       |
| Proportion ever |       |         |        |       |       |       |
| heard of the    |       |         |        |       |       |       |
| Surgeon         |       |         |        |       |       |       |
| General's       |       |         |        |       |       |       |
| office**        |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| **Population**  | *     | **Wave  | **Wave | **Si  |       |       |
|                 | *Wave | 2**     | 3**    | gnifi |       |       |
|                 | 1**   |         |        | cance |       |       |
|                 |       |         |        | of    |       |       |
|                 |       |         |        | T     |       |       |
|                 |       |         |        | rends |       |       |
|                 |       |         |        | (p    |       |       |
|                 |       |         |        | -Valu |       |       |
|                 |       |         |        | es)** |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
|                 |       |         |        | *     | *     | *     |
|                 |       |         |        | *Wave | *Wave | *Wave |
|                 |       |         |        | 1-2** | 2-3** | 1-3** |
+-----------------+-------+---------+--------+-------+-------+-------+
| Total           | .87   | .86     | .85    | 1     | 1     | 1     |
| Population      | (     | (.023)  | (.014) | .0000 | .0000 | .0000 |
|                 | .022) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Hispanic        | .48   | .50     | .49    | 1     | 1     | 1     |
|                 | (     | (.036)  | (.042) | .0000 | .0000 | .0000 |
|                 | .046) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .87   | .82     | .81    | .3719 | 1     | .1372 |
|                 | (     | (.027)  | (.023) |       | .0000 |       |
| African         | .024) |         |        |       |       |       |
| American        |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .94   | .96     | .93    | 1     | .9521 | 1     |
| White           | (     | (.015)  | (.019) | .0000 |       | .0000 |
|                 | .019) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Other           | .78   | .57     | .80    | .3410 | .1455 | 1     |
|                 | (     | (.101)  | (.059) |       |       | .0000 |
|                 | .093) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Asian           | .41   | .37     | .42    | 1     | .7385 | 1     |
|                 | (     | (.031)  | (.025) | .0000 |       | .0000 |
|                 | .032) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| American Indian | .63   | .66     | .73    | 1     | .4499 | .1978 |
|                 | (     | (.037)  | (.029) | .0000 |       |       |
|                 | .045) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Native Hawaiian | .82   | .84     | .80    | 1     | .7772 | 1     |
|                 | (     | (.029)  | (.027) | .0000 |       | .0000 |
|                 | .022) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+

+-----------------+-------+---------+--------+-------+-------+-------+
| **Table 66:     |       |         |        |       |       |       |
| Proportion ever |       |         |        |       |       |       |
| heard of the    |       |         |        |       |       |       |
| school lunch    |       |         |        |       |       |       |
| program**       |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| **Population**  | *     | **Wave  | **Wave | **Si  |       |       |
|                 | *Wave | 2**     | 3**    | gnifi |       |       |
|                 | 1**   |         |        | cance |       |       |
|                 |       |         |        | of    |       |       |
|                 |       |         |        | T     |       |       |
|                 |       |         |        | rends |       |       |
|                 |       |         |        | (p    |       |       |
|                 |       |         |        | -Valu |       |       |
|                 |       |         |        | es)** |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
|                 |       |         |        | *     | *     | *     |
|                 |       |         |        | *Wave | *Wave | *Wave |
|                 |       |         |        | 1-2** | 2-3** | 1-3** |
+-----------------+-------+---------+--------+-------+-------+-------+
| Total           | .91   | .90     | .85    | 1     | .1692 | .1600 |
| Population      | (     | (.016)  | (.02)  | .0000 |       |       |
|                 | .018) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Hispanic        | .75   | .73     | .73    | 1     | 1     | 1     |
|                 | (     | (.035)  | (.045) | .0000 | .0000 | .0000 |
|                 | .041) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .94   | .94     | .86    | 1     | .0049 | .0015 |
|                 | (     | (.014)  | (.02)  | .0000 | \*    | \*    |
| African         | .013) |         |        |       |       |       |
| American        |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .93   | .93     | .88    | 1     | .2095 | .2508 |
| White           | (     | (.019)  | (.025) | .0000 |       |       |
|                 | .023) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Other           | .80   | .81     | .83    | 1     | 1     | 1     |
|                 | (     | (.053)  | (.056) | .0000 | .0000 | .0000 |
|                 | .092) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Asian           | .64   | .60     | .62    | 1     | 1     | 1     |
|                 | (     | (.031)  | (.025) | .0000 | .0000 | .0000 |
|                 | .028) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| American Indian | .83   | .84     | .87    | 1     | 1     | .9765 |
|                 | (     | (.029)  | (.022) | .0000 | .0000 |       |
|                 | .027) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Native Hawaiian | .89   | .96     | .88    | .0042 | .0018 | 1     |
|                 | (     | (.009)  | (.021) | \*    | \*    | .0000 |
|                 | .018) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+

+-----------------+-------+---------+--------+-------+-------+-------+
| **Table 67:     |       |         |        |       |       |       |
| Proportion ever |       |         |        |       |       |       |
| heard of        |       |         |        |       |       |       |
| welfare         |       |         |        |       |       |       |
| reform**        |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| **Population**  | # W   | **Wave  | **Wave | **Si  |       |       |
|                 | ave 1 | 2**     | 3**    | gnifi |       |       |
|                 |       |         |        | cance |       |       |
|                 |       |         |        | of    |       |       |
|                 |       |         |        | T     |       |       |
|                 |       |         |        | rends |       |       |
|                 |       |         |        | (p    |       |       |
|                 |       |         |        | -Valu |       |       |
|                 |       |         |        | es)** |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
|                 |       |         |        | *     | *     | *     |
|                 |       |         |        | *Wave | *Wave | *Wave |
|                 |       |         |        | 1-2** | 2-3** | 1-3** |
+-----------------+-------+---------+--------+-------+-------+-------+
| Total           | .91   | .92     | .84    | 1     | .0162 | .0176 |
| Population      | (     | (.016)  | (.019) | .0000 | \*    | \*    |
|                 | .016) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Hispanic        | .76   | .72     | .75    | 1     | 1     | 1     |
|                 | (     | (.034)  | (.040) | .0000 | .0000 | .0000 |
|                 | .038) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .97   | .93     | .89    | .2900 | .3098 | .0039 |
|                 | (     | (.017)  | (.022) |       |       | \*    |
| African         | .010) |         |        |       |       |       |
| American        |       |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Non-Hispanic    | .94   | .96     | .86    | 1     | .0011 | .0520 |
| White           | (     | (.014)  | (.026) | .0000 | \*    |       |
|                 | .022) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Other           | .83   | .69     | .76    | .6523 | 1     | 1     |
|                 | (     | (.084)  | (.076) |       | .0000 | .0000 |
|                 | .073) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Asian           | .60   | .55     | .57    | .7482 | 1     | 1     |
|                 | (     | (.033)  | (.026) |       | .0000 | .0000 |
|                 | .033) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| American Indian | .74   | .78     | .76    | 1     | 1     | 1     |
|                 | (     | (.026)  | (.030) | .0000 | .0000 | .0000 |
|                 | .031) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+
| Native Hawaiian | .93   | .90     | .86    | .8685 | .6208 | .0186 |
|                 | (     | (.025)  | (.022) |       |       | \*    |
|                 | .014) |         |        |       |       |       |
+-----------------+-------+---------+--------+-------+-------+-------+

+-----------------+--------+--------+--------+-------+-------+-------+
| **Table 68:     |        |        |        |       |       |       |
| Proportion      |        |        |        |       |       |       |
| whose index of  |        |        |        |       |       |       |
| civic           |        |        |        |       |       |       |
| participation   |        |        |        |       |       |       |
| is greater than |        |        |        |       |       |       |
| or equal to 1** |        |        |        |       |       |       |
+-----------------+--------+--------+--------+-------+-------+-------+
| **Population**  | **Wave | #      | **Wave | **Si  |       |       |
|                 | 1**    | Wave 2 | 3**    | gnifi |       |       |
|                 |        |        |        | cance |       |       |
|                 |        |        |        | of    |       |       |
|                 |        |        |        | T     |       |       |
|                 |        |        |        | rends |       |       |
|                 |        |        |        | (p    |       |       |
|                 |        |        |        | -Valu |       |       |
|                 |        |        |        | es)** |       |       |
+-----------------+--------+--------+--------+-------+-------+-------+
|                 |        |        |        | *     | *     | *     |
|                 |        |        |        | *Wave | *Wave | *Wave |
|                 |        |        |        | 1-2** | 2-3** | 1-3** |
+-----------------+--------+--------+--------+-------+-------+-------+
| Total           | .84    | .84    | .75    | 1     | .0408 | .0161 |
| Population      | (.021) | (.029) | (.024) | .0000 | \*    | \*    |
+-----------------+--------+--------+--------+-------+-------+-------+
| > Hispanic      | .71    | .66    | .66    | 1     | 1     | 1     |
|                 | (.043) | (.041) | (.042) | .0000 | .0000 | .0000 |
+-----------------+--------+--------+--------+-------+-------+-------+
| > Non-Hispanic  | .88    | .83    | .77    | .4556 | .5779 | .0093 |
| >               | (.024) | (.029) | (.027) |       |       | \*    |
| > African       |        |        |        |       |       |       |
| > American      |        |        |        |       |       |       |
+-----------------+--------+--------+--------+-------+-------+-------+
| > Non-Hispanic  | .86    | .88    | .75    | 1     | .0362 | .0390 |
| > White         | (.028) | (.038) | (.033) | .0000 | \*    | \*    |
+-----------------+--------+--------+--------+-------+-------+-------+
| > Other         | .72    | .81    | .80    | 1     | 1     | 1     |
|                 | (.136) | (.051) | (.060) | .0000 | .0000 | .0000 |
+-----------------+--------+--------+--------+-------+-------+-------+
| Asian           | .49    | .50    | .52    | 1     | 1     | 1     |
|                 | (.029) | (.032) | (.026) | .0000 | .0000 | .0000 |
+-----------------+--------+--------+--------+-------+-------+-------+
| American Indian | .81    | .81    | .76    | 1     | .3379 | .4411 |
|                 | (.022) | (.021) | (.024) | .0000 |       |       |
+-----------------+--------+--------+--------+-------+-------+-------+
| Native Hawaiian | .82    | .81    | .84    | 1     | 1     | 1     |
|                 | (.023) | (.038) | (.026) | .0000 | .0000 | .0000 |
+-----------------+--------+--------+--------+-------+-------+-------+

6.  **Analysis of actual mailback status**

*4.6.1 Introduction to actual behavior*

By now, we have explored a number of components of the basic
communications model, including awareness, beliefs, and intended
participation/self-reported participation, and the linkages between
these and their presumed link to the PMP. The exploration thus far has
dealt with what people said in the survey interview. But what did people
really do?

Following the close of data collection for this study, the Census Bureau
supplied to NORC the Census 2000 *mail return behavior* for the
households included in the Wave 2 and 3 samples. These samples had been
selected from the census mailing list, and thus it was an easy matter to
match the sample back to census databases and get the date, if any, of
the mail return.[^15]

Table 69 contains a tabulation of the four samples by census type of
enumeration area. For example, in the core sample, 1,193 and 1,944
households were in areas eligible for returning the census form by mail.
The American Indian sample was spread across both eligible and
ineligible areas. In the balance of this section, we will analyze data
for survey households that were eligible to respond by mail. The columns
labeled \"missing\" reflect interviews for which the census type of
enumeration area was missing on the materials the Census Bureau supplied
to NORC.[^16]

**Table 69: Completed interviews by census type of enumeration area by
sample type and wave**

+--------------+-------------+----------------+----------+-----------+
| **Sample     | **Type of   |                |          |           |
| Type**       | Enumeration |                |          |           |
|              | Area**      |                |          |           |
+--------------+-------------+----------------+----------+-----------+
|              | **Eligible  | **Not Eligible | **M      | **Total** |
|              | for**       | for**          | issing** |           |
|              |             |                |          |           |
|              | **Mail      | **Mail Back**  |          |           |
|              | Back**      |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| **Wave 2**   |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| Core         | 1,193       | 0              | 34       | 1,227     |
+--------------+-------------+----------------+----------+-----------+
| Asian        | 460         | 0              | 11       | 471       |
+--------------+-------------+----------------+----------+-----------+
| American     | 101         | 74             | 323      | 498       |
| Indian       |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| Native       | 500         | 0              | 20       | 520       |
| Hawaiian     |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| **Wave 3**   |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| Core         | 1,944       | 2              | 43       | 1,989     |
+--------------+-------------+----------------+----------+-----------+
| Asian        | 738         | 0              | 40       | 778       |
+--------------+-------------+----------------+----------+-----------+
| American     | 130         | 66             | 574      | 770       |
| Indian       |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+
| Native       | 662         | 0              | 48       | 710       |
| Hawaiian     |             |                |          |           |
+--------------+-------------+----------------+----------+-----------+

The mail return rate definition used for this report is different from
the mail return rates calculated for Census 2000. For this study, a Wave
2 form was classified as a mail return if it had a valid census mail
return date that was prior to the nonresponse followup interview date
(NRD) provided on the Census Bureau file. For wave 3, a mail return must
have occurred before the NORC interview date and the NRD. Currently,
April 18 is the nonresponse followup cut-off date used by the Census
Bureau to calculate the mail return. Note: Other differences exist
between the mail return calculation for this report and for the Census
Bureau, but are not provided in this report.

**Table 70: Weighted and unweighted mail return rates for the PMPE, by
wave, and for the 2000 Census**

<table>
<colgroup>
<col style="width: 23%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 2%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2"><strong>Population</strong></td>
<td></td>
<td colspan="2"><h1 id="count">Count</h1></td>
<td></td>
<td colspan="2"><p><strong>Weighted Mail-</strong></p>
<p><strong>Return Rate</strong></p></td>
<td></td>
<td colspan="2"><p><strong>Unweighted Mail-</strong></p>
<p><strong>Return Rate</strong></p></td>
<td rowspan="2"><strong>Census 2000</strong></td>
</tr>
<tr class="even">
<td></td>
<td><strong>Wave 2</strong></td>
<td><strong>Wave 3</strong></td>
<td></td>
<td><strong>Wave 2</strong></td>
<td><strong>Wave 3</strong></td>
<td></td>
<td><strong>Wave 2</strong></td>
<td><strong>Wave 3</strong></td>
</tr>
<tr class="odd">
<td>Total Population</td>
<td></td>
<td>1,193</td>
<td>1,944</td>
<td></td>
<td>84.4 (2.2)</td>
<td>80.9 (2.0)</td>
<td></td>
<td>81.1</td>
<td>80.1</td>
<td rowspan="8">The estimates are forthcoming from the Census
Bureau.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td></td>
<td>414</td>
<td>672</td>
<td></td>
<td>81.7 (3.4)</td>
<td>89.2 (1.8)</td>
<td></td>
<td>81.9</td>
<td>83.5</td>
</tr>
<tr class="odd">
<td><p>Non-Hispanic</p>
<p>African American</p></td>
<td></td>
<td>361</td>
<td>618</td>
<td></td>
<td>76.6 (3.4)</td>
<td>74.6 (2.4)</td>
<td></td>
<td>74.8</td>
<td>73.5</td>
</tr>
<tr class="even">
<td>Non-Hispanic White</td>
<td></td>
<td>356</td>
<td>535</td>
<td></td>
<td>87.1 (3.0)</td>
<td>81.7 (2.6)</td>
<td></td>
<td>87.1</td>
<td>83.9</td>
</tr>
<tr class="odd">
<td>Other</td>
<td></td>
<td>62</td>
<td>119</td>
<td></td>
<td>79.3 (7.7)</td>
<td>60.9 (11.5)</td>
<td></td>
<td>79.0</td>
<td>79.0</td>
</tr>
<tr class="even">
<td>Asian</td>
<td></td>
<td>460</td>
<td>738</td>
<td></td>
<td>89.8 (1.6)</td>
<td>85.3 (2.2)</td>
<td></td>
<td>88.5</td>
<td>88.3</td>
</tr>
<tr class="odd">
<td>American Indian</td>
<td></td>
<td>101</td>
<td>130</td>
<td></td>
<td>74.7 (6.3)</td>
<td>71.1 (5..3)</td>
<td></td>
<td>72.3</td>
<td>69.2</td>
</tr>
<tr class="even">
<td>Native Hawaiian</td>
<td></td>
<td>500</td>
<td>662</td>
<td></td>
<td>79.2 (3.5)</td>
<td>78.0 (2.7)</td>
<td></td>
<td>76.8</td>
<td>76.1</td>
</tr>
</tbody>
</table>

Late mail returns are problematic for our analysis for two reasons:
first, they may have occurred after the date marking the start of census
nonresponse followup operations, and second, they may have occurred
following the date of the Wave 3 interview. In the former case, while
the census form was returned by mail, it was too late to be useful to
the Census Bureau, which had already initiated the expenditure of funds
and energy necessary to follow up the household in person. In the later
case, we do not trust the representativeness of the mail return event,
because it could have been triggered by the survey interview itself.
That is, the Wave 3 sample could display mail return behavior atypical
of the population to which inferences are to be made, simply because the
interview itself reminds the households to mail back the census form. To
guard against these problems, we recode the mail return behavior for all
remaining analyses in this section. For all cases in Waves 2 and 3 in
which the mail return date was on or after the nonresponse followup
date, we recode the mail return status to a nonmail return. In addition,
for all cases in Wave 3 in which the mail return date was on or after
the interview date, we recode the mail return status to a nonmail
return. We call the recoded mail return behavior the *actual behavior*.
Table 71 presents a simple tabulation of frequencies before and after
the recoding. For example, for the total population, 968 Wave 2 cases
were coded initially as mail returns, while 841 remained after recoding.
In what follows, we analyze actual behavior, self-reported participation
(collected in the Wave 3 interview), intended participation (collected
in the Wave 2 interview), and various covariates of mailback behavior.
Our main objective is to explore what impact census communications may
have had on actual behavior.

**Table 71: Frequencies for mail-return behavior and for re-coded
mail-return status (actual behavior) by population and by wave: eligible
type of enumeration areas**

+------------------+---------+---------+---+---------+---------+-------+
| **Population**   | **Mail  |         |   | *       |         | **To  |
|                  | -Return |         |   | *Actual |         | tal** |
|                  | Beh     |         |   | Beh     |         |       |
|                  | avior** |         |   | avior** |         |       |
+------------------+---------+---------+---+---------+---------+-------+
|                  | **N     | **Mail  |   | **N     | **Mail  |       |
|                  | on-Mail | R       |   | on-Mail | R       |       |
|                  | R       | eturn** |   | R       | eturn** |       |
|                  | eturn** |         |   | eturn** |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| **Wave 2**       |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Total Population | 225     | 968     |   | 352     | 841     | 1,193 |
+------------------+---------+---------+---+---------+---------+-------+
| Hispanic         | 75      | 339     |   | 114     | 300     | 414   |
+------------------+---------+---------+---+---------+---------+-------+
| Non-Hispanic     | 91      | 270     |   | 144     | 217     | 361   |
|                  |         |         |   |         |         |       |
| African American |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Non-Hispanic     | 46      | 310     |   | 72      | 284     | 356   |
| White            |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Other            | 13      | 49      |   | 22      | 40      | 62    |
+------------------+---------+---------+---+---------+---------+-------+
| Asian            | 53      | 407     |   | 130     | 330     | 460   |
+------------------+---------+---------+---+---------+---------+-------+
| American Indian  | 28      | 73      |   | 39      | 62      | 101   |
+------------------+---------+---------+---+---------+---------+-------+
| Native Hawaiian  | 116     | 384     |   | 151     | 349     | 500   |
+------------------+---------+---------+---+---------+---------+-------+
| **Wave 3**       |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Total Population | 386     | 1,558   |   | 636     | 1,308   | 1,944 |
+------------------+---------+---------+---+---------+---------+-------+
| Hispanic         | 111     | 561     |   | 207     | 465     | 672   |
+------------------+---------+---------+---+---------+---------+-------+
| Non-Hispanic     | 164     | 454     |   | 242     | 376     | 618   |
| African American |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Non-Hispanic     | 86      | 449     |   | 140     | 395     | 535   |
| White            |         |         |   |         |         |       |
+------------------+---------+---------+---+---------+---------+-------+
| Other            | 25      | 94      |   | 47      | 72      | 119   |
+------------------+---------+---------+---+---------+---------+-------+
| Asian            | 86      | 652     |   | 225     | 513     | 738   |
+------------------+---------+---------+---+---------+---------+-------+
| American Indian  | 40      | 90      |   | 54      | 76      | 130   |
+------------------+---------+---------+---+---------+---------+-------+
| Native Hawaiian  | 158     | 504     |   | 192     | 470     | 662   |
+------------------+---------+---------+---+---------+---------+-------+

The correlations between actual behavior and self-reported participation
or intended participation appear in Table 72. The correlations are lower
than the already low correlations found in earlier census studies (see,
for example, Bates and Whitford, 1991). The correlations are undoubtedly
attenuated somewhat by the recoding done to create the actual behavior
variable. It is unclear whether such recoding was done in the earlier
studies. Tables 73 and 74 present similar information in the form of
cross-tabulations of actual behavior by intended participation and by
self-reported participation. The percentages in the table are column
percentages, except for those in the bottom row, which are row
percentages. For example, of those who self-reported \"returned\", 77
percent actually did return the form by mail and 21 percent did not.
Those who self-reported \"returned\" comprise 73 percent of the Wave 3
sample, while those who actually did return the form by mail comprise 66
percent of the sample. In Wave 2, 69 percent actually mailed back the
form, while 81 percent said they \"probably will\" or \"definitely
will\". Evidently, our survey respondents were overly optimistic about
their census cooperation or were biased towards a socially desirable
response, as prior census studies have shown. All of the figures in
these tables are unweighted. The columns and rows labeled \"missing\"
reflect interviews for which the corresponding variable was missing,
such as an interview in which the respondent failed to report question
18, intended participation.

**Table 72: Weighted and unweighted correlations between actual behavior
and intended participation and self-reported participation by
race/ethnicity**

+------------------+----------------+---------------+-----------------+
| **Population**   | **n**          | **Weighted    | **Unweighted    |
|                  |                | C             | Correlations**  |
|                  |                | orrelations** |                 |
+------------------+----------------+---------------+-----------------+
| **Intended       |                |               |                 |
| Participation    |                |               |                 |
| (Wave 2)**       |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Total Population | 1,093          | .18           | .22             |
+------------------+----------------+---------------+-----------------+
| Hispanic         | 365            | .27           | .19             |
+------------------+----------------+---------------+-----------------+
| Non-Hispanic     | 336            | .22           | .25             |
|                  |                |               |                 |
| African American |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Non-Hispanic     | 341            | .12           | .14             |
| White            |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Other            | 51             | .48           | .48             |
+------------------+----------------+---------------+-----------------+
| Asian            | 344            | .18           | .14             |
+------------------+----------------+---------------+-----------------+
| American Indian  | 80             | .05           | .11             |
+------------------+----------------+---------------+-----------------+
| Native Hawaiian  | 452            | .12           | .11             |
+------------------+----------------+---------------+-----------------+
| **Self-Reported  |                |               |                 |
| Participation    |                |               |                 |
| (Wave 3)**       |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Total Population | 1,662          | .35           | .38             |
+------------------+----------------+---------------+-----------------+
| Hispanic         | 558            | .36           | .33             |
+------------------+----------------+---------------+-----------------+
| Non-Hispanic     | 521            | .30           | .39             |
|                  |                |               |                 |
| African American |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Non-Hispanic     | 477            | .38           | .42             |
| White            |                |               |                 |
+------------------+----------------+---------------+-----------------+
| Other            | 106            | .27           | .44             |
+------------------+----------------+---------------+-----------------+
| Asian            | 630            | .37           | .35             |
+------------------+----------------+---------------+-----------------+
| American Indian  | 100            | .42           | .41             |
+------------------+----------------+---------------+-----------------+
| Native Hawaiian  | 571            | .38           | .41             |
+------------------+----------------+---------------+-----------------+

Table 73: Actual behavior (in percent) versus intended participation,
Wave 2, core sample

+-------------+-------+------+-------+-------+-------+------+-------+
| **Actual    | **Int |      |       |       |       |      |       |
| Behavior**  | ended |      |       |       |       |      |       |
|             | Parti |      |       |       |       |      |       |
|             | cipat |      |       |       |       |      |       |
|             | ion** |      |       |       |       |      |       |
+-------------+-------+------+-------+-------+-------+------+-------+
|             | **    | **   | **    | **Pro | **    | #    | **To  |
|             | Defin | Prob | Might | bably | Defin |      | tal** |
|             | itely | ably | or    | Will  | itely | #    |       |
|             | W     | Wi   | Might | Not** | Will  |  Mis |       |
|             | ill** | ll** | Not** |       | Not** | sing |       |
+-------------+-------+------+-------+-------+-------+------+-------+
| Form mailed | 76    | 64   | 44    | 53    | 17    | 58   | 69    |
| back        |       |      |       |       |       |      |       |
+-------------+-------+------+-------+-------+-------+------+-------+
| Form not    | 22    | 35   | 51    | 44    | 83    | 36   | 29    |
| mailed back |       |      |       |       |       |      |       |
+-------------+-------+------+-------+-------+-------+------+-------+
| Missing or  | 2     | 1    | 5     | 3     | 0     | 6    | 2     |
| Not         |       |      |       |       |       |      |       |
| Eligible    |       |      |       |       |       |      |       |
| TEA         |       |      |       |       |       |      |       |
+-------------+-------+------+-------+-------+-------+------+-------+
| Total       | 60    | 21   | 7     | 3     | 0 (6) | 9    | 100   |
|             | (734) | (    | (91)  | (32)  |       | (    | (1    |
|             |       | 258) |       |       |       | 106) | ,227) |
+-------------+-------+------+-------+-------+-------+------+-------+

NOTE: n\'s given in parentheses.

Table 74: Actual behavior (in percent) versus self-reported behavior,
Wave 3 core sample

+--------------+---------+-------------+-----------+---------+-------+
| **Actual     | *       |             |           |         |       |
| Behavior**   | *Self-R |             |           |         |       |
|              | eported |             |           |         |       |
|              | Beh     |             |           |         |       |
|              | avior** |             |           |         |       |
+--------------+---------+-------------+-----------+---------+-------+
|              | **Ret   | **Received, | ##        | **Mi    | #     |
|              | urned** | Did**       |           | ssing** |       |
|              |         |             | ##        |         | #     |
|              |         | **Not       |   Did Not |         | Total |
|              |         | Return**    |  Received |         |       |
+--------------+---------+-------------+-----------+---------+-------+
| Form mailed  | 77      | 28          | 43        | 42      | 66    |
| back         |         |             |           |         |       |
+--------------+---------+-------------+-----------+---------+-------+
| Form not     | 21      | 68          | 55        | 56      | 32    |
| mailed back  |         |             |           |         |       |
+--------------+---------+-------------+-----------+---------+-------+
| Missing or   | 2       | 4           | 2         | 2       | 2     |
| Not Eligible |         |             |           |         |       |
| TEA          |         |             |           |         |       |
+--------------+---------+-------------+-----------+---------+-------+
| Total        | 73      | 12 (243)    | 10 (192)  | 5 (97)  | 100   |
|              | (1,457) |             |           |         | (1    |
|              |         |             |           |         | ,989) |
+--------------+---------+-------------+-----------+---------+-------+

NOTE: n\'s given in parentheses.

*4.6.2 Associations between actual behavior and potential covariates*

We turn to analysis of associations between actual behavior and
awareness of census communications, census knowledge, and census
attitudes, for the total population using the core sample. Throughout
the analysis, awareness of census communications refers to respondents\'
exposure to the sources of communications listed in Question 10. We use
the term \"awareness\" instead of \"exposure\", because the survey data
really represent self-reports of respondents\' awareness of their
exposure. Actual exposure to census communications may be something
different, and it is not observed in this evaluation study.

From Tables 75-78, which are given on a weighted basis, we can begin to
examine what impact census communications may have had on actual census
outcomes. The first of these tables, Table 75, displays the association
between actual behavior and a simple index of the number of sources of
census communications cited in Question 10. The table also displays
similar results from Bates and Whitford (1991) concerning the censuses
of 1980 and 1990. For the categories \"low\" and \"medium\", both
self-reported behavior and actual behavior are higher in Wave 3 of the
2000 PMPE than in the 1990 OES, but lower than in the 1980 KAP.
Interestingly, for the category \"high\", actual behavior is lower in
2000 than in 1990 and in 1980, but self-reported behavior in 2000 is
higher than in 1990. For both 1990 variables, there is a positive trend
between the number of sources of census communications cited and actual
behavior. Yet we do not find such a trend in either 1980 or in Wave 3 of
the PMPE.

**Table 75: Actual behavior (in percent) by number of sources of census
communications cited, core sample\***

+----------------+-------+---+--------+------+---+-------+------+------+
| **Number of    |       |   | **1990 |      |   | *     |      |      |
| Sources        |       |   | OES**  |      |   | *2000 |      |      |
| Cited**        |       |   |        |      |   | P     |      |      |
|                |       |   |        |      |   | MPE** |      |      |
+----------------+-------+---+--------+------+---+-------+------+------+
|                | *     |   | **S    | **Ac |   | *     | **   | **   |
|                | *1980 |   | elf-Re | tual |   | *Wave | Wave | Wave |
|                | KAP** |   | ported | Be   |   | 2**   | 3**  | 3    |
|                |       |   | Beha   | havi |   |       |      | Ac   |
|                | **A   |   | vior** | or** |   | **A   | **S  | tual |
|                | ctual |   |        |      |   | ctual | elf- | Be   |
|                | Behav |   |        |      |   | Behav | Repo | havi |
|                | ior** |   |        |      |   | ior** | rted | or** |
|                |       |   |        |      |   |       | Be   |      |
|                |       |   |        |      |   |       | havi |      |
|                |       |   |        |      |   |       | or** |      |
+----------------+-------+---+--------+------+---+-------+------+------+
| Total          |       |   |        |      |   | 77.7  | 89.5 | 73.2 |
|                |       |   |        |      |   | (3.1) | (    | (    |
|                |       |   |        |      |   |       | 1.7) | 1.8) |
+----------------+-------+---+--------+------+---+-------+------+------+
| Low (0)        | 87.1  |   | 54.0   | 62.8 |   | 62.8  | 92.6 | 75.4 |
|                | (4.3) |   | (4.7)  | (    |   | (3.2) | (    | (    |
|                |       |   |        | 4.6) |   |       | 2.1) | 6.1) |
+----------------+-------+---+--------+------+---+-------+------+------+
| Medium (1-2)   | 93.0  |   | 75.8   | 70.9 |   | 72.9  | 83.1 | 77.1 |
|                | (3.3) |   | (3.1)  | (    |   | (9.8) | (    | (    |
|                |       |   |        | 3.6) |   |       | 6.5) | 5.1) |
+----------------+-------+---+--------+------+---+-------+------+------+
| High (3-7)     | 87.9  |   | 84.7   | 81.6 |   | 84.8  | 89.9 | 72.0 |
|                | (2.0) |   | (1.4)  | (    |   | (2.9) | (    | (    |
|                |       |   |        | 1.8) |   |       | 2.1) | 2.3) |
+----------------+-------+---+--------+------+---+-------+------+------+

\*This index includes television, newspapers, radio, magazines,
meetings, posters/billboards, and informal conversations. The 1980 and
1990 indexes used the same sources of communications, with print
advertisements replacing posters/billboards.

Table 76 examines whether awareness of some sources of census
communications may be more strongly related to actual behavior than
awareness of other sources. Looking across all three censuses we find no
one source that stands out above all others.

**Table 76: Actual behavior (in percent) by source of census
information, core sample**

+--------------+-------+-------+--------+---+--------+--------+--------+
| **Sources of | *     | *     |        |   | **2000 |        |        |
| Census       | *1980 | *1990 |        |   | PMPE** |        |        |
| I            | KAP   | OES** |        |   |        |        |        |
| nformation** | A     |       |        |   |        |        |        |
|              | ctual |       |        |   |        |        |        |
|              | Behav |       |        |   |        |        |        |
|              | ior** |       |        |   |        |        |        |
+--------------+-------+-------+--------+---+--------+--------+--------+
|              |       | **Sel | **     |   | **Wave | **Wave | **Wave |
|              |       | f-Rep | Actual |   | 2      | 3      | 3**    |
|              |       | orted | Beha   |   | Actual | S      |        |
|              |       | Behav | vior** |   | Beha   | elf-Re | **     |
|              |       | ior** |        |   | vior** | ported | Actual |
|              |       |       |        |   |        | Beha   | Beha   |
|              |       |       |        |   |        | vior** | vior** |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Television   | 91.6  | 82.9  | 81.0   |   | 79.3   | 89.1   | 72.3   |
|              | (2.9) | (1.7) | (2.0)  |   | (4.4)  | (2.0)  | (2.2)  |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Newspapers   | 88.6  | 86.0  | 82.7   |   | 88.4   | 93.5   | 73.0   |
|              | (2.0) | (1.7) | (1.9)  |   | (2.6)  | (1.6)  | (2.9)  |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Radio        | 92.2  | 82.6  | 78.6   |   | 81.3   | 88.9   | 71.5   |
|              | (     | (1.8) | (1.9)  |   | (3.2)  | (2.2)  | (2.4)  |
|              | 2.7)  |       |        |   |        |        |        |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Poster       | 88.7  | 83.2  | 77.4   |   | 82.1   | 89.4   | 68.9   |
| s/Billboards | (     | (2.2) | (2.6)  |   | (4.3)  | (2.5)  | (2.9)  |
|              | 2.5)  |       |        |   |        |        |        |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Magazines    | 89.4  | 85.6  | 80.3   |   | 83.5   | 91.3   | 64.9   |
|              | (     | (2.0) | (2.8)  |   | (5.7)  | (2.4)  | (4.0)  |
|              | 3.1)  |       |        |   |        |        |        |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Meetings     | 92.9  | 88.6  | 83.0   |   | 89.3   | 88.6   | 71.8   |
|              | (2.6) | (2.5) | (2.8)  |   | (3.3)  | (3.8)  | (5.8)  |
+--------------+-------+-------+--------+---+--------+--------+--------+
| School-aged  | N/A   | 83.8  | 74.9   |   | 76.2   | 77.9   | 61.8   |
| children     |       | (3.8) | (3.3)  |   | (8.2)  | (7.4)  | (7.7)  |
+--------------+-------+-------+--------+---+--------+--------+--------+
| Public       | N/A   | 86.5  | 81.4   |   | 78.9   | 86.9   | 71.2   |
| Official     |       | (1.8) | (2.5)  |   | (6.2)  | (3.7)  | (4.6)  |
+--------------+-------+-------+--------+---+--------+--------+--------+

For the 1980 KAP and 1990 OES, the survey questionnaires included a
number of knowledge items, enabling the Census Bureau to examine the
association between actual behavior and a knowledge index. Due to a lack
of comparable knowledge items in the 2000 questionnaire, we are unable
to perform the same examination. Our questionnaire does include at least
one knowledge item, namely, \" So far as you know, does the law require
you to answer the census questions?\" This item (Q16) was also used in
1980 and 1990. Thus, for this one item we are able to study the
association between knowledge and actual behavior and the trends in this
association. Results appear in Table 77. Turning first to Wave 2 actual
behavior, the respondents who answered that the census is legally
required returned a higher proportion of their census forms than those
who believed that it is not required. The percent mail return is higher
for the yes\'s than for the no\'s, as one might expect, for all
populations except Asians and Other. For Wave 3 self-reported behavior,
the percentage for the yes\'s also tends to be higher than the
percentage for the no\'s. And for Wave 3 actual behavior, the
percentages are mixed: the yes\'s returned at a higher rate than the
no\'s for non-Hispanic African Americans, Asians, and Native Hawaiians,
while the reverse was true for the remaining targeted populations.[^17]
For the total population, comparable rates of mail return were produced
for the 1980 KAP and the 1990 OES. We observe that Wave 2 actual
behavior and Wave 3 self-reported behavior are on a par with the mail
return rates from 1990, and are lower than the rate for 1980. In fact,
the percent based on Wave 3 actual behavior is around 10 percentage
points lower than the percent based on Wave 2 actual behavior or on 1990
actual behavior.

Table 77: Actual behavior (in percent) given the knowledge item, \"Is
the census legally required\"

<table>
<colgroup>
<col style="width: 15%" />
<col style="width: 11%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2"><strong>Population</strong></td>
<td rowspan="2"><strong>Is Census Legally Required?</strong></td>
<td><strong>1980 KAP</strong></td>
<td></td>
<td colspan="2"><strong>1990 OES</strong></td>
<td></td>
<td colspan="3"><strong>2000 PMPE</strong></td>
</tr>
<tr class="even">
<td><strong>Actual Behavior</strong></td>
<td></td>
<td><strong>Self-Reported Behavior</strong></td>
<td><strong>Actual Behavior</strong></td>
<td></td>
<td><strong>Wave 2 Actual Behavior</strong></td>
<td><strong>Wave 3 Self-Reported Behavior</strong></td>
<td><strong>Wave 3 Actual Behavior</strong></td>
</tr>
<tr class="odd">
<td>Total Population</td>
<td>Yes</td>
<td>92.1</td>
<td></td>
<td>87.0</td>
<td>81.7</td>
<td></td>
<td>84.2 (3.0)</td>
<td>91.3 (2.2)</td>
<td>72.8 (3.0)</td>
</tr>
<tr class="even">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>75.6 (4.2)</td>
<td>88.3 (2.5)</td>
<td>73.6 (2.4)</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>83.0 (3.8)</td>
<td>84.3 (3.2)</td>
<td>72.3 (4.6)</td>
</tr>
<tr class="odd">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>70.5 (4.9)</td>
<td>91.0 (2.1)</td>
<td>74.8 (4.6)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p>Non-Hispanic</p>
<p>African American</p></td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>66.5 (8.5)</td>
<td>87.9 (3.1)</td>
<td>74.3 (4.4)</td>
</tr>
<tr class="even">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>64.1 (4.4)</td>
<td>85.8 (3.4)</td>
<td>57.3 (4.0)</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>Non-Hispanic</p>
<p>White</p></td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>87.9 (4.4)</td>
<td>93.1 (3.1)</td>
<td>75.3 (4.4)</td>
</tr>
<tr class="odd">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>79.6 (5.7)</td>
<td>88.4 (3.3)</td>
<td>77.8 (3.7)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Other</td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>63.5 (17.1)</td>
<td>94.1 (3.6)</td>
<td>26.7 (10.2)</td>
</tr>
<tr class="even">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>75.0 (9.3)</td>
<td>90.6 (5.9)</td>
<td>71.0 (8.1)</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>65.6 (7.6)</td>
<td>87.6 (3.6)</td>
<td>63.6 (4.3)</td>
</tr>
<tr class="odd">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>70.5 (3.1)</td>
<td>79.7 (3.6)</td>
<td>60.7 (3.5)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>American Indian</td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>79.8 (10.0)</td>
<td>78.6 (5.0)</td>
<td>59.8 (6.9)</td>
</tr>
<tr class="even">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>55.9 (4.9)</td>
<td>70.9 (10.9)</td>
<td>63.9 (7.8)</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Native Hawaiian</td>
<td>Yes</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>81.8 (6.2)</td>
<td>87.0 (4.0)</td>
<td>73.9 (4.8)</td>
</tr>
<tr class="odd">
<td></td>
<td>No or DK</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>67.4 (4.5)</td>
<td>87.1 (3.0)</td>
<td>71.4 (3.7)</td>
</tr>
</tbody>
</table>

NOTE: The percentages refer to the domain of respondents in a particular
population who gave a particular response to the question, \"Is the
census legally required?\" Shaded cells are not available.

We find an explanation for the patterns in the 2000 data in Table 78,
which shows the percent of respondents who believe response to the
census is legally required. Apparently, there is little change in this
percent from Wave 1 to 2, while there is a big upswing from Wave 2 to 3.
These findings are consistent with the fact that early phases of the PMP
did not emphasize the legal burden the census places on American
households, while the census form itself and the census nonresponse
followup operation did. In Table 77 we saw that among the yes\'s to \"Is
the census legally required\", 84.2 percent actually returned the census
form by mail in Wave 2 and 72.8 percent did so in Wave 3. The reason for
this decline is now clear: there was tremendous growth (almost a
doubling) in the yes\'s from Wave 2 to 3. The yes\'s at Wave 2 (say 20
to 25 percent of total population, give or take) have very high
propensities to cooperate with the census. These are the long-term or
hard-core yes\'s. The yes\'s at Wave 3 (say 40 percent, give or take)
are of two types: the long-term yes\'s and the incremental or newly
formed yes\'s[^18]^15^ The newly formed yes\'s have a tenuous attachment
to the census and exhibit low propensities to cooperate at least with
the census mailout. By Wave 3 the body of yes\'s had grown considerably
and these people self-reported participation in the census at a high
rate, which was consistent with their beliefs about its legal burden.
Their actual behavior was something quite different; it displayed a
regression-to-the-mean effect. Both yes\'s overall and no\'s exhibited
average mail return behavior in the low 70 percent range. Thus, we
conclude that advertising and partnership messages that merely lead to
newly formed but short-term yes\'s may not have any beneficial impact on
actual behavior, although they do impact self-reported behavior. A
challenge for future census managers is to stimulate \-- through
advertising, partnership, and other efforts \-- growth in the population
of long-term yes\'s who are committed to the census and participate at a
high rate. Of course, our data are silent on the question of whether
long-term knowledge of the census requirement drives the high
propensities to participate, or whether some other latent variable,
correlated with knowledge, drives them. These results tend to carry over
to most of the targeted race/ethnicity populations. For Non-Hispanic
African Americans, however, increasing knowledge of the legal
requirement seems to have had a beneficial impact on actual behavior,
including the behavior of newly formed yes\'s.

Table 78: Percent who responded yes to \"Is the census legally
required\"

  ------------ ----------------------- ----------------- --------------- -------------
  **Sample**                           **Wave 1**        **Wave 2**      **Wave 3**

  Total                                21.3 (2.8)        24.6 (3.7)      40.8 (2.6)
  Population                                                             

               Hispanic                29.1 (5.3)        25.9 (4.0)      39.9 (4.1)

               Non-Hispanic African    21.1 (2.6)        19.2 (2.9)      35.4 (2.8)
               American                                                  

               Non-Hispanic White      17.9 (3.7)        26.1 (5.0)      41.5 (3.6)

               Other                   40.2 (14.8)       14.7 (5.3)      57.6 (9.4)

  Asian                                17.8 (2.3)        23.0 (2.8)      41.9 (2.6)

  American                             15.5 (2.5)        13.0 (2.1)      34.0 (4.4)
  Indian                                                                 

  Native                               24.1 (2.5)        11.0 (2.5)      38.2 (3.1)
  Hawaiian                                                               
  ------------ ----------------------- ----------------- --------------- -------------

One possible explanation for low census mail return rates is that
negative perceptions of the federal government have resulted in low
opinions and trust in government. To illuminate this matter, Table 79
presents the association between actual behavior and an index of
favorable census attitudes. For the 2000 PMPE, there is no trend
relating favorable attitudes to actual behavior, yet there is a positive
trend relating favorable attitudes to self-reported behavior. The lack
of trend between favorable attitudes and actual behavior may reflect
real human behavior of the survey respondents, or it could signal a
mismatch between the survey and census respondents. Trends are evident
in the 1990 work, while comparable data were not available from the 1980
study.

Table 79: Actual behavior (in percent) by level of favorable attitudes,
core sample\*

  ------------- ------------ ----------------- ------------ -- ------------ --------------- ------------
  **Attitudes   **1980 KAP   **1990 OES**                      **2000                       
  Index**       Actual                                         PMPE**                       
                Behavior**                                                                  

                             **Self-Reported   **Actual        **Wave 2     **Wave 3        **Wave 3
                             Behavior**        Behavior**      Actual       Self-Reported   Actual
                                                               Behavior**   Behavior**      Behavior**

  Total                                                        77.7 (3.1)   89.5 (1.7)      73.2 (1.8)

  Low (0-4)     N/A          72.0 (2.7)        71.3 (2.6)      73.4 (6.2)   79.3 (4.5)      68.1 (5.1)

  Medium (5)    N/A          83.3 (3.2)        76.5 (3.1)      81.0 (6.0)   90.7 (3.7)      75.8 (5.4)

  High (6-7)    N/A          85.7 (1.7)        83.7 (2.2)      79.0 (3.4)   93.1 (2.0)      74.3 (2.2)
  ------------- ------------ ----------------- ------------ -- ------------ --------------- ------------

**\***This index includes the seven parts to Question 15. The 1980 and
1990 indexes include six items related to attitudes about the promise of
confidentiality; invasion of privacy; importance of being counted; use
of census data by other government agencies; using data against people;
and personal pride. The 2000 index is, thus, not comparable to the
corresponding 1980 and 1990 indexes.

Thus, the preliminary findings for 2000 given here suggest the PMP may
have had some subtle effects on census cooperation. They do not reveal
an overwhelmingly powerful association between census communications and
both actual and self-reported behavior. Further, they are consistent
with a hypothesis that more knowledgeable people and people with more
favorable attitudes tend to self-report the socially desirable outcome
(namely, mail return) at higher rates. In the next subsection, we shall
use more powerful statistical methods in an attempt to explore this
emergent association between census communications and actual behavior.

*4.6.3 Statistical models of actual behavior*

Having examined associations between actual behavior and some indexes of
awareness, knowledge, and favorable attitudes, we proceed in this
subsection to build and test statistical models directly relating actual
behavior to various exogenous variables.[^19] The exogenous variables
include the index of civic participation, respondent\'s race/ethnicity,
language spoken at home, household income, respondent\'s highest grade
attained, respondent\'s age, respondent\'s sex, household tenure status,
and an indicator of whether the respondent reported receiving the census
form (Q19, asked only in Wave 3). All of these variables have been
examined previously in either the 1980 KAP or the 1990 OES.

We study exogenous variables that are thought to affect the chances of
returning the census form by mail. For example, it is reasonable to
hypothesize that the chances of mail return may increase with income,
highest grade attained, age, or extent of participation in civic
affairs. One may reasonably hypothesize, on the basis of prior studies
of census undercount, that the chances of mail return may be lower for
men than for women; for housing renters than for owners; and for members
of various minority populations than for the non-Hispanic White
population. Similarly, it is reasonable to speculate that the chances of
mail return may be lower for those who report not receiving a census
form than for those who report receiving it (which itself may be viewed
as a kind of census communication). Finally, and of crucial interest to
this study, one may hypothesize that the chances of mail return are
positively related to the respondent\'s reported amount of exposure to
mass-media and community-based communications. The purpose of the
statistical models that follow is to formally examine these various
hypotheses and determine which of them are supported by the survey data
collected in Waves 2 and 3.

Endogenous variables such as intended participation and self-reported
participation may themselves be affected by the aforementioned exogenous
variables. In our analyses, we considered but ultimately rejected the
possibility of modeling actual behavior as a function of both endogenous
and exogenous variables. Thus, the models we consider attempt to explain
actual behavior directly as a function of income, highest grade
attained, and so forth. Our approach is similar to the estimation of the
reduced form in an econometric system of simultaneous equations.

Within each of Waves 2 and 3, we build logistic regression models
relating the log-odds of mail return to a linear function of the
exogenous variables. The interpretation of the models depends on the
concept of odds and the odds ratio. For the dichotomous variable actual
behavior, the odds of returning the census form are equal to the
probability of returning it divided by the probability of not returning
it. The odds are thus 1 if the probabilities are .5/.5. The odds
increase as the probability of returning increases; they decrease as the
probability of not returning increases. Logistic regression coefficients
are interpreted in terms of odds rather than probabilities because
otherwise changes in the probabilities would depend on level of the
exogenous variables.

What we would really like to learn from our analysis is whether, other
factors held constant, respondents\' probabilities (or odds) of mail
return trended upwards during the period of the study, in response to a
growing awareness of the census created by the PMP. As we have asserted
a number of times in this report, a rigorous assessment of this key
question could only have come from a scientifically-designed experiment,
wherein different random, treatment groups received different doses,
*d*, of census communications and each group was brought to the finality
of their actual behavior. Let *p*(*d*) denote the probability of a mail
return, given dosage level *d*. Then, from such experimental data, one
could study whether *p*(*d*) was a monotone increasing function of *d*,
as communications theory and common sense would suggest. Yet, a designed
experiment was obviously not practical for the current evaluation of the
2000 PMP. In its place, all one can do is examine the naturally
occurring variability of the dosage *d* within each given survey wave,
and demonstrate whether or not the probability of mail return, *p*(*d*),
increases with *d*. This approach has limitations. It is entirely
possible, for example, that different people are predisposed to hear
census communications at various dosage level and to return the census
form by mail with various probabilities. Given this possibility, the
predisposition of people drives their actual behavior, and census
communications does not directly influence their mail return. Despite
these limitations, we proceed to build statistical models of actual
behavior within each of survey Waves 2 and 3, and to examine the extent
to which variability in actual behavior can be explained by variability
in awareness of census communications.

The actual variables we employ in the modeling are defined in Table 80.
Actual behavior (AB) is the dependent variable in all of our work. Most
of the exogenous variables are derived from the questions asked in the
survey interview and screener. Housing tenure, like mail-return status,
is obtained via the aforementioned match to census databases. Census
communications variables MM, CB, SUM, and DIFF are continuous variables
on the following scales: 1 MM  3, 1 CB  3, 2 SUM  6, and -2  DIFF
 2. Remaining variables are categorical. Wolter and Porras (2002) give
the sample distributions of the variables.

  --------------- ---------------------- ----------------------------------
  **Table 80:                            
  Dictionary of                          
  variables used                         
  in logistic                            
  regression                             
  models**                               

  **Variable      **Description**        **Definition**
  Name**                                 

  AB              Actual behavior        0=non-mail return, 1=mail return
                  (obtained from census  
                  database)              

  CIVIC           Index of civic         1=low (CIVIC_A\< 1), 2=medium
                  participation          (1\<=CIVIC_A\<3\], 3=high
                                         (CIVIC_A\>=3), where CIVIC_A
                                         denotes the sum of the seven
                                         indicators of civic participation

  RACEETH         Race/ethnicity         1=hispanic, 2=non-Hispanic African
                                         American, 3=other, 4=non-Hispanic
                                         white

  LANG            Language spoken at     1=spanish (core sample only),
                  home                   2=other languages, 3=english

  INCOME          Household income       1=under \$15K (1st quartile),
                                         2=\$15K to \$24,999 (2nd
                                         quartile), 3=\$25K to \$44,999
                                         (3rd quartile), 4=\$45K and over
                                         (4th quartile)

  GRADE           Highest grade          1=less than high school (low),
                  completed              2=high school and some
                                         college(medium), 3= college degree
                                         or higher (high)

  AGE             Age                    1=18 to 34 (low), 2=35-54
                                         (medium), 3=55 and over (high)

  SEX             Sex                    1=male, 2=female

  TENURE          Tenure status          1=renter, 2=owner
                  (obtained from census  
                  database)              

  RECEIVE         Did you receive census 1=yes, 2=no
                  form?                  

  MM              Mass-media             Simple mean of non-missing
                  communications         mass-media items in Q10 series
                                         (scale of 1 to 3)

  CB              Community-based        Simple mean of non-missing
                  communications         community based items in Q10
                                         series (scale of 1 to 3)

  DIFF            Difference between MM  MM-CB
                  and CB variables       

  SUM             Sums of MM and CB      MM+CB
                  variables              

  NOTE: The seven                        
  indicators of                          
  civic                                  
  participation                          
  are Q1_2=attend                        
  PTA meeting;                           
  Q1_3=attend                            
  services or                            
  meetings of a                          
  religious                              
  group;                                 
  Q1_5=attend                            
  regular meeting                        
  of a community                         
  or charity                             
  group;                                 
  Q1_6=attend                            
  meetings or                            
  speeches of a                          
  political party                        
  or candidate;                          
  Q1_7= attend an                        
  event                                  
  benefitting a                          
  community,                             
  charity,                               
  school,                                
  religious                              
  group, or                              
  political                              
  group;                                 
  Q1_8=donate                            
  blood; and Q2=                         
  did you vote.                          
  Item responses                         
  are divided by                         
  the maximum                            
  values of their                        
  items before                           
  summing. Thus                          
  the index is on                        
  a scale of 0 to                        
  7.                                     
  --------------- ---------------------- ----------------------------------

The following linear equation illustrates our approach:

![](media/image58.wmf)

This equation describes a logistic regression model relating the
log-odds of mail return to the main effects of our various exogenous
variables. For the categorical variables (all except MM and CB), the
notation *VARIABLE*(*j*) signifies an indicator of the *j*-th level of
*VARIABLE*. For example,

*RACEETH*(1) = 1, if Hispanic

= 0, otherwise.

In general, we identify our models by taking the last level of
*VARIABLE* as the reference category, setting its coefficient equal to
zero. Thus, remaining coefficients represent the contrast between the
indicated levels and the reference level. For example, the coefficient
on *RACEETH*(1), namely ![](media/image59.wmf), reflects the contrast
between Hispanics and non-Hispanic Whites. Exceptions to this general
parameterization will be noted.

The focus of our research is on whether the coefficients,
![](media/image60.wmf), are significantly and substantively different
from zero. A significant coefficient implies the data support the
hypothesis that the corresponding variable had an impact on actual
behavior, while a nonsignificant coefficient implies the data do not
support this hypothesis. In our research, we also examine extensions of
the model which include two-way interactions between the various
categorical variables and mass-media (MM) and community-based (CB)
communications.

*Core Sample, Wave 2*

Our analytic strategy is to start by fitting the most detailed model
(including the two-way interactions); test for statistically significant
effects; and drop nonsignificant terms in a stepwise fashion. For all
models, we use the logistic procedure in the software package SUDAAN.
Thus, the analysis accounts for the complex survey design and inferences
incorporate the design effect. We use a significance level of ** = 0.1
in all testing.[^20]

The opening model is labeled C.2.A and it appears in Table 81. The table
gives the estimated coefficients (e.g., the estimated values of the
![](media/image61.wmf)); the estimated standard errors of the estimated
coefficients; the *p*-values corresponding to tests of the hypotheses
that the coefficients are zero; and the factors, labeled *Exp*(Estimated
Coefficient), that represent the estimated impacts of the variables on
the odds of mail return. As an example of the last column, for a
categorical variable, the value 2 signifies a doubling of the odds
relative to the reference category and the value 0.5 signifies a halving
of the reference odds. Significant terms are identified by an asterisk
in the column headed \"*p*-Value of Test Coefficient = 0.\" A few main
effects are statistically significant at this stage of modeling, such as
LANG, TENURE, and MM. Several of the interactions are also significant
but many are not. We defer any attempt at interpretation until we reach
a reasonably final model.

In a footnote to Table 81, we report the statistic \"-2\*log-likelihood
ratio\" and its degrees of freedom. This is a goodness-of-fit type
statistic for the overall model, and it is distributed approximately as
a ![](media/image62.wmf) random variable given the null hypothesis that
all coefficients in the model are zero. In this case, the observed test
statistic, 285.61, well exceeds the critical value of the test and we
conclude that the null model is soundly rejected by these data. In a
second footnote to the table, we cite a \"run number\" for the model
presented. This number, used by the authors for internal bookkeeping
purposes, should be ignored by the reader. Similar footnotes appear
below each of the remaining tables in this section, mainly for the
benefit of technical readers.

We drop nonsignificant terms one by one \-- starting with the
interactions and then moving to main effects. Throughout stepwise
fitting, we often find CB significant, with MM not significant. Yet
occasionally the significance of these two main communications effects
flip flops. Apparently, we are faced with a difficult model-fitting
problem. We are concerned about collinearity because MM and CB are
strongly correlated: the unweighted correlation coefficient is 0.70.
Also, we observe the analysis is not identifying strong and distinct
effects for MM and CB.

To address these technical concerns, we reparameterize the model by
replacing MM and CB by SUM and DIFF. Because of the collinearity, SUM
and DIFF should tend to be orthogonal or uncorrelated variables.
Including these variables in the model should improve the stability of
the model fit, and provide a convenient means of testing whether the
coefficients on MM and CB are equal.

We find the SUM significant and the DIFF nonsignificant. From here we
try several additional models, replacing the CIVIC\*CB and LANG\*CB
interactions with CIVIC\*SUM and LANG\*SUM interactions, and adding a
RACEETH\*SUM interaction. Subsequently, we continue our backward fitting
scheme, dropping nonsignificant terms one-by-one. Eventually, we reach
model C.2.B, which appears in Table 82. SUM is not significant, the
LANG\*SUM interaction is significant. The results suggest a significant
differential effect of census communications on the other-languages
population in reference to the English population, and no differential
effect on the Spanish population in reference to the English population.
In our opinion, this model provides a reasonable and final
representation of the variability in AB for the core sample, Wave 2.

What might we conclude from this final model? In our opinion, it is
reasonable to conclude that the log-odds of actual behavior are affected
by race/ethnicity. The negative coefficients (e.g.,

-0.91 for Hispanics) signal lower odds of mail return for the Hispanic
and non-Hispanic African American populations than for the non-Hispanic
White population. It is reasonable to conclude that the log-odds are
affected strongly by tenure. The negative coefficient (-1.74) signals
lower log-odds of mail return for renters than for owners. It is also
reasonable to conclude that the log-odds are affected by language and by
overall census communications. The effects are especially significant
for the other-languages population. The log-odds for this population
differ from the log-odds for the English population by the quantity
5.86-2.06 SUM. (Since SUM is on a scale from 2 to 6, this quantity
varies from 1.74 for an individual who reports no awareness of census
communications, to -6.5 for someone who heard a lot via both mass-media
and community-based communications. Correspondingly, the odds for the
other-languages population differ from the odds for the English-speaking
population by a multiplicative factor ranging from 0.0
![](media/image63.wmf) for some one who heard a lot to 5.7
![](media/image64.wmf) for some one who heard nothing.) These results
suggest that as census communications increase, the odds of mail return
increase relatively more for the English population than for the
other-languages population. In our opinion, this finding may be
discounted somewhat because of the relatively small sample size for the
other-languages population. The odds for the Spanish-speaking population
differ from the odds for the English-speaking population by the factor
0.84 + 0.01 SUM, this difference is not significant.

**Table 81: Summary of model C.2.A\***

  -------------------------- --------------- ------------- ------------- -----------------
  **Independent Variables**  **Estimated     **Estimated   **p-Value of  **Exp(Estimated
                             Coefficient**   Standard      Test          Coefficient)**
                                             Error**       Coefficient = 
                                                           0**           

  Intercept                  -5.42           3.20          0.09\*        0.00

  AGE                                                                    

  Low                        1.62            2.21          0.46          5.05

  Medium                     -0.02           2.02          0.99          0.98

  INCOME                                                                 

  1^st^ Quartile             3.92            2.56          0.13          50.40

  2^nd^ Quartile             2.72            2.40          0.26          15.18

  3^rd^ Quartile             1.95            2.19          0.37          7.03

  GRADE                                                                  

  Low                        -0.27           2.74          0.92          0.76

  Medium                     1.67            2.22          0.45          5.31

  CIVIC                                                                  

  Low                        4.63            3.32          0.16          102.51

  Medium                     5.36            3.01          0.08\*        212.72

  RACEETH                                                                

  Hispanic                   2.94            2.14          0.17          18.92

  Non-Hispanic African       -0.93           1.89          0.62          0.39
  American                                                               

  Other                      -1.47           3.34          0.66          0.23

  LANG                                                                   

  Spanish                    -4.69           2.76          0.09\*        0.01

  Other Languages            9.62            3.56          0.01\*        15063.05

  TENURE                                                                 

  Renter                     -4.24           2.10          0.04\*        0.01

  SEX                                                                    

  Male                       -0.51           1.53          0.74          0.60

  MM                         6.07            3.55          0.09\*        432.68

  CB                         0.69            4.30          0.87          1.99

  AGE\*MM                                                                

  Low\*MM                    -6.02           2.61          0.02\*        0.00

  Medium\*MM                 -3.03           2.44          0.22          0.05

  AGE\*CB                                                                

  Low\*CB                    5.63            3.39          0.10\*        278.66

  Medium\*CB                 2.71            3.70          0.46          15.03

  INCOME\*MM                                                             

  1^st^ Quartile\*MM         1.17            1.62          0.47          3.22

  2^nd^ Quartile\*MM         0.07            1.29          0.96          1.07

  3^rd^ Quartile\*MM         -0.01           1.39          0.99          0.99

  INCOME\*CB                                                             

  1^st^ Quartile\*CB         -4.74           3.06          0.12          0.01

  2^nd^ Quartile\*CB         -3.17           2.31          0.17          0.04

  3^rd^ Quartile\*CB         -1.73           2.67          0.52          0.18

  GRADE\*MM                                                              

  Low\*MM                    -1.90           1.83          0.30          0.15

  Medium\*MM                 -1.44           1.83          0.43          0.24

  GRADE\*CB                                                              

  Low\*CB                    1.87            2.68          0.49          6.49

  Medium\*CB                 -0.02           1.87          0.99          0.98

  CIVIC \*MM                                                             

  Low                        -0.73           1.78          0.68          0.48

  Medium                     0.05            1.66          0.97          1.05

  CIVIC \*CB                                                             

  Low                        -2.55           2.82          0.37          0.08

  Medium                     -4.46           2.42          0.07\*        0.01

  RACEETH \*MM                                                           

  Hispanic\*MM               -1.64           1.61          0.31          0.19

  Non-Hispanic African       -1.83           1.75          0.30          0.16
  American\*MM                                                           

  Other\*MM                  -5.04           2.63          0.06\*        0.01

  RACEETH \*CB                                                           

  Hispanic\*CB               -1.18           2.26          0.60          0.31

  Non-Hispanic African       2.70            2.77          0.33          14.88
  American\*CB                                                           

  Other\*CB                  6.15            3.03          0.04\*        468.72

  LANG \*MM                                                              

  Spanish\*MM                0.51            1.46          0.73          1.67

  Other Languages\*MM        -0.45           2.16          0.83          0.64

  LANG \*CB                                                              

  Spanish\*CB                4.19            2.63          0.11          66.02

  Other Languages\*CB        -6.41           3.11          0.04\*        0.00

  TENURE \*MM                                                            

  Renter\*MM                 1.65            1.46          0.26          5.21

  TENURE \*CB                                                            

  Renter\*CB                 -0.10           2.18          0.96          0.90

  SEX\*MM                                                                

  Male\*MM                   1.50            0.96          0.12          4.48

  SEX\*CB                                                                

  Male\*CB                   -1.98           1.74          0.26          0.14
  -------------------------- --------------- ------------- ------------- -----------------

NOTE: n = 836, -2\*log-likelihood ratio = 285.61, df = 50.

\*Run number 2.15B.

Summary of model C.2.B\* (Table 82)

  ----------------------- --------------- ------------- ------------- -----------------
  **Independent           **Estimated     **Estimated   **p-Value of  **Exp(Estimated
  Variables**             Coefficient**   Standard      Test          Coefficient)**
                                          Error**       Coefficient = 
                                                        0**           

  Intercept               1.27            0.97          0.19          3.56

  RACEETH                                                             

  Hispanic                -0.91           0.46          0.05\*        0.40

  Non-Hispanic African    -0.63           0.45          0.17          0.53
  American                                                            

  Other                   -0.77           0.84          0.36          0.46

  LANG                                                                

  Spanish                 0.84            1.32          0.52          2.32

  Other Languages         5.86            2.60          0.02\*        350.72

  TENURE                                                              

  Renter                  -1.74           0.34          0.00\*        0.18

  SUM                     0.43            0.38          0.26          1.54

  LANG \*SUM                                                          

  Spanish                 0.01            0.48          0.99          1.01

  Other Languages         -2.06           0.91          0.02\*        0.13
  ----------------------- --------------- ------------- ------------- -----------------

NOTE: n = 1,070, -2\*log-likelihood ratio = 150.38, df = 9.

\*Run number 2.34.

*Core sample, Wave 3*

The most detailed model for the core sample, Wave 3, appears in Table 83
and is labeled C.3.A. The model includes all of the exogenous variables
studied for Wave 2 and a new indication variable, RECEIVE. This variable
indicates whether or not the household respondent reported receipt of
the census form (Q19), which is another type of census communications,
distinct from MM and CB, that one might reasonably expect to impact the
odds of mail return. Our analysis shows that RECEIVE\'s main effect is
not significant, nor are its interactions with MM and CB.

As before, we drop nonsignificant terms one by one, using a backward
fitting method, eventually reaching model C.3.B. Most terms remaining in
this model are significant. Notably, the main communications effects, MM
and CB, are not significant, although interactions between
communications and AGE and RACEETH are significant. In particular, we
find that MM produces a significantly different effect for Other than
for non-Hispanic Whites, and that CB produces a significantly different
effect on non-Hispanic African Americans than for non-Hispanic Whites.
Apparently, MM and CB do not have a significantly different effect on
Hispanics as on non-Hispanic Whites.

We explored a reparameterization of the model, replacing the MM and CB
main effects by SUM and DIFF. Unlike Wave 2, the latter parameterization
does not prove useful to an understanding of Wave 3 data. Thus, in our
opinion, model C.3.B provides a reasonable and final representation of
the variability in AB for the core sample, Wave 3.

The model suggests a counterintuitive age main effect, where the
log-odds of mail return are higher for younger adults than for older
adults. Log-odds are lower for minority populations than for the
non-Hispanic White population, as expected, especially for the
non-Hispanic African American population. As in Wave 2, language and
tenure have significant effects on the log-odds of mail return. Renters
have lower odds than owners, as expected. Echoing the surprising Wave 2
finding, the main effect due to language is positive for the
other-languages population relative to the English population. As before
we would tend to discount this result somewhat due to small sample size.

Unlike Wave 2, Wave 3 displays no significant interactions between
language and census communications. Wave 3 brings new interactions
between age and community-based communications and between
race/ethnicity and both mass media and community-based communications.
This means the communications effects are not homogeneous, but rather
they vary by age and race/ethnicity. From model C.3.B, we find that mass
media\'s effect on the Other population is lower than its effect on the
non-Hispanic White population. All other factors being equal, the
difference in the log-odds of mail return between Others and
non-Hispanic Whites is

-1.76 - 1.51\*MM + 2.01\*CB. Again, we may discount this finding
somewhat because of small sample size. Community-based communications
have the effect of increasing the log-odds for the non-Hispanic African
American population relative to the non-Hispanic White population. All
other factors being equal, the difference in the log-odds of mail return
between non-Hispanic African Americans and non-Hispanic Whites is
-2.55 - 0.17\*MM + 1.92\*CB. This finding accords with expectation,
because historically hard-to-count populations were a main focus of the
partnership program. The analysis does not reveal a significant
difference in the log-odds of mail return between Hispanics and
non-Hispanic Whites. Finally, community-based communications favorably
affected older adults more than younger adults. All other factors being
equal, the difference in the log-odds of mail return from older adults
is 2.12 - 2.46\*CB and 1.76 - 1.99\*CB, for the youngest and medium age
groups, respectively.

**Table 83: Summary of model C.3.A\***

+--------------------+-----------+-----------+-----------+-----------+
| **Independent      | **        | **        | **p-Value | **Exp(Es  |
| Variables**        | Estimated | Estimated | of Test   | timated** |
|                    | Coef      | Standard  | Co        |           |
|                    | ficient** | Error**   | efficient | **Coeff   |
|                    |           |           | = 0**     | icient)** |
+--------------------+-----------+-----------+-----------+-----------+
| Intercept          | 4.40      | 3.24      | 0.17      | 81.45     |
+--------------------+-----------+-----------+-----------+-----------+
| AGE                |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | 3.09      | 1.75      | 0.08\*    | 21.98     |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | 2.04      | 2.05      | 0.32      | 7.69      |
+--------------------+-----------+-----------+-----------+-----------+
| INCOME             |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile     | -0.53     | 2.09      | 0.80      | 0.59      |
+--------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile     | -2.50     | 1.83      | 0.17      | 0.08      |
+--------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile     | -0.86     | 1.58      | 0.59      | 0.42      |
+--------------------+-----------+-----------+-----------+-----------+
| GRADE              |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | 0.26      | 2.23      | 0.91      | 1.30      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | 0.70      | 1.66      | 0.67      | 2.01      |
+--------------------+-----------+-----------+-----------+-----------+
| CIVIC              |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | -1.90     | 2.41      | 0.43      | 0.15      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | -0.43     | 2.12      | 0.84      | 0.65      |
+--------------------+-----------+-----------+-----------+-----------+
| RACEETH            |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Hispanic           | 0.52      | 1.66      | 0.75      | 1.68      |
+--------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic       | -3.09     | 1.45      | 0.03\*    | 0.05      |
| African American   |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Other              | -0.61     | 2.51      | 0.81      | 0.54      |
+--------------------+-----------+-----------+-----------+-----------+
| LANG               |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Spanish            | 0.12      | 1.68      | 0.94      | 1.13      |
+--------------------+-----------+-----------+-----------+-----------+
| Other Languages    | -3.19     | 3.27      | 0.33      | 0.04      |
+--------------------+-----------+-----------+-----------+-----------+
| TENURE             |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Renter             | -3.18     | 1.12      | 0.00\*    | 0.04      |
+--------------------+-----------+-----------+-----------+-----------+
| SEX                |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Male               | -0.78     | 1.33      | 0.55      | 0.46      |
+--------------------+-----------+-----------+-----------+-----------+
| RECEIVE            |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Yes                | -0.84     | 2.05      | 0.68      | 0.43      |
+--------------------+-----------+-----------+-----------+-----------+
| MM                 | -4.15     | 2.29      | 0.07\*    | 0.02      |
+--------------------+-----------+-----------+-----------+-----------+
| CB                 | 3.17      | 2.95      | 0.28      | 23.81     |
+--------------------+-----------+-----------+-----------+-----------+
| AGE\*MM            |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low\*MM            | 2.04      | 1.39      | 0.14      | 7.69      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium\*MM         | 1.36      | 1.55      | 0.38      | 3.90      |
+--------------------+-----------+-----------+-----------+-----------+
| AGE\*CB            |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low\*CB            | -5.98     | 2.18      | 0.01\*    | 0.00      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium\*CB         | -4.32     | 2.12      | 0.04\*    | 0.01      |
+--------------------+-----------+-----------+-----------+-----------+
| INCOME\*MM         |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile\*MM | 1.46      | 1.56      | 0.35      | 4.31      |
+--------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile\*MM | 1.80      | 1.83      | 0.33      | 6.05      |
+--------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile\*MM | 0.82      | 1.41      | 0.56      | 2.27      |
+--------------------+-----------+-----------+-----------+-----------+
| INCOME\*CB         |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile\*CB | -2.26     | 2.03      | 0.27      | 0.10      |
+--------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile\*CB | -1.19     | 2.38      | 0.62      | 0.30      |
+--------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile\*CB | -0.93     | 1.67      | 0.58      | 0.39      |
+--------------------+-----------+-----------+-----------+-----------+
| GRADE\*MM          |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low\*MM            | -0.56     | 1.21      | 0.64      | 0.57      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium\*MM         | 0.45      | 1.16      | 0.70      | 1.57      |
+--------------------+-----------+-----------+-----------+-----------+
| GRADE\*CB          |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low\*CB            | 0.67      | 2.26      | 0.77      | 1.95      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium\*CB         | -1.10     | 1.57      | 0.48      | 0.33      |
+--------------------+-----------+-----------+-----------+-----------+
| CIVIC\*MM          |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | 0.41      | 1.22      | 0.74      | 1.51      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | -1.19     | 1.26      | 0.35      | 0.30      |
+--------------------+-----------+-----------+-----------+-----------+

  -------------------- ------------ ------------ ------------ ------------
  CIVIC\*CB                                                   

  Low                  1.05         1.85         0.57         2.86

  Medium               1.93         1.44         0.18         6.89

  RACEETH\*MM                                                 

  Hispanic\*MM         -0.47        0.94         0.61         0.63

  Non-Hispanic African -1.13        0.94         0.23         0.32
  American\*MM                                                

  Other\*MM            -2.39        1.74         0.17         0.09

  RACEETH\*CB                                                 

  Hispanic\*CB         0.75         1.59         0.64         2.12

  Non-Hispanic African 3.47         1.48         0.02\*       32.14
  American\*CB                                                

  Other\*CB            2.86         2.01         0.15         17.46

  LANG\*MM                                                    

  Spanish\*MM          -1.37        1.27         0.28         0.25

  Other Languages\*MM  1.28         2.10         0.54         3.60

  LANG\*CB                                                    

  Spanish\*CB          1.45         1.70         0.40         4.26

  Other Languages\*CB  0.68         1.78         0.70         1.97

  TENURE\*MM                                                  

  Renter\*MM           1.00         0.94         0.29         2.72

  TENURE\*CB                                                  

  Renter\*CB           0.55         1.42         0.70         1.73

  SEX\*MM                                                     

  Male\*MM             2.13         0.80         0.01\*       8.41

  SEX\*CB                                                     

  Male\*CB             -2.28        1.21         0.06\*       0.10

  RECEIVE\*MM                                                 

  Yes\*MM              1.73         1.36         0.20         5.64

  RECEIVE\*CB                                                 

  Yes\*CB              -0.07        2.11         0.97         0.93
  -------------------- ------------ ------------ ------------ ------------

NOTE: n = 1,283, -2\*log-likelihood ratio = 298.65, df = 53.

\*Run number 3.15B\'\'.

**Table 84: Summary of model C.3.B\***

+---------------------+-----------+-----------+-----------+-----------+
| **Independent       | **        | **        | **p-Value | **Exp(Es  |
| Variables**         | Estimated | Estimated | of Test   | timated** |
|                     | Coef      | Standard  | Co        |           |
|                     | ficient** | Error**   | efficient | **Coeff   |
|                     |           |           | = 0**     | icient)** |
+---------------------+-----------+-----------+-----------+-----------+
| Intercept           | 1.17      | 0.93      | 0.21      | 3.22      |
+---------------------+-----------+-----------+-----------+-----------+
| AGE                 |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Low                 | 2.12      | 1.26      | 0.09\*    | 8.33      |
+---------------------+-----------+-----------+-----------+-----------+
| Medium              | 1.76      | 1.12      | 0.12      | 5.81      |
+---------------------+-----------+-----------+-----------+-----------+
| RACEETH             |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Hispanic            | -0.98     | 1.24      | 0.43      | 0.38      |
+---------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic        | -2.55     | 0.97      | 0.01\*    | 0.08      |
| African American    |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Other               | -1.76     | 1.64      | 0.29      | 0.17      |
+---------------------+-----------+-----------+-----------+-----------+
| LANG                |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Spanish             | -0.03     | 0.36      | 0.94      | 0.97      |
+---------------------+-----------+-----------+-----------+-----------+
| Other Languages     | 1.20      | 0.58      | 0.04\*    | 3.32      |
+---------------------+-----------+-----------+-----------+-----------+
| TENURE              |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Renter              | -0.93     | 0.27      | 0.00\*    | 0.39      |
+---------------------+-----------+-----------+-----------+-----------+
| MM                  | 0.37      | 0.58      | 0.52      | 1.45      |
+---------------------+-----------+-----------+-----------+-----------+
| CB                  | 0.40      | 0.81      | 0.62      | 1.49      |
+---------------------+-----------+-----------+-----------+-----------+
| AGE\*CB             |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Low                 | -2.46     | 0.94      | 0.01\*    | 0.09      |
+---------------------+-----------+-----------+-----------+-----------+
| Medium              | -1.99     | 0.83      | 0.02\*    | 0.14      |
+---------------------+-----------+-----------+-----------+-----------+
| RACEETH\*MM         |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Hispanic\*MM        | -0.19     | 0.67      | 0.78      | 0.83      |
+---------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic        | -0.17     | 0.68      | 0.80      | 0.84      |
| African             |           |           |           |           |
| American\*MM        |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Other\*MM           | -1.51     | 0.83      | 0.07\*    | 0.22      |
+---------------------+-----------+-----------+-----------+-----------+
| RACEETH\*CB         |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Hispanic\*CB        | 1.17      | 0.93      | 0.21      | 3.22      |
+---------------------+-----------+-----------+-----------+-----------+
| Non-Hispanic        | 1.92      | 0.98      | 0.05\*    | 6.82      |
| African             |           |           |           |           |
| American\*CB        |           |           |           |           |
+---------------------+-----------+-----------+-----------+-----------+
| Other\*CB           | 2.01      | 1.36      | 0.14      | 7.46      |
+---------------------+-----------+-----------+-----------+-----------+

NOTE: n = 1,653, -2\*log-likelihood ratio = 192.59, df = 18.

\*Run number 3.29.

*Asian sample, Wave 2*

We alter our analytic strategy for the three supplemental samples,
including the Asian sample. These samples are much smaller than the core
sample, and in our judgement, it would be a mistake to try to over
parameterize them. Thus, we focus our efforts on fitting a complete
main-effects model and examining the statistical significance of
individual terms. In a backward stepwise process, we drop nonsignificant
terms from the emerging model. It is worth noting that we are now
fitting models to sample data for individual race/ethnicity populations.
Thus, the main effect of a variable here is essentially equivalent to
the interaction of the variable with race/ethnicity in the core sample,
although the core models may or may not contain these interactions.

Model A.2.A is the starting point for the Asian sample. In Table 85, we
find that several of the factors are statistically significant,
including MM and CB.

We step backwards, dropping nonsignificant terms. Throughout this
process, the significant terms remain very stable. The resulting model
A.2.B appears in Table 86. AGE, GRADE, and TENURE all display
significant effects. (As an alternative, we tried the core sample, Wave
2 model, but this proved to be quite ineffective.) In our opinion, model
A.2.B is a reasonable, final model describing the variability in the
Asian data for Wave 2.

The log-odds of mail return are lower for younger adults than for older
adults, as might be expected. Similarly, the log-odds are lower for less
educated people than for college graduates. Tenure has a negative sign,
-0.98, for the Asian population, signifying that the log odds are lower
for renters than for owners. These data offer no evidence that census
communications impacted actual behavior.

**Table 85: Summary of model A.2.A\***

+--------------------+-----------+-----------+-----------+-----------+
| **Independent      | **        | **        | **p-Value | **Exp(Es  |
| Variables**        | Estimated | Estimated | of Test   | timated** |
|                    | Coef      | Standard  | Co        |           |
|                    | ficient** | Error**   | efficient | **Coeff   |
|                    |           |           | = 0**     | icient)** |
+--------------------+-----------+-----------+-----------+-----------+
| Intercept          | 3.10      | 1.12      | 0.01\*    | 22.20     |
+--------------------+-----------+-----------+-----------+-----------+
| AGE                |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | -1.64     | 0.55      | 0.00\*    | 0.19      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | -0.47     | 0.52      | 0.36      | 0.63      |
+--------------------+-----------+-----------+-----------+-----------+
| INCOME             |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile     | 0.31      | 0.72      | 0.67      | 1.36      |
+--------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile     | -0.14     | 0.54      | 0.80      | 0.87      |
+--------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile     | -0.18     | 0.54      | 0.74      | 0.84      |
+--------------------+-----------+-----------+-----------+-----------+
| GRADE              |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | -0.97     | 0.45      | 0.03\*    | 0.38      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | -0.21     | 0.38      | 0.59      | 0.81      |
+--------------------+-----------+-----------+-----------+-----------+
| CIVIC              |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Low                | -0.07     | 0.76      | 0.92      | 0.93      |
+--------------------+-----------+-----------+-----------+-----------+
| Medium             | -0.40     | 0.77      | 0.60      | 0.67      |
+--------------------+-----------+-----------+-----------+-----------+
| LANG               |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Other Languages    | -0.36     | 0.45      | 0.43      | 0.70      |
+--------------------+-----------+-----------+-----------+-----------+
| TENURE             |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Renter             | -0.82     | 0.46      | 0.07\*    | 0.44      |
+--------------------+-----------+-----------+-----------+-----------+
| SEX                |           |           |           |           |
+--------------------+-----------+-----------+-----------+-----------+
| Male               | 0.05      | 0.35      | 0.88      | 1.05      |
+--------------------+-----------+-----------+-----------+-----------+
| MM                 | 1.01      | 0.42      | 0.02\*    | 2.75      |
+--------------------+-----------+-----------+-----------+-----------+
| CB                 | -1.24     | 0.72      | 0.09\*    | 0.29      |
+--------------------+-----------+-----------+-----------+-----------+

NOTE: n = 301, -2\*log-likelihood ratio = 54.82, df = 14.

\*Run number A.2.1.

**Table 86: Summary of model A.2.B\***

+------------------+-----------+------------+------------+------------+
| **Independent    | **Es      | **E        | **p-Value  | **Exp(E    |
| Variables**      | timated** | stimated** | of Test    | stimated** |
|                  |           |            | C          |            |
|                  | **Coef    | **Standard | oefficient | **Coef     |
|                  | ficient** | Error**    | = 0**      | ficient)** |
+------------------+-----------+------------+------------+------------+
| Intercept        | 3.35      | 0.79       | 0.00\*     | 28.50      |
+------------------+-----------+------------+------------+------------+
| AGE              |           |            |            |            |
+------------------+-----------+------------+------------+------------+
| Low              | -1.91     | 0.49       | 0.00\*     | 0.15       |
+------------------+-----------+------------+------------+------------+
| Medium           | -1.12     | 0.46       | 0.01\*     | 0.33       |
+------------------+-----------+------------+------------+------------+
| GRADE            |           |            |            |            |
+------------------+-----------+------------+------------+------------+
| Low              | -0.76     | 0.41       | 0.06\*     | 0.47       |
+------------------+-----------+------------+------------+------------+
| Medium           | -0.39     | 0.37       | 0.29       | 0.68       |
+------------------+-----------+------------+------------+------------+
| TENURE           |           |            |            |            |
+------------------+-----------+------------+------------+------------+
| Renter           | -0.98     | 0.33       | 0.00\*     | 0.38       |
+------------------+-----------+------------+------------+------------+
| MM               | 0.36      | 0.43       | 0.40       | 1.43       |
+------------------+-----------+------------+------------+------------+
| CB               | -0.66     | 0.71       | 0.35       | 0.52       |
+------------------+-----------+------------+------------+------------+

NOTE: n = 391, -2\*log-likelihood ratio = 57.01, df = 7.

\*Run number A.2.7

*Asian sample, Wave 3*

Table 87 presents the complete main-effects model, which is our starting
point. CB is borderline significant and MM is not significant.

We step backwards from A.3.A, dropping nonsignificant terms. Throughout
this process, the significant terms remain very stable. (We tried the
core sample, Wave 3 model, but this proved to be ineffective.) In our
opinion, a reasonable, final model is A.3.B. The CB and MM effects are
not significant. AGE, LANG, and RECEIVE all display significant effects.

The log-odds of mail return are significantly lower for younger adults
than for older adults; for other languages than for English; and for
renters than for owners. The log-odds are significantly higher for
people who report receiving a census form than for those who do not. All
of these findings are within expectation. Neither mass-media nor
community-based communications had a significant effect on the log-odds
of mail return.

Table 87: Summary of model A.3.A\*

+-------------------+-----------+-----------+-------------+-----------+
| **Independent     | **        | **Es      | **p-Value   | **Exp(Es  |
| Variables**       | Estimated | timated** | of Test     | timated** |
|                   | Coef      |           | Coefficient |           |
|                   | ficient** | *         | = 0**       | **Coeff   |
|                   |           | *Standard |             | icient)** |
|                   |           | Error**   |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Intercept         | 3.25      | 1.14      | 0.00\*      | 25.79     |
+-------------------+-----------+-----------+-------------+-----------+
| AGE               |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Low               | -0.94     | 0.43      | 0.03\*      | 0.39      |
+-------------------+-----------+-----------+-------------+-----------+
| Medium            | -0.97     | 0.41      | 0.02\*      | 0.38      |
+-------------------+-----------+-----------+-------------+-----------+
| INCOME            |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| 1^st^ Quartile    | -0.79     | 0.51      | 0.13        | 0.45      |
+-------------------+-----------+-----------+-------------+-----------+
| 2^nd^ Quartile    | -0.29     | 0.46      | 0.53        | 0.75      |
+-------------------+-----------+-----------+-------------+-----------+
| 3^rd^ Quartile    | -0.58     | 0.42      | 0.17        | 0.56      |
+-------------------+-----------+-----------+-------------+-----------+
| GRADE             |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Low               | 0.06      | 0.42      | 0.88        | 1.06      |
+-------------------+-----------+-----------+-------------+-----------+
| Medium            | 0.33      | 0.33      | 0.32        | 1.39      |
+-------------------+-----------+-----------+-------------+-----------+
| CIVIC             |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Low               | -0.79     | 0.72      | 0.27        | 0.45      |
+-------------------+-----------+-----------+-------------+-----------+
| Medium            | -1.01     | 0.69      | 0.15        | 0.36      |
+-------------------+-----------+-----------+-------------+-----------+
| LANG              |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Other Languages   | -0.33     | 0.35      | 0.35        | 0.72      |
+-------------------+-----------+-----------+-------------+-----------+
| TENURE            |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Renter            | -0.86     | 0.35      | 0.01\*      | 0.42      |
+-------------------+-----------+-----------+-------------+-----------+
| SEX               |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Male              | 0.22      | 0.28      | 0.44        | 1.25      |
+-------------------+-----------+-----------+-------------+-----------+
| RECEIVE           |           |           |             |           |
+-------------------+-----------+-----------+-------------+-----------+
| Yes               | 1.54      | 0.38      | 0.00\*      | 4.66      |
+-------------------+-----------+-----------+-------------+-----------+
| MM                | 0.06      | 0.41      | 0.88        | 1.06      |
+-------------------+-----------+-----------+-------------+-----------+
| CB                | -0.96     | 0.59      | 0.10^\#^    | 0.38      |
+-------------------+-----------+-----------+-------------+-----------+

NOTE: n = 469, -2\*log-likelihood ratio = 66.39, df = 15.

\*Run number A.3.1.

^\#^The *p*-value to four decimal places, .1033, slightly exceeds .1.

**Table 88: Summary of model A.3.B\***

+-------------------+-----------+-----------+------------+------------+
| **Independent     | **Es      | **Es      | **p-Value  | **Exp(E    |
| Variables**       | timated** | timated** | of Test    | stimated** |
|                   |           |           | C          |            |
|                   | **Coef    | *         | oefficient | **Coef     |
|                   | ficient** | *Standard | = 0**      | ficient)** |
|                   |           | Error**   |            |            |
+-------------------+-----------+-----------+------------+------------+
| Intercept         | 1.66      | 0.65      | 0.01\*     | 8.41       |
+-------------------+-----------+-----------+------------+------------+
| AGE               |           |           |            |            |
+-------------------+-----------+-----------+------------+------------+
| Low               | -0.70     | 0.38      | 0.07\*     | 0.45       |
+-------------------+-----------+-----------+------------+------------+
| Medium            | -0.54     | 0.36      | 0.13       | 0.59       |
+-------------------+-----------+-----------+------------+------------+
| LANG              |           |           |            |            |
+-------------------+-----------+-----------+------------+------------+
| Other Languages   | -0.50     | 0.28      | 0.07\*     | 0.54       |
+-------------------+-----------+-----------+------------+------------+
| TENURE            |           |           |            |            |
+-------------------+-----------+-----------+------------+------------+
| Renter            | -0.78     | 0.25      | 0.00\*     | 0.50       |
+-------------------+-----------+-----------+------------+------------+
| RECEIVE           |           |           |            |            |
+-------------------+-----------+-----------+------------+------------+
| Yes               | 1.36      | 0.35      | 0.00\*     | 4.06       |
+-------------------+-----------+-----------+------------+------------+
| MM                | 0.08      | 0.34      | 0.81       | 1.08       |
+-------------------+-----------+-----------+------------+------------+
| CB                | -0.69     | 0.54      | 0.20       | 0.39       |
+-------------------+-----------+-----------+------------+------------+

NOTE: n = 618, -2\*log-likelihood ratio = 72.76, df = 6.

\*Run number A.3.7.

*American Indian sample, Wave 2*

The American Indian samples fell primarily in areas not eligible for
mailback. We are left with quite small samples to support our analysis.
Although we report results from our analysis, they should be interpreted
with appropriate caution.

Model AI.2.A is the starting point, as displayed in Table 89. At this
stage, MM is significant, CB is not.

We step backwards from AI.2.A, dropping nonsignificant terms. Throughout
this process, the significant terms remain very stable. (We tried the
core sample, Wave 2 model, but this proved to be ineffective.) In our
opinion, a reasonable, final model is AI.2.B. At this stage MM is
significant, CB is not.

Income and sex significantly affect the log-odds of mail return for the
American Indian population, unlike previous populations we have
examined. Log-odds are lower for lower income groups than for the
highest income group. They are lower for men than for women.

Language apparently affects the odds, with greater odds for other
languages than for English. However, this finding should probably be
discounted due to small sample size.

Results for census communications are mixed. Mass-media significantly
increases the odds of mail return, while the effect of community-based
communications is not significantly different from zero. (It may be that
partnership activities were not deployed as vigorously in the eligible
type of enumeration areas studied here as in the non-eligible areas not
studied.)

**Table 89: Summary of model AI.2.A\***

+-------------------+-----------+------------+-----------+-----------+
| **Independent     | **Es      | **E        | **p-Value | **Exp(Es  |
| Variables**       | timated** | stimated** | of Test   | timated** |
|                   |           |            | Co        |           |
|                   | **Coef    | **Standard | efficient | **Coeff   |
|                   | ficient** | Error**    | = 0**     | icient)** |
+-------------------+-----------+------------+-----------+-----------+
| Intercept         | 4.47      | 1.91       | 0.02\*    | 87.36     |
+-------------------+-----------+------------+-----------+-----------+
| AGE               |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Low               | -0.69     | 0.66       | 0.30      | 0.50      |
+-------------------+-----------+------------+-----------+-----------+
| Medium            | -0.28     | 0.80       | 0.72      | 0.76      |
+-------------------+-----------+------------+-----------+-----------+
| INCOME            |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| 1^st^ Quartile    | -2.91     | 1.53       | 0.06\*    | 0.05      |
+-------------------+-----------+------------+-----------+-----------+
| 2^nd^ Quartile    | -2.39     | 1.78       | 0.18      | 0.09      |
+-------------------+-----------+------------+-----------+-----------+
| 3^rd^ Quartile    | -0.64     | 1.91       | 0.74      | 0.53      |
+-------------------+-----------+------------+-----------+-----------+
| GRADE             |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Low               | 1.30      | 1.63       | 0.43      | 3.67      |
+-------------------+-----------+------------+-----------+-----------+
| Medium            | 0.47      | 1.06       | 0.66      | 1.60      |
+-------------------+-----------+------------+-----------+-----------+
| CIVIC             |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Low               | -0.40     | 1.20       | 0.74      | 0.67      |
+-------------------+-----------+------------+-----------+-----------+
| Medium            | -0.62     | 0.93       | 0.51      | 0.54      |
+-------------------+-----------+------------+-----------+-----------+
| LANG              |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Other Languages   | 5.54      | 1.10       | 0.00\*    | 254.68    |
+-------------------+-----------+------------+-----------+-----------+
| TENURE            |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Renter            | 0.42      | 1.22       | 0.73      | 1.52      |
+-------------------+-----------+------------+-----------+-----------+
| SEX               |           |            |           |           |
+-------------------+-----------+------------+-----------+-----------+
| Male              | -1.06     | 0.76       | 0.16      | 0.35      |
+-------------------+-----------+------------+-----------+-----------+
| MM                | 1.29      | 0.70       | 0.07\*    | 3.63      |
+-------------------+-----------+------------+-----------+-----------+
| CB                | -2.56     | 1.61       | 0.12      | 0.08      |
+-------------------+-----------+------------+-----------+-----------+

NOTE: n = 67, -2\*log-likelihood ratio = 16.70, df = 14.

\*Run number AI.2.1.

**Table 90: Summary of model AI.2.B\***

+-------------------+-----------+-----------+-----------+-----------+
| **Independent     | **Es      | **Es      | **p-Value | **Exp(Es  |
| Variables**       | timated** | timated** | of Test   | timated** |
|                   |           |           | Co        |           |
|                   | **Coef    | *         | efficient | **Coeff   |
|                   | ficient** | *Standard | = 0**     | icient)** |
|                   |           | Error**   |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Intercept         | 1.94      | 1.11      | 0.08\*    | 6.96      |
+-------------------+-----------+-----------+-----------+-----------+
| INCOME            |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile    | -2.84     | 0.82      | 0.00\*    | 0.06      |
+-------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile    | -2.55     | 1.41      | 0.07\*    | 0.08      |
+-------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile    | -2.15     | 1.28      | 0.10\*    | 0.12      |
+-------------------+-----------+-----------+-----------+-----------+
| LANG              |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Other Languages   | 6.98      | 0.97      | 0.00\*    | 1074.92   |
+-------------------+-----------+-----------+-----------+-----------+
| SEX               |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Male              | -1.30     | 0.62      | 0.04\*    | 0.27      |
+-------------------+-----------+-----------+-----------+-----------+
| MM                | 1.26      | 0.68      | 0.07\*    | 3.53      |
+-------------------+-----------+-----------+-----------+-----------+
| CB                | -0.57     | 1.22      | 0.64      | 0.57      |
+-------------------+-----------+-----------+-----------+-----------+

NOTE: n = 77, -2\*log-likelihood ratio = 16.29, df = 7.

\*Run number AI.2.7.

*American Indian sample, Wave 3*

Model AI.3.A in Table 91 is the starting point, giving the complete main
effects model. Because of a lack of observations on other languages,
this factor is not estimable. At this stage, the CB effect is
significant, while the MM effect is not.

We step backwards from AI.3.A, dropping nonsignificant terms. Throughout
this process, the significant terms remain very stable. (We tried the
core sample, Wave 3 model, but this proved to be ineffective.) In our
opinion, a reasonable, final model is AI.3.B, which appears in Table 92.
AGE, INCOME, and SEX have significant effects, and CB is borderline. MM
is not significant.

For American Indians, income and sex continue as significant effects, as
they were in Wave 2. The log-odds of mail return is lower for lower
income groups than for the corresponding reference category. The
log-odds are higher for men than for women, reversing the sign of the
difference found in Wave 2.

Age significantly affects the log-odds of mail return, with lower odds
for younger adults than for older adults. Census communications offers,
once again, mixed results: no significant effect due to mass-media and a
borderline, positive effect, 0.95, due to community-based
communications.

**Table 91: Summary of model AI.3.A\***

+-------------------+------------+-----------+-----------+-----------+
| **Independent     | **E        | **Es      | **p-Value | **Exp(Es  |
| Variables**       | stimated** | timated** | of Test   | timated** |
|                   |            |           | Co        |           |
|                   | **Coe      | *         | efficient | **Coeff   |
|                   | fficient** | *Standard | = 0**     | icient)** |
|                   |            | Error**   |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Intercept         | 4.35       | 2.91      | 0.14      | 77.48     |
+-------------------+------------+-----------+-----------+-----------+
| AGE               |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Low               | -0.45      | 1.04      | 0.67      | 0.64      |
+-------------------+------------+-----------+-----------+-----------+
| Medium            | -2.51      | 0.69      | 0.00\*    | 0.08      |
+-------------------+------------+-----------+-----------+-----------+
| INCOME            |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| 1^st^ Quartile    | -9.18      | 1.23      | 0.00\*    | 0.00      |
+-------------------+------------+-----------+-----------+-----------+
| 2^nd^ Quartile    | -7.72      | 1.32      | 0.00\*    | 0.00      |
+-------------------+------------+-----------+-----------+-----------+
| 3^rd^ Quartile    | -8.60      | 1.53      | 0.00\*    | 0.00      |
+-------------------+------------+-----------+-----------+-----------+
| GRADE             |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Low               | 1.79       | 0.81      | 0.03\*    | 5.99      |
+-------------------+------------+-----------+-----------+-----------+
| Medium            | 1.55       | 0.96      | 0.11      | 4.71      |
+-------------------+------------+-----------+-----------+-----------+
| CIVIC             |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Low               | -0.99      | 0.68      | 0.15      | 0.37      |
+-------------------+------------+-----------+-----------+-----------+
| Medium            | -0.63      | 0.73      | 0.39      | 0.53      |
+-------------------+------------+-----------+-----------+-----------+
| LANG              |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Other Languages   | \-\-\-\--  | \-\-\-\-- | \-        | \-\-\-\-- |
|                   |            |           | \-\-\-\-- |           |
+-------------------+------------+-----------+-----------+-----------+
| TENURE            |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Renter            | -0.33      | 0.67      | 0.62      | 0.72      |
+-------------------+------------+-----------+-----------+-----------+
| SEX               |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Male              | 0.28       | 0.80      | 0.73      | 1.32      |
+-------------------+------------+-----------+-----------+-----------+
| RECEIVE           |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+
| Yes               | 0.98       | 1.38      | 0.48      | 2.66      |
+-------------------+------------+-----------+-----------+-----------+
| MM                | -1.29      | 1.07      | 0.23      | 0.28      |
+-------------------+------------+-----------+-----------+-----------+
| CB                | 4.32       | 1.92      | 0.03\*    | 75.19     |
+-------------------+------------+-----------+-----------+-----------+

NOTE: n = 48, -2\*log-likelihood ratio = 21.62, df = 14.

\*Run number AI.3.1.

**Table 92: Summary of model AI.3.B\***

+-------------------+-----------+-----------+-----------+-----------+
| **Independent     | **Es      | **Es      | **p-Value | **Exp(Es  |
| Variables**       | timated** | timated** | of Test   | timated** |
|                   |           |           | Co        |           |
|                   | **Coef    | *         | efficient | **Coeff   |
|                   | ficient** | *Standard | = 0**     | icient)** |
|                   |           | Error**   |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Intercept         | 2.89      | 1.84      | 0.12      | 17.99     |
+-------------------+-----------+-----------+-----------+-----------+
| AGE               |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Low               | -2.00     | 1.02      | 0.05\*    | 0.14      |
+-------------------+-----------+-----------+-----------+-----------+
| Medium            | -2.02     | 0.82      | 0.01\*    | 0.13      |
+-------------------+-----------+-----------+-----------+-----------+
| INCOME            |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile    | -2.62     | 1.37      | 0.06\*    | 0.07      |
+-------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile    | -1.60     | 1.04      | 0.13      | 0.20      |
+-------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile    | -1.55     | 1.32      | 0.24      | 0.21      |
+-------------------+-----------+-----------+-----------+-----------+
| SEX               |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Male              | 1.00      | 0.58      | 0.08\*    | 2.72      |
+-------------------+-----------+-----------+-----------+-----------+
| MM                | -0.57     | 0.54      | 0.29      | 0.57      |
+-------------------+-----------+-----------+-----------+-----------+
| CB                | 0.95      | 0.57      | 0.10^\#^  | 2.59      |
+-------------------+-----------+-----------+-----------+-----------+

NOTE: n = 97, -2\*log-likelihood ratio = 19.85, df = 8.

\*Run number AI.3.8.

^\#^The *p*-value to four decimal places, .1006, slightly exceeds .1.

*Native Hawaiian sample, Wave 2*

The complete, main-effects model NH.2.A appears in Table 93. Census
communications effects are not significant at this stage.

We step backwards from NH.2.A, dropping nonsignificant terms. Throughout
this process, the significant terms remain very stable. (We also tried
the core sample, Wave 2 model, but this proved to be ineffective.) In
our opinion, a reasonable, final model is NH.2.B, which appears in Table
94. TENURE is the only significant factor.

Evidently, the log-odds of mail return are lower for renters than for
owners, as expected. Census communications does not significantly affect
the odds.

**Table 93: Summary of model NH.2.A\***

+-------------------+-----------+-----------+-----------+-----------+
| **Independent     | **Es      | **Es      | **p-Value | **Exp(Es  |
| Variables**       | timated** | timated** | of Test   | timated** |
|                   |           |           | Co        |           |
|                   | **Coef    | *         | efficient | **Coeff   |
|                   | ficient** | *Standard | = 0**     | icient)** |
|                   |           | Error**   |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Intercept         | 2.01      | 1.16      | 0.08\*    | 7.46      |
+-------------------+-----------+-----------+-----------+-----------+
| AGE               |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Low               | -1.40     | 0.58      | 0.02\*    | 0.25      |
+-------------------+-----------+-----------+-----------+-----------+
| Medium            | -0.79     | 0.57      | 0.17      | 0.45      |
+-------------------+-----------+-----------+-----------+-----------+
| INCOME            |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| 1^st^ Quartile    | -1.29     | 0.73      | 0.08\*    | 0.28      |
+-------------------+-----------+-----------+-----------+-----------+
| 2^nd^ Quartile    | -0.51     | 0.65      | 0.43      | 0.60      |
+-------------------+-----------+-----------+-----------+-----------+
| 3^rd^ Quartile    | 0.27      | 0.61      | 0.66      | 1.31      |
+-------------------+-----------+-----------+-----------+-----------+
| GRADE             |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Low               | -0.60     | 0.99      | 0.55      | 0.55      |
+-------------------+-----------+-----------+-----------+-----------+
| Medium            | -0.99     | 0.58      | 0.09\*    | 0.37      |
+-------------------+-----------+-----------+-----------+-----------+
| CIVIC             |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Low               | 2.01      | 0.91      | 0.03\*    | 7.46      |
+-------------------+-----------+-----------+-----------+-----------+
| Medium            | 0.42      | 0.53      | 0.42      | 1.52      |
+-------------------+-----------+-----------+-----------+-----------+
| LANG              |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Other Languages   | -0.74     | 0.99      | 0.46      | 0.48      |
+-------------------+-----------+-----------+-----------+-----------+
| TENURE            |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Renter            | -1.46     | 0.51      | 0.00\*    | 0.23      |
+-------------------+-----------+-----------+-----------+-----------+
| SEX               |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Male              | -0.30     | 0.52      | 0.56      | 0.74      |
+-------------------+-----------+-----------+-----------+-----------+
| MM                | 0.62      | 0.73      | 0.40      | 1.86      |
+-------------------+-----------+-----------+-----------+-----------+
| CB                | -0.01     | 1.07      | 1.00      | 0.99      |
+-------------------+-----------+-----------+-----------+-----------+

NOTE: n = 390, -2\*log-likelihood ratio = 96.95, df = 14.

\*Run number NH.2.1.

**Table 94: Summary of model NH.2.B\***

+-------------------+-----------+-----------+-----------+-----------+
| **Independent     | **Es      | **Es      | **p-Value | **Exp(Es  |
| Variables**       | timated** | timated** | of Test   | timated** |
|                   |           |           | Co        |           |
|                   | **Coef    | *         | efficient | **Coeff   |
|                   | ficient** | *Standard | = 0**     | icient)** |
|                   |           | Error**   |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Intercept         | 0.58      | 0.83      | 0.48      | 1.79      |
+-------------------+-----------+-----------+-----------+-----------+
| TENURE            |           |           |           |           |
+-------------------+-----------+-----------+-----------+-----------+
| Renter            | -1.46     | 0.43      | 0.00\*    | 0.23      |
+-------------------+-----------+-----------+-----------+-----------+
| MM                | 1.00      | 0.67      | 0.14      | 2.72      |
+-------------------+-----------+-----------+-----------+-----------+
| CB                | -0.43     | 0.99      | 0.67      | 0.65      |
+-------------------+-----------+-----------+-----------+-----------+

NOTE: n = 454, -2\*log-likelihood ratio = 61.15, df = 3

\*Run number NH.2.21.

*Native Hawaiian sample, Wave 3*

Model NH.3.A in Table 95 is the starting point. Almost nothing is
significant at this stage. This model is surely the flattest of any
studied thus far.

We step backwards from NH.3.A, dropping nonsignificant terms. (We tried
the core sample, Wave 3 model, but this proved to be ineffective.) In
our opinion, a reasonable, final model is NH.3.B in Table 96. Little has
changed from NH.3.A: the only significant factor is the indicator 3^rd^
Quartile, INCOME.

The log-odds of mail return are higher for middle income households than
for high income households. Sampling variability may account for this
unexpected finding. There is little evidence in these data of any other
effect. In particular, the odds are unaffected by census communications.

**Table 95: Summary of model NH.3.A\***

+------------------+----------+-----------+-------------+------------+
| **Independent    | **Est    | **Es      | **p-Value   | **Exp(E    |
| Variables**      | imated** | timated** | of Test     | stimated** |
|                  |          |           | Coefficient |            |
|                  | **Coeff  | *         | = 0**       | **Coef     |
|                  | icient** | *Standard |             | ficient)** |
|                  |          | Error**   |             |            |
+------------------+----------+-----------+-------------+------------+
| Intercept        | 1.20     | 1.17      | 0.31        | 3.32       |
+------------------+----------+-----------+-------------+------------+
| AGE              |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Low              | -0.20    | 0.56      | 0.72        | 0.82       |
+------------------+----------+-----------+-------------+------------+
| Medium           | -0.54    | 0.47      | 0.25        | 0.58       |
+------------------+----------+-----------+-------------+------------+
| INCOME           |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| 1^st^ Quartile   | 0.20     | 0.68      | 0.78        | 1.22       |
+------------------+----------+-----------+-------------+------------+
| 2^nd^ Quartile   | 0.23     | 0.57      | 0.69        | 1.26       |
+------------------+----------+-----------+-------------+------------+
| 3^rd^ Quartile   | 0.91     | 0.44      | 0.04\*      | 2.48       |
+------------------+----------+-----------+-------------+------------+
| GRADE            |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Low              | 1.07     | 0.71      | 0.13        | 2.92       |
+------------------+----------+-----------+-------------+------------+
| Medium           | -0.14    | 0.45      | 0.76        | 0.87       |
+------------------+----------+-----------+-------------+------------+
| CIVIC            |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Low              | 0.09     | 0.71      | 0.90        | 1.09       |
+------------------+----------+-----------+-------------+------------+
| Medium           | -0.37    | 0.47      | 0.43        | 0.69       |
+------------------+----------+-----------+-------------+------------+
| LANG             |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Other Languages  | -0.68    | 0.94      | 0.47        | 0.51       |
+------------------+----------+-----------+-------------+------------+
| TENURE           |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Renter           | -0.24    | 0.46      | 0.60        | 0.79       |
+------------------+----------+-----------+-------------+------------+
| SEX              |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Male             | -0.08    | 0.38      | 0.84        | 0.92       |
+------------------+----------+-----------+-------------+------------+
| RECEIVE          |          |           |             |            |
+------------------+----------+-----------+-------------+------------+
| Yes              | 0.65     | 0.58      | 0.26        | 1.92       |
+------------------+----------+-----------+-------------+------------+
| MM               | -0.53    | 0.43      | 0.22        | 0.59       |
+------------------+----------+-----------+-------------+------------+
| CB               | 0.48     | 0.70      | 0.49        | 1.62       |
+------------------+----------+-----------+-------------+------------+

NOTE: n = 499, -2\*log-likelihood ratio = 45.92, df = 15.

\*Run number NH.3.1.

**Table 96: Summary of model NH.3.B\***

+------------------+-----------+------------+-----------+------------+
| **Independent    | **Es      | **E        | **p-Value | **Exp(E    |
| Variables**      | timated** | stimated** | of Test   | stimated** |
|                  |           |            | Co        |            |
|                  | **Coef    | **Standard | efficient | **Coef     |
|                  | ficient** | Error**    | = 0**     | ficient)** |
+------------------+-----------+------------+-----------+------------+
| Intercept        | 0.50      | 0.65       | 0.44      | 1.65       |
+------------------+-----------+------------+-----------+------------+
| INCOME           |           |            |           |            |
+------------------+-----------+------------+-----------+------------+
| 1^st^ Quartile   | 0.64      | 0.57       | 0.26      | 1.90       |
+------------------+-----------+------------+-----------+------------+
| 2^nd^ Quartile   | 0.25      | 0.44       | 0.57      | 1.28       |
+------------------+-----------+------------+-----------+------------+
| 3^rd^ Quartile   | 1.00      | 0.36       | 0.01\*    | 2.72       |
+------------------+-----------+------------+-----------+------------+
| MM               | -0.16     | 0.42       | 0.71      | 0.85       |
+------------------+-----------+------------+-----------+------------+
| CB               | 0.30      | 0.59       | 0.61      | 1.35       |
+------------------+-----------+------------+-----------+------------+

NOTE: n = 567, -2\*log-likelihood ratio = 17.44, df = 5.

\*Run number NH.3.10.

*4.6.4 Summing up models of actual behavior*

We have examined logistic regression models relating the log-odds of a
mail return to a number of exogenous variables suggested by previous
research. We addressed models for each of the four survey samples and
for each of Waves 2 and 3.

As a devise for summarizing the massive amount of information produced
and extracting some substantive meaning, we present Table 97. The table
highlights the statistically significant coefficients in each of the
eight final models defined by sample and by wave. Only significant
effects appear in the table.

  --------------- ----------- ----------- ----------- ----------- ------------ ------------ ------------ ------------
  **Table 97:                                                                                            
  Significant                                                                                            
  effects on the                                                                                         
  odds of mail                                                                                           
  return, by                                                                                             
  final models**                                                                                         

  **Independent   **Final                                                                                
  Variables**     Models**                                                                               

                  **C.2.B**   **C.3.B**   **A.2.B**   **A.3.B**   **AI.2.B**   **AI.3.B**   **NH.2.B**   **NH.3.B**

  AGE                                                                                                    

  Low                         8.33        0.15        0.45                     0.14                      

  Medium                                  0.33                                 0.13                      

  INCOME                                                                                                 

  1st Quartile                                                    0.06         0.07                      

  2nd Quartile                                                    0.08                                   

  3rd Quartile                                                    0.12                                   2.72

  GRADE                                                                                                  

  Low                                     0.47                                                           

  Medium                                                                                                 

  CIVIC                                                                                                  

  Low                                                                                                    

  Medium                                                                                                 

  RACEETH                                                                                                

  Hispanic        0.4                                                                                    

  Non-Hispanic                0.08                                                                       
  African                                                                                                
  American                                                                                               

  Other                                                                                                  

  LANG                                                                                                   

  Spanish                                                                                                

  Other Languages 350.72      3.32                    0.54        1074.92                                

  TENURE                                                                                                 

  Renter          0.18        0.39        0.38        0.5                                   0.23         

  SEX                                                                                                    

  Male                                                            0.27         2.72                      

  RECEIVE                                                                                                

  Yes                                                 4.06                                               

  MM                                                              3.53                                   

  CB                                                                                                     

  SUM                                                                                                    

  LANG\*SUM                                                                                              

  Spanish                                                                                                

  Other Languages 0.13                                                                                   

  AGE\*CB                                                                                                

  Low                         0.09                                                                       

  Medium                      0.14                                                                       

  RACEETH\*MM                                                                                            

  Hispanic                                                                                               

  Non-Hispanic                                                                                           
  African                                                                                                
  American                                                                                               

  Other                       0.22                                                                       

  RACEETH\*CB                                                                                            

  Hispanic                                                                                               

  Non-Hispanic                6.82                                                                       
  African                                                                                                
  American                                                                                               

  Other                                                                                                  
  --------------- ----------- ----------- ----------- ----------- ------------ ------------ ------------ ------------

Several broad findings are evident in these summary statistics:

-   Level of education (or highest grade) and civic participation are
    not always significant factors in the odds of mail return. We
    hypothesized that they would be.

-   Tenure is a significant factor for all populations except the
    American Indian population, and household income is never a
    significant factor except for the America Indian population. Because
    tenure and income are correlated with one another, it is reasonable
    to conclude that some dimension of economic well-being affects the
    odds of return for all populations.

-   Race/ethnicity is a significant factor: odds are generally lower for
    minority populations relative to the non-Hispanic White population.

-   Households who speak languages other than English or Spanish were
    significantly more likely to return their census forms than
    English-speaking households, while Spanish speaking households were
    apparently no different from English-speaking households with
    respect to the odds of mail return. We suggest a strong discount on
    the other-languages results because of small sample size.

-   Receipt of the census form is a significant factor only for Asians.

-   The central issue in this report is to develop an understanding of
    the effects of census communications. With the possible exception of
    American Indians, Wave 2, we find no significant effects of census
    communications on the odds of mail return for Asians, American
    Indians, and Native Hawaiians. Because of small sample size, even
    American Indians, Wave 2 should be discounted as a possible
    exception.

-   From the core sample, we find census communications effects are
    differential by language, age and race/ethnicity:

```{=html}
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```
-   Overall census communications (defined as the sum of mass media and
    community-based communications) are less effective for other
    languages than for English.

-   Overall census communications are less effective for younger adults
    than for older adults.

-   Mass media is less effective for Other races than for non-Hispanic
    Whites.

-   Community-based communications were more effective in reaching
    non-Hispanic African Americans than non-Hispanic Whites.

A final comment about languages is in order. The Census Bureau and Y&R
targeted non-English speaking populations by using additional forms of
mass-media and by partnering with all types of organizations working
with these populations. Because of this targeting, we included language
as a possible independent variable for samples and both waves. This
factor was not significant in a number of the final models, perhaps due
the small sample sizes of non-English respondents in the corresponding
samples. Although sample sizes prevent us from making any definitive
conclusions, mass-media exposure appeared to positively influence actual
behavior among the few non-English respondents in the Asian and Native
Hawaiian samples. Alternatively, community-based communications did not
appear to influence mailback behavior among the few non-English
respondents in these two populations. We must stress that the small
sample sizes and high correlation between mass-media exposure and
community-based communications prevent us from concluding that these
components of the PMP impacted mailback behavior among non-English
speaking Asian-Americans and Native Hawaiians.

### 

**4.7 Comparisons between the Censuses of 1980, 1990, and 2000**

In this section, we make comparisons between the 1980, 1990, and 2000
Censuses. We compare some results from the 2000 PMP to a comparable
study conducted for the 1980 Census, known as the Knowledge, Attitudes,
and Practices (KAP) Survey, and another study conducted for the 1990
Census, known as the Outreach Evaluation Survey (OES).

For all three of these censuses, questionnaires were fielded in multiple
waves of data collection. Table 98 shows a timeline of the waves.

  ---------------------------- ----------- ------------ ------------------
  **Table 98: A comparison of                           
  time periods for each wave                            
  of three Census evaluation                            
  studies**                                             

  **Month**                    **1980      **1990 OES** **2000 PMP**
                               KAP**                    

  September, Census Year - 1                            1

  October, Census Year - 1                              1

  November, Census Year - 1                             1

  December, Census Year - 1                             

  January, Census Year         1           1            2

  February, Census Year        1           1            2

  March, Census Year           2                        2

  April, Census Year                       2            3

  May, Census Year                         2            3

  June, Census Year                                     3
  ---------------------------- ----------- ------------ ------------------

For example, Wave 1 was collected during January and February in both
1980 and 1990, but during September, October, and November 1999 for the
2000 Census. Thus, Wave 2 of the 2000 PMP is most comparable to Waves 1
and 2 of the 1980 KAP and Wave 1 of the 1990 OES. Wave 3 for the 2000
PMP is most comparable to Wave 2 of the 1990 OES. Wave 1 for the 2000
PMP is not directly comparable to any waves from previous years. To
simplify the notation, we will refer to waves by year and by wave number
(e.g., 2000-2 is Wave 2 from January-March, 2000).

No data were reported in 1980 and 1990 for the supplementary samples
collected during the 2000 PMP for Asians, American Indians, and Native
Hawaiians. Some of the standard errors for the 2000 PMP are larger than
corresponding standard errors for the 1980 KAP or the 1990 OES, because
either the estimated percent is closer to 50 percent, the 2000 PMP
employed a more aggressive level of oversampling (larger design effect)
to minimize screening costs, or both.

Table 99 shows a comparison of the percent who had heard recently of the
census. This table shows (as expected) an increase in awareness with the
approach of census day. Table 99 also shows a significant increase in
census awareness between Waves 1980-1 and 1990-1 for all subgroups. The
most comparable wave for Census 2000 is Wave 2000-2, which shows a
possible further increase from 1990 to 2000. Post-census awareness is
lower in Wave 2000-3 than in Wave 1990-2 for all comparable populations
except non-Hispanic African Americans.

<table>
<colgroup>
<col style="width: 17%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="10"><strong>Table 99: Comparison of percent who heard
recently about census</strong></td>
</tr>
<tr class="even">
<td rowspan="2"><strong>Population</strong></td>
<td colspan="2"><strong>1980 KAP</strong></td>
<td></td>
<td colspan="2"><h1 id="oes">1990 OES</h1></td>
<td></td>
<td colspan="3"><strong>2000 PMP</strong></td>
</tr>
<tr class="odd">
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Mar)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Apr/May)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Sept/Nov)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Jan/Mar)</strong></p></td>
<td><p><strong>Wave 3</strong></p>
<p><strong>(Apr/June)</strong></p></td>
</tr>
<tr class="even">
<td>Total Population</td>
<td>40.7 (4.9)</td>
<td>72.5 (2.4)</td>
<td></td>
<td>56.9 (1.8)</td>
<td>90.6 (1.2)</td>
<td></td>
<td>35.2 (3.0)</td>
<td>74.5 (4.2)</td>
<td>83.1 (2.1)</td>
</tr>
<tr class="odd">
<td>Hispanic</td>
<td>24.5 (6.0)</td>
<td>74.8 (6.2)</td>
<td></td>
<td>54.4 (4.1)</td>
<td>89.7 (2.5)</td>
<td></td>
<td>38.5 (4.2)</td>
<td>70.1 (3.0)</td>
<td>79.1 (4.2)</td>
</tr>
<tr class="even">
<td>Non-Hispanic African American</td>
<td>37.3 (4.0)</td>
<td>65.8 (3.9)</td>
<td></td>
<td>47.0 (5.6)</td>
<td>78.4 (3.9)</td>
<td></td>
<td>32.5 (3.6)</td>
<td>77.3 (2.4)</td>
<td>86.4 (1.7)</td>
</tr>
<tr class="odd">
<td>Non-Hispanic White</td>
<td>44.1 (6.6)</td>
<td>73.7 (3.2)</td>
<td></td>
<td>59.2 (2.1)</td>
<td>93.2 (1.0)</td>
<td></td>
<td>37.5 (4.6)</td>
<td>75.2 (6.4)</td>
<td>82.8 (3.0)</td>
</tr>
<tr class="even">
<td>Other</td>
<td>-*</td>
<td>-*</td>
<td></td>
<td>48.1 (7.8)</td>
<td>80.0 (5.6)</td>
<td></td>
<td>16.5 (7.3)</td>
<td>65.2 (8.6)</td>
<td>89.4 (4.8)</td>
</tr>
<tr class="odd">
<td>Asian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>24.8 (2.4)</td>
<td>63.6 (2.8)</td>
<td>80.5 (1.9)</td>
</tr>
<tr class="even">
<td>American Indian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>21.0 (2.4)</td>
<td>57.2 (5.8)</td>
<td>74.2 (4.6)</td>
</tr>
<tr class="odd">
<td>Native Hawaiian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>26.0 (3.8)</td>
<td>53.2 (4.3)</td>
<td>82.8 (2.4)</td>
</tr>
<tr class="even">
<td colspan="10">*The category of “Other” race/ethnicity in 1980 is not
presented in any of the tables as these estimates are affected by
extremely large sampling errors.</td>
</tr>
</tbody>
</table>

Respondents were asked if they had heard or seen information about the
census from each of seven sources (television, newspapers, radio,
magazines, community meetings, print advertisements, and informal
conversations). Table 100 shows a comparison in the mean number of
sources reported. Again, the number of sources tends to increase as
Census Day approaches in all three censuses. Just as for Table 99, it is
difficult to compare 1990 and 2000, but there does appear to be an
increase in 2000 over 1990. There is also an increase from 1980 to 2000
because Wave 2000-2 has higher means than either 1980-1 or 1980-2. There
is an increase in the post-census mean number of information sources
cited from 1990 (Wave 1990-2) to 2000 (Wave 2000-3), especially among
non-Hispanic African Americans.

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 2%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="10"><strong>Table 100: Comparison of mean number of sources
heard, seven-point scale*</strong></td>
</tr>
<tr class="even">
<td rowspan="2"><strong>Population</strong></td>
<td colspan="2"><strong>1980 KAP</strong></td>
<td></td>
<td colspan="2"><h1 id="oes-1">1990 OES</h1></td>
<td></td>
<td colspan="3"><strong>2000 PMP</strong></td>
</tr>
<tr class="odd">
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Mar)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Apr/May)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Sept/Nov)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Jan/Mar)</strong></p></td>
<td><p><strong>Wave 3</strong></p>
<p><strong>(Apr/June)</strong></p></td>
</tr>
<tr class="even">
<td>Total Population</td>
<td>0.7 (.09)</td>
<td>1.7 (.17)</td>
<td></td>
<td>1.4 (.06)</td>
<td>3.1 (.08)</td>
<td></td>
<td>0.8 (.07)</td>
<td>2.5 (.19)</td>
<td>3.5 (.11)</td>
</tr>
<tr class="odd">
<td>Hispanic</td>
<td>0.6 (.13)</td>
<td>2.2 (.23)</td>
<td></td>
<td>1.4 (.13)</td>
<td>3.4 (.10)</td>
<td></td>
<td>1.2 (.16)</td>
<td>2.6 (.15)</td>
<td>3.6 (.20)</td>
</tr>
<tr class="even">
<td>Non-Hispanic African American</td>
<td>0.9 (.13)</td>
<td>1.8 (.15)</td>
<td></td>
<td>1.2 (.23)</td>
<td>2.6 (.36)</td>
<td></td>
<td>1.0 (.14)</td>
<td>3.1 (.15)</td>
<td>3.9 (.13)</td>
</tr>
<tr class="odd">
<td>Non-Hispanic White</td>
<td>0.8 (.11)</td>
<td>1.6 (.20)</td>
<td></td>
<td>1.4 (.07)</td>
<td>3.2 (.08)</td>
<td></td>
<td>0.7 (.10)</td>
<td>2.4 (.28)</td>
<td>3.4 (.16)</td>
</tr>
<tr class="even">
<td>Other</td>
<td>-</td>
<td>-</td>
<td></td>
<td>1.1 (.21)</td>
<td>2.6 (.23)</td>
<td></td>
<td>0.6 (.34)</td>
<td>2.1 (.35)</td>
<td>4.2 (.41)</td>
</tr>
<tr class="odd">
<td>Asian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>0.6 (.07)</td>
<td>2.2 (.13)</td>
<td>3.1 (.09)</td>
</tr>
<tr class="even">
<td>American Indian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>1.0 (.21)</td>
<td>2.3 (.30)</td>
<td>3.2 (.27)</td>
</tr>
<tr class="odd">
<td>Native Hawaiian</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td>0.7 (.09)</td>
<td>1.9 (.20)</td>
<td>3.6 (.14)</td>
</tr>
<tr class="even">
<td colspan="10">*The seven sources comprising the index include:
television, newspapers, radio, magazines, meetings, print advertisement,
and informal conversations.</td>
</tr>
</tbody>
</table>

Respondents were also asked about their attitudes and beliefs about the
census. In particular, three items can be compared across censuses: 1)
whether respondents can trust the census promise of confidentiality, 2)
whether respondents believe it is important to participate (not
collected in 1980), and 3) whether respondents believe that results can
not be used against them. These items are shown for total population
only in Table 101. Across all waves of data collection in 1990 and 2000,
almost 95 percent of the respondents believe that it is important for as
many people as possible to participate. There was an increase in the
trust of confidentiality from Wave 1980-1 to Wave 1990-1, but there was
a dramatic drop in trust from 1990 to 2000. Trust was especially low
during Wave 2000-1 before any PMP efforts by the Census Bureau. The
percentage of the population who believe the census will not be used
against them increases from wave to wave. The increase from 1990-1 to
1990-2 does not appear to be significant. It is interesting to note that
the percentages by the end of data collection are higher with each
passing censuses.

<table>
<colgroup>
<col style="width: 18%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="10"><strong>Table 101: Comparison of total population
percent with favorable attitudes/beliefs about census</strong></td>
</tr>
<tr class="even">
<td rowspan="2"><strong>Population</strong></td>
<td colspan="2"><strong>1980 KAP</strong></td>
<td></td>
<td colspan="2"><h1 id="oes-2">1990 OES</h1></td>
<td></td>
<td colspan="3"><strong>2000 PMP</strong></td>
</tr>
<tr class="odd">
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Mar)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Jan/Feb)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Apr/May)</strong></p></td>
<td></td>
<td><p><strong>Wave 1</strong></p>
<p><strong>(Sept/Nov)</strong></p></td>
<td><p><strong>Wave 2</strong></p>
<p><strong>(Jan/Mar)</strong></p></td>
<td><p><strong>Wave 3</strong></p>
<p><strong>(Apr/June)</strong></p></td>
</tr>
<tr class="even">
<td><p>Can trust promise of</p>
<p>confidentiality</p></td>
<td>66.0 (1.8)</td>
<td>73.3 (1.2)</td>
<td></td>
<td>78.4 (1.4)</td>
<td>79.0 (1.6)</td>
<td></td>
<td>46.8 (4.0)</td>
<td>59.1 (3.3)</td>
<td>60.2 (2.5)</td>
</tr>
<tr class="odd">
<td>Important to count</td>
<td>-</td>
<td>-</td>
<td></td>
<td>95.1 (0.8)</td>
<td>93.3 (1.0)</td>
<td></td>
<td>94.8 (1.4)</td>
<td>94.4 (1.3)</td>
<td>95.1 (1.1)</td>
</tr>
<tr class="even">
<td>Not used against you</td>
<td>65.7 (3.2)</td>
<td>72.2 (2.0)</td>
<td></td>
<td>78.4 (2.3)</td>
<td>81.0 (1.4)</td>
<td></td>
<td>79.6 (3.4)</td>
<td>87.9 (3.0)</td>
<td>85.7 (2.3)</td>
</tr>
</tbody>
</table>

Table 102 shows the extent of television, newspaper, radio, and magazine
usage. For the 2000 PMP, we present the data from Wave 2. Historical
documents do not reveal what wave is used for the 1980 and 1990 data.
For television, the percentage watching one hour a day or more appears
to peak in 1990, closely followed by 1980, with a drop to 2000 in all
subgroups. There are not wide differences between populations.

+---------------------------+--------------+--------------+------------+
| **Table 102: Comparison   |              |              |            |
| of percent of population  |              |              |            |
| using various mass-media  |              |              |            |
| channels**                |              |              |            |
+---------------------------+--------------+--------------+------------+
| **Population**            | **1980 KAP** | **1990 OES** | **2000     |
|                           |              |              | PMP**      |
+---------------------------+--------------+--------------+------------+
| ##                        |              |              |            |
| ##### Percent watching te |              |              |            |
| levision 1 hr/day or more |              |              |            |
+---------------------------+--------------+--------------+------------+
| Total Population          | 93.7 (1.7)   | 97.6 (0.3)   | 82.1 (2.4) |
+---------------------------+--------------+--------------+------------+
| Hispanic                  | 95.5 (1.1)   | 97.9 (0.5)   | 86.1 (2.8) |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic, African     | 94.6 (1.2)   | 98.6 (0.5)   | 88.3 (2.6) |
| American                  |              |              |            |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic, White       | 94.8 (2.1)   | 97.7 (0.4)   | 79.7 (3.1) |
+---------------------------+--------------+--------------+------------+
| Other                     | \-           | 96.2 (1.2)   | 87.4 (4.8) |
+---------------------------+--------------+--------------+------------+
| Asian                     | N/A          |              | 86.8 (2.2) |
+---------------------------+--------------+--------------+------------+
| American Indian           |              |              | 84.4 (2.4) |
+---------------------------+--------------+--------------+------------+
| Native Hawaiian           |              |              | 89.4 (2.5) |
+---------------------------+--------------+--------------+------------+
| ####### P                 |              |              |            |
| ercent reading newspapers |              |              |            |
|  one day per week or more |              |              |            |
+---------------------------+--------------+--------------+------------+
| Total Population          | 87.1 (2.1)   | 87.6 (0.9)   | 78.9 (3.1) |
+---------------------------+--------------+--------------+------------+
| Hispanic                  | 73.7 (3.8)   | 80.3 (2.5)   | 67.5 (4.7) |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic, African     | 81.0 (3.7)   | 79.7 (3.5)   | 75.3 (3.1) |
| American                  |              |              |            |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic, White       | 89.5 (2.2)   | 90.1 (1.1)   | 81.8 (3.9) |
+---------------------------+--------------+--------------+------------+
| Other                     | \-           | 77.1 (4.3)   | 82.8 (5.3) |
+---------------------------+--------------+--------------+------------+
| Asian                     | N/A          |              | 80.3 (2.6) |
+---------------------------+--------------+--------------+------------+
| American Indian           |              |              | 79.0 (3.2) |
+---------------------------+--------------+--------------+------------+
| Native Hawaiian           |              |              | 86.6 (2.9) |
+---------------------------+--------------+--------------+------------+
| ##                        |              |              |            |
| ###### Percent listening  |              |              |            |
| to radio 1 hr/day or more |              |              |            |
+---------------------------+--------------+--------------+------------+
| Total Population          | 80.6 (2.3)   | 83.9 (1.1)   | 51.3 (2.8) |
+---------------------------+--------------+--------------+------------+
| Hispanic                  | 88.0 (2.0)   | 83.0 (3.0)   | 57.4 (4.9) |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic African      | 82.1 (2.1)   | 79.4 (3.1)   | 54.1 (3.9) |
| American                  |              |              |            |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic White        | 80.0 (2.6)   | 85.1 (0.9)   | 49.9 (4.3) |
+---------------------------+--------------+--------------+------------+
| Other                     | \-           | 85.2 (3.0)   | 43.3       |
|                           |              |              | (10.6)     |
+---------------------------+--------------+--------------+------------+
| Asian                     | N/A          |              | 40.2 (3.1) |
+---------------------------+--------------+--------------+------------+
| American Indian           |              |              | 51.2 (4.3) |
+---------------------------+--------------+--------------+------------+
| Native Hawaiian           |              |              | 59.9 (4.1) |
+---------------------------+--------------+--------------+------------+
| ##                        |              |              |            |
| ##### Percent reading mag |              |              |            |
| azines once/month or more |              |              |            |
+---------------------------+--------------+--------------+------------+
| Total Population          | 70.5 (.93)   | 78.8 (1.4)   | 71.5 (3.2) |
+---------------------------+--------------+--------------+------------+
| Hispanic                  | 58.9 (6.0)   | 69.6 (3.0)   | 65.0 (3.7) |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic African      | 63.3 (2.4)   | 65.5 (5.3)   | 67.6 (3.7) |
| American                  |              |              |            |
+---------------------------+--------------+--------------+------------+
| Non-Hispanic White        | 73.5 (1.3)   | 81.9 (1.8)   | 73.9 (4.3) |
+---------------------------+--------------+--------------+------------+
| Other                     | \-           | 77.2 (4.2)   | 65.4 (9.9) |
+---------------------------+--------------+--------------+------------+
| Asian                     | N/A          |              | 61.3 (3.1) |
+---------------------------+--------------+--------------+------------+
| American Indian           |              |              | 63.1 (3.4) |
+---------------------------+--------------+--------------+------------+
| Native Hawaiian           |              |              | 70.2 (3.9) |
+---------------------------+--------------+--------------+------------+

The percentage of the total population reading newspapers at least one
day per week and the percentage listening to radio at least one hour per
day appear to drop in 2000 after holding steady in 1980 and 1990. For
radio in 2000, the Asian percentage was appreciably lower than that of
the other populations, while for newspapers, the Hispanic percentage was
lowest. For magazines, 1980 and 2000 are similar in terms of the
percentage reading magazines at least once a month, while 1990 may have
been slightly higher.

Because of differences in question wording between the three censuses,
the data in Table 102, and the statements just made about this table,
should be interpreted with extreme caution. The following table
describes the differences by source:

Table 103: Summary of different scales used in 1990 and 2000 Census
evaluation studies

  --------------- ----------------------------- --------------------------
  **Source**      **Scale of Measurement**      

                  **1990 OES**                  **2000 PMP**

  Television      Hours per day usually watched Hours per day for each
                                                separate day in a typical
                                                week

  Radio           Hours per day usually         Hours per week in a
                  listened                      typical week

  Newspapers      Days per week read            Hours per week in a
                                                typical week

  Magazines       Magazines per month read      Hours per week in a
                                                typical week
  --------------- ----------------------------- --------------------------

In preparing Table 102, we recoded the data from the 2000 PMP to
correspond as closely as possible to the data from the 1990 OES and the
1980 KAP. Nevertheless, some of the sources are surely mismatched across
censuses. We believe radio represents the most extreme mismatch, where
reporting on an hours per week basis is probably very different (lower)
than reporting on an hours per day basis. The drop in radio usage
reflected in the table, in our opinion, is due to the mismatch and not
to a real decline in listening habits of American households. The
comparisons for other sources may also be affected by mismatched
concepts, but to a lesser extent.

In Table 104, we examine the percentage of persons who heard of the
census through the various media sources. To make sound comparisons
across the censuses, one really needs to know the timing of the
advertising and partnership campaigns for each census. Because we did
not have access to such information, the reader must interpret the
following remarks with caution.

There is an overall increase in the percentage of persons who heard of
Census 2000 through television across the waves. The increases are
substantial across all the race/ethnicity categories in 2000. Comparing
censuses, the percentages in 2000 compare favorably with the 1990
percentages. The non-Hispanic African American group stands out as the
group with the highest increase in 2000 relative to their 1990
percentages. It appears that the percentages in 2000 are higher across
the race/ethnicity groups than the percentages in 1980.

The percentage that heard of the census through newspapers in the 2000
Census is possibly comparable to the corresponding percentage for the
1990 Census. However, non-Hispanic African Americans display a higher
percentage in 2000 than in 1990. When comparing censuses, the 2000-2 and
1990-1 periods are comparable, but the 1990-2 percentages are markedly
higher than the 2000-3 percentages. The 2000 percentages seem higher
than the 1980 percentages across the race/ethnicity groups.

The percentage of persons who heard of the census through radio
increased across the waves for the 2000 Census. Comparing the 2000
percentages to the 1990 percentages, both show significant increases
from 1990-1/2000-2 to 1990-2/2000-3, but the 2000 percentages are more
impressive, especially for the non-Hispanic African American group. The
2000 percentages seem larger than their 1980 counterparts for all the
race/ethnicity groups. In short, the percentage of persons who heard of
the census through radio in 2000 is higher than the 1980 and 1990
percentages.

The percentage of people who heard of the census through print
advertisement increased across the three waves for the 2000 Census. The
percentages in 2000 are markedly higher than the 1980 and 1990
percentages. This is true for the total population and the various
race/ethnicity groups as well.

The percentage of people who heard of the census through magazines
increased significantly from Wave 1 to 2, and then appeared to level off
by Wave 3. The percentages in 2000 are similar across the race/ethnicity
groups. The 2000 Census was more effective than the preceding two
censuses at using magazines.

The percentage that heard of the census through meetings increases in
2000 from Wave 1 to 2, and then levels off by Wave 3, with 18.4 percent
of the total population having heard of the census through meetings. The
percentages from the 1980 and 1990 Censuses are much lower.

The percentage that heard of the census through informal conversations
increased from wave to wave in the 2000 Census. Overall, informal
conversations about the census seem to be more frequent in 2000 than in
1980 and 1990.

In summary, Table 104 appears to show generally that the radio, print
advertisements, magazines, meetings, and informal conversations played a
more prominent role in terms of people hearing about the census in 2000
than in 1980 and 1990. The role of television in 2000 was on par with
that of 1990. Newspapers were less effective in 2000 than in 1990, but
more effective than in 1980.

+--------------------+-----+------+------+------+------+-----+------+
| **Table 104:       |     |      |      |      |      |     |      |
| Comparison of      |     |      |      |      |      |     |      |
| percent of         |     |      |      |      |      |     |      |
| population hearing |     |      |      |      |      |     |      |
| of Census by       |     |      |      |      |      |     |      |
| source of          |     |      |      |      |      |     |      |
| communications**   |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
|                    | **1 |      | **   |      | **   |     |      |
|                    | 980 |      | 1990 |      | 2000 |     |      |
|                    | KA  |      | O    |      | P    |     |      |
|                    | P** |      | ES** |      | MP** |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| **Population**     | **W | **   | **   | **   | **   | **W | **   |
|                    | ave | Wave | Wave | Wave | Wave | ave | Wave |
|                    | 1** | 2**  | 1**  | 2**  | 1**  | 2** | 3**  |
+--------------------+-----+------+------+------+------+-----+------+
| **Percent who      |     |      |      |      |      |     |      |
| heard of census    |     |      |      |      |      |     |      |
| through            |     |      |      |      |      |     |      |
| television**       |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total Population   | 2   | 51.4 | 37.3 | 77.9 | 12.6 | 6   | 76.4 |
|                    | 4.7 | (    | (    | (    | (    | 1.8 | (    |
|                    | (2  | 6.3) | 1.7) | 1.4) | 1.9) | (5  | 2.3) |
|                    | .6) |      |      |      |      | .4) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 1   | 61.8 | 40.1 | 78.2 | 29.9 | 6   | 75.5 |
|                    | 8.1 | (    | (    | (    | (    | 4.3 | (    |
|                    | (3  | 7.7) | 3.3) | 4.0) | 4.1) | (3  | 4.1) |
|                    | .7) |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 2   | 51.0 | 34.0 | 64.1 | 18.4 | 6   | 81.7 |
| African American   | 7.3 | (    | (    | (    | (    | 8.3 | (    |
|                    | (3  | 4.0) | 5.7) | 8.1) | 2.4) | (2  | 2.2) |
|                    | .5) |      |      |      |      | .9) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 2   | 51.7 | 38.3 | 80.6 | 8.7  | 6   | 74.8 |
|                    | 4.4 | (    | (    | (    | (    | 0.4 | (    |
|                    | (2  | 7.8) | 2.0) | 1.4) | 2.4) | (8  | 3.2) |
|                    | .6) |      |      |      |      | .0) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 26.5 | 63.5 | 9.6  | 5   | 86.2 |
|                    |     |      | (    | (    | (    | 1.0 | (    |
|                    |     |      | 7.6) | 7.1) | 5.8) | (10 | 5.0) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 11.3 | 5   | 70.6 |
|                    |     |      |      |      | (    | 1.7 | (    |
|                    |     |      |      |      | 1.8) | (3  | 2.3) |
|                    |     |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 11.2 | 4   | 61.7 |
|                    |     |      |      |      | (    | 5.6 | (    |
|                    |     |      |      |      | 1.9) | (5  | 4.1) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 16.7 | 4   | 74.0 |
|                    |     |      |      |      | (    | 3.0 | (    |
|                    |     |      |      |      | 3.4) | (4  | 2.8) |
|                    |     |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| #                  |     |      |      |      |      |     |      |
| ####### Percent wh |     |      |      |      |      |     |      |
| o heard of census  |     |      |      |      |      |     |      |
| through newspapers |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total              | 2   | 29.7 | 39.4 | 66.1 | 16.7 | 3   | 51.7 |
|                    | 0.8 | (    | (    | (    | (    | 7.2 | (    |
|                    | (2  | 6.3) | 1.6) | 1.8) | 2.0) | (3  | 2.7) |
|                    | .3) |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 8.6 | 39.9 | 29.6 | 57.0 | 19.6 | 2   | 46.7 |
|                    | (4  | (    | (    | (    | (    | 9.1 | (    |
|                    | .2) | 6.2) | 3.5) | 4.0) | 3.5) | (3  | 3.7) |
|                    |     |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 1   | 35.9 | 25.9 | 50.2 | 15.5 | 4   | 48.4 |
| African American   | 6.3 | (    | (    | (    | (    | 0.9 | (    |
|                    | (2  | 3.7) | 4.2) | 6.0) | 2.3) | (4  | 3.3) |
|                    | .9) |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 2   | 28.6 | 43.1 | 70.1 | 17.1 | 3   | 52.9 |
|                    | 2.3 | (    | (    | (    | (    | 7.6 | (    |
|                    | (2  | 7.5) | 2.2) | 1.9) | 3.2) | (4  | 3.8) |
|                    | .9) |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 23.4 | 53.1 | 11.7 | 4   | 65.3 |
|                    |     |      | (    | (    | (    | 6.0 | (    |
|                    |     |      | 5.4) | 6.2) | 6.7) | (10 | 8.6) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 14.4 | 4   | 57.7 |
|                    |     |      |      |      | (    | 0.1 | (    |
|                    |     |      |      |      | 2.0) | (3  | 2.4) |
|                    |     |      |      |      |      | .0) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 11.3 | 3   | 52.0 |
|                    |     |      |      |      | (    | 4.5 | (    |
|                    |     |      |      |      | 1.9) | (4  | 4.7) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 18.6 | 3   | 61.6 |
|                    |     |      |      |      | (    | 9.7 | (    |
|                    |     |      |      |      | 3.9) | (4  | 3.3) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| ####### Perce      |     |      |      |      |      |     |      |
| nt who heard of ce |     |      |      |      |      |     |      |
| nsus through radio |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total              | 1   | 30.4 | 18.0 | 47.3 | 9.2  | 3   | 56.0 |
|                    | 1.5 | (    | (    | (    | (    | 9.6 | (    |
|                    | (1  | 2.4) | 1.5) | 1.9) | 1.4) | (4  | 2.5) |
|                    | .7) |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 1   | 36.0 | 29.4 | 55.9 | 24.7 | 4   | 65.2 |
|                    | 3.3 | (    | (    | (    | (    | 7.8 | (    |
|                    | (3  | 5.8) | 3.8) | 3.2) | 3.4) | (4  | 4.7) |
|                    | .9) |      |      |      |      | .7) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 1   | 32.6 | 17.4 | 38.4 | 11.7 | 5   | 68.5 |
| African American   | 2.8 | (    | (    | (    | (    | 3.5 | (    |
|                    | (2  | 3.9) | 4.6) | 7.8) | 2.2) | (3  | 2.4) |
|                    | .2) |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 1   | 30.2 | 17.2 | 48.2 | 6.7  | 3   | 50.7 |
|                    | 1.2 | (    | (    | (    | (    | 5.4 | (    |
|                    | (2  | 2.9) | 1.8) | 2.1) | 1.9) | (6  | 3.7) |
|                    | .1) |      |      |      |      | .7) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 12.2 | 42.9 | 3.0  | 2   | 68.8 |
|                    |     |      | (    | (    | (    | 6.8 | (    |
|                    |     |      | 3.7) | 4.7) | 1.4) | (8  | 7.8) |
|                    |     |      |      |      |      | .7) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 8.2  | 2   | 40.5 |
|                    |     |      |      |      | (    | 9.2 | (    |
|                    |     |      |      |      | 1.4) | (2  | 2.3) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 6.5  | 3   | 48.2 |
|                    |     |      |      |      | (    | 2.4 | (    |
|                    |     |      |      |      | 1.5) | (5  | 4.4) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 14.9 | 2   | 55.0 |
|                    |     |      |      |      | (    | 8.9 | (    |
|                    |     |      |      |      | 3.7) | (3  | 3.2) |
|                    |     |      |      |      |      | .8) |      |
+--------------------+-----+------+------+------+------+-----+------+

+--------------------+-----+------+------+------+------+-----+------+
| **Percent who      |     |      |      |      |      |     |      |
| heard of census    |     |      |      |      |      |     |      |
| through print      |     |      |      |      |      |     |      |
| advertisement**    |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total Population   | 5.4 | 16.9 | 10.1 | 32.1 | 9.1  | 3   | 55.6 |
|                    | (.  | (    | (    | (    | (    | 1.3 | (    |
|                    | 99) | 4.0) | 1.0) | 1.3) | 2.0) | (2  | 2.8) |
|                    |     |      |      |      |      | .7) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 4.9 | 19.3 | 13.6 | 43.3 | 8.6  | 3   | 59.4 |
|                    | (1  | (    | (    | (    | (    | 5.1 | (    |
|                    | .6) | 5.8) | 2.4) | 3.7) | 1.7) | (3  | 5.3) |
|                    |     |      |      |      |      | .9) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 5.0 | 16.1 | 13.1 | 32.5 | 12.2 | 4   | 58.8 |
| African American   | (1  | (    | (    | (    | (    | 3.2 | (    |
|                    | .6) | 2.3) | 3.2) | 4.7) | 2.2) | (3  | 2.6) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 5.5 | 16.8 | 9.5  | 31.5 | 8.6  | 2   | 53.8 |
|                    | (1  | (    | (    | (    | (    | 7.6 | (    |
|                    | .2) | 4.9) | 1.1) | 1.5) | 2.8) | (3  | 4.1) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 6.0  | 28.0 | 8.1  | 3   | 62.8 |
|                    |     |      | (    | (    | (    | 6.3 | (    |
|                    |     |      | 2.5) | 6.5) | 5.6) | (10 | 8.8) |
|                    |     |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 8.4  | 2   | 49.5 |
|                    |     |      |      |      | (    | 8.5 | (    |
|                    |     |      |      |      | 1.7) | (2  | 2.5) |
|                    |     |      |      |      |      | .9) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 8.5  | 3   | 49.8 |
|                    |     |      |      |      | (    | 8.6 | (    |
|                    |     |      |      |      | 1.7) | (5  | 4.0) |
|                    |     |      |      |      |      | .0) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 14.3 | 1   | 44.5 |
|                    |     |      |      |      | (    | 8.8 | (    |
|                    |     |      |      |      | 4.0) | (2  | 3.2) |
|                    |     |      |      |      |      | .8) |      |
+--------------------+-----+------+------+------+------+-----+------+
| ####### Percent w  |     |      |      |      |      |     |      |
| ho heard of census |     |      |      |      |      |     |      |
|  through magazines |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total Population   | 7.8 | 9.6  | 12.2 | 26.2 | 9.2  | 2   | 33.1 |
|                    | (1  | (    | (    | (    | (    | 9.5 | (    |
|                    | .6) | 2.1) | 1.1) | 1.4) | 2.0) | (2  | 2.5) |
|                    |     |      |      |      |      | .4) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 2.9 | 17.1 | 7.2  | 24.5 | 12.5 | 2   | 33.4 |
|                    | (1  | (    | (    | (    | (    | 7.7 | (    |
|                    | .7) | 4.5) | 1.6) | 3.1) | 3.1) | (3  | 2.9) |
|                    |     |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 1   | 12.0 | 11.2 | 17.9 | 12.6 | 3   | 36.2 |
| African American   | 0.9 | (    | (    | (    | (    | 7.2 | (    |
|                    | (3  | 2.4) | 3.1) | 3.8) | 3.0) | (3  | 2.9) |
|                    | .0) |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 7.3 | 9.2  | 12.9 | 27.8 | 8.0  | 2   | 31.5 |
|                    | (1  | (    | (    | (    | (    | 8.8 | (    |
|                    | .9) | 2.4) | 1.3) | 1.5) | 2.9) | (3  | 3.7) |
|                    |     |      |      |      |      | .2) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 15.0 | 22.8 | 7.1  | 1   | 51.9 |
|                    |     |      | (    | (    | (    | 6.5 | (    |
|                    |     |      | 5.9) | 5.1) | 5.5) | (5  | 9.9) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 8.3  | 2   | 29.1 |
|                    |     |      |      |      | (    | 3.1 | (    |
|                    |     |      |      |      | 1.6) | (2  | 2.0) |
|                    |     |      |      |      |      | .7) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 8.5  | 2   | 31.0 |
|                    |     |      |      |      | (    | 5.2 | (    |
|                    |     |      |      |      | 1.7) | (4  | 4.4) |
|                    |     |      |      |      |      | .4) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 11.9 | 1   | 28.7 |
|                    |     |      |      |      | (    | 7.1 | (    |
|                    |     |      |      |      | 3.2) | (3  | 2.8) |
|                    |     |      |      |      |      | .0) |      |
+--------------------+-----+------+------+------+------+-----+------+
| **Percent who      |     |      |      |      |      |     |      |
| heard of census    |     |      |      |      |      |     |      |
| through meetings** |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total Population   | 3.3 | 5.5  | 4.8  | 9.1  | 4.1  | 1   | 18.4 |
|                    | (0. | (    | (0   | (0   | (    | 7.4 | (    |
|                    | 82) | 1.3) | .70) | .75) | 0.8) | (2  | 1.8) |
|                    |     |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 4.1 | 10.5 | 6.1  | 14.0 | 5.9  | 1   | 18.1 |
|                    | (1  | (    | (    | (    | (    | 4.8 | (    |
|                    | .4) | 3.1) | 1.6) | 2.0) | 1.5) | (4  | 2.8) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 9.2 | 7.3  | 8.4  | 12.4 | 13.7 | 2   | 27.3 |
| African American   | (3  | (    | (    | (    | (    | 1.6 | (    |
|                    | .0) | 1.8) | 2.8) | 3.1) | 3.1) | (3  | 3.6) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 2.1 | 5.1  | 3.8  | 8.4  | 1.1  | 1   | 16.3 |
|                    | (0. | (    | (0   | (0   | (    | 7.3 | (    |
|                    | 61) | 1.5) | .62) | .86) | 0.3) | (4  | 2.6) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 7.4  | 7.0  | 3.6  | 9.3 | 18.5 |
|                    |     |      | (    | (    | (    | (1  | (    |
|                    |     |      | 4.8) | 2.7) | 1.0) | .9) | 1.3) |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | NA  |      | N/A  |      | 9.4  | 1   | 26.8 |
|                    |     |      |      |      | (    | 6.9 | (    |
|                    |     |      |      |      | 2.2) | (3  | 4.3) |
|                    |     |      |      |      |      | .0) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 7.9  | 1   | 27.1 |
|                    |     |      |      |      | (    | 4.5 | (    |
|                    |     |      |      |      | 1.6) | (3  | 2.8) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 7.8  | 1   | 18.5 |
|                    |     |      |      |      | (    | 0.1 | (    |
|                    |     |      |      |      | 5.7) | (4  | 6.8) |
|                    |     |      |      |      |      | .3) |      |
+--------------------+-----+------+------+------+------+-----+------+
| **Percent who      |     |      |      |      |      |     |      |
| heard of census    |     |      |      |      |      |     |      |
| through informal   |     |      |      |      |      |     |      |
| conversations**    |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+
| Total Population   | 1   | 22.3 | 14.2 | 52.8 | 15.8 | 3   | 60.8 |
|                    | 1.0 | (    | (    | (    | (    | 7.7 | (    |
|                    | (2  | 5.1) | 1.1) | 2.4) | 2.5) | (4  | 2.8) |
|                    | .0) |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Hispanic           | 7.6 | 39.1 | 16.7 | 62.8 | 18.6 | 3   | 66.2 |
|                    | (3  | (    | (    | (    | (    | 9.1 | (    |
|                    | .0) | 6.3) | 2.7) | 5.2) | 3.5) | (4  | 4.7) |
|                    |     |      |      |      |      | .3) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic       | 1   | 31.9 | 13.8 | 44.8 | 18.9 | 4   | 67.5 |
| African American   | 0.9 | (    | 3.6) | (    | (    | 7.4 | (    |
|                    | (2  | 3.9) |      | 5.4) | 2.6) | (3  | 2.5) |
|                    | .1) |      |      |      |      | .6) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Non-Hispanic White | 1   | 20.5 | 13.8 | 53.8 | 15.5 | 3   | 57.9 |
|                    | 1.0 | (    | (    | (    | (    | 5.8 | (    |
|                    | (2  | 5.7) | 1.2) | 2.6) | 3.9) | (6  | 3.9) |
|                    | .5) |      |      |      |      | .9) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Other              | \-  | \-   | 18.2 | 41.8 | 10.5 | 3   | 67.6 |
|                    |     |      | (    | (    | (    | 3.9 | (    |
|                    |     |      | 5.9) | 5.2) | 1.9) | (3  | 2.3) |
|                    |     |      |      |      |      | .1) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Asian              | N/A |      | N/A  |      | 13.1 | 3   | 50.5 |
|                    |     |      |      |      | (    | 5.1 | (    |
|                    |     |      |      |      | 2.6) | (5  | 4.9) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| American Indian    |     |      |      |      | 11.0 | 2   | 65.4 |
|                    |     |      |      |      | (    | 8.1 | (    |
|                    |     |      |      |      | 1.8) | (3  | 3.1) |
|                    |     |      |      |      |      | .8) |      |
+--------------------+-----+------+------+------+------+-----+------+
| Native Hawaiian    |     |      |      |      | 9.0  | 2   | 67.6 |
|                    |     |      |      |      | (    | 6.5 | (8   |
|                    |     |      |      |      | 5.7) | (10 | .2.) |
|                    |     |      |      |      |      | .5) |      |
+--------------------+-----+------+------+------+------+-----+------+
| \*Totals for 1980  |     |      |      |      |      |     |      |
| represent          |     |      |      |      |      |     |      |
| estimates from     |     |      |      |      |      |     |      |
| reprocessed data   |     |      |      |      |      |     |      |
+--------------------+-----+------+------+------+------+-----+------+

**4.8 Examining trends and possible interventions**

In this section, we analyze time trends in 1). general awareness of and
2). intended participation in the 2000 Census. Our main goal is to look
for possible interventions, or spikes, in general awareness or intended
participation, possibly due to special events (favorable or adverse) of
census publicity, such as the attention arising from the census advance
letter. This section contains one bar graph for each of these two
variables for total population and each of the six race/ethnicity
populations.

Each of the bar graphs divides up the date-sorted responses into
one-week time intervals. Each bar represents one week of responses.
Often, there were not enough data points (e.g., less than 20) in some
one-week periods, such as at the beginning or end of the data collection
wave. These one-week periods are not shown in the graphs. Each break in
a graph (other than for lack of data) represents the time periods
between the three waves of data collection. The reader should interpret
these data with caution, because each weekly set of responses is a small
non-randomized subsample of the complete wave-by-wave samples. The
responses in a given week represent those cases that just happened to be
interviewed that week.

# *4.8.1 General awareness*

In this section, we examine the question, "Have you heard or seen
anything *recently* about Census 2000?" "Don't Know's" (under the
assumption that they were unsure whether they had heard or seen anything
recently) were treated as "No's", as were persons not asked this
question because they responded "No" to an earlier question asking if
they had ever heard of the census. Therefore, for Figures 54 through 60,
each point represents the percentage of respondents (within that
one-week time period) who had recently heard or seen anything about
Census 2000.

The overall trends are very similar in all seven of the graphs.
Awareness starts out low in Wave 1 (September 1999 to November 1999),
below 50 percent. Awareness is noticeably higher in Wave 2 (January 2000
to March 2000), generally rising above 60 percent. Finally, Wave 3
(April 2000 to June 2000) after Census Day shows the highest awareness
rates, generally topping 80 percent (except for American Indians). It
does seem that respondents took the word "recent" literally, since all
groups show a dropoff in "recent" awareness during Wave 3 as Census Day
moves further into the past.

Comparing the various populations, Wave 1 awareness seems to be highest
among Hispanics and non-Hispanic Whites (around 40 percent), and lowest
among Native Hawaiians (around 20 percent). During Wave 2, the awareness
for populations featured in the core sample (Hispanic, non-Hispanic
African American, and non-Hispanic White) (above 70 percent) seems to be
higher than for the populations featured in the supplemental samples
(Asian, American Indian, and Native Hawaiian) (60-65 percent), but
awareness seems to be very similar (over 80 percent) among all subgroups
during Wave 3.

**Figure 54: Percentage of total population with recent awareness of
census**

![](media/image65.wmf){width="4.550694444444445in"
height="2.457638888888889in"}

**Figure 55: Percentage of Hispanics with recent awareness of census**

![](media/image66.wmf){width="4.448611111111111in"
height="2.448611111111111in"}

**Figure 56: Percentage of non-Hispanic African Americans with recent
awareness of census**

![](media/image67.wmf){width="4.399305555555555in"
height="2.454861111111111in"}

**Figure 57: Percentage of non-Hispanic Whites with recent awareness of
census**

![](media/image68.wmf){width="4.448611111111111in"
height="2.509027777777778in"}

**Figure 58: Percentage of Asians with recent awareness of census**

![](media/image69.wmf){width="4.550694444444445in"
height="2.354861111111111in"}

**Figure 59: Percentage of American Indians with recent awareness of
census**

![](media/image70.wmf){width="4.550694444444445in"
height="2.5034722222222223in"}

Figure 60: Percentage of Native Hawaiians with recent awareness of
census

![](media/image71.wmf){width="4.550694444444445in"
height="2.354861111111111in"}

Returning to our main goal, there do not seem to be sudden, significant
changes in the levels of awareness. All of the spikes in Figures 54
through 60 seem to last only one week, and are different for each
population. These spikes are probably due to random chance.

*4.8.2 Intended participation*

We now analyze a combination of two questions that were asked in
different waves. In Waves 1 and 2, respondents were asked how likely
they were to answer and send back their Census 2000 form. This question
used a five-point scale:

1= Definitely Will Not,

2= Probably Will Not,

3= Might or Might Not,

4= Probably Will, and

5= Definitely Will.

Refusals and "Don't Know's" were treated as missing data because, unlike
for general awareness, these response categories do not indicate how
likely the respondent is to participate. In Wave 3, respondents were
asked whether or not they had returned the Census 2000 form. For this
section, a "Yes" was recoded as a "5" (Definitely Will) and a "No" was
recoded as a "1" (Definitely Will Not) in order to keep the scale for
all three waves between 1 and 5. In Figures 61 through 67, each bar
represents the average score within that one-week time period.

The Wave 2 intended participation scores are higher than the Wave 1
score, especially for the Native Hawaiians. For Asians and American
Indians, the intended participation score seems to rise throughout Wave
2 after starting Wave 2 at about the same level as Wave 1. This may
indicate that the programs affected these two subgroups later or slower.
The intended participation score is mainly flat in Wave 2 for the other
populations, indicating that the PMP influenced them earlier, between
Waves 1 and 2 of data collection. Comparing Waves 2 and 3 is difficult
because in Wave 3, intended participation is replaced by whether they
have participated or not (self reported). Using the recoding described
above seems to match the Wave 2 intentions pretty well. A score of 4.0
in Wave 3 represents a 75 percent mailback rate. The Wave 3 score does
seem lower among American Indians. The Wave 3 bar graphs are mostly
flat, although there does seem to be more volatility than in the
previous waves, and there is a possible rising trend among non-Hispanic
African Americans.

It is difficult to be conclusive about within-wave trends, because of
small and possibly atypical samples. There are several dips in the
average intended participation scores, but they are not consistent
across the subgroups. They also do not seem to correspond to single
events of special census publicity that might have affected intended
participation, such as Senator Lott's encouragement of leaving some
items blank; the attention over the non-English-side of the advance
letter; or the controversy over the race item. The Wave 3 volatility
among American Indians seems due to small sample sizes rather than to
any event.

Comparing the seven figures, Wave 1 intended participation seems to be
lower among Native Hawaiians and American Indians than the other groups.
American Indians continue to be the least likely to participate during
Wave 2, while non-Hispanic Whites and Hispanics seem the most likely to
respond. In Wave 3, non-Hispanic Whites again seem the most likely to
participate, while American Indians are the least likely with
participation rates below 75 percent (that is, score below 4.0).

**Figure 61: Mean intended participation for total population**

![](media/image72.wmf){width="4.550694444444445in"
height="2.5548611111111112in"}

**Figure 62: Mean intended participation for Hispanics**

![](media/image73.wmf){width="4.550694444444445in"
height="2.509027777777778in"}

**Figure 63: Mean intended participation for non-Hispanic African
Americans**

![](media/image74.wmf){width="4.550694444444445in"
height="2.4006944444444445in"}

**Figure 64: Mean intended participation for non-Hispanic Whites**

![](media/image75.wmf){width="4.550694444444445in"
height="2.560416666666667in"}

**Figure 65: Mean intended participation for Asians**

![](media/image76.wmf){width="4.550694444444445in"
height="2.602777777777778in"}

**Figure 66: Mean intended participation for American Indians**

![](media/image77.wmf){width="4.550694444444445in"
height="2.651388888888889in"}

**Figure 67: Mean intended participation for Native Hawaiians**

![](media/image78.wmf){width="4.550694444444445in"
height="2.454861111111111in"}

None of the trends examined in this section offer basis for inference to
the national populations represented by the PMPE samples. For
inferential statistics, see earlier sections of this report. Rather,
this section was intended to be purely descriptive in nature and to
provide insight into special interventions, if any. In our opinion,
there is no evidence of major interventions.

**5. CONCLUSIONS AND RECOMMENDATIONS**

In the final analysis of the mail return rate, Census 2000 is higher
than the 1990 rate, this fact will establish a *prima facie* case for
the effectiveness of the PMP. In this report, we have sought to examine
this case \-- and buttress or refute it \-- using statistical analysis
of data collected from three waves of an evaluation survey, using a
before, during, and after design.

Broadly speaking, we find strong statistical evidence that the 2000 PMP
was successful in increasing public awareness of Census 2000. We also
find evidence that the PMP successfully changed beliefs and motivated
households to complete and return their census form, but this evidence
is somewhat weaker and less uniform.

1\. *How effective was the PMP, as a whole, in increasing general
awareness about the census? Among hard-to-enumerate populations? How
effective were mass-media and community-based communications in
increasing general awareness about the census? Among hard-to-enumerate
populations?*

People were asked in this study about how much they had heard about
Census 2000. This general level of awareness of communications about
Census 2000 increased significantly over time. It was greater after the
PMP than before the onset of the program. Those who had heard a great
deal about the census increased from around 5 percent at Wave 1, to
almost 30 percent at Wave 2, to about 50 percent by Wave 3. There were
sharp declines in those who had heard nothing over this same roughly
nine-month period.

Throughout our analysis, we focused on examination of the total
population and six race/ethnicity populations: Hispanic, non-Hispanic
African American, non-Hispanic White, Asian, American Indian, and Native
Hawaiian. In fact, the total population and all six race/ethnicity
populations exhibit significant increases in awareness over the period
of the study.

Using a four-point scale, mean general awareness for the total
population increased from 1.60 at Wave 1 to 3.02 at Wave 3. For the
non-Hispanic African American population, it increased from 1.62 to
3.17. Similar beneficial increases were achieved for non-Hispanic
Whites, Asians, American Indians, and Native Hawaiians. General
awareness may have leveled off for Hispanics, who increased
significantly from Wave 1 to 2, but not from Wave 2 to 3. Overall, it
appears that the program was effective for all populations in
stimulating awareness.

Many people are interested in understanding the separate effects of
mass-media and community-based communications. Yet most respondents
themselves probably can not accurately recall the separate
communications sources. Further, the PMP was not a designed experiment.
Both sources of communications probably complemented one another. Most
people who were exposed to one source were probably also exposed to the
other. Some who were exposed may have received relatively more exposure
from mass media, while others may have received more community-based
communications. In light of the complementary nature of the sources of

communications and the nonexperimental nature of the PMP, we find it
impossible to clearly establish the separate effects of mass-media and
community-based communications.

On its face, awareness of both mass-media and community-based
communications increases throughout the period of the study. In terms of
specific mass-media sources, reported awareness is greatest for
television, radio, and newspapers, in that order. Awareness due to
magazines and billboards is lower.

Most of the race/ethnicity populations recalled most of the components
of mass media. Five populations -- Hispanics, non-Hispanic African
Americans, non-Hispanic Whites, Asians, and Native Hawaiians -- exhibit
significant positive trends for television, radio, newspapers, and
billboard ads, while trends from Wave 2 to 3 for recalling census
awareness from magazines are usually not significant. For American
Indians, the trends for television and newspapers are significant; for
other sources, trends from Wave 1 to 2 are significant but trends from
Wave 2 to 3 are not. What this indicates is that census awareness during
these periods was constant \-- it did not significantly increase or
decrease. For most targeted populations, recall of television is at a
higher level with a stronger positive trend than recall of other
mass-media sources. These findings are consistent with the fact that
most magazine ads would have appeared before or by census day.

Using a three point scale to measure specific awareness by source, mean
awareness due to informal conversations for the total population
increases from 1.19 at Wave 1 to 1.84 at Wave 3. For other
community-based communications, the biggest effects seem to come from
census job announcements (mean awareness of 1.10 at Wave 1 to 1.64 at
Wave 3), signs or posters inside buildings (mean awareness of 1.07 at
Wave 1 to 1.53 at Wave 3), and schools you attended (mean awareness of
1.03 at Wave 1 to 1.30 at Wave 3). Paycheck or utility bill, the
Internet, conference exhibit booths, and participation on complete count
committees were least effective among the community-based sources.[^21]
Religious groups, community/government organizations, schools your
children attended, speeches, and articles fall in the middle ground.

The race/ethnicity populations also display significantly increased
awareness of community-based communications, and each generally follow
the overall pattern cited above. Often, because the changes due to
individual community-based sources are small, we are able to detect
change from Wave 1 to 3. For example, Hispanics display means of 1.07,
1.18, and 1.29 for awareness due to religious groups; the Wave 1 to 2
and Wave 1 to 3 trends are statistically significant, but the Wave 2 to
3 trend is not.

We conducted analysis of general census awareness by language spoken at
home. We find a significant difference between English- and
other-language-speaking Asians. We do not find a significant difference
for other populations. But there is a broad pattern of slightly lower
estimated awareness in the non-English speaking populations.

We also find that awareness is largely independent of age, except for
Native Hawaiians. Awareness seems largely independent of sex, except for
non-Hispanic African Americans. Awareness is associated with highest
grade completed, particularly for some of the hard-to-enumerate
populations, such as Hispanics, non-Hispanic African Americans, and
American Indians. However, awareness and highest grade completed are
independent for non-Hispanic Whites. The pattern of findings for highest
grade also applies to the association between awareness and household
income. Amount of media usage tends to be unrelated to census awareness.
Yet whether people use media at all, or not, is associated with census
awareness. Although the Internet was not a major source of awareness, it
is associated with awareness for all populations except Hispanics. An
index of civic participation is associated with census awareness for the
total population, non-Hispanic African Americans, Asians, and American
Indians, but for other populations the evidence is weaker and we are
unable to declare the observed associations significantly different from
zero.

To simplify this summary, we have tried to discern and describe broad
general patterns observed in a massive and complicated body of data. In
so doing, we may have oversimplified the findings and missed a specific
and important, but narrow, effect that correlates well with a specific
PMP action. For accurate specific findings, we urge the reader to
consult the appropriate material in Section 4.

2\. *How effective was mass-media in positively changing
attitudes/beliefs about the census among the general public? How
effective were community-based communications in positively changing
attitudes/beliefs about the census among the general public? Among the
hard-to-enumerate populations?*

Our research examined a variety of beliefs that people might hold
relevant to participating in the census. An example was the survey item
\"Filling out the census will let the government know what my community
needs.\" Confidence in the conclusion that the PMP was successful is
enhanced if changes in these beliefs are observed that are consistent
with the trends in awareness of communications and intentions to return
the census form. This was the case. However, the American Indian
population showed no change in their beliefs from before to after the
onset of the program, and this is consistent with the lack of any
increase in their intentions to return the census form.

For total population, non-Hispanic African Americans, non-Hispanic
Whites, and Native Hawaiians, there is a significant increase in
positive census beliefs from Wave 1 to 2 and from Wave 1 to 3. None of
the Wave 2 to 3 trends are significant. The evidence is weaker for
Asians, where only the trend from Wave 1 to 3 is significant, and for
Hispanics, where only the trend from Wave 1 to 2 is significant.
Analysis by language spoken at home shows that English-speaking Asians
may have changed beliefs, but that other-language-speaking Asians did
not.

We examined the associations between awareness of Census 2000 and
various census beliefs to ascertain whether awareness may influence
beliefs. Table 105 summarizes the significant associations by belief and
by race/ethnicity population. Among the various populations,
non-Hispanic African Americans exhibit the most consistent association
between census awareness and beliefs. Among the beliefs, "lets
government know what my community needs" and "answers could be used
against me" have the broadest effects across the populations. Clearly,
awareness is associated with beliefs.

Table 105: Summary of significant associations between awareness of
Census 2000 and various Census beliefs Wave 2

  -------------------- -------------- --------------- ---------------- ---------------- ------------ ------------ -------------
  **Census Belief**    **Total        **Hispanics**   **Non-Hispanic   **Non-Hispanic   **Asians**   **American   **Native
                       Population**                   African          Whites**                      Indians**    Hawaiians**
                                                      Americans**                                                 

  Lets government know x                              x                x                x                         x
  what my community                                                                                               
  needs                                                                                                           

  Counts citizens and                 x                                                                           x
  noncitizens alike                                                                                               

  Participation is                                    x                                                           
  important                                                                                                       

  Answers could be                    x               x                                 x                         x
  used against you                                                                                                

  Important for family                x               x                                              x            
  and community                                                                                                   

  Confidentiality can                                 x                                                           
  be trusted                                                                                                      

  Responding doesn't                                  x                                 x            x            x
  matter                                                                                                          

  Could harm                                                                            x            x            
  personally                                                                                                      
  -------------------- -------------- --------------- ---------------- ---------------- ------------ ------------ -------------

We also examined the association between census beliefs and
self-reported participation (reported in Wave 3). We find no
statistically significant evidence of association between the belief
that "confidentiality can be trusted" and participation. Perhaps the
public does not fully understand the word "confidentiality" or feels
that regardless of whether census data are confidential it is willing to
participate. On the other hand, the belief "could be used against me" is
associated with participation for the American Indian population,
providing further support for earlier findings. All populations, except
Hispanics, exhibit an association between participation and the belief
that census \"lets government know what my community needs.\" Continuing
to build this belief should be cornerstone of future advertising and
partnership programs.

3\. *What impact did the PMP, as a whole, have on the likelihood of
returning a census form? Specifically, what was the impact of
mass-media? Of community-based communications?*

Although awareness of communications about Census 2000 increased for all
populations the findings of a corresponding increase in the reported
likelihood of returning the census form were mixed and more subtle. Four
race/ethnicity populations did indicate that they were more likely to
return the census form (increased mean intended participation) after the
PMP than before its onset. The groups whose intentions grew more
positive were non-Hispanic African Americans, non-Hispanic Whites,
Asians, and Native Hawaiians. We were not able to demonstrate from our
data that the Hispanic and American Indian populations intended to
return the census form any more after the PMP than before it, although
the data hint at the possibility of a favorable effect and do not rule
it out.

We used a five-point scale to measure intended participation. In
absolute terms, intended participation started high at Wave 1 and stayed
high until census day: for example, in the total population, the
category "definitely will" starts just under 60 percent at Wave 1 and
rises to close to 70 percent at Wave 2.

There is no significant increase from Wave 1 to 2 in mean intended
participation for Hispanics (4.50 to 4.54) nor for American Indians
(4.05 to 4.19). Looking deeper, we find that mean intended participation
does increase significantly for English-speaking American Indians (4.04
to 4.28), even though it neither increases overall (4.05 to 4.19) nor
increases for other-languages American Indians (4.10 to 3.90). These are
important findings that may suggest future advertising and partnership
activities need to work even harder to reach the Hispanic and
other-languages, American Indian populations. The lack of significant
positive findings for American Indians may be due, in part, to small
sample sizes.

As noted, we found mean intended participation high, regardless of
whether it increased or not. To strengthen our findings we examined the
correlations between general awareness of census communications and
intended participation. The correlations increase significantly from
Wave 1 to 2 except for the American Indian population. Correlations
between mass-media and intended participation increase significantly
except for Asians and American Indians. We reach similar conclusions
regarding the correlations between community-based communications and
intended participation.

Higher awareness of communications about Census 2000 translates into a
greater likelihood or intention of returning the census form for five of
the targeted populations. For these groups, the higher levels of
awareness occurring after the onset of the program correlate with the
greater likelihood of returning the census form. All but the American
Indian population shows this effect. Hispanics show this effect even
though their mean intended participation was relatively high and did not
increase from Wave 1 to 2, suggesting that the program may have had less
impact on them. For non-Hispanic African Americans, non-Hispanic Whites,
Asians, and Native Hawaiians, it appears that people in these groups
became more aware of census communications and that this awareness was
linked to intentions to return the census form.

We also examined control variables for which we would not normally
expect a change from wave to wave. In fact, we did not see an important
change. In particular, the proportions of people who have heard of the
Department of Agriculture, the Surgeon General's office, and the school
lunch program do not change significantly and consistently from wave to
wave. Heard of welfare reform and an index of civic participation
display limited evidence of a decline at Wave 3 \-- which is
directionally opposite the buildup in census communications \-- and thus
does not signal the existence of a hidden variable, other than census
communications, driving the increase in intended participation. These
findings suggest that the general environment is not changing during the
census period, and thus that change in intended participation can
reasonably be attributed to change in census awareness mediated by
change in census beliefs. Such control variables replace a control
group, which was not feasible for this study.

We analyzed the association between census communications and intent to
participate using Wave 2 data, and between census communications and
self-reported behavior using the Wave 3 data. We also matched the
samples for Waves 2 and 3 to census returns and determined which
households actually returned the form by mail and the dates of mail
return. From these data, we were able to analyze the effect of census
communications on actual behavior.

We found a low correlation between actual mailback behavior and both
intended participation and self-reported behavior. In the total
population in Wave 2, 81 percent of households responded that they
definitely will or probably will participate, while 69 percent of these
households actually participated by mail.

Similarly in Wave 3, 73 percent self-reported that they returned the
form, while 66 percent actually did. (These percentages for actual
participation are somewhat attenuated due to the fact that we
reclassified late mail returns \-- those occurring after the NORC
interview date or after the start of nonresponse follow up operations
\-- as non-mail returns.)

For all four survey samples and for both Waves 2 and 3, we constructed
logistic regression models, attempting to directly explain the log-odds
of mail return in terms of various exogenous variables. The independent
variables include two measures of census communications \-- mean of
mass-media and mean of community-based communications \-- and nine
categorical variables suggested by prior census research, including an
index of civic participation, race/ethnicity, language spoken at home,
household income, highest grade completed, age, sex, household tenure
status, and an indicator of whether the household reported receipt of
the census form. For the core sample only, they also include two-way
interactions between the categorical variables and the census
communications variables. Because of limited sample size, we were not
able to consider interactions in the models for the Asian, American
Indian, and Native Hawaiian samples.

Despite earlier evidence that census communications had a clear and
favorable impact on what people said they would do \-- that is, their
intended participation (Waves 1 and 2) and self-reported behavior (Wave
3) \-- we now find limited and mixed evidence that it affected what
people actually did (their actual behavior). In fact, from the logistic
regression modeling we essentially find no significant effects of census
communications on the odds of mail return for Asians, American Indians,
and Native Hawaiians. It is possible that the small sample sizes,
especially for American Indians, prevent us from revealing the true
communications effects for these populations.

From the models for the core sample, we find census communications
effects are differential by language, age, and race/ethnicity. In Wave
2, overall communications were less effective for the other-languages
population than for the English-speaking population, while its impact on
the Spanish-speaking population was no different from its impact on the
English population. In Wave 3, community-based communications were less
effective for younger adults than for older adults. Mass media was less
effective for Other races than for non-Hispanic Whites, and
community-based communications were more effective in reaching
non-Hispanic African Americans than non-Hispanic Whites.

The models for Waves 2 and 3 are somewhat different, despite the fact
that both waves use identical sampling designs that entail independent
and representative samples of the total population. One possible reason
for the differences is that Wave 3 was generally exposed to additional
census communications not available at Wave 2, due to continuing PMP
activity and the arrival of the census form itself. However, we did
include a variable indicating receipt of the census form in the Wave 3
models.

We urge the reader to exercise a degree of caution in interpreting the
results of the logistic regression models. These models are not able to
explain most of the variability in actual behavior, although the quality
of fit is typical of social-science research data of this type. One of
the problems with this approach is that the models are fit
cross-sectionally, within Wave 2 and then within Wave 3. The variability
in the mass media and community-based variables across respondents
within wave is narrow. Fitting across the narrow span provides a model
with a bit of instability, similar to a child\'s teeter-totter. In an
ideal world, let alone a world of statistical experimentation, one would
devise a combined sample comprised of Wave 1 respondents who received no
additional exposure to census communications; Wave 2 respondents who
received no additional exposure; and Wave 3 respondents. In the combined
sample, one should find greater variability in the communications
variables, and thus presumably a better, more stable model than the one
found here. Because such a sample is not feasible, we are left no choice
but to fit cross-sectional models with caution.

4\. *Were differences in awareness, knowledge, and attitudes before and
after the Census 2000 campaign significantly different from those
measured before and after the 1990 campaign (which had no mass-media)?*

The Census Bureau developed and implemented an Outreach Evaluation
Survey (OES) at the time of the 1990 Census with objectives similar to
those of the 2000 PMPE. Yet it is nearly impossible to make exact
comparisons between the 1990 and 2000 Censuses, because of
non-comparabilities (1) between the timing of the waves of data
collection in the OES and PMPE, and (2) between the question wording and
response scales in the two surveys. In approximate terms, awareness of
the impending Census 2000 started at a relatively low level at Wave 1, a
point in time for which there is no corresponding data from the 1990
OES. By mid-winter, before census day, awareness in 2000 seems to
eclipse awareness of the impending 1990 Census. Furthermore, in terms of
mean number of sources of information cited by respondents, the 2000
PMPE reflects higher levels following Census Day than does the 1990 OES
at the same point in time. Interestingly, the percent that heard
recently about the census is lower following Census Day in 2000 than at
the same point in 1990, perhaps reflecting literal reporting by PMPE
respondents.

For non-Hispanic African Americans, we find higher percentages for
television and radio awareness in 2000 than in 1990. Over all
populations, awareness due to newspapers is lower in 2000 than in 1990,
and awareness due to print ads and meetings is higher. Magazine
awareness is also higher in 2000, but it still remains much lower than
awareness of other media.

According to our data, attitudes towards census confidentiality declined
at the close of the 20th Century. Favorable attitudes started at a low
level prior to Census 2000 and never recovered to the levels reported in
1990. Although this finding is cause for concern, the fact that trust in
confidentiality apparently does not influence participation, at least
according to these data, mitigates the concern.

On the other hand, respondents' views of the importance of participating
in the census remained quite stable: both censuses exhibited similarly
favorable attitudes, and neither exhibited a significant trend from wave
to wave within the census period. Designers of future advertising and
partnership programs should be challenged by this result to find ways of
instilling in the population the belief that census is important.

Finally, the 2000 PMP seems to have achieved greater success than
comparable efforts in 1990 to create a favorable attitude that the
census cannot be used against you. Despite this apparent progress, as we
reviewed earlier, fear that the census could be used against you
continues as an important predictor of census participation. Again, all
comparisons between OES and PMPE should be interpreted with considerable
caution because of the non-comparabilities cited earlier.

5\. *Was awareness or intended participation influenced by census
controversies or by other special events of census publicity?*

We made some analyses of week-to-week movements in awareness within each
of the three waves. Our objective was to ascertain whether any events of
special publicity \-- such as the controversy arising from the census
advance letter \-- may have affected census awareness or intended
participation. This analysis should be viewed with caution, because the
weekly data are based upon small, potentially nonrepresentative
subsamples. We found no evidence of any substantial intervention. We do
find an interesting falloff in recent awareness as time passes into May
and June. We do not view this decline a failure of the PMP, but rather
we suppose it simply represents literal reporting by largely cooperative
respondents who, by May or June, probably had not heard anything about
the census in several weeks. In fact, the PMP did not target those most
likely to respond after mid-April.

Summarizing our findings, the total population and all six populations
seem to have become more aware of census communications during the
nine-month period of the study. Non-Hispanic African Americans, Native
Hawaiians, and non-Hispanic Whites appear to have been most clearly
affected beyond this increased awareness. Their intentions to
participate in the census increased as well and their awareness and
became associated at the individual level with self-reported
participation. Asians and Hispanics appear less affected, particularly
when they are examined in terms of specific sources of communication.
American Indians seem to have been aware of census communications but
there is little statistical evidence they were affected by them. Results
for American Indians are subject to a larger design effect than results
for other targeted populations. It is possible that sampling error
obscures their real trends. Census communications did not have a
favorable impact on actual mail-return behavior for the Asian, American
Indian, and Native Hawaiian populations. For remaining populations,
census communications were helpful in promoting mail response, but the
help was differential by language, age, and race/ethnicity.

In light of these findings, it is appropriate to consider what
recommendations we might offer to planners of Census 2010. We approach
this final task with considerable trepidation. We know what we know on
the basis of the evaluation study concluded here. But we realize there
is a considerable amount we do not know from other census evaluation
studies, from specific advertising and partnership protocols, and from
the 2000 Census experience itself. Thus, we formulate and advance the
following recommendations based upon the PMPE data we have collected and
analyzed. Census executives will have to meld our recommendations with
their broader understanding of Census 2000 and its promotional
activities in order to formulate an appropriate set of actions for the
next census.

R1. The 2000 PMP was generally successful in promoting awareness and
intent to participate in the census. Even though the program had a
limited and mixed impact on peoples\' actual behavior, we strongly
recommend this program of mass-media and community-based communications
be repeated in general form, content, and intensity for Census 2010.
Some minor adjustments to the program, as follows, may achieve superior
results.

R2. The 2000 PMP demonstrated that, in general, mass-media and
community-based communications are a powerful means of reaching people.
Some sources of census communications were more effective than others.
As Census 2010 approaches, the Census Bureau should evaluate the then
current communications channels in America, with an eye towards
optimizing the allocation of PMP resources among the various channels.
In particular, the Census Bureau should reevaluate use of the Internet,
magazines, conference exhibit booths, and paycheck or utility bill
inserts. The first in this list of channels may be increasing in
importance, while remaining channels may be decreasing in importance.
Other channels, such as television, radio, and schools you attend will
probably continue to be as important in 2010, as they were in 2000.
Furthermore, the Census Bureau should examine opportunities to tailor
census messages to the source of communications.

R3. Awareness of census communications may have declined slightly after
Census Day 2000. The Census Bureau should conduct additional study of
this matter, to confirm its validity and consequences. The end purpose
of the study should be to determine whether a stronger post-Census-Day
communications program would have achieved favorable results at an
acceptable price.

R4. As Census 2010 approaches, the Census Bureau should reevaluate what
promotional messages resonate best with the American population overall,
and with targeted race/ethnicity populations. Based on the 2000
experience, a traditional message \-- census confidentiality can be
trusted \-- seems to be declining in effectiveness. Meanwhile, two newer
messages

> • Answers cannot be used against you
>
> • Lets government know what my community needs
>
> appear to be increasing in effectiveness. Use of the right messages
> will optimize the effectiveness of the 2010 PMP. In view of the
> demonstrated sophistication of the 2000 PMP, the Census Bureau should
> go on to explore use of even more subtle beliefs for Census 2010.

R5. Mass-media and community-based communications effectively reached
the African American community during Census 2000, and communications
changed census beliefs. For this population, the 2010 PMP should build
on the success of the 2000 PMP.

R6. For Census 2010, the Census Bureau should reevaluate the
communications approach for the Hispanic, Native Hawaiian, and
especially the American Indian populations. The 2000 PMP changed census
awareness for these populations, but there is little or no significant
evidence that it impacted intent to participate. For American Indians,
mean census beliefs were unchanged from before the onset of the PMP
through Census Day. To better reach these populations, the Census Bureau
may develop new communications messages, deliver more frequent messages
at the time of the census, or communicate on more of an ongoing basis
throughout the decade. The Census Bureau may identify beliefs that are
truly critical to peoples\' behavior in these communities, and formulate
communications messages accordingly. The reevaluation should consider
the design and outcomes of the 2000 PMP and whether further refinements
would be successful.

R7. English-speaking Asians changed census beliefs as a result of the
2000 PMP, but non-English-speaking Asians apparently did not. For 2010,
the Census Bureau should develop and implement communications channels
and messages that get through to this population.

R8. The 2000 PMP cost money, and the current evaluation study
demonstrated a limited linkage between the PMP effort and improvements
in actual mail return behavior. During early stages of planning for
Census 2010, the Census Bureau should conduct a formal cost-benefit
analysis, attempting to demonstrate the tradeoffs between increased
expenditures on PMP activities and reduced followup costs. The analysis
may be used as one small part of the base of information the Census
Bureau uses to justify its plan for Census 2010. If evaluation of the
2010 PMP is undertaken, in light of 2000 experiences, then it would be
desirable to develop some specific hypotheses that can be tested
directly.

R9. Ultimately, once congressional appropriations have been finalized,
during late stages of planning for Census 2010, there will be a fixed
amount of money to support PMP activities. The Census Bureau will be
faced with the daunting task of allocating this fixed pie among the many
worthy components of the program. In making this allocation, the Census
Bureau should continue to be guided by the twin goals of (1) increasing
the overall mail return rate and (2) reducing the differential
undercount, weighted by size, of historically undercounted populations.

R10. Future research should use an experimental design to measure the
effectiveness and

> benefit of a partnership and marketing program

**References**

American Association for Public Opinion Research (1998). *Standard
Definitions: Final Dispositions of Case Codes and Outcome Rates for RDD
Telephone Surveys and In-Person Household Surveys*. Ann Arbor, Michigan:
AAPOR. (<http://www.aapor.org/ethics/stddef.html>)

Bates N. and Buckley, S. (1999), "Effectiveness of Mass-media Campaign:
Reported Exposure to Advertising and Likelihood of Returning a Census
Form," Census 2000 Dress Rehearsal Evaluation Memorandum E1b, U.S.
Bureau of the Census, *not yet released*.

Bates, N. and Whitford, D. (1991), "Reaching Everyone: Encouraging
Participation in the 1990 Census," *Proceedings of the Social Statistics
Section, American Statistical Association*, pp. 507-512.

Council of American Survey Research Organizations Task Force on
Completion Rates (1982), \"On the Definition of Response Rates.\" *CASRO
Special Report.* Port Jefferson, NY: Council of American Survey Research
Organizations.

Cronbach (1951), \"Coefficient Alpha and the Internal Structure of
Tests,\" *Psychometrika*, 16:3, 297-334.

Fay, R. E., Bates, N. and Moore, J. (1991), "Lower Mail Response in the
1990 Census: A Preliminary Interpretation," *Proceedings of the 1991
Annual Research Conference*, U.S. Bureau of the Census, pp. 3-32.

Freedman, D., Pisani, R., Purves, R., and Adhikari, A. (1991)
*Statistics*, W.W. Norton & Co., New York.

Johnson, R.A. and Wichern, D.W. (1992), *Applied Multivariate
Statistical Analysis*, Prentice Hall, Englewood Cliffs, New Jersey.

Moore, J. (1982), "Evaluating the Public Information Campaign for the
1980 Census---Results of the KAP Survey," Preliminary Evaluation Results
Memorandum No. 31, U.S. Bureau of the Census.

Roper Starch Worldwide (1999), "Effectiveness of Paid-advertising,"
Census 2000 Dress Rehearsal Evaluation Memorandum E1a, U.S. Bureau of
the Census, *not yet released*.

Rao, J.N.K and A.J. Scott (1981), "The Analysis of Categorical Data from
Complex Surveys: Chi-Squared Tests for Goodness of Fit and Independence
in Two-Way Tables." *Journal of the American Statistical Association*,
76, (374), pp. 221-230.

Shah, B.V., Folsom, R.E., La Vange, L.M., Wheeless, S.C., Boyle, K.E.,
and Williams, R.L. (1995). \"Statistical Methods and Mathematical
Algorithms Used in SUDAAN,\" documentation for the software package
SUDAAN, Research Triangle Institute, NC.

Wolter, K.M. and Porras, J. (2002), *Supplement to the Final Report on
the Partnership and Marketing Program Evaluation: Frequencies and
Distributions of the Variables Appearing in Table 49*, Census 2000
Evaluation Report, U.S. Bureau of the Census, Washington, DC.

**Appendix A**

**Detailed description of the four evaluation samples**

**American Indian sample**

A total of 21 American Indian reservations and tribal areas (see Table
A-1 for a list of selected reservations/tribal areas and their
probabilities of selection) were randomly selected as 15 primary
sampling units (PSU=s) for the American Indian sample for all three
waves of data collection. In order to minimize costs, the three largest
reservations (in 1990 American Indian population) were defined as
certainty PSU=s, meaning that these reservations had a selection
probability of one. For the remaining reservations and tribal areas, the
probability of selection was determined using each reservation=s 1990
Decennial Census American Indian population as a proportion of all
American Indians living in reservations and tribal areas. The sampling
universe consisted of all reservations/tribal areas with 1000 or more
American Indian population as of the 1990 Census.

Personal visit interviews were used to collect data for this sample to
eliminate the possibility of coverage bias due to poor telephone
coverage, and to increase the likelihood of response.

Since physical address information was unavailable for many housing
units on the Master Address File (DMAF) at the time of sample selection
(August 1999), 1990 Decennial Census tabulation blocks were randomly
selected in the second stage of the sample for 16 of the 21
reservations/tribal areas. For the third and final stage of sampling in
the 16 reservations/tribal areas, no up-to-date list of housing units
(HUs) was available for the selected blocks. To maximize cost
effectiveness, a sample-and-go method was implemented whereby a random
start was provided for each selected block. Interviewers were instructed
to start at the northwest corner of a selected block and to travel
around the block in a clockwise direction, counting HUs as they went.
They were further instructed to include up to 10 HUs in the sample,
starting with the HU corresponding to the pre-assigned random start and
continuing through the nine following HUs. If the block contained a
total of 10 or fewer HUs, then all HUs were included in the sample.

In the remaining five selected reservations/tribal areas with sufficient
physical address information (i.e., Creek, Lumbee,
Kiowa-Comanche-Apache, Cheyenne-Arapaho, and Salt River reservations/
tribal areas), HUs were randomly selected from the DMAF.

This design was used in all three waves of data collection, since
physical address information from the update/leave phase of Census 2000
was not included in the DMAF until March 2000.

### Table A-1: Sampling conditions by reservation and primary sampling unit (PSU) 

### for the American Indian sample

  --------- --------------------------- --------------- ------------- ------------ ----------------
  **PSU**   **Reservations**            **Probability   **Certainty   **Sampling   **Explicit
                                        of Selection**  Status**      Type**       Density
                                                                                   Stratification
                                                                                   with PSU**

  201       Navajo Reservation and      1.0000          Yes           Block        No
            Trust Land                                                             

  202       Cherokee TJSA               1.0000          Yes           Block        Yes

  203       Creek TJSA                  1.0000          Yes           DMAF         Yes

  204       Lumbee TDSA (state)         0.8867          No            DMAF         No

  205       Choctaw TJSA                0.8704          No            Block        Yes

  206       Kiowa-Comanche-Apache-For   0.4000          No            DMAF         Yes

  207       Fort Apache Reservation     0.3051          No            Block        No

  208       Rosebud Reservation and     0.2465          No            Block        No
            Trust Land                                                             

  209       Hopi Reservation and Trust  0.4261          No            Block        Yes
            Land                                                                   

  209       Cheyenne-Arapaho TJSA       0.4261          No            DMAF         Yes

  210       Osage Reservation           0.1880          No            Block        Yes

  211       Standing Rock Reservation   0.1501          No            Block        No

  212       Red Lake Reservation        0.2190          No            Block        No

  212       Salt River Reservation      0.2190          No            DMAF         No

  213       Isleta Pueblo               0.2500          No            Block        No

  213       Santo Domingo Pueblo        0.2500          No            Block        No

  213       Uintah and Ouray            0.2500          No            Block        No
            Reservation                                                            

  214       Cattaraugus Reservation     0.1203          No            Block        No

  214       Omaha Reservation           0.1203          No            Block        No

  215       San Juan Pueblo             0.0779          No            Block        No

  215       Taos Pueblo and Trust Land  0.0779          No            Block        No
  --------- --------------------------- --------------- ------------- ------------ ----------------

###  

### Asian sample

Five large cities (see Table A-2 for a list of the cities) were selected
as certainty PSU=s for the Asian sample for all three waves of data
collection. These PSU=s were selected because of their large population
size and their relatively high proportion of Asian-American residents.
No other areas of the country were subjected to sampling.

Personal visit interviews were used to collect data for this sample to
eliminate the possibility of coverage bias due to poor telephone
coverage, and to increase the likelihood of response among
Asian-Americans that do not speak English.

In order to maximize cost efficiency, housing units were grouped into
two strata per PSU according their block group=s proportion of
Asian-American residents in the 1990 Census. We sampled the high density
(20 percent or greater Asian population) stratum at five times the rate
used in the low density stratum (less than 20 percent percent Asian) in
each PSU. The DMAF was used as a sampling frame in Waves 2 and 3, but
the incomplete status of the DMAF at the time of Wave 1 sample selection
(August 1999) forced the use of an alternative sample frame.

For Wave 1, we used a standard area-probability sampling design,
selecting segments at the second stage and HUs at the third and final
stage.[^22] Following the selection of segments (with probability
proportional to the Asian population from the 1990 Census), we
classified the specified segments as to high or low density and
determined the subsampling rate for each segment such that the
unconditional probability of selection of HUs in high-density areas was
five times the unconditional probability in low-density areas. Instead
of performing a conventional two-step listing and sampling operation in
the specified segments, which would have been expensive, we
pre-specified the selected lines within each specified segment in
accordance with the segment=s subsampling rate. Starting at the
Northwest corner of each specified block, interviewers were instructed
to travel around the block in a clockwise direction, counting HUs as
they went, and to conduct interviews at the HUs corresponding to the
pre-specified lines.

**Table A-2: Sampling conditions by primary sampling unit (PSU) for the
Asian sample**

  --------- ----------- --------------- ------------- ------------------------------- ----------------
  **PSU**   **City**    **Probability   **Certainty   **Sampling Type**               **Explicit
                        of Selection**  Status**                                      Density
                                                                                      Stratification
                                                                                      within PSU**

  301       Chicago     1.0000          Yes           Area Probability in Wave 1,     Yes
                                                      DMAF in Waves 2 & 3             

  302       Los Angeles 1.0000          Yes           Area Probability in Wave 1,     Yes
                                                      DMAF in Waves 2 & 3             

  303       New York    1.0000          Yes           Area Probability in Wave 1,     Yes
                                                      DMAF in Waves 2 & 3             

  304       San         1.0000          Yes           Area Probability in Wave 1,     Yes
            Francisco                                 DMAF in Waves 2 & 3             

  305       Seattle     1.0000          Yes           Area Probability in Wave 1,     Yes
                                                      DMAF in Waves 2 & 3             
  --------- ----------- --------------- ------------- ------------------------------- ----------------

#### Native Hawaiian sample

The State of Hawaii (see Table A-3) was the only PSU specified for the
Native Hawaiian sample; no other areas were subjected to sampling. It
simply would not have been cost effective to sample from the other 49
states, because their Native Hawaiian populations are extremely small
and widely dispersed.

To save money, we mainly used telephone interviewing for this sample.
Wave 1 was conducted entirely by telephone, while for Waves 2 and 3
about four-fifths of the interviews were obtained via telephone and
one-fifth via personal visit.

Contrary to our original plan, the DMAF was not ready or available at
the time of sampling for Wave 1. To enable the project to proceed on a
timely and cost-effective basis, a backup plan was needed, and after
consideration of alternatives, we quickly shifted the sampling design to
a list-assisted, random digit dialing (RDD) approach in one-plus,
100-banks. To maximize cost efficiency, we grouped census tracts into
two strata prior to sampling, according to their Native Hawaiian density
in the 1990 Census.[^23] In turn, telephone exchanges were matched to
census tracts and thus were classified into the high or low density
strata. We obtained and implemented an RDD sample of telephone numbers
from each of the two strata, sampling the high-density stratum at about
five times the rate used in the low-density stratum.

Fortunately, the DMAF was ready and available in time for sampling for
Waves 2 and 3, and thus we were able to proceed with our original plan.
We grouped HUs into a high- or low-density stratum based upon their
block group=s proportion of Native Hawaiian residents in the 1990
Census. Again, we sampled the high-density stratum at five times the
rate in the low-density stratum. Following sampling, we asked Telematch
to supply telephone numbers for the selected addresses, and they were
successful in doing so for about 25 percent of the addresses. This low
match rate (the expected match rate was 50 percent) was attributable in
part to a large number of less that fully complete addresses from the
DMAF; to apartment buildings where matching is especially difficult; and
to other factors. Before proceeding, we considered means of improving
the match rate \-- such as use of the Select Phone CD and of SSI,
another well-known vendor of telephone matching services \-- but none
proved helpful.

Ultimately for Wave 2, we released enough of the matches to telephone
interviewing (CATI) to yield about 400 Native Hawaiian completed
interviews. To avoid the possibility of a sampling bias, we subsampled
the non-matches and released enough of them to personal-visit
interviewing to yield about 100 Native Hawaiian completed interviews.
Advance letters were sent to all sample cases.

**Table A-3: Sampling conditions by primary sampling unit (PSU) for the
Native**

**Hawaiian sample**

  --------- ------------ --------------- ------------- ------------------------- ----------------
  **PSU**   **Area**     **Probability   **Certainty   **Sampling Type**         **Explicit
                         of Selection**  Status**                                Density
                                                                                 Stratification
                                                                                 within PSU**

  401       State of     1.0000          Yes           RDD in Wave 1, DMAF in    Yes
            Hawaii                                     Waves 2 & 3               
  --------- ------------ --------------- ------------- ------------------------- ----------------

**Core sample**

The purpose of the core sample is to provide evaluation statistics for
the census marketing and partnership campaigns both for the population
as a whole and for the Hispanic, non-Hispanic African American, and
non-Hispanic White populations. For obvious reasons, a main thrust of
these programs is to motivate hard-to-count groups to participate in the
2000 Census, especially by mail.

For this evaluation, fifty PSU=s (see Table A-4) were selected with
probability proportional to the 1990 Census HU count to represent the
general U.S. population in all three waves of data collection. The 10
largest metropolitan areas were selected with certainty, including the
New York CMSA, Los Angeles CMSA, Chicago CMSA, San Francisco CMSA,
Philadelphia CMSA, Detroit CMSA, Dallas CMSA, Washington DC MSA, Houston
CMSA, and Boston NECMA. This left 40 noncertainty PSUs.

To save money, we used telephone interviewing as much as possible in all
three waves. To avoid bias, we used personal-visit interviewing too, as
explained below.

To provide reliable statistics for the hard-to-count populations, we
oversampled Hispanic and non-Hispanic-African American households
(households) by partitioning each PSU into the four density sampling
strata set forth in Table A-5, and imposing higher sampling rates in the
three high-density strata. A few of the strata in a few of the PSUs
turned out to be empty (e.g., in PSU 081, Sandusky Co., OH, there are no
areas of high Hispanic or high non-Hispanic-African American density),
but essentially we employed a sampling design with a total of 200
sampling strata, four density strata in each of 50 PSUs.

As in the case of the three specialized samples, the DMAF was not ready
or available for use at the time of sampling operations for Wave 1, and
we quickly devised and implemented a backup plan. The DMAF was available
for our use for Waves 2 and 3 and we did use it at that time as the
sampling frame for HUs within PSUs.

For Wave 1, our backup plan involved RDD sampling and telephone
interviewing in the 50 PSUs, along with an area-probability sample and
personal-visit interviewing in the five PSUs that correspond to the PSUs
employed in the Asian sample. We chose the RDD design because of cost
considerations, and the area-probability supplement because of coverage
considerations. We felt that a comparison of the RDD and
area-probability results in the five PSUs may provide a formal
measurement of the effect on Wave 1, if any, of nontelephone households.
In turn, we reasoned that this measurement could be used, if necessary,
to calibrate the overall results from the Wave 1 RDD interviews.

For the RDD component, we implemented the same list-assisted approach as
we used for the Native Hawaiian sample. To maximize cost efficiency, we
grouped census tracts into the approximately 200 density strata prior to
sampling, according to their Hispanic and non-Hispanic-African American
populations in the 1990 Census. In turn, telephone exchanges were
matched to census tracts and thus were classified into the high- or
low-density strata. We obtained and implemented an RDD sample of
telephone numbers from each of the strata, sampling the high-density
strata at about five times the rate used in the low-low strata. For the
area-probability supplement, we selected segments[^24] at the
second-stage of sampling and HUs at the third stage. Segments were not
stratified within PSUs, but they were selected with probability
proportional to the 1990 Census HU count. HUs were subsampled within
segments at a rate determined to equalize the overall unconditional
probabilities of selection within the area-probability supplement. Thus,
the supplement was designed to be essentially self-weighting.

For Waves 2 and 3, we grouped HUs into the 200 density strata based upon
their block group=s proportion of Hispanic and non-Hispanic-African
American residents in the 1990 Census. Again, we sampled the
high-density strata at about five times the rate used in the low-low
strata. Following sampling, we asked Telematch to supply telephone
numbers for the selected addresses, and they were successful in doing so
for about 28 percent of the addresses. This low match rate (the expected
match rate was 50 percent) was attributable in part to the lack of
resident names as a matching field; to apartment buildings where
matching is especially difficult; and to other factors.

For the matches, we attempted telephone interviews from one of our
centralized CATI centers. Noncontacts, refusals, and cases with an
erroneous telephone number were sent to the field for personal-visit
interviewing. All nonmatches, of course, were assigned to the field for
personal-visit interviewing. Advance letters were sent to all sample
cases with a complete mailing address.

# Table A-4: Sampling conditions by primary sampling unit (PSU) for the core sample 

  --------- ---------------- --------------- ------------- -------------------- ----------------
  **PSU**   **Area**         **Probability   **Certainty   **Sampling Type**    **Explicit
                             of Selection**  Status**                           Density
                                                                                Stratification
                                                                                Within PSU**

  1         New York CMSA    1.0000          Yes           RDD in Wave 1, DMAF  Yes
                                                           in Waves 2 & 3       

  2         Los Angeles CMSA 1.0000          Yes           RDD in Wave 1, DMAF  Yes
                                                           in Waves 2 & 3       

  3         Chicago CMSA     1.0000          Yes           RDD in Wave 1, DMAF  Yes
                                                           in Waves 2 & 3       

  4         San Francisco    1.0000          Yes           RDD in Wave 1, DMAF  Yes
            CMSA                                           in Waves 2 & 3       

  5         Philadelphia     1.0000          Yes           RDD in Wave 1, DMAF  Yes
            CMSA                                           in Waves 2 & 3       
  --------- ---------------- --------------- ------------- -------------------- ----------------

  ---- ------------------- --------- -------- -------------------- ------------
  6    Detroit CMSA        1.0000    Yes      RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  7    Dallas CMSA         1.0000    Yes      RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  8    Washington, D.C.    1.0000    Yes      RDD in Wave 1, DMAF  Yes
       MSA                                    in Waves 2 & 3       

  9    Houston CMSA        1.0000    Yes      RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  10   Boston NECMA        1.0000    Yes      RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  11   Atlanta MSA         0.6345    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  13   St. Louis MSA       0.5437    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  15   Phoenix MSA         0.5146    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  17   Baltimore MSA       0.5075    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  19   Seattle MSA         0.4493    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  21   Worcester, MA,      0.1510    No       RDD in Wave 1, DMAF  Yes
       NECMA                                  in Waves 2 & 3       

  23   Buffalo, NY, PMSA   0.2173    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  26   Syracuse, NY, MSA   0.1438    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  28   Eau Claire, WI, MSA 0.0291    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  30   Jackson, MI, MSA    0.0313    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  33   Cleveland, OH, MSA  0.4102    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  35   Columbus, OH, MSA   0.3024    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  37   Saginaw-Bay City,   0.0841    No       RDD in Wave 1, DMAF  Yes
       MI, MSA                                in Waves 2 & 3       

  40   Springfield, MO,    0.0544    No       RDD in Wave 1, DMAF  Yes
       MSA                                    in Waves 2 & 3       

  42   Ft. Myers-Cape      0.1022    No       RDD in Wave 1, DMAF  Yes
       Coral, FL, MSA                         in Waves 2 & 3       

  44   Charlotte-Gaston,   0.2556    No       RDD in Wave 1, DMAF  Yes
       IA, MSA                                in Waves 2 & 3       

  46   Lynchburg, VA MSA   0.0307    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  49   Miami, FL, PMSA     0.4169    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  51   Charleston, SC, MSA 0.1080    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  53   Birmingham, AL, MSA 0.2037    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  56   Enid, OK, MSA       0.0143    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  58   Waco, TX, MSA       0.0426    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  60   New Orleans, LA,    0.2832    No       RDD in Wave 1, DMAF  Yes
       MSA                                    in Waves 2 & 3       

  63   Denver, CO, MSA     0.3871    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  65   Boulder, CO, PMSA   0.0511    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  67   Tacoma, WA          0.1237    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  69   Santa Barbara, CA,  0.0747    No       RDD in Wave 1, DMAF  Yes
       MSA                                    in Waves 2 & 3       

  72   Franklin, CO., PA   0.0263    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  74   Lee Co., IL         0.0072    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  76   Riley Co., KS       0.0124    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  79   Barry Co., MO       0.0070    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  81   Sandusky Co., OH    0.0128    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  83   Choctaw Co., AL     0.0037    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       

  85   Floyd Co., GA       0.0177    No       RDD in Wave 1, DMAF  Yes
                                              in Waves 2 & 3       
  ---- ------------------- --------- -------- -------------------- ------------

  ---- ---------------- --------- -------- -------------------- ------------
  88   Copiah Co., MS   0.0055    No       RDD in Wave 1, DMAF  Yes
                                           in Waves 2 & 3       

  90   Edgecombe Co.,   0.0118    No       RDD in Wave 1, DMAF  Yes
       NC                                  in Waves 2 & 3       

  92   Greene County,   0.0126    No       RDD in Wave 1, DMAF  Yes
       TN                                  in Waves 2 & 3       

  95   Caroline Co., VA 0.0039    No       RDD in Wave 1, DMAF  Yes
                                           in Waves 2 & 3       

  97   Mesa County, CO  0.0212    No       RDD in Wave 1, DMAF  Yes
                                           in Waves 2 & 3       

  99   Wasco County, OR 0.0057    No       RDD in Wave 1, DMAF  Yes
                                           in Waves 2 & 3       
  ---- ---------------- --------- -------- -------------------- ------------

**Table A-5: Stratification by density of Hispanic and non-Hispanic
African American populations**

+-------------------------------+-------------------+-----------------+
|                               | **High Density    | **Low Density   |
|                               | Hispanic (33%)** | Hispanic**      |
|                               |                   |                 |
|                               |                   | **(\< 33%)**    |
+-------------------------------+-------------------+-----------------+
| **High Density Non-Hispanic   | Stratum 1         | Stratum 2       |
| African American (33%)**     |                   |                 |
+-------------------------------+-------------------+-----------------+
| **Low Density Non-Hispanic    | Stratum 3         | Stratum 4       |
| African American (\< 33%)**   |                   |                 |
+-------------------------------+-------------------+-----------------+

**Appendix B**

**Survey response rates**

Tables B-1 through B-13 contain four sets of response rates for each
wave and each sample, as follows:

1.  Conservative response rates with no allowance for language barrier /
    incapacitated cases.

2.  Conservative response rates with an allowance for language barrier /
    incapacitated cases.

3.  Alternate response rates with no allowance for language barrier /
    incapacitated cases.

4.  Alternate response rates with an allowance for language barrier /
    incapacitated cases.

The best response rates are probably those making an allowance for the
language barrier / incapacitated cases. Although the difference is
relatively small, attention should be focused on the sets 2 and 4. In
any event, readers may use the set of response rates with which they are
most comfortable philosophically.

In what follows, we describe the column headings that appear in Tables
B-2 to B-13:

1.  **Incapacitated or Language Barrier, Main Interview**: Number of
    households that were determined to be eligible, but did not complete
    the main interview because of incapacitated and/or language barrier
    problems.

2.  **Incapacitated or Language Barrier, Screening Interview**: Number
    of households for which eligibility could not be determined because
    of incapacitated and/or language barrier problems at the screening
    interview.

3.  **Completed Cases**: Number of households for which the main
    interview was completed.

4.  **Eligible Cases**: Number of households determined to be eligible
    for the main interview.

5.  **Eligibility Determined**: Number of households for which the
    eligibility status for the main interview was determined.

6.  **Occupied Households:** Number of cases determined to be occupied
    households or working residential numbers.

7.  **Determined Household Status**: Number of cases for which the
    occupancy status was determined.

8.  **Sample Size**: Total number of cases released.

9.  **Completion Rate for Household Status**: Percentage of sample size
    for which the occupancy status was determined.

10. **Screener Completion Rate**: Percentage of occupied households for
    which the eligibility status was determined.

11. **Interview Completion Rate**: Percentage of households determined
    to be eligible for the main interviews that were completed.

12. **Response Rate**: Unconditional response rate calculated as the
    product of the three completion rates.

Conservative response rates are defined in the spirit of AAPOR (1998)
and CASRO (1982) standards. The problem is that these standards do not
apply to a two-stage interview \-- screener followed by main \-- of the
type used in the PMPE. Thus, NORC has established its own standards that
extend the APPOR and CASRO standards to real two-stage interviews.
Conservative response rates exactly follow the NORC standard.

Another problem is that conservative response rates fail to address some
special circumstances that arose in the conduct of the PMPE.

Towards that end, three broad adjustments were made as follows:

1.  The "no action" cases---within released replicates---were treated as
    not in the sample in the alternate calculations. The conservative
    approach treated them as eligible non-respondents. Of course,
    non-released replicates are not in the sample for any of our
    calculations. By virtue of field management and procedure, the "no
    action" cases reasonably may be viewed as a random subsample of all
    released cases.

2.  In Waves 2 and 3, interviewers encountered a large number of
    bad-addresses from the DMAF. The conservative response rate
    calculation treated these cases as eligible, non-respondents,
    whereas the alternative treats them as not in the sample.

3.  In the Native Hawaiian telephone sample, the cases that were not
    completed were not recycled to the field for follow-up. That
    practice artificially depressed the response rate. For the alternate
    response rate #4, the calculation assumes that a certain portion of
    these cases that could have been recycled to the field would have
    been completed. This adjustment is similar in spirit to the
    allowance made for language barrier/ incapacitated cases.

The results of implementing these adjustments are embodied in
alternative response rates.

Table B-1 displays the overall response rates across samples for all
three waves. The conservative response rates and the alternate response
rates with an allowance for language barrier and incapacitated cases are
presented. The table shows that the overall alternate response rates are
just under 50 percent, 65 percent and 68 percent for Waves 1, 2 and 3,
respectively. It should be noted that the response rates in Wave 1 were
significantly lower than that of Waves 2 and 3 because of the RDD
designs that had no field follow-up.

Table B-1: Summary of response rates over all samples by wave

  ----------------- --------------------------- -------------------------
  **Wave**          **Conservative Response     **Alternate Response Rate
                    Rate #2 (%)**               #4 (%)**

  1                 46.4                        48.4

  2                 49.2                        64.5

  3                 51.6                        67.7
  ----------------- --------------------------- -------------------------

<table style="width:100%;">
<colgroup>
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="17"><strong>Table B-2: Wave 1, unweighted response rates
#1</strong></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td><p><strong>Sample</strong></p>
<p><strong>Size</strong></p></td>
<td colspan="2"><strong>Completion Rate for Household
Status</strong></td>
<td colspan="2"><strong>Screener Completion Rate</strong></td>
<td colspan="2"><strong>Interview Completion Rate</strong></td>
<td colspan="2"><strong>Unconditional Response Rate</strong></td>
</tr>
<tr class="odd">
<td colspan="2">American Indian</td>
<td>18</td>
<td>0</td>
<td>510</td>
<td>790</td>
<td>1427</td>
<td>1428</td>
<td>2033</td>
<td>3182</td>
<td colspan="2">63.9</td>
<td colspan="2">99.9</td>
<td colspan="2">64.6</td>
<td colspan="2">41.2</td>
</tr>
<tr class="even">
<td colspan="2">Asian</td>
<td>29</td>
<td>0</td>
<td>517</td>
<td>951</td>
<td>4286</td>
<td>4286</td>
<td>4494</td>
<td>4528</td>
<td colspan="2">99.2</td>
<td colspan="2">100.0</td>
<td colspan="2">54.4</td>
<td colspan="2">54.0</td>
</tr>
<tr class="odd">
<td colspan="2">Core</td>
<td>6</td>
<td>80</td>
<td>1536</td>
<td>1833</td>
<td>2209</td>
<td>5442</td>
<td>11037</td>
<td>11105</td>
<td colspan="2">99.4</td>
<td colspan="2">40.6</td>
<td colspan="2">83.8</td>
<td colspan="2">33.8</td>
</tr>
<tr class="even">
<td></td>
<td>Field</td>
<td>1</td>
<td>0</td>
<td>199</td>
<td>274</td>
<td>274</td>
<td>274</td>
<td>289</td>
<td>289</td>
<td colspan="2">100.0</td>
<td colspan="2">100.0</td>
<td colspan="2">72.6</td>
<td colspan="2">72.6</td>
</tr>
<tr class="odd">
<td></td>
<td>RDD</td>
<td>5</td>
<td>80</td>
<td>1337</td>
<td>1559</td>
<td>1935</td>
<td>5168</td>
<td>10748</td>
<td>10816</td>
<td colspan="2">99.4</td>
<td colspan="2">37.4</td>
<td colspan="2">85.8</td>
<td colspan="2">31.9</td>
</tr>
<tr class="even">
<td colspan="2">Native Hawaiian</td>
<td>4</td>
<td>189</td>
<td>438</td>
<td>506</td>
<td>2353</td>
<td>5159</td>
<td>10900</td>
<td>10900</td>
<td colspan="2">100.0</td>
<td colspan="2">45.6</td>
<td colspan="2">86.6</td>
<td colspan="2">39.5</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Total</strong></td>
<td><strong>57</strong></td>
<td><strong>269</strong></td>
<td><strong>3001</strong></td>
<td><strong>4080</strong></td>
<td><strong>10275</strong></td>
<td><strong>16315</strong></td>
<td><strong>28464</strong></td>
<td><strong>29715</strong></td>
<td colspan="2"><strong>95.8</strong></td>
<td colspan="2"><strong>63.0</strong></td>
<td colspan="2"><strong>73.6</strong></td>
<td colspan="2"><strong>44.4</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="17"><strong>Table B-3: Wave 1, unweighted response rates
#2</strong></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td colspan="2"><p><strong>Sample</strong></p>
<p><strong>Size</strong></p></td>
<td colspan="2"><strong>Completion Rate for Household
Status</strong></td>
<td colspan="2"><strong>Screener Completion Rate</strong></td>
<td><strong>Interview Completion Rate</strong></td>
<td colspan="2"><strong>Unconditional Response Rate</strong></td>
</tr>
<tr class="even">
<td colspan="2">American Indian</td>
<td>18</td>
<td>0</td>
<td>510</td>
<td>790</td>
<td>1427</td>
<td>1428</td>
<td>2033</td>
<td colspan="2">3182</td>
<td colspan="2">63.9</td>
<td colspan="2">99.9</td>
<td>66.8</td>
<td colspan="2">42.7</td>
</tr>
<tr class="odd">
<td colspan="2">Asian</td>
<td>29</td>
<td>0</td>
<td>517</td>
<td>951</td>
<td>4286</td>
<td>4286</td>
<td>4494</td>
<td colspan="2">4528</td>
<td colspan="2">99.2</td>
<td colspan="2">100.0</td>
<td>57.4</td>
<td colspan="2">57.0</td>
</tr>
<tr class="even">
<td colspan="2">Core</td>
<td>6</td>
<td>80</td>
<td>1536</td>
<td>1833</td>
<td>2209</td>
<td>5442</td>
<td>11037</td>
<td colspan="2">11105</td>
<td colspan="2">99.4</td>
<td colspan="2">42.1</td>
<td>84.1</td>
<td colspan="2">35.2</td>
</tr>
<tr class="odd">
<td></td>
<td>Field</td>
<td>1</td>
<td>0</td>
<td>199</td>
<td>274</td>
<td>274</td>
<td>274</td>
<td>289</td>
<td colspan="2">289</td>
<td colspan="2">100.0</td>
<td colspan="2">100.0</td>
<td>73.0</td>
<td colspan="2">73.0</td>
</tr>
<tr class="even">
<td></td>
<td>RDD</td>
<td>5</td>
<td>80</td>
<td>1337</td>
<td>1559</td>
<td>1935</td>
<td>5168</td>
<td>10748</td>
<td colspan="2">10816</td>
<td colspan="2">99.4</td>
<td colspan="2">39.0</td>
<td>86.1</td>
<td colspan="2">33.4</td>
</tr>
<tr class="odd">
<td colspan="2">Native Hawaiian</td>
<td>4</td>
<td>189</td>
<td>438</td>
<td>506</td>
<td>2353</td>
<td>5159</td>
<td>10900</td>
<td colspan="2">10900</td>
<td colspan="2">100.0</td>
<td colspan="2">49.3</td>
<td>87.4</td>
<td colspan="2">43.0</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Total</strong></td>
<td><strong>57</strong></td>
<td><strong>269</strong></td>
<td><strong>3001</strong></td>
<td><strong>4080</strong></td>
<td><strong>10275</strong></td>
<td><strong>16315</strong></td>
<td><strong>28464</strong></td>
<td colspan="2"><strong>29715</strong></td>
<td colspan="2"><strong>95.8</strong></td>
<td colspan="2"><strong>64.6</strong></td>
<td><strong>75.0</strong></td>
<td colspan="2"><strong>46.4</strong></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

<table style="width:100%;">
<colgroup>
<col style="width: 0%" />
<col style="width: 13%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 2%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="31"><strong>Table B-4: Wave 1, unweighted response rates
#3</strong></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><strong>Sample</strong></td>
<td colspan="2"><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td colspan="3"><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td colspan="3"><strong>Completed Cases</strong></td>
<td colspan="2"><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td colspan="2"><strong>Eligibility Determined</strong></td>
<td colspan="2"><strong>Occupied Households</strong></td>
<td colspan="2"><strong>Determined Household Status</strong></td>
<td colspan="2"><strong>Sample Size</strong></td>
<td colspan="3"><strong>Completion Rate for Household
Status</strong></td>
<td colspan="2"><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td colspan="3"><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td colspan="2"><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">American Indian</td>
<td colspan="2">18</td>
<td colspan="3">0</td>
<td colspan="3">510</td>
<td colspan="2">790</td>
<td colspan="2">1427</td>
<td colspan="2">1428</td>
<td colspan="2">3182</td>
<td colspan="2">3182</td>
<td colspan="3">100.0</td>
<td colspan="2">99.9</td>
<td colspan="3">64.6</td>
<td colspan="2">64.5</td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Asian</td>
<td colspan="2">29</td>
<td colspan="3">0</td>
<td colspan="3">517</td>
<td colspan="2">951</td>
<td colspan="2">4286</td>
<td colspan="2">4286</td>
<td colspan="2">4528</td>
<td colspan="2">4528</td>
<td colspan="3">100.0</td>
<td colspan="2">100.0</td>
<td colspan="3">54.4</td>
<td colspan="2">54.4</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Core</td>
<td colspan="2">6</td>
<td colspan="3">80</td>
<td colspan="3">1536</td>
<td colspan="2">1833</td>
<td colspan="2">2209</td>
<td colspan="2">5442</td>
<td colspan="2">11105</td>
<td colspan="2">11105</td>
<td colspan="3">100.0</td>
<td colspan="2">40.6</td>
<td colspan="3">83.8</td>
<td colspan="2">34.0</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">Field</td>
<td colspan="2">1</td>
<td colspan="3">0</td>
<td colspan="3">199</td>
<td colspan="2">274</td>
<td colspan="2">274</td>
<td colspan="2">274</td>
<td colspan="2">289</td>
<td colspan="2">289</td>
<td colspan="3">100.0</td>
<td colspan="2">100.0</td>
<td colspan="3">72.6</td>
<td colspan="2">72.6</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">RDD</td>
<td colspan="2">5</td>
<td colspan="3">80</td>
<td colspan="3">1337</td>
<td colspan="2">1559</td>
<td colspan="2">1935</td>
<td colspan="2">5168</td>
<td colspan="2">10816</td>
<td colspan="2">10816</td>
<td colspan="3">100.0</td>
<td colspan="2">37.4</td>
<td colspan="3">85.8</td>
<td colspan="2">32.1</td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Native Hawaiian</td>
<td colspan="2">4</td>
<td colspan="3">189</td>
<td colspan="3">438</td>
<td colspan="2">506</td>
<td colspan="2">2353</td>
<td colspan="2">5159</td>
<td colspan="2">10900</td>
<td colspan="2">10900</td>
<td colspan="3">100.0</td>
<td colspan="2">45.6</td>
<td colspan="3">86.6</td>
<td colspan="2">39.5</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>Total</strong></td>
<td colspan="2"><strong>57</strong></td>
<td colspan="3"><strong>269</strong></td>
<td colspan="3"><strong>3001</strong></td>
<td colspan="2"><strong>4080</strong></td>
<td colspan="2"><strong>10275</strong></td>
<td colspan="2"><strong>16315</strong></td>
<td colspan="2"><strong>29715</strong></td>
<td colspan="2"><strong>29715</strong></td>
<td colspan="3"><strong>100.0</strong></td>
<td colspan="2"><strong>63.0</strong></td>
<td colspan="3"><strong>73.6</strong></td>
<td colspan="2"><strong>46.3</strong></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="31"><strong>Table B-5: Wave 1, unweighted response rates
#4</strong></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Sample</strong></td>
<td colspan="3"><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td colspan="2"><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td colspan="3"><strong>Completed Cases</strong></td>
<td colspan="3"><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td colspan="2"><strong>Eligibility Determined</strong></td>
<td colspan="2"><strong>Occupied Households</strong></td>
<td colspan="2"><strong>Determined Household Status</strong></td>
<td colspan="2"><strong>Sample Size</strong></td>
<td colspan="2"><strong>Completion Rate for Household
Status</strong></td>
<td colspan="3"><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td colspan="2"><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td colspan="3"><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">American Indian</td>
<td colspan="3">18</td>
<td colspan="2">0</td>
<td colspan="3">510</td>
<td colspan="3">790</td>
<td colspan="2">1427</td>
<td colspan="2">1428</td>
<td colspan="2">3182</td>
<td colspan="2">3182</td>
<td colspan="2">100.0</td>
<td colspan="3">99.9</td>
<td colspan="2">66.8</td>
<td colspan="3">66.8</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">Asian</td>
<td colspan="3">29</td>
<td colspan="2">0</td>
<td colspan="3">517</td>
<td colspan="3">951</td>
<td colspan="2">4286</td>
<td colspan="2">4286</td>
<td colspan="2">4528</td>
<td colspan="2">4528</td>
<td colspan="2">100.0</td>
<td colspan="3">100.0</td>
<td colspan="2">57.4</td>
<td colspan="3">57.4</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Core</td>
<td colspan="3">6</td>
<td colspan="2">80</td>
<td colspan="3">1536</td>
<td colspan="3">1833</td>
<td colspan="2">2209</td>
<td colspan="2">5442</td>
<td colspan="2">11105</td>
<td colspan="2">11105</td>
<td colspan="2">100.0</td>
<td colspan="3">42.1</td>
<td colspan="2">84.1</td>
<td colspan="3">35.4</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>Field</td>
<td colspan="3">1</td>
<td colspan="2">0</td>
<td colspan="3">199</td>
<td colspan="3">274</td>
<td colspan="2">274</td>
<td colspan="2">274</td>
<td colspan="2">289</td>
<td colspan="2">289</td>
<td colspan="2">100.0</td>
<td colspan="3">100.0</td>
<td colspan="2">73.0</td>
<td colspan="3">73.0</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td>RDD</td>
<td colspan="3">5</td>
<td colspan="2">80</td>
<td colspan="3">1337</td>
<td colspan="3">1559</td>
<td colspan="2">1935</td>
<td colspan="2">5168</td>
<td colspan="2">10816</td>
<td colspan="2">10816</td>
<td colspan="2">100.0</td>
<td colspan="3">39.0</td>
<td colspan="2">86.1</td>
<td colspan="3">33.6</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">Native Hawaiian</td>
<td colspan="3">4</td>
<td colspan="2">189</td>
<td colspan="3">438</td>
<td colspan="3">506</td>
<td colspan="2">2353</td>
<td colspan="2">5159</td>
<td colspan="2">10900</td>
<td colspan="2">10900</td>
<td colspan="2">100.0</td>
<td colspan="3">49.3</td>
<td colspan="2">87.4</td>
<td colspan="3">43.0</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Total</strong></td>
<td colspan="3"><strong>57</strong></td>
<td colspan="2"><strong>269</strong></td>
<td colspan="3"><strong>3001</strong></td>
<td colspan="3"><strong>4080</strong></td>
<td colspan="2"><strong>10275</strong></td>
<td colspan="2"><strong>16315</strong></td>
<td colspan="2"><strong>29715</strong></td>
<td colspan="2"><strong>29715</strong></td>
<td colspan="2"><strong>100.0</strong></td>
<td colspan="3"><strong>64.6</strong></td>
<td colspan="2"><strong>75.0</strong></td>
<td colspan="3"><strong>48.4</strong></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="15"><strong>Table B-6: Wave 2, unweighted response rates
#1</strong></td>
</tr>
<tr class="even">
<td colspan="3"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td><strong>Sample Size</strong></td>
<td><strong>Completion Rate for Household Status</strong></td>
<td><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
</tr>
<tr class="odd">
<td colspan="3">American Indian</td>
<td>0</td>
<td>0</td>
<td>498</td>
<td>537</td>
<td>1628</td>
<td>2120</td>
<td>3078</td>
<td>3345</td>
<td>92.0</td>
<td>76.8</td>
<td>92.7</td>
<td>65.5</td>
</tr>
<tr class="even">
<td colspan="3">Asian</td>
<td>7</td>
<td>46</td>
<td>471</td>
<td>549</td>
<td>4117</td>
<td>4895</td>
<td>5457</td>
<td>5932</td>
<td>92.0</td>
<td>84.1</td>
<td>85.8</td>
<td>66.4</td>
</tr>
<tr class="odd">
<td>Core</td>
<td colspan="2"></td>
<td>50</td>
<td>0</td>
<td>1227</td>
<td>2122</td>
<td>2122</td>
<td>2122</td>
<td>2412</td>
<td>2600</td>
<td>92.8</td>
<td>100.0</td>
<td>57.8</td>
<td>53.6</td>
</tr>
<tr class="even">
<td colspan="3">Native Hawaiian</td>
<td>7</td>
<td>66</td>
<td>520</td>
<td>1198</td>
<td>2835</td>
<td>3274</td>
<td>3499</td>
<td>4250</td>
<td>82.3</td>
<td>86.6</td>
<td>43.4</td>
<td>30.9</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">Field</td>
<td>0</td>
<td>0</td>
<td>119</td>
<td>128</td>
<td>444</td>
<td>552</td>
<td>627</td>
<td>850</td>
<td>73.8</td>
<td>80.4</td>
<td>93.0</td>
<td>55.2</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">Phone</td>
<td>7</td>
<td>66</td>
<td>401</td>
<td>1070</td>
<td>2391</td>
<td>2722</td>
<td>2872</td>
<td>3400</td>
<td>84.5</td>
<td>87.8</td>
<td>37.5</td>
<td>27.8</td>
</tr>
<tr class="odd">
<td><strong>Total</strong></td>
<td colspan="2"></td>
<td><strong>64</strong></td>
<td><strong>112</strong></td>
<td><strong>2716</strong></td>
<td><strong>4406</strong></td>
<td><strong>10702</strong></td>
<td><strong>12411</strong></td>
<td><strong>14446</strong></td>
<td><strong>16127</strong></td>
<td><strong>89.6</strong></td>
<td><strong>86.2</strong></td>
<td><strong>61.6</strong></td>
<td><strong>47.6</strong></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="15"><strong>Table B-7: Wave 2, unweighted response rates
#2</strong></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td><strong>Sample Size</strong></td>
<td><strong>Completion Rate for Household Status</strong></td>
<td><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
</tr>
<tr class="even">
<td colspan="3">American Indian</td>
<td>0</td>
<td>0</td>
<td>498</td>
<td>537</td>
<td>1628</td>
<td>2120</td>
<td>3078</td>
<td>3345</td>
<td>92.0</td>
<td>76.8</td>
<td>92.7</td>
<td>65.5</td>
</tr>
<tr class="odd">
<td colspan="3">Asian</td>
<td>7</td>
<td>46</td>
<td>471</td>
<td>549</td>
<td>4117</td>
<td>4895</td>
<td>5457</td>
<td>5932</td>
<td>92.0</td>
<td>85.0</td>
<td>87.1</td>
<td>68.1</td>
</tr>
<tr class="even">
<td>Core</td>
<td colspan="2"></td>
<td>50</td>
<td>0</td>
<td>1227</td>
<td>2122</td>
<td>2122</td>
<td>2122</td>
<td>2412</td>
<td>2600</td>
<td>92.8</td>
<td>100.0</td>
<td>60.2</td>
<td>55.8</td>
</tr>
<tr class="odd">
<td colspan="3">Native Hawaiian</td>
<td>7</td>
<td>66</td>
<td>520</td>
<td>1198</td>
<td>2835</td>
<td>3274</td>
<td>3499</td>
<td>4250</td>
<td>82.3</td>
<td>88.6</td>
<td>44.0</td>
<td>32.1</td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td>Field</td>
<td>0</td>
<td>0</td>
<td>119</td>
<td>128</td>
<td>444</td>
<td>552</td>
<td>627</td>
<td>850</td>
<td>73.8</td>
<td>80.4</td>
<td>93.0</td>
<td>55.2</td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td>Phone</td>
<td>7</td>
<td>66</td>
<td>401</td>
<td>1070</td>
<td>2391</td>
<td>2722</td>
<td>2872</td>
<td>3400</td>
<td>84.5</td>
<td>90.3</td>
<td>38.1</td>
<td>29.1</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Total</strong></td>
<td></td>
<td><strong>64</strong></td>
<td><strong>112</strong></td>
<td><strong>2716</strong></td>
<td><strong>4406</strong></td>
<td><strong>10702</strong></td>
<td><strong>12411</strong></td>
<td><strong>14446</strong></td>
<td><strong>16127</strong></td>
<td><strong>89.6</strong></td>
<td><strong>87.1</strong></td>
<td><strong>63.1</strong></td>
<td><strong>49.2</strong></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="8"><strong>Table B-8: Wave 2, unweighted response rates
#3</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td><strong>Sample Size</strong></td>
<td><strong>Completion Rate for Household Status</strong></td>
<td><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
</tr>
<tr class="even">
<td colspan="2">American Indian</td>
<td>0</td>
<td>0</td>
<td>498</td>
<td>537</td>
<td>1628</td>
<td>2120</td>
<td>3345</td>
<td>3345</td>
<td>100.0</td>
<td>76.8</td>
<td>92.7</td>
<td>71.2</td>
</tr>
<tr class="odd">
<td colspan="2">Asian</td>
<td>7</td>
<td>46</td>
<td>471</td>
<td>549</td>
<td>4117</td>
<td>4895</td>
<td>5932</td>
<td>5932</td>
<td>100.0</td>
<td>84.1</td>
<td>85.8</td>
<td>72.2</td>
</tr>
<tr class="even">
<td>Core</td>
<td></td>
<td>50</td>
<td>0</td>
<td>1227</td>
<td>2122</td>
<td>2122</td>
<td>2122</td>
<td>2600</td>
<td>2600</td>
<td>100.0</td>
<td>100.0</td>
<td>57.8</td>
<td>57.8</td>
</tr>
<tr class="odd">
<td colspan="2">Native Hawaiian</td>
<td>7</td>
<td>66</td>
<td>520</td>
<td>1198</td>
<td>2835</td>
<td>3952</td>
<td>4250</td>
<td>4250</td>
<td>100.0</td>
<td>92.7</td>
<td>78.7</td>
<td>73.0</td>
</tr>
<tr class="even">
<td></td>
<td>Field</td>
<td>0</td>
<td>0</td>
<td>119</td>
<td>128</td>
<td>444</td>
<td>552</td>
<td>850</td>
<td>850</td>
<td>100.0</td>
<td>80.4</td>
<td>93.0</td>
<td>74.8</td>
</tr>
<tr class="odd">
<td></td>
<td>Phone</td>
<td>7</td>
<td>66</td>
<td>401</td>
<td>1070</td>
<td>2391</td>
<td>3400</td>
<td>3400</td>
<td>3400</td>
<td>100.0</td>
<td>94.7</td>
<td>77.3</td>
<td>73.2</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Total</strong></td>
<td><strong>64</strong></td>
<td><strong>112</strong></td>
<td><strong>2716</strong></td>
<td><strong>4406</strong></td>
<td><strong>10702</strong></td>
<td><strong>13089</strong></td>
<td><strong>16127</strong></td>
<td><strong>16127</strong></td>
<td><strong>100.0</strong></td>
<td><strong>88.1</strong></td>
<td><strong>71.6</strong></td>
<td><strong>63.1</strong></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="14"><strong>Table B-9: Wave 2, unweighted response rates
#4</strong></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Sample</strong></td>
<td><strong>Incapacitated or Language Barrier, Main
Interview</strong></td>
<td><strong>Incapacitated or Language Barrier, Screening
Interview</strong></td>
<td><strong>Completed Cases</strong></td>
<td><p><strong>Eligible</strong></p>
<p><strong>Cases</strong></p></td>
<td><strong>Eligibility Determined</strong></td>
<td><strong>Occupied Households</strong></td>
<td><strong>Determined Household Status</strong></td>
<td><strong>Sample Size</strong></td>
<td><strong>Completion Rate for Household Status</strong></td>
<td><p><strong>Screener Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Interview Response</strong></p>
<p><strong>Rate</strong></p></td>
<td><p><strong>Unconditional Response</strong></p>
<p><strong>Rate</strong></p></td>
</tr>
<tr class="odd">
<td colspan="2">American Indian</td>
<td>0</td>
<td>0</td>
<td>498</td>
<td>537</td>
<td>1628</td>
<td>2120</td>
<td>3345</td>
<td>3345</td>
<td>100.0</td>
<td>76.8</td>
<td>92.7</td>
<td>71.2</td>
</tr>
<tr class="even">
<td colspan="2">Asian</td>
<td>7</td>
<td>46</td>
<td>471</td>
<td>549</td>
<td>4117</td>
<td>4895</td>
<td>5932</td>
<td>5932</td>
<td>100.0</td>
<td>85.0</td>
<td>87.1</td>
<td>74.0</td>
</tr>
<tr class="odd">
<td>Core</td>
<td></td>
<td>50</td>
<td>0</td>
<td>1227</td>
<td>2122</td>
<td>2122</td>
<td>2122</td>
<td>2600</td>
<td>2600</td>
<td>100.0</td>
<td>100.0</td>
<td>60.2</td>
<td>60.2</td>
</tr>
<tr class="even">
<td colspan="2">Native Hawaiian</td>
<td>7</td>
<td>66</td>
<td>520</td>
<td>1198</td>
<td>2835</td>
<td>3952</td>
<td>4250</td>
<td>4250</td>
<td>100.0</td>
<td>93.0</td>
<td>79.0</td>
<td>73.5</td>
</tr>
<tr class="odd">
<td></td>
<td>Field</td>
<td>0</td>
<td>0</td>
<td>119</td>
<td>128</td>
<td>444</td>
<td>552</td>
<td>850</td>
<td>850</td>
<td>100.0</td>
<td>80.4</td>
<td>93.0</td>
<td>74.8</td>
</tr>
<tr class="even">
<td></td>
<td>Phone</td>
<td>7</td>
<td>66</td>
<td>401</td>
<td>1070</td>
<td>2391</td>
<td>3400</td>
<td>3400</td>
<td>3400</td>
<td>100.0</td>
<td>95.1</td>
<td>77.6</td>
<td>73.8</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Total</strong></td>
<td><strong>64</strong></td>
<td><strong>112</strong></td>
<td><strong>2716</strong></td>
<td><strong>4406</strong></td>
<td><strong>10702</strong></td>
<td><strong>13089</strong></td>
<td><strong>16127</strong></td>
<td><strong>16127</strong></td>
<td><strong>100.0</strong></td>
<td><strong>88.5</strong></td>
<td><strong>72.9</strong></td>
<td><strong>64.5</strong></td>
</tr>
</tbody>
</table>

  ------------ ------- ----------------- ----------------- ----------------- ----------------- ------------- ------------ --------------- -------------- -------------- ----------- -------------- ------------ ------------- -----------------
  **Table                                                                                                                                                                                                                     
  B-10: Wave                                                                                                                                                                                                                  
  3,                                                                                                                                                                                                                          
  unweighted                                                                                                                                                                                                                  
  response                                                                                                                                                                                                                    
  rates #1**                                                                                                                                                                                                                  

  **Sample**           **Incapacitated                     **Incapacitated                     **Completed   **Eligible   **Eligibility   **Occupied     **Determined   **Sample    **Completion   **Screener   **Interview   **Unconditional
                       or Language                         or Language                         Cases**       Cases**      Determined**    Households**   Household      Size**      Rate for       Response     Response      Response Rate**
                       Barrier., Main                      Barrier,                                                                                      Status**                   Household      Rate**       Rate**        
                       Interview**                         Screening                                                                                                                Status**                                  
                                                           Interview**                                                                                                                                                        

  American             2                                   0                                   770           919          2418            2716           3742           4581        81.7           89.0         83.8          60.9
  Indian                                                                                                                                                                                                                      

  Asian                114                                 9                                   778           1269         6721            7399           7924           8748        90.6           90.8         61.3          50.4

  Core                 74                                  0                                   1989          3079         3079            3079           3421           3729        91.7           100.0        64.6          59.3

  Native               10                                  137                                 710           1444         3805            4562           4945           6345        77.9           83.4         49.2          32.0
  Hawaiian                                                                                                                                                                                                                    

               Field   1                                   1                                   109           126          441             524            606            867         69.9           84.2         86.5          50.9

               Phone   9                                   136                                 601           1318         3364            4038           4339           5478        79.2           83.3         45.6          30.1

  **Total**            **200**                             **146**                             **4247**      **6711**     **16023**       **17756**      **20032**      **23403**   **85.6**       **90.2**     **63.3**      **48.9**

                                                                                                                                                                                                                              

                                                                                                                                                                                                                              

  **Table                                                                                                                                                                                                                     
  B-11: Wave                                                                                                                                                                                                                  
  3,                                                                                                                                                                                                                          
  unweighted                                                                                                                                                                                                                  
  response                                                                                                                                                                                                                    
  rates #2**                                                                                                                                                                                                                  

  **Sample**                             **Incapacitated                     **Incapacitated   **Completed   **Eligible   **Eligibility   **Occupied     **Determined   **Sample    **Completion   **Screener   **Interview   **Unconditional
                                         or Language                         or Language       Cases**       Cases**      Determined**    Households**   Household      Size**      Rate for       Response     Response      Response Rate**
                                         Barrier., Main                      Barrier,                                                                    Status**                   Household      Rate**       Rate**        
                                         Interview**                         Screening                                                                                              Status**                                  
                                                                             Interview**                                                                                                                                      

  American                               2                                   0                 770           919          2418            2716           3742           4581        81.7           89.0         84.0          61.1
  Indian                                                                                                                                                                                                                      

  Asian                                  114                                 9                 778           1269         6721            7399           7924           8748        90.6           91.0         70.2          57.8

  Core                                   74                                  0                 1989          3079         3079            3079           3421           3729        91.7           100.0        67.0          61.5

  Native                                 10                                  137               710           1444         3805            4562           4945           6345        77.9           86.4         49.9          33.6
  Hawaiian                                                                                                                                                                                                                    

               Field                     1                                   1                 109           126          441             524            606            867         69.9           84.4         87.3          51.5

               Phone                     9                                   136               601           1318         3364            4038           4339           5478        79.2           86.7         46.3          31.8

  **Total**                              **200**                             **146**           **4247**      **6711**     **16023**       **17756**      **20032**      **23403**   **85.6**       **91.1**     **66.2**      **51.6**
  ------------ ------- ----------------- ----------------- ----------------- ----------------- ------------- ------------ --------------- -------------- -------------- ----------- -------------- ------------ ------------- -----------------

  ------------ ------- ----------------- ----------------- ------------- ------------ --------------- -------------- -------------- ----------- -------------- ------------ ------------- -----------------
  **Table                                                                                                                                                                                 
  B-12: Wave                                                                                                                                                                              
  3, alternate                                                                                                                                                                            
  unweighted                                                                                                                                                                              
  response                                                                                                                                                                                
  rates #3**                                                                                                                                                                              

                                                                                                                                                                                          

  **Sample**           **Incapacitated   **Incapacitated   **Completed   **Eligible   **Eligibility   **Occupied     **Determined   **Sample    **Completion   **Screener   **Interview   **Unconditional
                       or Language       or Language       Cases**       Cases**      Determined**    Households**   Household      Size**      Rate for       Response     Response      Response Rate**
                       Barrier., Main    Barrier,                                                                    Status**                   Household      Rate**       Rate**        
                       Interview**       Screening                                                                                              Status**                                  
                                         Interview**                                                                                                                                      

  American             2                 0                 770           919          2418            2716           4581           4581        100.0          89.0         83.8          74.6
  Indian                                                                                                                                                                                  

  Asian                114               9                 778           1269         6721            7399           8748           8748        100.0          90.8         61.2          55.6

  Core                 74                0                 1989          3079         3079            3079           3729           3729        100.0          100.0        64.6          64.6

  Native               10                137               710           1444         3805            6002           6345           6345        100.0          92.4         78.6          72.6
  Hawaiian                                                                                                                                                                                

               Field   1                 1                 109           126          441             524            867            867         100.0          84.2         86.5          72.8

               Phone   9                 136               601           1318         3364            5478           5478           5478        100.0          93.1         78.1          72.7

  **Total**            **200**           **146**           **4247**      **6711**     **16023**       **19196**      **23403**      **23403**   **100.0**      **92.5**     **70.2**      **65.0**

                                                                                                                                                                                          

                                                                                                                                                                                          

  **Table                                                                                                                                                                                 
  B-13: Wave                                                                                                                                                                              
  3,                                                                                                                                                                                      
  unweighted                                                                                                                                                                              
  response                                                                                                                                                                                
  rates #4**                                                                                                                                                                              

  **Sample**           **Incapacitated   **Incapacitated   **Completed   **Eligible   **Eligibility   **Occupied     **Determined   **Sample    **Completion   **Screener   **Interview   **Unconditional
                       or Language       or Language       Cases**       Cases**      Determined**    Households**   Household      Size**      Rate for       Response     Response      Response Rate**
                       Barrier., Main    Barrier,                                                                    Status**                   Household      Rate**       Rate**        
                       Interview**       Screening                                                                                              Status**                                  
                                         Interview**                                                                                                                                      

  American             2                 0                 770           919          2418            2716           4581           4581        100.0          89.0         84.0          74.8
  Indian                                                                                                                                                                                  

  Asian                114               9                 778           1269         6721            7399           8748           8748        100.0          91.0         70.2          63.9

  Core                 74                0                 1989          3079         3079            3079           3729           3729        100.0          100.0        67.0          67.0

  Native               10                137               710           1444         3805            6002           6345           6345        100.0          92.8         79.1          73.4
  Hawaiian                                                                                                                                                                                

               Field   1                 1                 109           126          441             524            867            867         100.0          84.4         87.3          73.6

               Phone   9                 136               601           1318         3364            5478           5478           5478        100.0          93.6         78.5          73.5

  **Total**            **200**           **146**           **4247**      **6711**     **16023**       **19196**      **23403**      **23403**   **100.0**      **92.7**     **73.0**      **67.7**
  ------------ ------- ----------------- ----------------- ------------- ------------ --------------- -------------- -------------- ----------- -------------- ------------ ------------- -----------------

The formulas we employed for response rates in this appendix are based
upon the disposition statuses given in Table B-14. We cite many of these
dispositions statuses in Tables B-2 to B-13. The columns headed
\"Completed Cases\" correspond to disposition status C. The two columns
headed \"Incapacitated and Language Barrier\" correspond to LB and SLB,
respectively. The column headed \"Eligible Cases\" corresponds to E, and
the column \"Eligibility Determined\" corresponds to E + NE. The column
\"Occupied household\" corresponds to WRN, and \"Determined household
Status\" corresponds to WRN + NRN. Finally, \"Sample Size\" corresponds
to WRN + NRN + ND.

From the disposition statuses and the data presented in the Tables B-2
to B-12, we calculated completion and response rates according to the
following formulas.

Completion rate for household status = ![](media/image79.wmf)

Screener completion rate = ![](media/image80.wmf)

Interview completion rate = ![](media/image81.wmf)

Overall response rate = ![](media/image82.wmf)

These rates appear in the four columns on the right side of Tables B-2
to B-12.

The completion and response rates cited follow NORC Standard 15. The
NORC standard extends the AAPOR standard to multiple-stage survey
designs, including designs with both screening and main interviews.

  -------------------------- --------------------------------------------
  Table B-14: Disposition    
  categories                 

  Main interview             

  C                          Complete

  LB                         Language barrier or incapacitated

  NR                         Interview nonresponse

  Screener                   

  E                          Eligible

  NE                         Not eligible

  SLB                        Screener language barrier or incapacitated

  SNR                        Screener nonresponse

  Address or Telephone       
  Number Status              

  WRN                        Occupied household/working residential
                             number

  NRN                        Not occupied household

  ND                         Status not determined
  -------------------------- --------------------------------------------

Appendix C

Tables of mean awareness for individual communication sources by
language spoken at home

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-1:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| total**     |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **p         |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.14    | 1.87     | 2.24   | \<    | .0005 | \<    |
|             | (.020)  | (.089)   | (.044) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.11    | 1.35     | 1.42   | \<    | .3341 | \<    |
|             | (.021)  | (.033)   | (.032) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.11    | 1.52     | 1.88   | \<    | \<    | \<    |
|             | (.020)  | (.055)   | (.038) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.21    | 1.51     | 1.72   | \<    | .0010 | \<    |
|             | (.028)  | (.047)   | (.036) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.07    | 1.23     | 1.50   | \<    | \<    | \<    |
|             | (.015)  | (.033)   | (.048) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-2:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| total**     |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **Engli     |         |          |        |       |       |       |
| sh-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.11    | 1.86     | 2.24   | \<    | .0013 | \<    |
|             | (.019)  | (.097)   | (.050) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.09    | 1.35     | 1.41   | \<    | .8164 | \<    |
|             | (.022)  | (.036)   | (.034) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.08    | 1.50     | 1.86   | \<    | \<    | \<    |
|             | (.012)  | (.057)   | (.040) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.20    | 1.52     | 1.72   | \<    | .0035 | \<    |
|             | (.031)  | (.052)   | (.037) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.05    | 1.22     | 1.49   | \<    | \<    | \<    |
|             | (.012)  | (.035)   | (.052) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-3:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| total**     |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **Spani     |         |          |        |       |       |       |
| sh-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | # Wav | *     |
|             |         |          |        | *Wave | e 2-3 | *Wave |
|             |         |          |        | 1-2** |       | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.40    | 2.06     | 2.30   | \<    | .1707 | \<    |
|             | (.078)  | (.069)   | (.106) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.20    | 1.31     | 1.55   | .4440 | .0566 | .0062 |
|             | (.070)  | (.042)   | (.092) |       | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.46    | 1.86     | 2.13   | .1539 | .2280 | .0141 |
|             | (.190)  | (.067)   | (.140) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.34    | 1.51     | 1.72   | .5510 | .2773 | .0231 |
|             | (.099)  | (.075)   | (.101) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.30    | 1.39     | 1.68   | 1     | .0215 | .0651 |
|             | (.133)  | (.045)   | (.098) | .0000 | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-4:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| total other |         |          |        |       |       |       |
| langua      |         |          |        |       |       |       |
| ge-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.28    | 1.68     | 1.92   | .0596 | 1     | .0125 |
|             | (.073)  | (.155)   | (.211) | \*    | .0000 | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.20    | 1.15     | 1.39   | 1     | .1070 | .4358 |
|             | (.077)  | (.048)   | (.105) | .0000 |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.30    | 1.42     | 1.75   | 1     | .4408 | .1098 |
|             | (.110)  | (.132)   | (.188) | .0000 |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.27    | 1.33     | 1.72   | 1     | .1537 | .0802 |
|             | (.107)  | (.099)   | (.174) | .0000 |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.06    | 1.21     | 1.46   | .2254 | .3412 | .0137 |
|             | (.039)  | (.077)   | (.135) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-5:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| Asian       |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.14    | 1.76     | 2.15   | \<    | \<    | \<    |
|             | (.022)  | (.047)   | (.042) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.10    | 1.31     | 1.36   | \<    | .6524 | \<    |
|             | (.023)  | (.037)   | (.025) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.10    | 1.43     | 1.59   | \<    | .0052 | \<    |
|             | (.017)  | (.039)   | (.034) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.20    | 1.60     | 1.82   | \<    | .0004 | \<    |
|             | (.032)  | (.047)   | (.035) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.06    | 1.28     | 1.56   | \<    | \<    | \<    |
|             | (.016)  | (.031)   | (.032) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-6:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| commun      |         |          |        |       |       |       |
| ications,** |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **Asian     |         |          |        |       |       |       |
| Engli       |         |          |        |       |       |       |
| sh-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.18    | 1.76     | 2.45   | \<    | \<    | \<    |
|             | (.036)  | (.108)   | (.066) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.17    | 1.40     | 1.39   | .1299 | 1     | .0087 |
|             | (.052)  | (.101)   | (.055) |       | .0000 |       |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.11    | 1.38     | 1.83   | .0162 | .0005 | \<    |
|             | (.029)  | (.095)   | (.069) | \*    | \*    | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.25    | 1.61     | 1.90   | .0179 | .1112 | \<    |
|             | (.064)  | (.112)   | (.083) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.06    | 1.24     | 1.74   | .0067 | \<    | \<    |
|             | (.019)  | (.056)   | (.083) | \*    | .0001 | .0001 |
|             |         |          |        |       | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-7:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| Asian       |         |          |        |       |       |       |
| o           |         |          |        |       |       |       |
| ther-langua |         |          |        |       |       |       |
| ge-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.12    | 1.76     | 2.05   | \<    | \<    | \<    |
|             | (.027)  | (.051)   | (.048) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.06    | 1.28     | 1.35   | \<    | .3458 | \<    |
|             | (.014)  | (.037)   | (.029) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.09    | 1.44     | 1.52   | \<    | .5285 | \<    |
|             | (.020)  | (.042)   | (.037) | .0001 |       | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.17    | 1.59     | 1.80   | \<    | .0068 | \<    |
|             | (.032)  | (.053)   | (.040) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.06    | 1.29     | 1.50   | \<    | \<    | \<    |
|             | (.023)  | (.035)   | (.037) | .0001 | .0001 | .0001 |
|             |         |          |        | \*    | \*    | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| #           |         |          |        |       |       |       |
| Table C-8:  |         |          |        |       |       |       |
| Awareness o |         |          |        |       |       |       |
| f different |         |          |        |       |       |       |
|  sources of |         |          |        |       |       |       |
|  mass-media |         |          |        |       |       |       |
|  communicat |         |          |        |       |       |       |
| ions, Ameri |         |          |        |       |       |       |
| can Indian  |         |          |        |       |       |       |
| population  |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.22    | 1.69     | 1.97   | \<    | .0266 | \<    |
|             | (.045)  | (.077)   | (.076) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.15    | 1.37     | 1.46   | .0381 | 1     | .0011 |
|             | (.044)  | (.073)   | (.073) | \*    | .0000 | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.20    | 1.50     | 1.73   | .0115 | .1410 | \<    |
|             | (.052)  | (.089)   | (.071) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.25    | 1.52     | 1.77   | .0125 | .0566 | \<    |
|             | (.054)  | (.076)   | (.074) | \*    | \*    | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.14    | 1.33     | 1.49   | .0424 | .2128 | \<    |
|             | (.044)  | (.065)   | (.059) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-9:        |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| comm        |         |          |        |       |       |       |
| unications, |         |          |        |       |       |       |
| American    |         |          |        |       |       |       |
| Indian      |         |          |        |       |       |       |
| Engli       |         |          |        |       |       |       |
| sh-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.20    | 1.74     | 2.10   | \<    | .0114 | \<    |
|             | (.044)  | (.087)   | (.089) | .0001 | \*    | .0001 |
|             |         |          |        | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.15    | 1.32     | 1.51   | .0867 | .2870 | .0025 |
|             | (.048)  | (.061)   | (.097) | \*    |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.21    | 1.44     | 1.68   | .0828 | .1763 | \<    |
|             | (.052)  | (.092)   | (.090) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.25    | 1.47     | 1.77   | .0306 | .0166 | \<    |
|             | (.056)  | (.064)   | (.087) | \*    | \*    | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.13    | 1.29     | 1.49   | .0915 | .1293 | \<    |
|             | (.043)  | (.061)   | (.076) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| # Table C   |         |          |        |       |       |       |
| -10: Awaren |         |          |        |       |       |       |
| ess of diff |         |          |        |       |       |       |
| erent sourc |         |          |        |       |       |       |
| es of mass- |         |          |        |       |       |       |
| media commu |         |          |        |       |       |       |
| nications,  |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| # America   |         |          |        |       |       |       |
| n Indian ot |         |          |        |       |       |       |
| her-languag |         |          |        |       |       |       |
| e-speaking  |         |          |        |       |       |       |
| population  |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.31    | 1.53     | 1.61   | .5269 | 1     | .0475 |
|             | (.084)  | (.140)   | (.091) |       | .0000 | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.18    | 1.51     | 1.33   | .1559 | .8142 | .1428 |
|             | (.050)  | (.162)   | (.052) |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.18    | 1.68     | 1.84   | .0107 | .9691 | \<    |
|             | (.094)  | (.143)   | (.062) | \*    |       | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.26    | 1.67     | 1.77   | .0713 | 1     | \<    |
|             | (.083)  | (.162)   | (.064) | \*    | .0000 | .0001 |
|             |         |          |        |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.19    | 1.45     | 1.49   | .2228 | 1     | .0126 |
|             | (.080)  | (.121)   | (.068) |       | .0000 | \*    |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-11:       |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| commun      |         |          |        |       |       |       |
| ications,** |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **Native    |         |          |        |       |       |       |
| Hawaiian    |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.14    | 1.58     | 2.20   | \<    | \<    | \<    |
|             | (.026)  | (.062)   | (.053) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.10    | 1.21     | 1.37   | .0855 | .0144 | \<    |
|             | (.021)  | (.042)   | (.039) |       |       | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.07    | 1.37     | 1.82   | \<    | \<    | \<    |
|             | (.016)  | (.049)   | (.053) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.13    | 1.57     | 1.95   | \<    | \<    | \<    |
|             | (.021)  | (.066)   | (.056) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.03    | 1.14     | 1.35   | .0008 | \<    | \<    |
|             | (.010)  | (.028)   | (.042) |       | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+

+-------------+---------+----------+--------+-------+-------+-------+
| **Table     |         |          |        |       |       |       |
| C-12:       |         |          |        |       |       |       |
| Awareness   |         |          |        |       |       |       |
| of          |         |          |        |       |       |       |
| different   |         |          |        |       |       |       |
| sources of  |         |          |        |       |       |       |
| mass-media  |         |          |        |       |       |       |
| commun      |         |          |        |       |       |       |
| ications,** |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| **Native    |         |          |        |       |       |       |
| Hawaiian    |         |          |        |       |       |       |
| Engli       |         |          |        |       |       |       |
| sh-speaking |         |          |        |       |       |       |
| p           |         |          |        |       |       |       |
| opulation** |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.14    | 1.60     | 2.21   | \<    | \<    | \<    |
|             | (.026)  | (.064)   | (.054) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.10    | 1.20     | 1.37   | .1375 | .0098 | \<    |
|             | (.022)  | (.042)   | (.041) |       |       | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.07    | 1.37     | 1.82   | \<    | \<    | \<    |
|             | (.016)  | (.051)   | (.054) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.13    | 1.59     | 1.95   | \<    | \<    | \<    |
|             | (.022)  | (.069)   | (.058) | .0001 | .0001 | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.03    | 1.14     | 1.35   | .0008 | .0002 | \<    |
|             | (.010)  | (.029)   | (.044) |       |       | .0001 |
+-------------+---------+----------+--------+-------+-------+-------+
| #           |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| #           |         |          |        |       |       |       |
| Table C-13: |         |          |        |       |       |       |
|  Awareness  |         |          |        |       |       |       |
| of differen |         |          |        |       |       |       |
| t sources o |         |          |        |       |       |       |
| f communica |         |          |        |       |       |       |
| tions, Nati |         |          |        |       |       |       |
| ve Hawaiian |         |          |        |       |       |       |
|             |         |          |        |       |       |       |
| # ot        |         |          |        |       |       |       |
| her-languag |         |          |        |       |       |       |
| e-speaking  |         |          |        |       |       |       |
| population  |         |          |        |       |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
| **Source**  | #       | # Wave 2 | #      | **Si  |       |       |
|             |  Wave 1 |          | Wave 3 | gnifi |       |       |
|             |         |          |        | cance |       |       |
|             |         |          |        | of    |       |       |
|             |         |          |        | T     |       |       |
|             |         |          |        | rends |       |       |
|             |         |          |        | (p    |       |       |
|             |         |          |        | -Valu |       |       |
|             |         |          |        | es)** |       |       |
+-------------+---------+----------+--------+-------+-------+-------+
|             |         |          |        | *     | *     | *     |
|             |         |          |        | *Wave | *Wave | *Wave |
|             |         |          |        | 1-2** | 2-3** | 1-3** |
+-------------+---------+----------+--------+-------+-------+-------+
| Television  | 1.11    | 1.35     | 1.90   | .8571 | .2569 | .0085 |
|             | (.082)  | (.203)   | (.252) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Magazines   | 1.11    | 1.32     | 1.34   | 1     | 1     | .6519 |
|             | (.113)  | (.203)   | (.143) | .0000 | .0000 |       |
+-------------+---------+----------+--------+-------+-------+-------+
| Radio       | 1.06    | 1.34     | 1.66   | .5256 | .8639 | .0253 |
|             | (.056)  | (.203)   | (.223) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Newspaper   | 1.11    | 1.35     | 1.78   | .9416 | .5844 | .0621 |
|             | (.113)  | (.203)   | (.266) |       |       | \*    |
+-------------+---------+----------+--------+-------+-------+-------+
| Billboard   | 1.06    | 1.10     | 1.32   | 1     | .5355 | .2309 |
|             | (.056)  | (.093)   | (.139) | .0000 |       |       |
+-------------+---------+----------+--------+-------+-------+-------+

+----------------------+-------+-------+-------+------+-------+------+
| **Table C-14:        |       |       |       |      |       |      |
| Awareness of         |       |       |       |      |       |      |
| different sources of |       |       |       |      |       |      |
| community-based      |       |       |       |      |       |      |
| communications,**    |       |       |       |      |       |      |
|                      |       |       |       |      |       |      |
| **total population** |       |       |       |      |       |      |
+----------------------+-------+-------+-------+------+-------+------+
| **Source**           | # W   | # W   | # W   | **   |       |      |
|                      | ave 1 | ave 2 | ave 3 | Sign |       |      |
|                      |       |       |       | ific |       |      |
|                      |       |       |       | ance |       |      |
|                      |       |       |       | of   |       |      |
|                      |       |       |       | Tr   |       |      |
|                      |       |       |       | ends |       |      |
|                      |       |       |       | (p-V |       |      |
|                      |       |       |       | alue |       |      |
|                      |       |       |       | s)** |       |      |
+----------------------+-------+-------+-------+------+-------+------+
|                      |       |       |       | **   | *     | **   |
|                      |       |       |       | Wave | *Wave | Wave |
|                      |       |       |       | 1    | 2-3** | 1    |
|                      |       |       |       | -2** |       | -3** |
+----------------------+-------+-------+-------+------+-------+------+
| Religious Group      | 1.05  | 1.12  | 1.27  | .    | .0006 | \<.  |
|                      | (     | (     | (     | 0224 | \*    | 0001 |
|                      | .015) | .022) | .031) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Community/Government | 1.05  | 1.23  | 1.25  | \<.  | 1     | \<.  |
| Organization         | (     | (     | (     | 0001 | .0000 | 0001 |
|                      | .010) | .036) | .026) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Conversations        | 1.19  | 1.52  | 1.84  | \<.  | .0002 | \<.  |
|                      | (     | (     | (     | 0001 | \*    | 0001 |
|                      | .034) | .068) | .040) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Schools Attended     | 1.03  | 1.13  | 1.30  | .    | .0059 | \<.  |
|                      | (     | (     | (     | 0009 | \*    | 0001 |
|                      | .009) | .024) | .052) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Schools Children     | 1.02  | 1.11  | 1.19  | .    | .1246 | \<.  |
| Attend               | (     | (     | (     | 0059 |       | 0001 |
|                      | .008) | .027) | .025) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Census Job           | 1.10  | 1.64  | 1.64  | \<.  | 1     | \<.  |
| Announcements        | (.020 | (     | (     | 0001 | .0000 | 0001 |
|                      |       | .064) | .036) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Conference Exhibit   | 1.03  | 1.08  | 1.08  | .    | 1     | .    |
| Booths               | (     | (     | (     | 2208 | .0000 | 0305 |
|                      | .009) | .027) | .018) |      |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Signs or Posters     | 1.07  | 1.26  | 1.53  | \<.  | \<    | \<.  |
| Inside Buildings     | (     | (     | (     | 0001 | .0001 | 0001 |
|                      | .020) | .030) | .034) | \*   | \*    | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Speeches             | 1.10  | 1.21  | 1.33  | .    | .0412 | \<.  |
|                      | (     | (     | (     | 0115 | \*    | 0001 |
|                      | .018) | .036) | .031) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Articles             | 1.25  | 1.44  | 1.51  | .    | .5885 | \<.  |
|                      | (     | (     | (     | 0065 |       | 0001 |
|                      | .044) | .043) | .043) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Internet             | 1.07  | 1.15  | 1.16  | .    | 1     | .    |
|                      | (     | (     | (     | 5089 | .0000 | 0267 |
|                      | .023) | .053) | .023) |      |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Paycheck or Utility  | 1.03  | 1.09  | 1.18  | .    | .0642 | \<.  |
| Bill Inserts         | (     | (     | (     | 0330 | \*    | 0001 |
|                      | .009) | .020) | .034) | \*   |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+
| Participation on     | 1.01  | 1.02  | 1.06  | .    | .0268 | .    |
| Complete Count       | (     | (     | (     | 7874 | \*    | 0022 |
| Committee            | .005) | .007) | .014) |      |       | \*   |
+----------------------+-------+-------+-------+------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-15:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **total              |       |       |       |       |       |      |
| English-speaking     |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Sources**          | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.05  | 1.11  | 1.26  | .0694 | .0017 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .016) | .024) | .034) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.05  | 1.23  | 1.26  | \<    | 1     | \<.  |
| Organization         | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .009) | .041) | .029) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.18  | 1.52  | 1.84  | \<    | .0006 | \<.  |
|                      | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .038) | .074) | .042) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.03  | 1.12  | 1.29  | .0061 | .0159 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .010) | .028) | .055) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.01  | 1.10  | 1.17  | .0160 | .1550 | \<.  |
| Attend               | (     | (     | (     | \*    |       | 0001 |
|                      | .006) | .029) | .026) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.09  | 1.64  | 1.64  | \<    | 1     | \<.  |
| Announcements        | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .021) | .071) | .039) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.02  | 1.08  | 1.07  | .2363 | 1     | .    |
| Booths               | (     | (     | (     |       | .0000 | 0526 |
|                      | .009) | .030) | .019) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.07  | 1.27( | 1.52  | \<    | \<    | \<.  |
| Inside Buildings     | (     | .034) | (     | .0001 | .0001 | 0001 |
|                      | .022) |       | .038) | \*    | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.08  | 1.21  | 1.33  | .0083 | .0900 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .018) | .040) | .034) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.24  | 1.46  | 1.51  | .0035 | 1     | \<.  |
|                      | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .048) | .046) | .046) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.06  | 1.16  | 1.16  | .4026 | 1     | .    |
|                      | (     | (     | (     |       | .0000 | 0077 |
|                      | .022) | .059) | .025) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.03  | 1.09  | 1.17  | .0237 | .1365 | .    |
| Bill Inserts         | (     | (     | (     | \*    |       | 0003 |
|                      | .009) | .021) | .036) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.01  | 1.02  | 1.06  | .2487 | .0305 | .    |
| Complete Count       | (     | (     | (     |       | \*    | 0006 |
| Committee            | .003) | .007) | .015) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-16:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **total              |       |       |       |       |       |      |
| Spanish-speaking     |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.10  | 1.22  | 1.35  | .2781 | .2179 | .    |
|                      | (     | (     | (     |       |       | 0100 |
|                      | .058) | .039) | .061) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.10  | 1.17  | 1.25  | 1     | .8380 | .    |
| Organization         | (     | (     | (     | .0000 |       | 2526 |
|                      | .059) | .043) | .064) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.31  | 1.57  | 1.93  | .0468 | .0041 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .097) | .044) | .104) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.03  | 1.19  | 1.48  | \<    | .2727 | .    |
|                      | (     | (     | (     | .0001 |       | 0237 |
|                      | .017) | .027) | .166) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.14  | 1.18  | 1.36  | 1     | .0184 | .    |
| Attend               | (     | (     | (     | .0000 | \*    | 0358 |
|                      | .069) | .036) | .054) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.16  | 1.54  | 1.61  | \<    | 1     | \<.  |
| Announcements        | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .059) | .050) | .081) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.07  | 1.10  | 1.11  | 1     | 1     | 1.   |
| Booths               | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .057) | .026) | .022) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.06  | 1.23  | 1.72  | \<    | .0003 | \<.  |
| Inside Buildings     | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .016) | .029) | .122) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.24  | 1.26  | 1.47  | 1     | .1933 | .    |
|                      | (     | (     | (     | .0000 |       | 3322 |
|                      | .102) | .055) | .094) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.32  | 1.26  | 1.54  | 1     | .0804 | .    |
|                      | (     | (     | (     | .0000 | \*    | 5641 |
|                      | .129) | .062) | .114) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.18  | 1.09  | 1.12  | 1     | 1     | 1.   |
|                      | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .108) | .033) | .033) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.09  | 1.09  | 1.28  | 1     | .2349 | .    |
| Bill Inserts         | (     | (     | (     | .0000 |       | 3480 |
|                      | .058) | .019) | .105) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.06  | 1.03  | 1.04  | 1     | 1     | 1.   |
| Complete Count       | (     | (     | (     | .0000 | .0000 | 0000 |
| Committee            | .057) | .020) | .010) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-17:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,      |       |       |       |       |       |      |
| total other          |       |       |       |       |       |      |
| language-speaking    |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.07  | 1.24  | 1.40  | .3371 | .9888 | .    |
|                      | (     | (     | (     |       |       | 0144 |
|                      | .027) | .108) | .113) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.07  | 1.19  | 1.18  | .8379 | 1     | .    |
| Organization         | (     | (     | (     |       | .0000 | 6001 |
|                      | .037) | .103) | .079) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.20  | 1.43  | 1.60  | .3839 | 1     | .    |
|                      | (     | (     | (     |       | .0000 | 0409 |
|                      | .058) | .144) | .151) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.02  | 1.05  | 1.20  | .8954 | .2444 | .    |
|                      | (     | (     | (     |       |       | 0871 |
|                      | .010) | .027) | .082) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.03  | 1.29  | 1.12  | .3055 | .9497 | .    |
| Attend               | (     | (     | (     |       |       | 1648 |
|                      | .015) | .157) | .047) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.18  | 1.67  | 1.53  | .1136 | 1     | .    |
| Announcements        | (     | (     | (     |       | .0000 | 1165 |
|                      | .080) | .225) | .152) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.05  | 1.02  | 1.21  | .8652 | .2990 | .    |
| Booths               | (     | (     | (     |       |       | 5308 |
|                      | .025) | .014) | .112) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.08  | 1.16  | 1.38  | .8897 | .1758 | .    |
| Inside Buildings     | (     | (     | (     |       |       | 0166 |
|                      | .038) | .061) | .101) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.26  | 1.19  | 1.22  | 1     | 1     | 1.   |
|                      | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .110) | .100) | .071) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.29  | 1.15  | 1.45  | .8306 | .1231 | 1.   |
|                      | (     | (     | (     |       |       | 0000 |
|                      | .115) | .058) | .138) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.13  | 1.20  | 1.10  | 1     | 1     | 1.   |
|                      | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .083) | .160) | .038) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.06  | 1.11  | 1.20  | 1     | .9350 | .    |
| Bill Inserts         | (     | (     | (     | .0000 |       | 2240 |
|                      | .039) | .064) | .071) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.03  | 1.02  | 1.05  | 1     | .8982 | 1.   |
| Complete Count       | (     | (     | (     | .0000 |       | 0000 |
| Committee            | .016) | .017) | .025) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-18:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **Asian population** |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.03  | 1.16  | 1.19  | \<    | 1     | \<.  |
|                      | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .010) | .026) | .022) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.04  | 1.14  | 1.16  | .0031 | 1     | \<.  |
| Organization         | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .013) | .027) | .020) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.13  | 1.42  | 1.66  | \<    | \<    | \<.  |
|                      | (     | (     | (     | .0001 | .0001 | 0001 |
|                      | .026) | .039) | .031) | \*    | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.02  | 1.16  | 1.21  | .0068 | 1     | \<.  |
|                      | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .006) | .048) | .028) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.00  | 1.14  | 1.22  | .0004 | .2587 | \<.  |
| Attend               | (     | (     | (     | \*    |       | 0001 |
|                      | .002) | .034) | .034) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.10  | 1.38  | 1.41  | \<    | 1     | \<.  |
| Announcements        | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .024) | .045) | .028) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.03  | 1.03  | 1.04  | 1     | .6249 | 1.   |
| Booths               | (     | (     | (     | .0000 |       | 0000 |
|                      | .013) | .008) | .009) | \*    |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.07  | 1.26  | 1.41  | \<    | .0281 | \<.  |
| Inside Buildings     | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .017) | .044) | .038) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.07  | 1.10  | 1.23  | .6225 | \<    | \    |
|                      | (     | (     | (     |       | .0001 | <.00 |
|                      | .018) | .017) | .024) |       | \*    | 01\* |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.12  | 1.25  | 1.41  | .0019 | .0026 | \    |
|                      | (     | (     | (     | \*    | \*    | <.00 |
|                      | .020) | .033) | .033) |       |       | 01\* |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.03  | 1.13  | 1.21  | .0023 | .1513 | \    |
|                      | (     | (     | (     | \*    |       | <.00 |
|                      | .009) | .029) | .027) |       |       | 01\* |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.04  | 1.08  | 1.14  | .1153 | .0333 | \    |
| Bill Inserts         | (     | (     | (     |       | \*    | <.00 |
|                      | .010) | .016) | .019) |       |       | 01\* |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.01  | 1.02  | 1.01  | .8410 | 1     | 1.   |
| Complete Count       | (     | (     | (     |       | .0000 | 0000 |
| Committee            | .005) | .010) | .004) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-19:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,      |       |       |       |       |       |      |
| Asian                |       |       |       |       |       |      |
| English-speaking     |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.04  | 1.09( | 1.23  | .4893 | .0664 | .    |
|                      | (     | .034) | (     |       | \*    | 0014 |
|                      | .021) |       | .052) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.08  | 1.20  | 1.29  | .4622 | 1     | .    |
| Organization         | (     | (     | (     |       | .0000 | 0098 |
|                      | .031) | .080) | .065) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.19  | 1.41  | 1.76  | .0795 | .0054 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .054) | .084) | .076) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.01  | 1.34  | 1.38  | .1867 | 1     | .    |
|                      | (     | (     | (     |       | .0000 | 0002 |
|                      | .007) | .177) | .091) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.00  | 1.23  | 1.30  | .0391 | 1     | .    |
| Attend               | (     | (     | (     | \*    | .0000 | 0107 |
|                      | .002) | .093) | .101) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.14  | 1.51  | 1.63  | .0152 | 1     | \<.  |
| Announcements        | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .048) | .122) | .072) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.05  | 1.02  | 1.03  | 1     | 1     | 1.   |
| Booths               | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .025) | .017) | .012) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.11  | 1.35  | 1.54  | .2162 | .6211 | \<.  |
| Inside Buildings     | (     | (     | (     |       |       | 0001 |
|                      | .036) | .132) | .066) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.13  | 1.13  | 1.39  | 1     | .0037 | .    |
|                      | (     | (     | (     | .0000 | \*    | 0015 |
|                      | .041) | .047) | .062) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.14  | 1.31  | 1.52  | .1784 | .2306 | \<.  |
|                      | (     | (     | (     |       |       | 0001 |
|                      | .036) | .086) | .077) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.04  | 1.16  | 1.29  | .2014 | .4024 | \<.  |
|                      | (     | (     | (     |       |       | 0001 |
|                      | .018) | .062) | .056) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.06  | 1.14  | 1.10  | .4345 | 1     | .    |
| Bill Inserts         | (     | (     | (     |       | .0000 | 5888 |
|                      | .022) | .054) | .024) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.01  | 1.03  | 1.03  | .5928 | 1     | .    |
| Complete Count       | (     | (     | (     |       | .0000 | 1702 |
| Committee            | .004) | .018) | .013) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-20:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **Asian              |       |       |       |       |       |      |
| oth                  |       |       |       |       |       |      |
| er-language-speaking |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.02  | 1.18  | 1.18  | \<    | 1     | \<.  |
|                      | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .009) | .030) | .024) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.02  | 1.12  | 1.12  | .0014 | 1     | \<.  |
| Organization         | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .007) | .029) | .017) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.10  | 1.42  | 1.63  | \<    | .0009 | \<.  |
|                      | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .021) | .043) | .037) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.02( | 1.12  | 1.16  | .0285 | 1     | \<.  |
|                      | .009) | (     | (     | \*    | .0000 | 0001 |
|                      |       | .038) | .025) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.00  | 1.11  | 1.20  | .0070 | .2219 | \<.  |
| Attend               | (     | (     | (     | \*    |       | 0001 |
|                      | .002) | .035) | .036) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.07  | 1.34  | 1.34  | \<    | 1     | \<.  |
| Announcements        | (     | (     | (     | .0001 | .0000 | 0001 |
|                      | .021) | .047) | .031) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.02  | 1.03  | 1.05  | 1     | .7079 | .    |
| Booths               | (     | (     | (     | .0000 |       | 2020 |
|                      | .013) | .009) | .011) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.04  | 1.23  | 1.36  | \<    | .0675 | \<.  |
| Inside Buildings     | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .013) | .040) | .044) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.03  | 1.09  | 1.18  | .0131 | .0019 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .011) | .017) | .022) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.11  | 1.24  | 1.38  | .0116 | .0148 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .025) | .035) | .038) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.02  | 1.13  | 1.19  | .0098 | .4889 | \<.  |
|                      | (     | (     | (     | \*    |       | 0001 |
|                      | .010) | .033) | .031) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.02  | 1.06  | 1.15  | .0838 | .0007 | \<.  |
| Bill Inserts         | (     | (     | (     | \*    | \*    | 0001 |
|                      | .009) | .012) | .024) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.01  | 1.02  | 1.01  | 1     | 1     | 1.   |
| Complete Committee   | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .007) | .011) | .004) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-21:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,      |       |       |       |       |       |      |
| American Indian      |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.04  | 1.10  | 1.20  | .0463 | .3034 | .    |
|                      | (     | (     | (     | \*    |       | 0189 |
|                      | .012) | .022) | .059) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.14  | 1.29  | 1.38  | .0760 | .7695 | .    |
| Organization         | (     | (     | (     | \*    |       | 0020 |
|                      | .037) | .056) | .062) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.18  | 1.47  | 1.73  | .0020 | .0603 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .042) | .076) | .084) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.05  | 1.11  | 1.26  | .5052 | .1993 | .    |
|                      | (     | (     | (     |       |       | 0306 |
|                      | .022) | .032) | .077) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.05  | 1.12  | 1.27  | .0997 | .1036 | .    |
| Attend               | (     | (     | (     | \*    |       | 0031 |
|                      | .019) | .028) | .065) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.24  | 1.60  | 1.67  | .0034 | 1     | .    |
| Announcements        | (     | (     | (     | \*    | .0000 | 0002 |
|                      | .073) | .080) | .076) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.10  | 1.09  | 1.17  | 1     | .5180 | .    |
| Booths               | (     | (     | (     | .0000 |       | 7459 |
|                      | .029) | .032) | .045) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.17  | 1.54  | 1.65  | .0005 | .8209 | \<.  |
| Inside Buildings     | (     | (     | (     | \*    |       | 0001 |
|                      | .047) | .084) | .069) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.10  | 1.15  | 1.39  | .6606 | .0003 | \<.  |
|                      | (     | (     | (     |       | \*    | 0001 |
|                      | .028) | .033) | .049) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.17  | 1.36  | 1.43  | .0250 | 1     | .    |
|                      | (     | (     | (     | \*    | .0000 | 0008 |
|                      | .038) | .061) | .061) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.03  | 1.06  | 1.19  | .3895 | .0534 | .    |
|                      | (     | (     | (     |       | \*    | 0060 |
|                      | .012) | .018) | .049) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.03  | 1.07  | 1.16  | .3869 | .4035 | .    |
| Bill Inserts         | (     | (     | (     |       |       | 0472 |
|                      | .010) | .026) | .053) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.03  | 1.06  | 1.08  | 1     | 1     | .    |
| Complete Count       | (     | (     | (     | .0000 | .0000 | 4383 |
| Committee            | .010) | .028) | .030) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-22:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,      |       |       |       |       |       |      |
| American Indian      |       |       |       |       |       |      |
| English-speaking     |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.03  | 1.10  | 1.24  | .0684 | .2526 | .    |
|                      | (     | (     | (     | \*    |       | 0211 |
|                      | .013) | .027) | .077) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.15  | 1.29  | 1.39  | .2668 | 1     | .    |
| Organization         | (     | (     | (     |       | .0000 | 0237 |
|                      | .043) | .071) | .080) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.19  | 1.48  | 1.82  | .0112 | .0471 | \<.  |
|                      | (     | (     | (     | \*    | \*    | 0001 |
|                      | .049) | .089) | .108) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.06  | 1.10  | 1.30  | 1     | .1257 | .    |
|                      | (     | (     | (     | .0000 |       | 0442 |
|                      | .025) | .034) | .095) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.05  | 1.11  | 1.32  | .1907 | .0834 | .    |
| Attend               | (     | (     | (     |       | \*    | 0076 |
|                      | .020) | .030) | .088) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.24  | 1.56  | 1.69  | .0080 | .9350 | .    |
| Announcements        | (     | (     | (     | \*    |       | 0004 |
|                      | .068) | .084) | .098) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.11  | 1.04  | 1.15  | .1667 | .1816 | 1.   |
| Booths               | (     | (     | (     |       |       | 0000 |
|                      | .033) | .017) | .060) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.16  | 1.49  | 1.67  | .0029 | .4403 | \<.  |
| Inside Buildings     | (     | (     | (     | \*    |       | 0001 |
|                      | .047) | .088) | .081) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.10  | 1.14  | 1.38  | 1     | .0073 | .    |
|                      | (     | (     | (     | .0000 | \*    | 0003 |
|                      | .030) | .042) | .065) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.16  | 1.34  | 1.45  | .0181 | .6602 | .    |
|                      | (     | (     | (     | \*    |       | 0016 |
|                      | .038) | .053) | .074) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.03  | 1.07  | 1.22  | .4522 | .0955 | .    |
|                      | (     | (     | (     |       | \*    | 0159 |
|                      | .014) | .023) | .066) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.03  | 1.06  | 1.19  | .6055 | .1560 | .    |
| Bill Inserts         | (     | (     | (     |       |       | 0551 |
|                      | .011) | .017) | .068) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.03  | 1.03  | 1.09  | 1     | .4851 | .    |
| Complete Count       | (     | (     | (     | .0000 |       | 3952 |
| Committee            | .011) | .011) | .040) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-23:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **oth                |       |       |       |       |       |      |
| er-language-speaking |       |       |       |       |       |      |
| American Indian      |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.07  | 1.09  | 1.10  | 1     | 1     | 1.   |
|                      | (     | (     | (     | .0000 | .0000 | 0000 |
|                      | .032) | .029) | .023) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.05  | 1.28  | 1.36  | .0043 | .8484 | \<.  |
| Organization         | (     | (     | (     | \*    |       | 0001 |
|                      | .026) | .065) | .042) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.10  | 1.44  | 1.51  | .0115 | 1     | \<.  |
|                      | (     | (     | (     | \*    | .0000 | 0001 |
|                      | .059) | .102) | .068) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.00  | 1.16  | 1.13  | .0604 | 1     | .    |
|                      | (     | (     | (     | \*    | .0000 | 0065 |
|                      | .001) | .067) | .043) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.06  | 1.14  | 1.16  | .3558 | 1     | .    |
| Attend               | (     | (     | (     |       | .0000 | 0225 |
|                      | .024) | .045) | .031) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.27  | 1.70  | 1.59  | .0972 | 1     | .    |
| Announcements        | (     | (     | (     | \*    | .0000 | 1112 |
|                      | .139) | .141) | .064) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.07  | 1.25  | 1.19  | .1328 | 1     | .    |
| Booths               | (     | (     | (     |       | .0000 | 0522 |
|                      | .037) | .079) | .036) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.21  | 1.66  | 1.62  | .0160 | 1     | .    |
| Inside Buildings     | (     | (     | (     | \*    | .0000 | 0016 |
|                      | .072) | .143) | .092) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.10  | 1.18  | 1.40  | 1     | .0017 | .    |
|                      | (     | (     | (     | .0000 | \*    | 0010 |
|                      | .070) | .045) | .045) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.21  | 1.42  | 1.37  | .6912 | 1     | .    |
|                      | (     | (     | (     |       | .0000 | 3615 |
|                      | .077) | .155) | .071) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.00  | 1.03  | 1.09  | .5298 | .0941 | \<.  |
|                      | (     | (     | (     |       | \*    | 0001 |
|                      | 0.00) | .021) | .020) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.03  | 1.12  | 1.07  | .4795 | 1     | .    |
| Bill Inserts         | (     | (     | (     |       | .0000 | 2930 |
|                      | .016) | .061) | .021) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.05  | 1.14  | 1.04  | 1     | .8728 | 1.   |
| Complete Count       | (     | (     | (     | .0000 |       | 0000 |
| Committee            | .036) | .088) | .013) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-24:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,**    |       |       |       |       |       |      |
|                      |       |       |       |       |       |      |
| **Native Hawaiian    |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.05  | 1.10  | 1.25  | .1407 | .0006 | \<.  |
|                      | (     | (     | (     |       | \*    | 0001 |
|                      | .013) | .023) | .034) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.10  | 1.17  | 1.34  | .1935 | .0023 | \<.  |
| Organization         | (     | (     | (     |       | \*    | 0001 |
|                      | .020) | .035) | .036) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.14  | 1.34  | 1.88  | .0007 | \<    | \<.  |
|                      | (     | (     | (     | \*    | .0001 | 0001 |
|                      | .025) | .048) | .048) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.04  | 1.08  | 1.32  | .6090 | \<    | \<.  |
|                      | (     | (     | (     |       | .0001 | 0001 |
|                      | .012) | .023) | .048) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.04  | 1.13  | 1.30  | .0258 | .0023 | \<.  |
| Attend               | (     | (     | (     | \*    | \*    | 0001 |
|                      | .012) | .031) | .039) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.09  | 1.41  | 1.57  | \<    | .1300 | \<.  |
| Announcements        | (     | (     | (     | .0001 |       | 0001 |
|                      | .018) | .060) | .046) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.03  | 1.06  | 1.15  | .5077 | .0406 | \<.  |
| Booths               | (     | (     | (     |       | \*    | 0001 |
|                      | .009) | .025) | .026) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.08  | 1.16  | 1.51  | .0357 | \<    | \<.  |
| Inside Buildings     | (     | (     | (     | \*    | .0001 | 0001 |
|                      | .018) | .023) | .044) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.04  | 1.17  | 1.45  | \<    | \<    | \<.  |
|                      | (     | (     | (     | .0001 | .0001 | 0001 |
|                      | .012) | .030) | .041) | \*    | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.11  | 1.31  | 1.58  | .0002 | \<    | \<.  |
|                      | (     | (     | (     | \*    | .0001 | 0001 |
|                      | .021) | .046) | .044) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.04  | 1.06  | 1.13  | 1     | .1570 | .    |
|                      | (     | (     | (     | .0000 |       | 0095 |
|                      | .014) | .021) | .027) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.05  | 1.06  | 1.20  | 1     | .0006 | \<.  |
| Bill Inserts         | (     | (     | (     | .0000 | \*    | 0001 |
|                      | .016) | .019) | .030) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.03  | 1.01  | 1.10  | .7705 | .0006 | .    |
| Complete Count       | (     | (     | (     |       | \*    | 0064 |
| Committee            | .009) | .006) | .023) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+

+----------------------+-------+-------+-------+-------+-------+------+
| # Ta                 |       |       |       |       |       |      |
| ble C-25: Awareness  |       |       |       |       |       |      |
| of different sources |       |       |       |       |       |      |
|  of community-based  |       |       |       |       |       |      |
| communications, Nati |       |       |       |       |       |      |
| ve Hawaiian English- |       |       |       |       |       |      |
| speaking population  |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.05  | 1.10  | 1.25  | .1826 | .0013 | \<.  |
|                      | (     | (     | (     |       | \*    | 0001 |
|                      | .014) | .025) | .035) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.10  | 1.16  | 1.34  | .3282 | .0013 | \<.  |
| Organization         | (     | (     | (     |       | \*    | 0001 |
|                      | .021) | .034) | .037) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.14  | 1.34  | 1.89  | .0012 | \<    | \<.  |
|                      | (     | (     | (     | \*    | .0001 | 0001 |
|                      | .026) | .049) | .050) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.04  | 1.08  | 1.32  | .6635 | \<    | \<.  |
|                      | (     | (     | (     |       | .0001 | 0001 |
|                      | .012) | .024) | .050) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.04  | 1.14  | 1.29  | .0155 | .0089 | \<.  |
| Attend               | (     | (     | (     | \*    | \*    | 0001 |
|                      | .011) | .034) | .040) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.09  | 1.44  | 1.57  | \<    | .2749 | \<.  |
| Announcements        | (     | (     | (     | .0001 |       | 0001 |
|                      | .018) | .063) | .047) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.02  | 1.07  | 1.14  | .4099 | .1170 | \<.  |
| Booths               | (     | (     | (     |       |       | 0001 |
|                      | .009) | .027) | .026) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.08  | 1.16  | 1.51  | .0154 | \<    | \<.  |
| Inside Buildings     | (     | (     | (     | \*    | .0001 | 0001 |
|                      | .018) | .024) | .045) |       | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.04  | 1.18  | 1.44  | \<    | \<    | \<.  |
|                      | (     | (     | (     | .0001 | .0001 | 0001 |
|                      | .012) | .032) | .042) | \*    | \*    | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.12  | 1.33  | 1.57  | \<    | .0010 | \<.  |
|                      | (     | (     | (     | .0001 | \*    | 0001 |
|                      | .021) | .049) | .045) | \*    |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.04  | 1.06  | 1.12  | 1     | .2874 | .    |
|                      | (     | (     | (     | .0000 |       | 0202 |
|                      | .014) | .023) | .026) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.04  | 1.07  | 1.20  | .5272 | .0010 | \<.  |
| Bill Inserts         | (     | (     | (     |       | \*    | 0001 |
|                      | .013) | .020) | .031) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.02  | 1.01  | 1.10  | .8070 | .0007 | .    |
| Complete Count       | (     | (     | (     |       | \*    | 0056 |
| Committee            | .008) | .005) | .023) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| **Table C-26:        |       |       |       |       |       |      |
| Awareness of         |       |       |       |       |       |      |
| different sources of |       |       |       |       |       |      |
| community-based      |       |       |       |       |       |      |
| communications,      |       |       |       |       |       |      |
| Native Hawaiian      |       |       |       |       |       |      |
| oth                  |       |       |       |       |       |      |
| er-language-speaking |       |       |       |       |       |      |
| population**         |       |       |       |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| **Source**           | # W   | # W   | # W   | **Si  |       |      |
|                      | ave 1 | ave 2 | ave 3 | gnifi |       |      |
|                      |       |       |       | cance |       |      |
|                      |       |       |       | of    |       |      |
|                      |       |       |       | T     |       |      |
|                      |       |       |       | rends |       |      |
|                      |       |       |       | (p    |       |      |
|                      |       |       |       | -Valu |       |      |
|                      |       |       |       | es)** |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
|                      |       |       |       | *     | *     | **   |
|                      |       |       |       | *Wave | *Wave | Wave |
|                      |       |       |       | 1-2** | 2-3** | 1    |
|                      |       |       |       |       |       | -3** |
+----------------------+-------+-------+-------+-------+-------+------+
| Religious Group      | 1.00  | 1.09  | 1.30  | .4121 | .6081 | .    |
|                      | (     | (     | (     |       |       | 1371 |
|                      | 0.00) | .062) | .149) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Community/Government | 1.06  | 1.29  | 1.38  | .7054 | 1     | .    |
| Organization         | (     | (     | (     |       | .0000 | 1182 |
|                      | .056) | .192) | .145) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conversations        | 1.06  | 1.36  | 1.77  | .4390 | .5087 | .    |
|                      | (     | (     | (     |       |       | 0034 |
|                      | .056) | .204) | .211) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Attended     | 1.12  | 1.10  | 1.33  | 1     | .7502 | .    |
|                      | (     | (     | (     | .0000 |       | 9209 |
|                      | .116) | .094) | .180) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Schools Children     | 1.22  | 1.05  | 1.41  | 1     | .1247 | 1.   |
| Attend               | (     | (     | (     | .0000 |       | 0000 |
|                      | .181) | .047) | .169) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Census Job           | 1.20  | 1.07  | 1.42  | 1     | .0837 | 1.   |
| Announcements        | (     | (     | (     | .0000 | \*    | 0000 |
|                      | .172) | .053) | .149) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Conference Exhibit   | 1.06  | 1.00  | 1.29  | .9552 | .1133 | .    |
| Booths               | (     | (     | (     |       |       | 3637 |
|                      | .056) | 0.00) | .139) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Signs or Posters     | 1.32  | 1.11  | 1.55  | .9757 | .1985 | 1.   |
| Inside Buildings     | (     | (     | (     |       |       | 0000 |
|                      | .189) | .094) | .219) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Speeches             | 1.06  | 1.06  | 1.59  | 1     | .0617 | .    |
|                      | (     | (     | (     | .0000 | \*    | 0642 |
|                      | .056) | .048) | .226) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Articles             | 1.06  | 1.06  | 1.68  | 1     | .0128 | .    |
|                      | (     | (     | (     | .0000 | \*    | 0137 |
|                      | .056) | .048) | .213) |       |       | \*   |
+----------------------+-------+-------+-------+-------+-------+------+
| Internet             | 1.00  | 1.05  | 1.34  | .7926 | .7983 | .    |
|                      | (     | (     | (     |       |       | 5386 |
|                      | 0.00) | .047) | .251) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Paycheck or Utility  | 1.47  | 1.01  | 1.05  | .5339 | .4648 | .    |
| Bill Inserts         | (     | (     | (     |       |       | 6812 |
|                      | .339) | .010) | .031) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+
| Participation on     | 1.20  | 1.04  | 1.18  | 1     | .8565 | 1.   |
| Complete Count       | (     | (     | (     | .0000 |       | 0000 |
| Committee            | .172) | .045) | .120) |       |       |      |
+----------------------+-------+-------+-------+-------+-------+------+

Appendix D

Wave 1 main questionnaire

**NORC: 4915**

**OMB No.: 0607-0864**

**Approval Expires: 08/31/2000**

+-----------------------------------------------------------------------+
| **MEDIA USE SURVEY**                                                  |
|                                                                       |
| **W A V E 1**                                                         |
|                                                                       |
| **Q U E S T I O N N A I R E**                                         |
+-----------------------------------------------------------------------+

**Conducted by**

**National Opinion Research Center**

**at the**

**University of Chicago**

**for**

**The Department of Commerce**

***Interviewer: Fill in the below information before mailing***

+-----------------------------------------------------------------------+
| **SU_ID#:                                                             |
| \|\_\_\_\_\|\                                                         |
| _\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\| |
| AQ ID: \|\_\_\_\_\_\_\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **(obtained from the Screener) (obtained from the Screener)**         |
|                                                                       |
| **FI ID:                                                              |
| \|\_\                                                                 |
| _\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\| |
| FINAL DISPOSITION: \|\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **DATE QUESTIONNAIRE COMPLETED:                                       |
| \                                                                     |
| |\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|** |
|                                                                       |
| > **MONTH DAY YEAR**                                                  |
+-----------------------------------------------------------------------+

> ![](media/image83.wmf)

**English**

+-----------------------------------------------------------------------+
| **INSTRUCTIONS TO INTERVIEWER**                                       |
|                                                                       |
| Because not all questions will apply to everyone, you will be asked   |
| to skip to certain questions.                                         |
|                                                                       |
| -   Follow all ASKIP@ instructions AFTER marking a response. If no    |
|     ASKIP@ instruction is provided, you should continue to the NEXT   |
|     question                                                          |
|                                                                       |
| -   Either a pen or pencil may be used                                |
|                                                                       |
| -   If you need to change an answer, please make sure that your old   |
|     answer is either completely erased or clearly crossed out         |
+-----------------------------------------------------------------------+

**INTERVIEWER: ENTER START TIME OF INTERVIEW: \_\_\_\_\_\_\_ :
\_\_\_\_\_\_\_\_\_ AM / PM**

+---------------------------------------------+----+----+----+----+----+
| 1\. I am going to read you a list of some   | ** | *  | *  | ** | *  |
| things you may or may not have done in the  | on | *S | *s | on | *n |
| last twelve months.                         | ce | ev | ev | ce | ev |
|                                             | a  | er | er | a  | er |
|                                             | ye | al | al | we | ** |
|                                             | ar | t  | t  | ek |    |
|                                             | ** | im | im | ** |    |
|                                             |    | es | es |    |    |
|                                             |    | a  | a  |    |    |
|                                             |    | ye | m  |    |    |
|                                             |    | ar | on |    |    |
|                                             |    | ** | th |    |    |
|                                             |    |    | ** |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1A. In last twelve months, how often have | 5  | 4  | 3  | 2  | 1  |
| > you gone on a vacation away from home?    |    |    |    |    |    |
| > Would you say once a year, several times  |    |    |    |    |    |
| > a year, several times a month, once a     |    |    |    |    |    |
| > week, or never.                           |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1B. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended a regular meeting of the    |    |    |    |    |    |
| > PTA (parent- teacher organization) or     |    |    |    |    |    |
| > other school group?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1C. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended services or meetings of a   |    |    |    |    |    |
| > religious group?                          |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1D. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Visited a doctor at the doctor=s     |    |    |    |    |    |
| > office?                                   |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1E. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended a regular meeting of a      |    |    |    |    |    |
| > community or charity group?               |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1F. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended meetings or speeches of a   |    |    |    |    |    |
| > political party or candidate?             |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1G. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended an event benefiting a       |    |    |    |    |    |
| > community, charity, school, or religious, |    |    |    |    |    |
| > or political group?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1H. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Donated blood?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+

2\. Did you vote in the last local election?

Yes 1

> No 2

DON=T KNOW 98

REFUSED 96

+-------------------------+----------------+--------------------------+
| 3\. Now I am going to   |                | > How familiar are you   |
| read you a list of      |                | > with **(READ EACH      |
| agencies. Have you ever |                | > ITEM)** B would you    |
| heard of **(READ EACH   |                | > say you are very       |
| ITEM)**?                |                | > familiar, somewhat     |
|                         |                | > familiar, not very     |
|                         |                | > familiar or not at all |
|                         |                | > familiar?              |
+-------------------------+----------------+--------------------------+
| > 3A. (Have you ever    | Yes 1  **(ASK | 3D. Very familiar 4      |
| > heard of ) The        | 3D)**          |                          |
| > Department of         |                | > Somewhat familiar 3    |
| > Agriculture?          | No 2  **(ASK  | >                        |
|                         | 3B)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| > 3B. (Have you ever    | Yes 1  **(ASK | 3E. Very familiar 4      |
| > heard of ) The        | 3E)**          |                          |
| > Surgeon General=s     |                | > Somewhat familiar 3    |
| > Office?               | No 2  **(ASK  | >                        |
|                         | 3C)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| > 3C. (Have you ever    | Yes 1  **(ASK | 3F. Very familiar 4      |
| > heard of ) The Census | 3F)**          |                          |
| > Bureau?               |                | > Somewhat familiar 3    |
|                         | No 2  **(ASK  | >                        |
|                         | 4)**           | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+

+---------------------------------------------+---------+-----+------+
| 4\. Next I would like to ask you about      | **YES** | **N | **DO |
| three government programs. Have you ever    |         | O** | N\'T |
| heard of **(READ EACH ITEM)**?              |         |     | KN   |
|                                             |         |     | OW** |
+---------------------------------------------+---------+-----+------+
| > 4A. The school lunch program?             | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| > 4B. Welfare reform?                       | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| > 4C. The Census?                           | 1       | 2   | 98   |
|                                             |         |     |      |
|                                             | **(Skip | **( | **   |
|                                             | to 6)** | Ask | (Ask |
|                                             |         | 5   | 5)** |
|                                             |         | )** |      |
+---------------------------------------------+---------+-----+------+

5\. The Census is the count of all the people who live in the United
States. Have you ever heard of that before?

Yes 1

No 2  **(Skip to**

**Intro of 27)**

DON=T KNOW 98  **(Skip to**

**Intro of 27)**

REFUSED 96  **(Skip to**

**Intro of 27)**

6\. Have you heard or seen anything [recently]{.underline} about the
school lunch program?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

7\. Have you heard or seen anything [recently]{.underline} about welfare
reform?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

8\. Have you heard or seen anything [recently]{.underline} about Census
2000?

Yes 1

No 2  **(Skip to 15)**

DON=T KNOW 98  **(Skip to 15)**

REFUSED 96  **(Skip to 15)**

9\. Would you say you have heard a great deal, some, a little, or
nothing about Census 2000?

A great deal 1

Some 2

A little 3

Nothing about it 4

DON=T KNOW 98

REFUSED 96

+-------------------------------------+------+-----+-----+------+----+
| 10. Let me read you a list of       | *    | *   | *   | **N  | *  |
|     possible places you might have  | *Did | *He | *He | OT** | *D |
|                                     | not  | ard | ard |      | ON |
| learned about the Census.           | hear | or  | or  | **   | =T |
|                                     | or   | saw | saw | APPL | KN |
|                                     | see  | a   | a   | ICAB | OW |
|                                     | an   | lit | lot | LE** | ** |
|                                     | ythi | tle | t   |      |    |
|                                     | ng** | bit | his |      |    |
|                                     |      | t   | wa  |      |    |
|                                     | **   | his | y** |      |    |
|                                     | this | wa  |     |      |    |
|                                     | wa   | y** |     |      |    |
|                                     | y.** |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10A. The first one is commercials   | 1    | 2   | 3   | 4    | 98 |
| or public service announcements on  |      |     |     |      |    |
| television. Did you hear or see a   |      |     |     |      |    |
| lot about the census, a little      |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census in TV commercials?       |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10B. How about meetings of a        | 1    | 2   | 3   | 4    | 98 |
| religious group or at place of      |      |     |     |      |    |
| worship? Did you hear or see a lot  |      |     |     |      |    |
| about the census, a little about    |      |     |     |      |    |
| the census, or nothing about the    |      |     |     |      |    |
| census in meetings of a religious   |      |     |     |      |    |
| group or at place of worship?       |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10C. How about meetings or          | 1    | 2   | 3   | 4    | 98 |
| activities of a community or        |      |     |     |      |    |
| government organization? Did you    |      |     |     |      |    |
| hear or see a lot about the census, |      |     |     |      |    |
| a little about the census, or       |      |     |     |      |    |
| nothing about the census in         |      |     |     |      |    |
| meetings or activities of a         |      |     |     |      |    |
| community or government             |      |     |     |      |    |
| organization.                       |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10D. How about from magazine ads?   | 1    | 2   | 3   | 4    | 98 |
| Did you hear or see a lot about the |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census in      |      |     |     |      |    |
| magazine ads.                       |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10E. How about conversations with   | 1    | 2   | 3   | 4    | 98 |
| friends, neighbors, relatives, or   |      |     |     |      |    |
| coworkers? Did you hear or see a    |      |     |     |      |    |
| lot about the census, a little      |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census from conversations with  |      |     |     |      |    |
| friends, neighbors, relatives, or   |      |     |     |      |    |
| coworkers?                          |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10F. How about radio ads? Did you   | 1    | 2   | 3   | 4    | 98 |
| hear or see a lot about the census, |      |     |     |      |    |
| a little about the census, or       |      |     |     |      |    |
| nothing about the census in radio   |      |     |     |      |    |
| ads?                                |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10G. How about newspaper ads? Did   | 1    | 2   | 3   | 4    | 98 |
| you hear or see a lot about the     |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census in      |      |     |     |      |    |
| newspaper ads?                      |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10H. How about schools you attend?  | 1    | 2   | 3   | 4    | 98 |
| Did you hear or see a lot about the |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census in      |      |     |     |      |    |
| schools you attend?                 |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10I. How about things your children | 1    | 2   | 3   | 4    | 98 |
| have brought home from school? Did  |      |     |     |      |    |
| you hear or see a lot about the     |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census in      |      |     |     |      |    |
| things your children have brought   |      |     |     |      |    |
| home from school?                   |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10J. How about Census job           | 1    | 2   | 3   | 4    | 98 |
| announcements? Did you hear or see  |      |     |     |      |    |
| a lot about the census, a little    |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census in Census job            |      |     |     |      |    |
| announcements?                      |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10K. How about at conference        | 1    | 2   | 3   | 4    | 98 |
| exhibit booths? Did you hear or see |      |     |     |      |    |
| a lot about the census, a little    |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census at conference exhibit    |      |     |     |      |    |
| booths?                             |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10L. How about signs or posters     | 1    | 2   | 3   | 4    | 98 |
| inside buildings? Did you hear or   |      |     |     |      |    |
| see a lot about the census, a       |      |     |     |      |    |
| little about the census, or nothing |      |     |     |      |    |
| about the census on signs or        |      |     |     |      |    |
| posters inside buildings?           |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10M How about outside billboards or | 1    | 2   | 3   | 4    | 98 |
| posters? Did you hear or see a lot  |      |     |     |      |    |
| about the census, a little about    |      |     |     |      |    |
| the census, or nothing about the    |      |     |     |      |    |
| census on outside billboards or     |      |     |     |      |    |
| posters?                            |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+

+-------------------------------------+------+-----+-----+------+----+
|                                     | *    | *   | *   | **N  | *  |
|                                     | *Did | *He | *He | OT** | *D |
|                                     | not  | ard | ard |      | ON |
|                                     | hear | or  | or  | **   | =T |
|                                     | or   | saw | saw | APPL | KN |
|                                     | see  | a   | a   | ICAB | OW |
|                                     | an   | lit | lot | LE** | ** |
|                                     | ythi | tle | t   |      |    |
|                                     | ng** | bit | his |      |    |
|                                     |      | t   | wa  |      |    |
|                                     | **   | his | y** |      |    |
|                                     | this | wa  |     |      |    |
|                                     | wa   | y** |     |      |    |
|                                     | y.** |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10N. How about a speech made by a   | 1    | 2   | 3   | 4    | 98 |
| government official or community    |      |     |     |      |    |
| leader? Did you hear or see a lot   |      |     |     |      |    |
| about the census, a little about    |      |     |     |      |    |
| the census, or nothing about the    |      |     |     |      |    |
| census in a speech made by          |      |     |     |      |    |
| government official or community    |      |     |     |      |    |
| leader?                             |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10O. How about articles you read in | 1    | 2   | 3   | 4    | 98 |
| publications? Did you hear or see a |      |     |     |      |    |
| lot about the census, a little      |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census in articles you read in  |      |     |     |      |    |
| publications                        |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10P. How about the Internet? Did    | 1    | 2   | 3   | 4    | 98 |
| you hear or see a lot about the     |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census on the  |      |     |     |      |    |
| Internet?                           |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10Q. How about on paycheck or       | 1    | 2   | 3   | 4    | 98 |
| utility bill? Did you hear or see a |      |     |     |      |    |
| lot about the census, a little      |      |     |     |      |    |
| about the census, or nothing about  |      |     |     |      |    |
| the census on paycheck or utility   |      |     |     |      |    |
| bill?                               |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10R. How about from participation   | 1    | 2   | 3   | 4    | 98 |
| on a Complete Count Committee? Did  |      |     |     |      |    |
| you hear or see a lot about the     |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census from    |      |     |     |      |    |
| participation on a Complete Count   |      |     |     |      |    |
| Committee?                          |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+
| 10S. How about anything else? Did   | 1    | 2   | 3   | 4    | 98 |
| you hear or see a lot about the     |      |     |     |      |    |
| census, a little about the census,  |      |     |     |      |    |
| or nothing about the census on      |      |     |     |      |    |
| anything else?                      |      |     |     |      |    |
| SPECIFY:\_\_\_\_\_\_\_\_\_\_\_\_\_\ |      |     |     |      |    |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |     |     |      |    |
+-------------------------------------+------+-----+-----+------+----+

11\. Thinking about what you have heard or seen about Census 2000, what
would you say it was trying to tell you? (**DO NOT READ THE
CATEGORIES** - **CODE ALL THAT APPLY)**

> COMPLETE AND RETURN THE FORM 1

WAIT FOR THE CENSUS TAKER TO COME AND PICK IT UP 2

THE CENSUS IS USED TO DETERMINE WHERE PUBLIC

PROGRAMS AND SERVICES (SUCH AS EDUCATION,

HEALTH CARE, JOB TRAINING, ETC.) ARE NEEDED 3

IF YOU DON\'T PARTICIPATE IN THE CENSUS YOU/YOUR

COMMUNITY COULD MISS OUT ON THINGS LIKE EDUCATION

HEALTH CARE, JOB TRAINING, ETC. 4

YOUR ANSWERS TO THE CENSUS ARE KEPT

CONFIDENTIAL/NOT SHARED WITH OTHER GROUPS

> OR AGENCIES IN THE GOVERNMENT 5

THE CENSUS IS EASY TO DO/TAKES JUST A FEW MINUTES 6

OTHER (SPECIFY) 7

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

DON=T KNOW 98

REFUSED 96

12\. Do you remember any slogan or phrase being used about the census?

Yes 1  **(ASK 12A)**

> No 2  **(SKIP TO 13)**

DON=T KNOW 98  **(ASK 12A)**

> REFUSED 96  **(ASK 12A)**
>
> 12A. Can you tell me what the slogan or phase
>
> was? **(DO NOT READ CATEGORIES)**

[This is your future 1]{.smallcaps}

[Don]{.smallcaps}=[t leave it blank 2]{.smallcaps}

[This is your future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 3]{.smallcaps}

[This is our future 4]{.smallcaps}

[This is our future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 5]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this 6]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 7]{.smallcaps}

[Make yourself count 8]{.smallcaps}

[This is our future,]{.smallcaps}

[make yourself count 9]{.smallcaps}

OTHER *(SPECIFY)* 10

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> DON=T KNOW 98

REFUSED 96

+------------------------------------+------+------+------+-----+----+
| 13\. Now I will mention some ideas | *    | **A  | **A  | **A | *  |
| that may or may not have been part | *Not | s    | big  | v   | *D |
| of what you have heard about the   | part | mall | part | ery | ON |
| Census. For each one tell me how   | of   | part | of   | big | =T |
| big a part it is of what you have  | what | of   | what | p   | KN |
| heard.                             | I    | what | I    | art | OW |
|                                    | have | I    | have | of  | ** |
|                                    | hea  | have | hea  | w   |    |
|                                    | rd** | hea  | rd** | hat |    |
|                                    |      | rd** |      | I   |    |
|                                    |      |      |      | h   |    |
|                                    |      |      |      | ear |    |
|                                    |      |      |      | d** |    |
+------------------------------------+------+------+------+-----+----+
| > 13A. The Census has a long       | 1    | 2    | 3    | 4   | 98 |
| > tradition and you should be part |      |      |      |     |    |
| > of it.                           |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13B. If you don=t fill out the   | 1    | 2    | 3    | 4   | 98 |
| > Census, the government will not  |      |      |      |     |    |
| > know where you are.              |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13C. Too many people do not send | 1    | 2    | 3    | 4   | 98 |
| > back the Census.                 |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13D. Answering the Census will   | 1    | 2    | 3    | 4   | 98 |
| > help the government know what    |      |      |      |     |    |
| > your community needs.            |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13E. Answering the Census is     | 1    | 2    | 3    | 4   | 98 |
| > easy.                            |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13F. The Census is your way of   | 1    | 2    | 3    | 4   | 98 |
| > being heard.                     |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13G. The Census is used to       | 1    | 2    | 3    | 4   | 98 |
| > determine where services like    |      |      |      |     |    |
| > schools and health care are      |      |      |      |     |    |
| > needed.                          |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13H. The Census is an            | 1    | 2    | 3    | 4   | 98 |
| > opportunity to make things       |      |      |      |     |    |
| > better for my family and future  |      |      |      |     |    |
| > generations.                     |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+

+------------------------------------+-----+---+-----+-----+-----+---+
| Please tell me if you strongly     | *   | * | **  | **D | *   | * |
| agree, agree, neither agree or     | *St | * | Nei | isa | *St | * |
| disagree, disagree, or strongly    | ron | A | the | gre | ron | D |
| disagree with the following        | gly | g | r** | e** | gly | O |
| statements:                        | a   | r |     |     | d   | N |
|                                    | gre | e | *   |     | isa | = |
|                                    | e** | e | *ag |     | gre | T |
|                                    |     | * | ree |     | e** | K |
|                                    |     | * | or  |     |     | N |
|                                    |     |   | d   |     |     | O |
|                                    |     |   | isa |     |     | W |
|                                    |     |   | gre |     |     | * |
|                                    |     |   | e** |     |     | * |
+------------------------------------+-----+---+-----+-----+-----+---+
| > 13I. What I have heard and seen  | 5   | 4 | 3   | 2   | 1   | 9 |
| > about the Census has been        |     |   |     |     |     | 8 |
| > believable.                      |     |   |     |     |     |   |
+------------------------------------+-----+---+-----+-----+-----+---+
| > 13J. It has told me things I     | 5   | 4 | 3   | 2   | 1   | 9 |
| > have not really thought about    |     |   |     |     |     | 8 |
| > before.                          |     |   |     |     |     |   |
+------------------------------------+-----+---+-----+-----+-----+---+

14\. Did you see or hear anything about the Census in a language other
than English?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

+-------------------------------------+----+----+----+----+----+----+
| 15\. Next, I=m going to read some   | ** | *  | *  | ** | ** | *  |
| opinions about the Census. As I     | St | *A | *N | Di | St | *D |
| read each one, tell me if you       | ro | gr | ei | sa | ro | ON |
| strongly agree, agree, neither      | ng | ee | th | gr | ng | =T |
| agree or disagree, disagree,        | ly | ** | er | ee | ly | KN |
| strongly disagree with each of the  | a  |    | ** | ** | di | OW |
| statements:                         | gr |    |    |    | sa | ** |
|                                     | ee |    | *  |    | gr |    |
|                                     | ** |    | *a |    | ee |    |
|                                     |    |    | gr |    | ** |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | or |    |    |    |
|                                     |    |    | di |    |    |    |
|                                     |    |    | sa |    |    |    |
|                                     |    |    | gr |    |    |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | ** |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15A. Filling out the Census will  | 5  | 4  | 3  | 2  | 1  | 98 |
| > let the government know what my   |    |    |    |    |    |    |
| > community needs.                  |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15B. The Census counts citizens   | 5  | 4  | 3  | 2  | 1  | 98 |
| > and non-citizens alike.           |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15C. It is important for as many  | 5  | 4  | 3  | 2  | 1  | 98 |
| > people as possible to participate |    |    |    |    |    |    |
| > in the Census.                    |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15D. My answers to the Census     | 5  | 4  | 3  | 2  | 1  | 98 |
| > could be used against me.         |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15E. Answering and sending back   | 5  | 4  | 3  | 2  | 1  | 98 |
| > the Census matters for my family  |    |    |    |    |    |    |
| > and community.                    |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15F. The Census Bureau promise of | 5  | 4  | 3  | 2  | 1  | 98 |
| > confidentiality can be trusted.   |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15G. I just don=t see that it     | 5  | 4  | 3  | 2  | 1  | 98 |
| > matters much if I personally fill |    |    |    |    |    |    |
| > out the Census or not.            |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+

16\. So far as you know, does the law require you to answer the census
questions?

Yes 1

No 2

> DON=T KNOW 98

REFUSED 96

17\. Do you believe that answering and sending back your census form
could personally benefit you in any way, personally harm you, or neither
benefit nor harm you?

Personally benefit 4

Personally harm 3

Neither benefit

> or harm 2

**BOTH BENEFIT**

**AND HARM**

**(VOLUNTEERED)** 1

DON=T KNOW 98

REFUSED 96

18\. How likely are you or someone in your household to answer and send
back the Census when you receive it?

Definitely will 5

Probably will. 4

Might or might not. 3

Probably will not 2

Definitely will not 1

DON=T KNOW 98

REFUSED 96

Intro:

**Now I have a few questions about how you spend your time in a typical
seven day week.**

27\. How many hours do you spend at work outside the home in a typical
seven day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

28\. About how many total hours of Afree time@ (not spent working at
home) do you usually have in typical 7-day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

29\. For each day in a typical week, about how many hours do you usually
spend watching television, including time spent doing something else at
the same time. Please think about the whole day and give your best
estimate of the number of hours per day. **(ASK ABOUT EACH DAY OF THE
WEEK INDIVIDUALLY. ENTER WHOLE NUMBERS ONLY. IF NONE, CIRCLE 0)**

+--------------------------------+------------------+------------------+
| > 29A. Monday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29B. Tuesday?                | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29C. Wednesday?              | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29D. Thursday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29E. Friday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29F. Saturday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29G. Sunday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+

30\. During a typical 7-day week, how many hours do you usually spend
listening to the radio, either at home, in your car, or elsewhere?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

31\. About how many hours in a typical 7 day week do you usually spend
reading magazines?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

32\. About how many hours in a typical 7 day week do you spend reading
the newspaper?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

33\. About how many hours in a typical 7 day week do you spend on the
Internet?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

**DEMOGRAPHICS**

**I just have a few questions left about you and your household.**

34\. What is the highest grade or year of regular school you completed?
**(READ LIST)**

Less than grade school 1

> Less than

high school graduate 2

> High school graduate 3
>
> Some college 4

College graduate 5

Postgraduate 6

> REFUSED 96

35\. Do you currently attend or have you in the last six months attended
an adult education class?

Yes 1

No 2

> DON\'T KNOW 98

REFUSED 96

36\. Do you have children in school who are under 18 living at home with
you?

Yes 1  **(ASK 37)**

> No 2  **(SKIP TO 37E)**

REFUSED 9  **(SKIP TO 37E)**

37. How many children living at home with you are **(READ EACH ITEM)**?

> 37A. Pre-kindergarten? ENTER NUMBER?\_\_\_
>
> 37B. Kindergarten-Grade 4? ENTER NUMBER? \_\_\_
>
> 37C. Grade 5-8? ENTER NUMBER?\_\_\_
>
> 37D. Grade 9-12? ENTER NUMBER?\_\_\_

  ---------------------------------------- ------------------------------
  37D. Grade 9-12?                         ENTER NUMBER? \_\_\_\_\_

  ---------------------------------------- ------------------------------

37E. **INTERVIEWER: WHICH WAVE IS THIS?**

> WAVE 1 OR 2 1
>
> WAVE 3 2

39\. Were you born in the United States?

Yes 1

No 2

DON\'T KNOW 98

REFUSED 96

40\. I am going to read you a list of income categories. Would you stop
me when I reach the category that best describes the combined annual
income of all members of this household, including wages or salary,
pensions, interest or dividends, and all other sources?

Under \$15,000 1

\$15,000 to \$19,999 2

> \$20,000 to \$24,999 3
>
> \$25,000 to \$29,999 4
>
> \$30,000 to \$34,999 5
>
> \$35,000 to \$39,999 6
>
> \$40,000 to \$44,999 7
>
> \$45,000 to \$49,999 8
>
> \$50,000 to \$74,999 9
>
> \$75,000 to \$99,999 10
>
> \$100,000 or over 11
>
> DON\'T KNOW 98

REFUSED 96

**CLOSING STATEMENT**

This study has been approved by the Office of Management and Budget, and
has assigned 0607-0864 as the survey=s number. Without this approval, we
would not have been able to conduct this survey. Our approval to conduct
this survey expires on 08-31-2000. Results of this study will help the
Census Bureau improve its plans for the Census 2000. Your answers will
be kept confidential.

**Thank you very much for your help.**

**INTERVIEWER: ENTER FINISH TIME OF INTERVIEW**

**\_\_\_\_\_\_\_ : \_\_\_\_\_\_\_\_\_ AM / PM**

Appendix E

Wave 2 main questionnaire

**NORC: 4915**

**OMB No.: 0607-0864**

**Approval Expires: 08/31/2000**

+-----------------------------------------------------------------------+
| **MEDIA USE SURVEY**                                                  |
|                                                                       |
| **W A V E 2**                                                         |
|                                                                       |
| **Q U E S T I O N N A I R E**                                         |
+-----------------------------------------------------------------------+

**Conducted by**

**National Opinion Research Center**

**at the**

**University of Chicago**

**for**

**The Department of Commerce**

***Interviewer: Fill in the below information before mailing***

+-----------------------------------------------------------------------+
| **SU_ID#:                                                             |
| \|\_\_\_\_\|\                                                         |
| _\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\| |
| AQ ID: \|\_\_\_\_\_\_\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **(obtained from the Screener) (obtained from the Screener)**         |
|                                                                       |
| **FI ID:                                                              |
| \|\_\                                                                 |
| _\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\| |
| FINAL DISPOSITION: \|\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **DATE QUESTIONNAIRE COMPLETED:                                       |
| \                                                                     |
| |\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|** |
|                                                                       |
| > **MONTH DAY YEAR**                                                  |
+-----------------------------------------------------------------------+

> ![](media/image84.wmf)

**English Version**

+-----------------------------------------------------------------------+
| **INSTRUCTIONS TO INTERVIEWER**                                       |
|                                                                       |
| Because not all questions will apply to everyone, you will be asked   |
| to skip to certain questions.                                         |
|                                                                       |
| -   Follow all ASKIP@ instructions AFTER marking a response. If no    |
|     ASKIP@ instruction is provided, you should continue to the NEXT   |
|     question                                                          |
|                                                                       |
| -   Either a pen or pencil may be used                                |
|                                                                       |
| -   If you need to change an answer, please make sure that your old   |
|     answer is either completely erased or clearly crossed out         |
+-----------------------------------------------------------------------+

**INTERVIEWER: ENTER START TIME OF INTERVIEW: \_\_\_\_\_\_\_ :
\_\_\_\_\_\_\_\_\_ AM / PM**

+---------------------------------------------+----+----+----+----+----+
| 1\. I am going to read you a list of some   | ** | *  | *  | ** | *  |
| things you may or may not have done in the  | on | *s | *s | on | *n |
| last twelve months.                         | ce | ev | ev | ce | ev |
|                                             | a  | er | er | a  | er |
|                                             | ye | al | al | we | ** |
|                                             | ar | t  | t  | ek |    |
|                                             | ** | im | im | ** |    |
|                                             |    | es | es |    |    |
|                                             |    | a  | a  |    |    |
|                                             |    | ye | m  |    |    |
|                                             |    | ar | on |    |    |
|                                             |    | ** | th |    |    |
|                                             |    |    | ** |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1A. In last twelve months, how often have | 5  | 4  | 3  | 2  | 1  |
| > you gone on a vacation away from home?    |    |    |    |    |    |
| > Would you say once a year, several times  |    |    |    |    |    |
| > a year, several times a month, once a     |    |    |    |    |    |
| > week, or never.                           |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1B. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended a regular meeting of the    |    |    |    |    |    |
| > PTA (parent- teacher organization) or     |    |    |    |    |    |
| > other school group?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1C. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended services or meetings of a   |    |    |    |    |    |
| > religious group?                          |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1D. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Visited a doctor at the doctor=s     |    |    |    |    |    |
| > office?                                   |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1E. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended a regular meeting of a      |    |    |    |    |    |
| > community or charity group?               |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1F. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended meetings or speeches of a   |    |    |    |    |    |
| > political party or candidate?             |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1G. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Attended an event benefitting a      |    |    |    |    |    |
| > community, charity, school, or religious, |    |    |    |    |    |
| > or political group?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+
| > 1H. (In the last 12 months how often have | 5  | 4  | 3  | 2  | 1  |
| > you) Donated blood?                       |    |    |    |    |    |
+---------------------------------------------+----+----+----+----+----+

2\. Did you vote in the last local election?

Yes 1

> No 2

DON=T KNOW 98

REFUSED 96

+-------------------------+----------------+--------------------------+
| 3\. Now I am going to   |                | > How familiar are you   |
| read you a list of      |                | > with **(READ EACH      |
| agencies. Have you ever |                | > ITEM)** B would you    |
| heard of **(READ EACH   |                | > say you are very       |
| ITEM)**?                |                | > familiar, somewhat     |
|                         |                | > familiar, not very     |
|                         |                | > familiar or not at all |
|                         |                | > familiar?              |
+-------------------------+----------------+--------------------------+
| > 3A. (Have you ever    | Yes 1  **(ASK | 3D. Very familiar 4      |
| > heard of ) The        | 3D)**          |                          |
| > Department of         |                | > Somewhat familiar 3    |
| > Agriculture?          | No 2  **(ASK  | >                        |
|                         | 3B)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| > 3B. (Have you ever    | Yes 1  **(ASK | 3E. Very familiar 4      |
| > heard of ) The        | 3E)**          |                          |
| > Surgeon General=s     |                | > Somewhat familiar 3    |
| > Office?               | No 2  **(ASK  | >                        |
|                         | 3C)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| > 3C. (Have you ever    | Yes 1  **(ASK | 3F. Very familiar 4      |
| > heard of ) The Census | 3F)**          |                          |
| > Bureau?               |                | > Somewhat familiar 3    |
|                         | No 2  **(ASK  | >                        |
|                         | 4)**           | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+

+---------------------------------------------+---------+-----+------+
| 4\. Next I would like to ask you about      | **YES** | **N | **DO |
| three government programs. Have you ever    |         | O** | N\'T |
| heard of **(READ EACH ITEM)**?              |         |     | KN   |
|                                             |         |     | OW** |
+---------------------------------------------+---------+-----+------+
| > 4A. The school lunch program?             | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| > 4B. Welfare reform?                       | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| > 4C. The Census?                           | 1       | 2   | 98   |
|                                             |         |     |      |
|                                             | **(Skip | **( | **   |
|                                             | to 6)** | Ask | (Ask |
|                                             |         | 5   | 5)** |
|                                             |         | )** |      |
+---------------------------------------------+---------+-----+------+

5\. The Census is the count of all the people who live in the United
States. Have you ever heard of that before?

Yes 1

No 2  **(Skip to**

**Intro of 27)**

DON=T KNOW 98  **(Skip to**

**Intro of 27)**

REFUSED 96  **(Skip to**

**Intro of 27)**

6\. Have you heard or seen anything [recently]{.underline} about the
school lunch program?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

7\. Have you heard or seen anything [recently]{.underline} about welfare
reform?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

8\. Have you heard or seen anything [recently]{.underline} about Census
2000?

Yes 1

No 2  **(Skip to 15)**

DON=T KNOW 98  **(Skip to 15)**

REFUSED 96  **(Skip to 15)**

9\. Would you say you have heard a great deal, some, a little, or
nothing about Census 2000?

A great deal 1

Some 2

A little 3

Nothing about it 4

DON=T KNOW 98

REFUSED 96

+-----------------------------------+-------+-----+-----+-------+----+
| 10\. Let me read you a list of    | **Did | *   | *   | **    | *  |
| possible places you might have    | not   | *He | *He | NOT** | *D |
| learned about the Census.         | hear  | ard | ard |       | ON |
|                                   | or    | or  | or  | **AP  | =T |
|                                   | see   | saw | saw | PLICA | KN |
|                                   | any   | a   | a   | BLE** | OW |
|                                   | thing | lit | lot |       | ** |
|                                   | this  | tle | t   |       |    |
|                                   | w     | bit | his |       |    |
|                                   | ay.** | t   | wa  |       |    |
|                                   |       | his | y** |       |    |
|                                   |       | wa  |     |       |    |
|                                   |       | y** |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10A. The first one is commercials | 1     | 2   | 3   | 4     | 98 |
| or public service announcements   |       |     |     |       |    |
| on television. Did you hear or    |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in TV    |       |     |     |       |    |
| commercials?                      |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10B. How about meetings of a      | 1     | 2   | 3   | 4     | 98 |
| religious group or at place of    |       |     |     |       |    |
| worship? Did you hear or see a    |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census in meetings of a |       |     |     |       |    |
| religious group or at place of    |       |     |     |       |    |
| worship?                          |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10C. How about meetings or        | 1     | 2   | 3   | 4     | 98 |
| activities of a community or      |       |     |     |       |    |
| government organization? Did you  |       |     |     |       |    |
| hear or see a lot about the       |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in meetings or activities  |       |     |     |       |    |
| of a community or government      |       |     |     |       |    |
| organization.                     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10D. How about from magazine ads? | 1     | 2   | 3   | 4     | 98 |
| Did you hear or see a lot about   |       |     |     |       |    |
| the census, a little about the    |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in magazine ads.           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10E. How about conversations with | 1     | 2   | 3   | 4     | 98 |
| friends, neighbors, relatives, or |       |     |     |       |    |
| coworkers? Did you hear or see a  |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census from             |       |     |     |       |    |
| conversations with friends,       |       |     |     |       |    |
| neighbors, relatives, or          |       |     |     |       |    |
| coworkers?                        |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10F. How about radio ads? Did you | 1     | 2   | 3   | 4     | 98 |
| hear or see a lot about the       |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in radio ads?              |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10G. How about newspaper ads? Did | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in newspaper ads?          |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10H. How about schools you        | 1     | 2   | 3   | 4     | 98 |
| attend? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in schools you attend?     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10I. How about things your        | 1     | 2   | 3   | 4     | 98 |
| children have brought home from   |       |     |     |       |    |
| school? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in things your children    |       |     |     |       |    |
| have brought home from school?    |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10J. How about Census job         | 1     | 2   | 3   | 4     | 98 |
| announcements? Did you hear or    |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in       |       |     |     |       |    |
| Census job announcements?         |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10K. How about at conference      | 1     | 2   | 3   | 4     | 98 |
| exhibit booths? Did you hear or   |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census at       |       |     |     |       |    |
| conference exhibit booths?        |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10L. How about signs or posters   | 1     | 2   | 3   | 4     | 98 |
| inside buildings? Did you hear or |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census on signs |       |     |     |       |    |
| or posters inside buildings?      |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+

+-----------------------------------+-------+-----+-----+-------+----+
|                                   | **Did | *   | *   | **    | *  |
|                                   | not   | *He | *He | NOT** | *D |
|                                   | hear  | ard | ard |       | ON |
|                                   | or    | or  | or  | **AP  | =T |
|                                   | see   | saw | saw | PLICA | KN |
|                                   | any   | a   | a   | BLE** | OW |
|                                   | thing | lit | lot |       | ** |
|                                   | this  | tle | t   |       |    |
|                                   | w     | bit | his |       |    |
|                                   | ay.** | t   | wa  |       |    |
|                                   |       | his | y** |       |    |
|                                   |       | wa  |     |       |    |
|                                   |       | y** |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10M How about outside billboards  | 1     | 2   | 3   | 4     | 98 |
| or posters? Did you hear or see a |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census on outside       |       |     |     |       |    |
| billboards or posters?            |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10N. How about a speech made by a | 1     | 2   | 3   | 4     | 98 |
| government official or community  |       |     |     |       |    |
| leader? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in a speech made by        |       |     |     |       |    |
| government official or community  |       |     |     |       |    |
| leader?                           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10O. How about articles you read  | 1     | 2   | 3   | 4     | 98 |
| in publications? Did you hear or  |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in       |       |     |     |       |    |
| articles you read in publications |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10P. How about the Internet? Did  | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census on the Internet?           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10Q. How about on paycheck or     | 1     | 2   | 3   | 4     | 98 |
| utility bill? Did you hear or see |       |     |     |       |    |
| a lot about the census, a little  |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census on paycheck or   |       |     |     |       |    |
| utility bill?                     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10R. How about from participation | 1     | 2   | 3   | 4     | 98 |
| on a Complete Count Committee?    |       |     |     |       |    |
| Did you hear or see a lot about   |       |     |     |       |    |
| the census, a little about the    |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census from participation on a    |       |     |     |       |    |
| Complete Count Committee?         |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10S. How about anything else? Did | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census on anything else?          |       |     |     |       |    |
| SPEC                              |       |     |     |       |    |
| IFY:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |       |     |     |       |    |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+

11\. Thinking about what you have heard or seen about Census 2000, what
would you say it was trying to tell you? (**DO NOT READ THE
CATEGORIES** - **CODE ALL THAT APPLY)**

> COMPLETE AND RETURN THE FORM 1

WAIT FOR THE CENSUS TAKER TO COME AND PICK IT UP 2

THE CENSUS IS USED TO DETERMINE WHERE PUBLIC

PROGRAMS AND SERVICES (SUCH AS EDUCATION,

HEALTH CARE, JOB TRAINING, ETC.) ARE NEEDED 3

IF YOU DON\'T PARTICIPATE IN THE CENSUS YOU/YOUR

COMMUNITY COULD MISS OUT ON THINGS LIKE EDUCATION

HEALTH CARE, JOB TRAINING, ETC. 4

YOUR ANSWERS TO THE CENSUS ARE KEPT

CONFIDENTIAL/NOT SHARED WITH OTHER GROUPS

> OR AGENCIES IN THE GOVERNMENT 5

THE CENSUS IS EASY TO DO/TAKES JUST A FEW MINUTES 6

OTHER (SPECIFY) 7

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

DON=T KNOW 98

REFUSED 96

12\. Do you remember any slogan or phrase being used about the census?

Yes 1  **(ASK 12A)**

> No 2  **(SKIP TO 13)**

DON=T KNOW 98  **(ASK 12A)**

> REFUSED 96  **(ASK 12A)**
>
> 12A. Can you tell me what the slogan or phase
>
> was? **(DO NOT READ CATEGORIES)**

[This is your future 1]{.smallcaps}

[Don]{.smallcaps}=[t leave it blank 2]{.smallcaps}

[This is your future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 3]{.smallcaps}

[This is our future 4]{.smallcaps}

[This is our future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 5]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this 6]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 7]{.smallcaps}

[Make yourself count 8]{.smallcaps}

[This is our future,]{.smallcaps}

[make yourself count 9]{.smallcaps}

OTHER *(SPECIFY)* 10

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> DON=T KNOW 98

REFUSED 96

+------------------------------------+------+------+------+-----+----+
| 13\. Now I will mention some ideas | *    | **A  | **A  | **A | *  |
| that may or may not have been part | *Not | s    | big  | v   | *D |
| of what you have heard about the   | part | mall | part | ery | ON |
| Census. For each one tell me how   | of   | part | of   | big | =T |
| big a part it is of what you have  | what | of   | what | p   | KN |
| heard.                             | I    | what | I    | art | OW |
|                                    | have | I    | have | of  | ** |
|                                    | hea  | have | hea  | w   |    |
|                                    | rd** | hea  | rd** | hat |    |
|                                    |      | rd** |      | I   |    |
|                                    |      |      |      | h   |    |
|                                    |      |      |      | ear |    |
|                                    |      |      |      | d** |    |
+------------------------------------+------+------+------+-----+----+
| > 13A. The Census has a long       | 1    | 2    | 3    | 4   | 98 |
| > tradition and you should be part |      |      |      |     |    |
| > of it.                           |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13B. If you don=t fill out the   | 1    | 2    | 3    | 4   | 98 |
| > Census, the government will not  |      |      |      |     |    |
| > know where you are.              |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13C. Too many people do not send | 1    | 2    | 3    | 4   | 98 |
| > back the Census.                 |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13D. Answering the Census will   | 1    | 2    | 3    | 4   | 98 |
| > help the government know what    |      |      |      |     |    |
| > your community needs.            |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13E. Answering the Census is     | 1    | 2    | 3    | 4   | 98 |
| > easy.                            |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13F. The Census is your way of   | 1    | 2    | 3    | 4   | 98 |
| > being heard.                     |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13G. The Census is used to       | 1    | 2    | 3    | 4   | 98 |
| > determine where services like    |      |      |      |     |    |
| > schools and health care are      |      |      |      |     |    |
| > needed.                          |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+
| > 13H. The Census is an            | 1    | 2    | 3    | 4   | 98 |
| > opportunity to make things       |      |      |      |     |    |
| > better for my family and future  |      |      |      |     |    |
| > generations.                     |      |      |      |     |    |
+------------------------------------+------+------+------+-----+----+

+------------------------------------+-----+---+-----+-----+-----+---+
| Please tell me if you strongly     | *   | * | **  | **D | *   | * |
| agree, agree, neither agree or     | *St | * | Nei | isa | *St | * |
| disagree, disagree, or strongly    | ron | A | the | gre | ron | D |
| disagree with the following        | gly | g | r** | e** | gly | O |
| statements:                        | a   | r |     |     | d   | N |
|                                    | gre | e | *   |     | isa | = |
|                                    | e** | e | *ag |     | gre | T |
|                                    |     | * | ree |     | e** | K |
|                                    |     | * | or  |     |     | N |
|                                    |     |   | d   |     |     | O |
|                                    |     |   | isa |     |     | W |
|                                    |     |   | gre |     |     | * |
|                                    |     |   | e** |     |     | * |
+------------------------------------+-----+---+-----+-----+-----+---+
| > 13I. What I have heard and seen  | 5   | 4 | 3   | 2   | 1   | 9 |
| > about the Census has been        |     |   |     |     |     | 8 |
| > believable.                      |     |   |     |     |     |   |
+------------------------------------+-----+---+-----+-----+-----+---+
| > 13J. It has told me things I     | 5   | 4 | 3   | 2   | 1   | 9 |
| > have not really thought about    |     |   |     |     |     | 8 |
| > before.                          |     |   |     |     |     |   |
+------------------------------------+-----+---+-----+-----+-----+---+

14\. Did you see or hear anything about the Census in a language other
than English?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

+-------------------------------------+----+----+----+----+----+----+
| 15\. Next, I=m going to read some   | ** | *  | *  | ** | ** | *  |
| opinions about the Census. As I     | St | *A | *N | Di | St | *D |
| read each one, tell me if you       | ro | gr | ei | sa | ro | ON |
| strongly agree, agree, neither      | ng | ee | th | gr | ng | =T |
| agree or disagree, disagree,        | ly | ** | er | ee | ly | KN |
| strongly disagree with each of the  | a  |    | ** | ** | di | OW |
| statements:                         | gr |    |    |    | sa | ** |
|                                     | ee |    | *  |    | gr |    |
|                                     | ** |    | *a |    | ee |    |
|                                     |    |    | gr |    | ** |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | or |    |    |    |
|                                     |    |    | di |    |    |    |
|                                     |    |    | sa |    |    |    |
|                                     |    |    | gr |    |    |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | ** |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15A. Filling out the Census will  | 5  | 4  | 3  | 2  | 1  | 98 |
| > let the government know what my   |    |    |    |    |    |    |
| > community needs.                  |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15B. The Census counts citizens   | 5  | 4  | 3  | 2  | 1  | 98 |
| > and non-citizens alike.           |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15C. It is important for as many  | 5  | 4  | 3  | 2  | 1  | 98 |
| > people as possible to participate |    |    |    |    |    |    |
| > in the Census.                    |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15D. My answers to the Census     | 5  | 4  | 3  | 2  | 1  | 98 |
| > could be used against me.         |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15E. Answering and sending back   | 5  | 4  | 3  | 2  | 1  | 98 |
| > the Census matters for my family  |    |    |    |    |    |    |
| > and community.                    |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15F. The Census Bureau promise of | 5  | 4  | 3  | 2  | 1  | 98 |
| > confidentiality can be trusted.   |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| > 15G. I just don=t see that it     | 5  | 4  | 3  | 2  | 1  | 98 |
| > matters much if I personally fill |    |    |    |    |    |    |
| > out the Census or not.            |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+

16\. So far as you know, does the law require you to answer the census
questions?

Yes 1

No 2

> DON=T KNOW 98

REFUSED 96

17\. Do you believe that answering and sending back your census form
could personally benefit you in any way, personally harm you, or neither
benefit nor harm you?

Personally benefit 4

Personally harm 3

Neither benefit

> or harm 2

**BOTH BENEFIT**

**AND HARM**

**(VOLUNTEERED)** 1

DON=T KNOW 98

REFUSED 96

18\. How likely are you or someone in your household to answer and send
back the Census when you receive it?

Definitely will 5

Probably will. 4

Might or might not. 3

Probably will not 2

Definitely will not 1

DON=T KNOW 98

REFUSED 96

Intro:

**Now I have a few questions about how you spend your time in a typical
seven day week.**

27\. How many hours do you spend at work outside the home in a typical
seven day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

28\. About how many total hours of Afree time@ (not spent working at
home) do you usually have in typical 7-day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

29\. For each day in a typical week, about how many hours do you usually
spend watching television, including time spent doing something else at
the same time. Please think about the whole day and give your best
estimate of the number of hours per day. **(ASK ABOUT EACH DAY OF THE
WEEK INDIVIDUALLY. ENTER WHOLE NUMBERS ONLY. IF NONE, CIRCLE 0)**

+--------------------------------+------------------+------------------+
| > 29A. Monday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29B. Tuesday?                | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29C. Wednesday?              | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29D. Thursday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29E. Friday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29F. Saturday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29G. Sunday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+

30\. During a typical 7-day week, how many hours do you usually spend
listening to the radio, either at home, in your car, or elsewhere?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

31\. About how many hours in a typical 7 day week do you usually spend
reading magazines?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

32\. About how many hours in a typical 7 day week do you spend reading
the newspaper?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

33\. About how many hours in a typical 7 day week do you spend on the
Internet?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

**DEMOGRAPHICS**

**I just have a few questions left about you and your household. . .**

34\. What is the highest grade or year of regular school you completed?
**(READ LIST)**

Less than grade school 1

> Less than

high school graduate 2

> High school graduate 3
>
> Some college 4

College graduate 5

Postgraduate 6

> REFUSED 96

35\. Do you currently attend or have you in the last six months attended
an adult education class?

Yes 1

No 2

> DON\'T KNOW 98

REFUSED 96

36\. Do you have children in school who are under 18 living at home with
you?

Yes 1  **(ASK 37)**

> No 2  **(SKIP TO 37E)**

REFUSED 9  **(SKIP TO 37E)**

37\. How many children living at home with you are **(READ EACH ITEM)**?

**37A. Pre-Kindergarten? ENTER NUMBER?\_\_\_**

**37B.** Kindergarten-Grade 4? ENTER NUMBER?\_\_\_

**37C.** Grade 5-8? ENTER NUMBER?\_\_\_

**37D.** Grade 9-12? ENTER NUMBER?\_\_\_

> 37E. **INTERVIEWER: WHICH WAVE IS THIS?**
>
> WAVE 1 OR 2 1
>
> WAVE 3 2

39\. Were you born in the United States?

Yes 1

No 2

DON\'T KNOW 98

REFUSED 96

40\. I am going to read you a list of income categories. Would you stop
me when I reach the category that best describes the combined annual
income of all members of this household, including wages or salary,
pensions, interest or dividends, and all other sources?

Under \$15,000 1

\$15,000 to \$19,999 2

> \$20,000 to \$24,999 3
>
> \$25,000 to \$29,999 4
>
> \$30,000 to \$34,999 5
>
> \$35,000 to \$39,999 6
>
> \$40,000 to \$44,999 7
>
> \$45,000 to \$49,999 8
>
> \$50,000 to \$74,999 9
>
> \$75,000 to \$99,999 10
>
> \$100,000 or over 11
>
> DON\'T KNOW 98

REFUSED 96

**CLOSING STATEMENT**

This study has been approved by the Office of Management and Budget and
has assigned 0607-0864 as the survey=s number. Without this approval, we
would not have been able to conduct this survey. Our approval to conduct
this survey expires on 08-31-2000. Results of this study will help the
Census Bureau improve its plans for the Census 2000. Your answers will
be kept confidential.

**Thank you very much for your help!**

**INTERVIEWER: ENTER \>FINISH TIME= OF INTERVIEW**

**\_\_\_\_\_\_\_ : \_\_\_\_\_\_\_\_\_ AM / PM**

Appendix F

Wave 3 main questionnaire

**NORC: 4915**

**OMB No.: 0607-0864**

**Approval Expires: 08/31/2000**

+-----------------------------------------------------------------------+
| **MEDIA USE SURVEY**                                                  |
|                                                                       |
| **W A V E 3**                                                         |
|                                                                       |
| **Q U E S T I O N N A I R E**                                         |
+-----------------------------------------------------------------------+

**Conducted by**

**National Opinion Research Center**

**at the**

**University of Chicago**

**for**

**The Department of Commerce**

***Interviewer: Fill in the below information before mailing***

+-----------------------------------------------------------------------+
| **SU_ID#:                                                             |
| \|\_\_\_\_\|\                                                         |
| _\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\|\_\_\_\_\| |
| AQ ID: \|\_\_\_\_\_\_\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **(obtained from the Screener) (obtained from the Screener)**         |
|                                                                       |
| **FI ID:                                                              |
| \|\_\                                                                 |
| _\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\| |
| FINAL DISPOSITION: \|\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **DATE QUESTIONNAIRE COMPLETED:                                       |
| \                                                                     |
| |\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|** |
|                                                                       |
| > **MONTH DAY YEAR**                                                  |
+-----------------------------------------------------------------------+

> ![](media/image85.wmf)

**English Version**

+-----------------------------------------------------------------------+
| **INSTRUCTIONS TO INTERVIEWER**                                       |
|                                                                       |
| Because not all questions will apply to everyone, you will be asked   |
| to skip to certain questions.                                         |
|                                                                       |
| -   Follow all ASKIP@ instructions AFTER marking a response. If no    |
|     ASKIP@ instruction is provided, you should continue to the NEXT   |
|     question                                                          |
|                                                                       |
| -   Either a pen or pencil may be used                                |
|                                                                       |
| -   If you need to change an answer, please make sure that your old   |
|     answer is either completely erased or clearly crossed out         |
+-----------------------------------------------------------------------+

**INTERVIEWER: ENTER START TIME OF INTERVIEW: \_\_\_\_\_\_\_ :
\_\_\_\_\_\_\_\_\_ AM / PM**

  --------------------------------------------- -------- ----------- ----------- -------- -----------
  1\. I am going to read you a list of some     **once a **Several   **several   **once a **never**
  things you may or may not have done in the    year**   times a     times a     week**   
  last twelve months.                                    year**      month**              

  1A. In last twelve months, how often have you 5        4           3           2        1
  gone on a vacation away from home? Would you                                            
  say once a year, several times a year,                                                  
  several times a month, once a week, or never.                                           

  1B. (In the last 12 months how often have     5        4           3           2        1
  you) Attended a regular meeting of the PTA                                              
  (parent- teacher organization) or other                                                 
  school group?                                                                           

  1C. (In the last 12 months how often have     5        4           3           2        1
  you) Attended services or meetings of a                                                 
  religious group?                                                                        

  1D. (In the last 12 months how often have     5        4           3           2        1
  you) Visited a doctor at the doctor=s office?                                           

  1E. (In the last 12 months how often have     5        4           3           2        1
  you) Attended a regular meeting of a                                                    
  community or charity group?                                                             

  1F. (In the last 12 months how often have     5        4           3           2        1
  you) Attended meetings or speeches of a                                                 
  political party or candidate?                                                           

  1G. (In the last 12 months how often have     5        4           3           2        1
  you) Attended an event benefitting a                                                    
  community, charity, school, or religious, or                                            
  political group?                                                                        

  1H. (In the last 12 months how often have     5        4           3           2        1
  you) Donated blood?                                                                     
  --------------------------------------------- -------- ----------- ----------- -------- -----------

2\. Did you vote in the last local election?

Yes 1

> No 2

DON=T KNOW 98

REFUSED 96

+-------------------------+----------------+--------------------------+
| 3\. Now I am going to   |                | > How familiar are you   |
| read you a list of      |                | > with **(READ EACH      |
| agencies. Have you ever |                | > ITEM)** B would you    |
| heard of **(READ EACH   |                | > say you are very       |
| ITEM)**?                |                | > familiar, somewhat     |
|                         |                | > familiar, not very     |
|                         |                | > familiar or not at all |
|                         |                | > familiar?              |
+-------------------------+----------------+--------------------------+
| 3A. (Have you ever      | Yes 1  **(ASK | 3D. Very familiar 4      |
| heard of ) The          | 3D)**          |                          |
| Department of           |                | > Somewhat familiar 3    |
| Agriculture?            | No 2  **(ASK  | >                        |
|                         | 3B)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| 3B. (Have you ever      | Yes 1  **(ASK | 3E. Very familiar 4      |
| heard of ) The Surgeon  | 3E)**          |                          |
| General=s Office?       |                | > Somewhat familiar 3    |
|                         | No 2  **(ASK  | >                        |
|                         | 3C)**          | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+
| 3C. (Have you ever      | Yes 1  **(ASK | 3F. Very familiar 4      |
| heard of ) The Census   | 3F)**          |                          |
| Bureau?                 |                | > Somewhat familiar 3    |
|                         | No 2  **(ASK  | >                        |
|                         | 4)**           | > Not very familiar 2    |
|                         |                | >                        |
|                         |                | > Not at all familiar 1  |
|                         |                | >                        |
|                         |                | > DON=T KNOW 98          |
+-------------------------+----------------+--------------------------+

+---------------------------------------------+---------+-----+------+
| 4\. Next I would like to ask you about      | **YES** | **N | **DO |
| three government programs. Have you ever    |         | O** | N\'T |
| heard of **(READ EACH ITEM)**?              |         |     | KN   |
|                                             |         |     | OW** |
+---------------------------------------------+---------+-----+------+
| 4A. The school lunch program?               | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| 4B. Welfare reform?                         | 1       | 2   | 98   |
+---------------------------------------------+---------+-----+------+
| 4C. The Census?                             | 1       | 2   | 98   |
|                                             |         |     |      |
|                                             | **(SKIP | **( | **   |
|                                             | TO      | ASK | (ASK |
|                                             | Q6)**   | Q5  | Q    |
|                                             |         | )** | 5)** |
+---------------------------------------------+---------+-----+------+

5\. The Census is the count of all the people who live in the United
States. Have you ever heard of that before?

Yes 1

No 2  **(SKIP TO Q19)**

DON=T KNOW 98  **(SKIP TO Q19)**

REFUSED 96  **(SKIP TO Q19)**

6\. Have you heard or seen anything [recently]{.underline} about the
school lunch program?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

7\. Have you heard or seen anything [recently]{.underline} about welfare
reform?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

8\. Have you heard or seen anything [recently]{.underline} about Census
2000?

Yes 1

No 2  **(SKIP TO Q15)**

DON=T KNOW 98  **(SKIP TO Q15)**

REFUSED 96  **(SKIP TO Q15)**

9\. Would you say you have heard a great deal, some, a little, or
nothing about Census 2000?

A great deal 1

Some 2

A little 3

Nothing about it 4

DON=T KNOW 98

REFUSED 96

+-----------------------------------+-------+-----+-----+-------+----+
| 10\. Let me read you a list of    | **Did | *   | *   | **    | *  |
| possible places you might have    | not   | *He | *He | NOT** | *D |
| learned about the Census.         | hear  | ard | ard |       | ON |
|                                   | or    | or  | or  | **AP  | =T |
|                                   | see   | saw | saw | PLICA | KN |
|                                   | any   | a   | a   | BLE** | OW |
|                                   | thing | lit | lot |       | ** |
|                                   | this  | tle | t   |       |    |
|                                   | w     | bit | his |       |    |
|                                   | ay.** | t   | wa  |       |    |
|                                   |       | his | y** |       |    |
|                                   |       | wa  |     |       |    |
|                                   |       | y** |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10A. The first one is commercials | 1     | 2   | 3   | 4     | 98 |
| or public service announcements   |       |     |     |       |    |
| on television. Did you hear or    |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in TV    |       |     |     |       |    |
| commercials?                      |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10B. How about meetings of a      | 1     | 2   | 3   | 4     | 98 |
| religious group or at place of    |       |     |     |       |    |
| worship? Did you hear or see a    |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census in meetings of a |       |     |     |       |    |
| religious group or at place of    |       |     |     |       |    |
| worship?                          |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10C. How about meetings or        | 1     | 2   | 3   | 4     | 98 |
| activities of a community or      |       |     |     |       |    |
| government organization? Did you  |       |     |     |       |    |
| hear or see a lot about the       |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in meetings or activities  |       |     |     |       |    |
| of a community or government      |       |     |     |       |    |
| organization.                     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10D. How about from magazine ads? | 1     | 2   | 3   | 4     | 98 |
| Did you hear or see a lot about   |       |     |     |       |    |
| the census, a little about the    |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in magazine ads.           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10E. How about conversations with | 1     | 2   | 3   | 4     | 98 |
| friends, neighbors, relatives, or |       |     |     |       |    |
| coworkers? Did you hear or see a  |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census from             |       |     |     |       |    |
| conversations with friends,       |       |     |     |       |    |
| neighbors, relatives, or          |       |     |     |       |    |
| coworkers?                        |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10F. How about radio ads? Did you | 1     | 2   | 3   | 4     | 98 |
| hear or see a lot about the       |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in radio ads?              |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10G. How about newspaper ads? Did | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census in newspaper ads?          |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10H. How about schools you        | 1     | 2   | 3   | 4     | 98 |
| attend? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in schools you attend?     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10I. How about things your        | 1     | 2   | 3   | 4     | 98 |
| children have brought home from   |       |     |     |       |    |
| school? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in things your children    |       |     |     |       |    |
| have brought home from school?    |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10J. How about Census job         | 1     | 2   | 3   | 4     | 98 |
| announcements? Did you hear or    |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in       |       |     |     |       |    |
| Census job announcements?         |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10K. How about at conference      | 1     | 2   | 3   | 4     | 98 |
| exhibit booths? Did you hear or   |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census at       |       |     |     |       |    |
| conference exhibit booths?        |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10L. How about signs or posters   | 1     | 2   | 3   | 4     | 98 |
| inside buildings? Did you hear or |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census on signs |       |     |     |       |    |
| or posters inside buildings?      |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+

+-----------------------------------+-------+-----+-----+-------+----+
|                                   | **Did | *   | *   | **    | *  |
|                                   | not   | *He | *He | NOT** | *D |
|                                   | hear  | ard | ard |       | ON |
|                                   | or    | or  | or  | **AP  | =T |
|                                   | see   | saw | saw | PLICA | KN |
|                                   | any   | a   | a   | BLE** | OW |
|                                   | thing | lit | lot |       | ** |
|                                   | this  | tle | t   |       |    |
|                                   | w     | bit | his |       |    |
|                                   | ay.** | t   | wa  |       |    |
|                                   |       | his | y** |       |    |
|                                   |       | wa  |     |       |    |
|                                   |       | y** |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10M How about outside billboards  | 1     | 2   | 3   | 4     | 98 |
| or posters? Did you hear or see a |       |     |     |       |    |
| lot about the census, a little    |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census on outside       |       |     |     |       |    |
| billboards or posters?            |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10N. How about a speech made by a | 1     | 2   | 3   | 4     | 98 |
| government official or community  |       |     |     |       |    |
| leader? Did you hear or see a lot |       |     |     |       |    |
| about the census, a little about  |       |     |     |       |    |
| the census, or nothing about the  |       |     |     |       |    |
| census in a speech made by        |       |     |     |       |    |
| government official or community  |       |     |     |       |    |
| leader?                           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10O. How about articles you read  | 1     | 2   | 3   | 4     | 98 |
| in publications? Did you hear or  |       |     |     |       |    |
| see a lot about the census, a     |       |     |     |       |    |
| little about the census, or       |       |     |     |       |    |
| nothing about the census in       |       |     |     |       |    |
| articles you read in publications |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10P. How about the Internet? Did  | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census on the Internet?           |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10Q. How about on paycheck or     | 1     | 2   | 3   | 4     | 98 |
| utility bill? Did you hear or see |       |     |     |       |    |
| a lot about the census, a little  |       |     |     |       |    |
| about the census, or nothing      |       |     |     |       |    |
| about the census on paycheck or   |       |     |     |       |    |
| utility bill?                     |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10R. How about from participation | 1     | 2   | 3   | 4     | 98 |
| on a Complete Count Committee?    |       |     |     |       |    |
| Did you hear or see a lot about   |       |     |     |       |    |
| the census, a little about the    |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census from participation on a    |       |     |     |       |    |
| Complete Count Committee?         |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+
| 10S. How about anything else? Did | 1     | 2   | 3   | 4     | 98 |
| you hear or see a lot about the   |       |     |     |       |    |
| census, a little about the        |       |     |     |       |    |
| census, or nothing about the      |       |     |     |       |    |
| census on anything else?          |       |     |     |       |    |
| SPEC                              |       |     |     |       |    |
| IFY:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |       |     |     |       |    |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       |     |     |       |    |
+-----------------------------------+-------+-----+-----+-------+----+

11\. Thinking about what you have heard or seen about Census 2000, what
would you say it was trying to tell you? (**DO NOT READ THE
CATEGORIES** - **CODE ALL THAT APPLY)**

> COMPLETE AND RETURN THE FORM 1

WAIT FOR THE CENSUS TAKER TO COME AND PICK IT UP 2

THE CENSUS IS USED TO DETERMINE WHERE PUBLIC

PROGRAMS AND SERVICES (SUCH AS EDUCATION,

HEALTH CARE, JOB TRAINING, ETC.) ARE NEEDED 3

IF YOU DON\'T PARTICIPATE IN THE CENSUS YOU/YOUR

COMMUNITY COULD MISS OUT ON THINGS LIKE EDUCATION

HEALTH CARE, JOB TRAINING, ETC. 4

YOUR ANSWERS TO THE CENSUS ARE KEPT

CONFIDENTIAL/NOT SHARED WITH OTHER GROUPS

> OR AGENCIES IN THE GOVERNMENT 5

THE CENSUS IS EASY TO DO/TAKES JUST A FEW MINUTES 6

OTHER (SPECIFY) 7

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

DON=T KNOW 98

REFUSED 96

12\. Do you remember any slogan or phrase being used about the census?

Yes 1  **(ASK 12A)**

> No 2  **(SKIP TO 13)**

DON=T KNOW 98  **(ASK 12A)**

> REFUSED 96  **(ASK 12A)**
>
> 12A. Can you tell me what the slogan or phase
>
> was? **(DO NOT READ CATEGORIES)**

[This is your future 1]{.smallcaps}

[Don]{.smallcaps}=[t leave it blank 2]{.smallcaps}

[This is your future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 3]{.smallcaps}

[This is our future 4]{.smallcaps}

[This is our future,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 5]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this 6]{.smallcaps}

[Generations are]{.smallcaps}

[counting on this,]{.smallcaps}

[don]{.smallcaps}=[t leave it blank 7]{.smallcaps}

[Make yourself count 8]{.smallcaps}

[This is our future,]{.smallcaps}

[make yourself count 9]{.smallcaps}

OTHER *(SPECIFY)* 10

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> DON=T KNOW 98

REFUSED 96

  ------------------------------------- --------- --------- --------- --------- ---------
  13\. Now I will mention some ideas    **Not     **A small **A big   **A very  **DON=T
  that may or may not have been part of part of   part of   part of   big part  KNOW**
  what you have heard about the Census. what I    what I    what I    of what I 
  For each one tell me how big a part   have      have      have      heard**   
  it is of what you have heard.         heard**   heard**   heard**             

  13A. The Census has a long tradition  1         2         3         4         98
  and you should be part of it.                                                 

  13B. If you don=t fill out the        1         2         3         4         98
  Census, the government will not know                                          
  where you are.                                                                

  13C. Too many people do not send back 1         2         3         4         98
  the Census.                                                                   

  13D. Answering the Census will help   1         2         3         4         98
  the government know what your                                                 
  community needs.                                                              

  13E. Answering the Census is easy.    1         2         3         4         98

  13F. The Census is your way of being  1         2         3         4         98
  heard.                                                                        

  13G. The Census is used to determine  1         2         3         4         98
  where services like schools and                                               
  health care are needed.                                                       

  13H. The Census is an opportunity to  1         2         3         4         98
  make things better for my family and                                          
  future generations.                                                           
  ------------------------------------- --------- --------- --------- --------- ---------

+------------------------------------+-----+---+-----+-----+-----+---+
| Please tell me if you strongly     | *   | * | **  | **D | *   | * |
| agree, agree, neither agree nor    | *St | * | Nei | isa | *St | * |
| disagree, disagree, or strongly    | ron | A | the | gre | ron | D |
| disagree with the following        | gly | g | r** | e** | gly | O |
| statements:                        | a   | r |     |     | d   | N |
|                                    | gre | e | *   |     | isa | = |
|                                    | e** | e | *ag |     | gre | T |
|                                    |     | * | ree |     | e** | K |
|                                    |     | * | nor |     |     | N |
|                                    |     |   | d   |     |     | O |
|                                    |     |   | isa |     |     | W |
|                                    |     |   | gre |     |     | * |
|                                    |     |   | e** |     |     | * |
+------------------------------------+-----+---+-----+-----+-----+---+
| 13I. What I have heard and seen    | 5   | 4 | 3   | 2   | 1   | 9 |
| about the Census has been          |     |   |     |     |     | 8 |
| believable.                        |     |   |     |     |     |   |
+------------------------------------+-----+---+-----+-----+-----+---+
| 13J. It has told me things I have  | 5   | 4 | 3   | 2   | 1   | 9 |
| not really thought about before.   |     |   |     |     |     | 8 |
+------------------------------------+-----+---+-----+-----+-----+---+

14\. Did you see or hear anything about the Census in a language other
than English?

Yes 1

No 2

DON=T KNOW 98

REFUSED 96

+-------------------------------------+----+----+----+----+----+----+
| 15\. Next, I=m going to read some   | ** | *  | *  | ** | ** | *  |
| opinions about the Census. As I     | St | *A | *N | Di | St | *D |
| read each one, tell me if you       | ro | gr | ei | sa | ro | ON |
| strongly agree, agree, neither      | ng | ee | th | gr | ng | =T |
| agree nor disagree, disagree,       | ly | ** | er | ee | ly | KN |
| strongly disagree with each of the  | a  |    | ** | ** | di | OW |
| statements:                         | gr |    |    |    | sa | ** |
|                                     | ee |    | *  |    | gr |    |
|                                     | ** |    | *a |    | ee |    |
|                                     |    |    | gr |    | ** |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | n  |    |    |    |
|                                     |    |    | or |    |    |    |
|                                     |    |    | di |    |    |    |
|                                     |    |    | sa |    |    |    |
|                                     |    |    | gr |    |    |    |
|                                     |    |    | ee |    |    |    |
|                                     |    |    | ** |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15A. Filling out the Census will    | 5  | 4  | 3  | 2  | 1  | 98 |
| let the government know what my     |    |    |    |    |    |    |
| community needs.                    |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15B. The Census counts citizens and | 5  | 4  | 3  | 2  | 1  | 98 |
| non-citizens alike.                 |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15C. It is important for as many    | 5  | 4  | 3  | 2  | 1  | 98 |
| people as possible to participate   |    |    |    |    |    |    |
| in the Census.                      |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15D. My answers to the Census could | 5  | 4  | 3  | 2  | 1  | 98 |
| be used against me.                 |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15E. Answering and sending back the | 5  | 4  | 3  | 2  | 1  | 98 |
| Census matters for my family and    |    |    |    |    |    |    |
| community.                          |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15F. The Census Bureau promise of   | 5  | 4  | 3  | 2  | 1  | 98 |
| confidentiality can be trusted.     |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 15G. I just don=t see that it       | 5  | 4  | 3  | 2  | 1  | 98 |
| matters much if I personally fill   |    |    |    |    |    |    |
| out the Census or not.              |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+

16\. So far as you know, does the law require you to answer the census
questions?

Yes 1

No 2

> DON=T KNOW 98

REFUSED 96

17\. Do you believe that answering and sending back your census form
could personally benefit you in any way, personally harm you, or neither
benefit nor harm you?

Personally benefit 4

Personally harm 3

Neither benefit

> nor harm 2

**BOTH BENEFIT**

**AND HARM**

**(VOLUNTEERED)** 1

DON=T KNOW 98

REFUSED 96

WAVE 3

19\. Did your household receive a census questionnaire delivered to you
at your home in March of 2000?

Yes . . . . . . . . . . . . . . . . 1

> No . . . . . . . . . . . . . . . . . 2**(SKIP TO 27)**

DON=T KNOW . . . . . . . . 98

> REFUSED . . . . . . . . . . . 96

20\. Before the questionnaire arrived, were you expecting to get a
questionnaire?

Yes . . . . . . . . . . . . . . . . 1

> No . . . . . . . . . . . . . . . . . 2

DON=T KNOW . . . . . . . . 98

> REFUSED . . . . . . . . . . . 96

21\. After the envelope arrived, did anyone ever open it?

Yes . . . . . . . . . . . . . . . 1

> No . . . . . . . . . . . . . . . . 2**(SKIP TO 26A)**

DON=T KNOW . . . . . . 98**(SKIP TO 26A)**

> REFUSED . . . . . . . . . 96

22\. Did anyone start to fill out the census form that was inside the
envelope?

Yes . . . . . . . . . . . . . . . 1

> No . . . . . . . . . . . . . . . . 2**(READ BELOW)**

DON=T KNOW . . . . . . . 98

> REFUSED . . . . . . . . . 96

**NOTE TO INTERVIEWER**:

**IF Q22 IS [NO]{.underline} ASK [Q23]{.underline} & [Q24]{.underline}
THEN [SKIP]{.underline}  TO [Q26A]{.underline}.**

**IF Q22 IS YES, DK OR REF. CONTINUE AS INDICATED.**

23\. Did you get a short questionnaire (folded single sheet) or a long
questionnaire (about 32 pages long)?

Short . . . . . . . . . . . . . 1

> Long . . . . . . . . . . . . . 2
>
> DON=T KNOW . . . . . 98

REFUSED . . . . . . . . 96

24\. When you first saw the questionnaire, did it look like it would be
hard or easy to complete?

> Hard . . . . . . . . . . . . . . . . . . . 1
>
> Easy . . . . . . . . . . . . . . . . . . . 2
>
> NEITHER . . . . . . . . . . . . . . . 3
>
> **NEVER SAW IT**

**(VOLUNTEERED)** . . . . . . . . 4

> DON=T KNOW . . . . . . . . . . 98

REFUSED . . . . . . . . . . . . . .96

25\. Did someone finish filling out the form?

Yes . . . . . . . . . . . . . . 1

> No . . . . . . . . . . . . . . . 2**(SKIP TO 26A)**

DON=T KNOW . . . . 98

> REFUSED . . . . . . . 96

26\. Did someone mail back the questionnaire?

Yes . . . . . . . . . . . . . . . 1**(SKIP TO 27)**

> No . . . . . . . . . . . . . . . 2**(SKIP TO 26A)**

DON=T KNOW . . . . . 98**(SKIP TO 26A)**

> REFUSED . . . . . . . . 96**(SKIP TO 27)**

26A. Why not?

**(DO NOT READ CATEGORIES)**

[Doesn]{.smallcaps}=[t speak English]{.smallcaps} . . . . 1

[Could not read the form]{.smallcaps} . . 2

[Confidentiality concerns]{.smallcaps} . . 3

[Form was too long]{.smallcaps} . . . . . . . 4

[Form was too difficult]{.smallcaps} . . . . 5

[Never got a form]{.smallcaps} . . . . . . . . . 6

[Too busy]{.smallcaps} . . . . . . . . . . . . . . . . 7

[Wanted more info on]{.smallcaps}

[Census (why need it?)]{.smallcaps} . . . . . 8

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Other *(SPECIFY)*]{.smallcaps} . . . . . . . . . 9

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**INTRODUCTION**

**Now I have a few questions about how you spend your time in a typical
seven day week.**

27\. How many hours do you spend at work outside the home in a typical
seven day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

28\. About how many total hours of Afree time@ (not spent working at
home) do you usually have in typical 7-day week?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

29\. For each day in a typical week, about how many hours do you usually
spend watching television, including time spent doing something else at
the same time. Please think about the whole day and give your best
estimate of the number of hours per day. **(ASK ABOUT EACH DAY OF THE
WEEK INDIVIDUALLY. ENTER WHOLE NUMBERS ONLY. IF NONE, CIRCLE 0)**

+--------------------------------+------------------+------------------+
| > 29A. Monday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29B. Tuesday?                | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29C. Wednesday?              | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29D. Thursday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29E. Friday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29F. Saturday?               | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+
| > 29G. Sunday?                 | \_\              | None. . . . . .0 |
|                                | _\_\_\_\_\_hours |                  |
+--------------------------------+------------------+------------------+

30\. During a typical 7-day week, how many hours do you usually spend
listening to the radio, either at home, in your car, or elsewhere?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week. 6

Forty to Sixty

hours per week 7

More than 60 hours

per week 8

31\. About how many hours in a typical 7-day week do you usually spend
reading magazines?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to Sixty hours

per week 7

More than 60 hours

per week 8

32\. About how many hours in a typical 7-day week do you spend reading
the newspaper?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

33\. About how many hours in a typical 7-day week do you spend on the
Internet?

None 0

One to five 1

Six to ten 2

Ten to nineteen 3

Twenty to twenty-nine 4

Thirty to thirty-nine 5

Forty hours per week 6

Forty to sixty hours

per week 7

More than 60 hours

per week 8

**DEMOGRAPHICS**

**I just have a few questions left about you and your household. . .**

34\. What is the highest grade or year of regular school you completed?
**(READ LIST)**

Less than grade school 1

> Less than

high school graduate 2

> High school graduate 3
>
> Some college 4

College graduate 5

Postgraduate 6

> REFUSED 96

35\. Do you currently attend or have you in the last six months attended
an adult education class?

Yes 1

No 2

> DON\'T KNOW 98

REFUSED 96

36\. Do you have children in school who are under 18 living at home with
you?

Yes 1  **(ASK 37)**

> No 2  **(SKIP TO 37E)**

REFUSED 9  **(SKIP TO 37E)**

37. How many children living at home with you are **(READ EACH ITEM)**?

**37A. Pre-Kindergarten? ENTER NUMBER?\_\_\_**

**37B.** Kindergarten-Grade 4? ENTER NUMBER?\_\_\_

**37C.** Grade 5-8? ENTER NUMBER?\_\_\_

**37D.** Grade 9-12? ENTER NUMBER?\_\_\_

**37E.** Were you living at this address on April 1 (Census Day)?

Yes . . . . . . . . . . . . .1

No . . . . . . . . . . . . . .2

DON\'T KNOW . . . 98

REFUSED . . . . . . 96

39\. Were you born in the United States?

Yes 1

No 2

DON\'T KNOW 98

REFUSED 96

40\. I am going to read you a list of income categories. Would you stop
me when I reach the category that best describes the combined annual
income of all members of this household, including wages or salary,
pensions, interest or dividends, and all other sources?

Under \$15,000 1

\$15,000 to \$19,999 2

> \$20,000 to \$24,999 3
>
> \$25,000 to \$29,999 4
>
> \$30,000 to \$34,999 5
>
> \$35,000 to \$39,999 6
>
> \$40,000 to \$44,999 7
>
> \$45,000 to \$49,999 8
>
> \$50,000 to \$74,999 9
>
> \$75,000 to \$99,999 10
>
> \$100,000 or over 11
>
> DON\'T KNOW 98

REFUSED 96

**CLOSING STATEMENT**

This study has been approved by the Office of Management and Budget and
has assigned 0607-0864 as the survey=s number. Without this approval, we
would not have been able to conduct this survey. Our approval to conduct
this survey expires on 08-31-2000. Results of this study will help the
Census Bureau improve its plans for the Census 2000. Your answers will
be kept confidential.

**Thank you very much for your help!**

**INTERVIEWER: ENTER \>FINISH TIME= OF INTERVIEW**

**\_\_\_\_\_\_\_ : \_\_\_\_\_\_\_\_\_ AM / PM**

##### Appendix G

**Definition of statistics presented in tables**

This appendix describes the statistics presented in Section 4 and
Appendix C.

Questionnaire items that require recoding are not recoded themselves, so
as to leave the data unaltered. Instead, recoded variables are created
and the convention is to take variable Q*X* and name its recoded
counterpart Q*X*R, where *X* corresponds to a questionnaire item.

1.  Tables 7 and 26: Mean general awareness of census communications.

```{=html}
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```
A.  Statistic: Mean of General Awareness (Q9R).

B.  Definition of Q9R.

IF Q5=2 OR Q8=2 THEN Q9R=4;

> ELSE IF Q9 LE 0 THEN Q9R=.;
>
> ELSE Q9R=Q9;

IF Q9R NE . THEN Q9R=5-Q9R;

C.  Q9R takes on values 1, 2, 3 and 4, with increasing numbers
    indicating increasing awareness.

```{=html}
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```
2.  Tables 9 and 27: Mean awareness of mass-media and community-based
    communications.

```{=html}
<!-- -->
```
A.  Statistics: Mean of Mass-media (MEDIAPD) and Mean of Community-based
    Communications (MEDIAOTH).

B.  Definitions of MEDIAPD and MEDIAOTH.

> IF Q5=2 OR Q8=2 THEN DO; Q10A_R=1;Q10B_R=1; Q10C_R=1;
>
> Q10D_R=1; Q10E_R=1; Q10F_R=1; Q10G_R=1; Q10H_R=1; Q10I_R=1; Q10J_R=1;
>
> Q10K_R=1; Q10L_R=1; Q10M_R=1; Q10N_R=1; Q10O_R=1;Q10P_R=1;
>
> Q10Q_R=1; Q10R_R=1; END;

IF Q10A LE 0 or q10A IN (4 5) THEN Q10A_R=. ; ELSE Q10A_R=Q10A;

IF Q10B LE 0 or Q10B IN (4 5) THEN Q10B_R=. ; ELSE Q10B_R=Q10B;

IF Q10C LE 0 or Q10C IN (4 5) THEN Q10C_R=. ; ELSE Q10C_R=Q10C;

IF Q10D LE 0 or Q10D IN (4 5) THEN Q10D_R=. ; ELSE Q10D_R=Q10D;

IF Q10E LE 0 or Q10E IN (4 5) THEN Q10E_R=. ; ELSE Q10E_R=Q10E;

IF Q10F LE 0 or Q10F IN (4 5) THEN Q10F_R=. ; ELSE Q10F_R=Q10F;

IF Q10G LE 0 or Q10G IN (4 5) THEN Q10G_R=. ; ELSE Q10G_R=Q10G;

IF Q10H LE 0 or Q10H IN (4 5) THEN Q10H_R=. ; ELSE Q10H_R=Q10H;

IF Q10I LE 0 or Q10I in (4 5) THEN Q10I_R=. ; ELSE Q10I_R=Q10I;

IF Q10J LE 0 or Q10J IN (4 5) THEN Q10J_R=. ; ELSE Q10J_R=Q10J;

IF Q10K LE 0 or Q10K IN (4 5) THEN Q10K_R=. ; ELSE Q10K_R=Q10K;

IF Q10L LE 0 or Q10L IN (4 5) THEN Q10L_R=. ; ELSE Q10L_R=Q10L;

F Q10M LE 0 or Q10M IN (4 5) THEN Q10M_R=. ; ELSE Q10M_R=Q10M;

F Q10N LE 0 or Q10N IN (4 5) THEN Q10N_R=. ; ELSE Q10N_R=Q10N;

F Q10O LE 0 or Q10O IN (4 5) THEN Q10O_R=. ; ELSE Q10O_R=Q10O;

F Q10P LE 0 or Q10P IN (4 5) THEN Q10P_R=. ; ELSE Q10P_R=Q10P;

F Q10Q LE 0 or Q10Q IN (4 5) THEN Q10Q_R=. ; ELSE Q10Q_R=Q10Q;

F Q10R LE 0 or Q10R IN (4 5) THEN Q10R_R=. ; ELSE Q10R_R=Q10R;

MEDIAPD = mean(of Q10A_R Q10D_R Q10F_R Q10G_R Q10M_R);

MEDIAOTH = mean(of Q10N_R Q10B_R Q10E_R Q10J_R Q10L_R Q10O_R

10P_R Q10Q_R Q10C_R Q10K_R Q10R_R Q10H_R Q10I_R);

C.  MEDIAPD and MEDIAOTH values range from 1 to 3.

```{=html}
<!-- -->
```
3.  Table 10. Mean awareness of different sources of mass-media
    communications: total population.

```{=html}
<!-- -->
```
A.  Statistics: Means of Paid-Advertising sources: mean of TV AWARENESS
    (Q10A_R), mean of MAGAZINES AWARENESS (Q10D_R), mean of RADIO
    AWARENESS (Q10F_R), mean of NEWSPAPER AWARENESS (Q10G_R), and mean
    of BILLBOARD AWARENESS (Q10M_R).

B.  Definitions of TV AWARENESS (Q10A_R), MAGAZINES AWARENESS (Q10D_R),
    RADIO AWARENESS (Q10F_R), NEWSPAPER AWARENESS (Q10G_R), and
    BILLBOARD AWARENESS (Q10M_R) are provided in the Table 9
    description.

C.  Values of Q10A_R, Q10D_R, Q10F_R, Q10G_R and Q10M_R range from 1 to
    3.

```{=html}
<!-- -->
```
4.  Tables 11-17. Mean awareness of different sources of mass-media
    communications. These tables pertain to the Hispanic, non-Hispanic
    African American, non-Hispanic White, Other, Asian, American Indian,
    and Native American subgroups. Their descriptions are identical to
    Table 10\'s description. Tables C-1---C-13 pertain to the various
    language-speaking groups. Their descriptions are also identical to
    Table 10's description.

5.  Table 18. Mean awareness of different sources of community-based
    communications: total population.

```{=html}
<!-- -->
```
A.  Statistics: Means of Partnership Communication sources: mean of
    RELIGIOUS GROUP AWARENESS (Q10B_R), mean of COMMUNITY/GOVERNMENT
    ORGANIZATION AWARENESS (Q10C_R), mean of INFORMAL CONVERSATION
    AWARENESS (Q10E_R), mean of SCHOOLS ATTENDED AWARENESS (Q10H_R),
    mean of SCHOOLS CHILDREN ATTEND (Q10I_R), mean of CENSUS JOB
    ANNOUNCEMENT AWARENESS (Q10J_R), mean of CONFERENCE EXHIBIT BOOTH
    AWARENESS (Q10K_R), mean of SIGNS/POSTERS INSIDE BUILDING AWARENESS
    (Q10L_R), mean of SPEECH AWARENESS (Q10N_R), mean of ARTICLE
    AWARENESS (Q10O_R), mean of INTERNET AWARENESS (Q10P_R), mean of
    PAYCHECK/UTILITY BILL INSERT AWARENESS (Q10Q_R), and mean of
    PARTICIPATE ON COMPLETE COUNT COMMITTEE AWARENESS (Q10R_R).

B.  Definitions of RELIGIOUS GROUP AWARENESS (Q10B_R),
    COMMUNITY/GOVERNMENT ORGANIZATION AWARENESS (Q10C_R), INFORMAL
    CONVERSATION AWARENESS (Q10E_R), SCHOOLS ATTENDED AWARENESS
    (Q10H_R), SCHOOLS CHILDREN ATTEND (Q10I_R), CENSUS JOB ANNOUNCEMENT
    AWARENESS (Q10J_R), CONFERENCE EXHIBIT BOOTH AWARENESS (Q10K_R),
    SIGNS/POSTERS INSIDE BUILDING AWARENESS (Q10L_R), SPEECH AWARENESS
    (Q10N_R), ARTICLE AWARENESS (Q10O_R), INTERNET AWARENESS (Q10P_R),
    PAYCHECK/UTILITY BILL INSERT AWARENESS (Q10Q_R), and PARTICIPATE ON
    COMPLETE COUNT COMMITTEE AWARENESS (Q10R_R) are provided in the
    Table 9 description.

C.  Values of Q10B_R, Q10C_R, Q10E_R, Q10H_R, Q10I_R, Q10J_R, Q10K_R,
    Q10L_R, Q10N_R, Q10O_R, Q10P_R, Q10Q_R, and Q10R_R range from 1 to
    3.

```{=html}
<!-- -->
```
6.  Tables 19-25. Mean awareness of different sources of community-based
    communications. These tables pertain to the Hispanic, non-Hispanic
    African American, non-Hispanic White, Other, Asian, American Indian,
    and Native American subgroups. Their descriptions are identical to
    Table 18's description. Tables C-14---C-26 pertain to the various
    language-speaking groups. Their descriptions are also identical to
    Table 18's description.

7.  Table 28: Percent recent census awareness in Wave 2 by Age:

```{=html}
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```
A.  Statistic: Percent recent census awareness (Q8R) by Age.

B.  Definition of Q8R.

if Q8=1 then Q8R=1; /\* YES \*/

else if Q8 in (-1 -2 -3 2) or Q5 in (-1 -2 -3 2) then Q8R=2; /\* NO \*/

C.  Q8R takes on values 1 and 2.

```{=html}
<!-- -->
```
8.  Tables 29-37 are defined in a similar manner as Table 28. The
    analyses, however, are by gender (Table 29), highest grade completed
    (Table 30), household income (Table 31), Internet Usage (Table 36),
    and civic participation (Table 37).

```{=html}
<!-- -->
```
A.  Statistics: Percent recent census awareness (Q8R) by Gender
    (GENDER), Highest Grade Completed (EDUC), Household Income (INCOME),
    Internet Usage (INTERNET), and Civic Participation Level (CIVIC_K).

B.  Definitions of GENDER, EDUC, INCOME, INTERNET, and CIVIC_K.

> /\* GENDER \*/

if S15_R\<0 and S4\>0 then GENDER=S4;

else GENDER=S15_R;

if GENDER \< 0 then GENDER=.;

> /\* EDUCATION LEVEL \*/

if Q34R=1 or Q34R=2 then EDUC=\'No HS \';

else if Q34R=3 or Q34R=4 then EDUC=\'HS grad\';

else if Q34R=5 or Q34R=6 then EDUC=\'College\';

> /\* HOUSEHOLD INCOME \*/

if Q40R=1 then INCOME=1;

else if Q40R=2 or Q40R=3 then INCOME=2;

else if Q40R\>3.5 and Q40R\<7.5 then INCOME=3;

else if Q40R\>7.5 and Q40R\<11.5 then INCOME=4;

/\* INTERNET USAGE \*/

if Q33=0 then INTERNET=1;

else if Q33\>0.5 and Q33\<8.5 then INTERNET=2;

/\* CIVIC PARTICIPATION LEVEL \*/

if Q1_2=1 then Q1_2R=0;

else if Q1_2=5 then Q1_2R=1;

else if Q1_2=4 then Q1_2R=2;

else if Q1_2=3 then Q1_2R=3;

else if Q1_2=2 then Q1_2R=4;

else Q1_2R=.;

CIVPART2=Q1_2R/4;

Q1_2R=Q1_2R+1;

if Q1_3=1 then Q1_3R=0;

else if Q1_3=5 then Q1_3R=1;

else if Q1_3=4 then Q1_3R=2;

else if Q1_3=3 then Q1_3R=3;

else if Q1_3=2 then Q1_3R=4;

else Q1_3R=.;

CIVPART3=Q1_3R/4;

Q1_3R=Q1_3R+1;

if Q1_5=1 then Q1_5R=0;

else if Q1_5=5 then Q1_5R=1;

else if Q1_5=4 then Q1_5R=2;

else if Q1_5=3 then Q1_5R=3;

else if Q1_5=2 then Q1_5R=4;

else Q1_5R=.;

CIVPART5=Q1_5R/4;

Q1_5R=Q1_5R+1;

if Q1_6=1 then Q1_6R=0;

else if Q1_6=5 then Q1_6R=1;

else if Q1_6=4 then Q1_6R=2;

else if Q1_6=3 then Q1_6R=3;

else if Q1_6=2 then Q1_6R=4;

else Q1_6R=.;

CIVPART6=Q1_6R/4;

Q1_6R=Q1_6R+1;

if Q1_7=1 then Q1_7R=0;

else if Q1_7=5 then Q1_7R=1;

else if Q1_7=4 then Q1_7R=2;

else if Q1_7=3 then Q_7R=3;

else if Q1_7=2 then Q1_7R=4;

else Q1_7R=.;

CIVPART7=Q1_7R/4;

Q1_7R=Q1_7R+1;

if Q1_8=1 then Q1_8R=0;

else if Q1_8=5 then Q1_8R=1;

else if Q1_8=4 then Q1_8R=2;

else if Q1_8=3 then Q1_8R=3;

else if Q1_8=2 then Q1_8R=4;

else Q1_8R=.;

CIVPART8=Q1_8R/4;

Q1_8R=Q1_8R+1;

if Q2=2 then Q2R=0;

else if Q2=1 then Q2R=1;

else Q2R=.;

> I_CIVPRT=sum(CIVPART2,CIVPART3,CIVPART5,CIVPART6,CIVPART7,
> CIVPART8,Q2R );

Q2R=Q2R+1;

if I_CIVPRT \>= 0 and I_CIVPRT lt 1 then CIVIC_K=1;

else if I_CIVPRT \>=1 and I_CIVPRT lt 3 then CIVIC_K=2;

else if I_CIVPRT \>=3 and I_CIVPRT lt 7 then CIVIC_K=3;

C.  GENDER takes on values 1 (MALE) and 2 (FEMALE); EDUC categories are
    "NO HS",

> "HS Grad", and "College"; INCOME values are 1 (\<15000), 2
> (15000-24999), 3 (25000-
>
> 44999\) and 4 (\>44999); INTERNET values are 1 (NO INTERNET) and 2
> (SOME
>
> INTERNET); CIVIC_K values are 1 (LOW CIVIC PARTICIPATION LEVEL), 2
>
> (MEDIUM CIVIC PARTICIPATION LEVEL), and 3 (HIGH CIVIC PARTICIPATION
>
> LEVEL).

9.  Tables 38 and 42: Mean intended participation.

```{=html}
<!-- -->
```
A.  Statistic: Mean of Intended Participation (IP).

B.  Definition of IP.

IF Q18 LE 0 THEN IP=.;

ELSE IP=Q18;

C.  IP takes on values 1, 2, 3, 4, and 5, with increasing values
    indicating increasing awareness for waves 1 and 2 only.

```{=html}
<!-- -->
```
10. Tables 39 and 43: Correlation between general awareness of census
    communications and intended participation.

```{=html}
<!-- -->
```
A.  Statistics: correlation between General Awareness (Q9R) and Intended
    Participation (IP).

B.  Definition of Correlation: Used SUDAAN to run a simple linear
    regression IP=Q9R. The sample correlation coefficient was set to the
    +/- of the square root of the R-Squared value, with the sign (+/-)
    being determined by the sign of the regression coefficient.

C.  Range of sample correlation coefficient is \[-1, 1\].

```{=html}
<!-- -->
```
11. Tables 40 and 44: Correlation between awareness of mass-media and
    intended participation.

```{=html}
<!-- -->
```
A.  Statistics: correlation between Mass-media (MEDIAPD) and Intended
    Participation (IP).

B.  Definition of Correlation: Used SUDAAN to run a simple linear
    regression IP=MEDIAPD. The sample correlation coefficient was set to
    the +/- of the square root of the R-Squared value, with the sign
    (+/-) being determined by the sign of the regression coefficient.

C.  Range of sample correlation coefficient is \[-1, 1\].

```{=html}
<!-- -->
```
12. Tables 41 and 45: Correlation between awareness of community-based
    communications and intended participation.

```{=html}
<!-- -->
```
A.  Statistics: correlation between community-based communications
    (MEDIAOTH) and Intended Participation (IP).

B.  Definition of Correlation: Used SUDAAN to run a simple linear
    regression IP=MEDIAOTH. The sample correlation coefficient was set
    to the +/- of the square root of the R-Squared value, with the sign
    (+/-) being determined by the sign of the regression coefficient.

C.  Range of sample correlation coefficient is \[-1, 1\].

```{=html}
<!-- -->
```
13. Tables 46 and 47: Mean census beliefs.

```{=html}
<!-- -->
```
A.  Statistics: mean of the Census Beliefs (Q15FACT) variable.

B.  Definition of Q15FACT.

> In SAS, put all three wave of data together and ran a weighted factor
> analysis, using the Q15_R, Q15_2R, Q15_3R, Q15_4R, Q15_5R, Q15_6R,
> Q15_7R and Q17R variables as the common factors.

C.  Range of Q15FACT is from \[-1 1\].

```{=html}
<!-- -->
```
14. Table 48. Percentages believing community needs will be discerned by
    recent awareness of Census in Wave2.

```{=html}
<!-- -->
```
A.  Statistic: Percentages in Wave 2 Believing Community Needs will be
    Discerned (Q15A_R) by Recent Awareness (RECAWAR).

B.  Definition of Q15A_R and RECAWAR.

IF Q15\_ LT 0 THEN Q15_R=.; ELSE Q15_R=Q15\_;

IF Q15_2 LT 0 THEN Q15_2R=.; ELSE Q15_2R=Q15_2;

IF Q15_3 LT 0 THEN Q15_3R=.; ELSE Q15_3R=Q15_3;

IF Q15_4 LT 0 THEN Q15_4R=.; ELSE Q15_4R=Q15_4;

IF Q15_5 LT 0 THEN Q15_5R=.; ELSE Q15_5R=Q15_5;

IF Q15_6 LT 0 THEN Q15_6R=.; ELSE Q15_6R=Q15_6;

IF Q15_7 LT 0 THEN Q15_7R=.; ELSE Q15_7R=Q15_7;

Q15_4R=6-Q15_4R;

Q15_7R=6-Q15_7R;

if Q15_R\>=4 then Q15A_R=1; else if Q15_R\>0 then Q15A_R=0;

if Q15_2R\>=4 then Q15B_R=1; else if Q15_2R\>0 then Q15B_R=0;

if Q15_3R\>=4 then Q15C_R=1; else if Q15_3R\>0 then Q15C_R=0;

if Q15_4R\>=4 then Q15D_R=0; else if Q15_4R\>0 then Q15D_R=1;

if Q15_5R\>=4 then Q15E_R=1; else if Q15_5R\>0 then Q15E_R=0;

if Q15_6R\>=4 then Q15F_R=1; else if Q15_6R\>0 then Q15F_R=0;

if Q15_7R\>=4 then Q15G_R=0; else if Q15_7R\>0 then Q15G_R=1;

> if Q5=2 then RECAWAR=2;
>
> else if Q8 gt 0 RECAWAR=Q8;
>
> else RECAWAR=.;

C.  Q15A_R takes on values 0 and 1. RECAWAR takes on values 1 and 2.

```{=html}
<!-- -->
```
15. Tables 49-55 are similar to Table 48. The variables of analyses,
    however, change from Q15A_R to Q15B_R (BELIEVE NON-CITIZENS WILL BE
    TREATED EQUALLY), Q15C_R (BELIEVE PARTICIPATION IS IMPRTANT), Q15D_R
    (BELIEVE CENSUS COULD BE USED AGAINST THEM), Q15E_R (BELIEVE IT IS
    IMPORTANT TO FAMILY/COMMUNITY), Q15F_R (BELIEVE CENSUS WILL KEEP
    CONFIDENTIALITY), Q15G_R (BELIEVE RESPONDING DOES NOT MATTER), and
    HARM (BELIEVE PARTICIPATION WILL HARM).

> A. Statistics: Percentages in Wave 2 of Q15B_R, Q15C_R, Q15D_R,
> Q15E_R, Q15F_R, Q15G_R, and HARM by Recent Awareness.
>
> B. For definitions of Q15B_R, Q15C_R, Q15D_R, Q15E_R, Q15F_R, and
> Q15G_R, see item 14B. The definition for HARM is provided below.

if Q17=4 THEN Q17R=3;

else if Q17=3 then Q17R=1;

else if Q17 in (2 1 -2) then Q17R=2;

if Q17R=1 then HARM=1;

else if Q17R in (2 3) then HARM=0;

C. Values of Q15B_R, Q15C_R, Q15D_R, Q15E_R, Q15F_R, Q15G_R, and HARM
are 0 and 1.

16. Table 64: Proportion ever heard of the Department of Agriculture.

```{=html}
<!-- -->
```
A.  Statistic: Proportion who have heard of Department of Agriculture
    (Q3_R).

B.  Definition of Q3_R.

> if Q3\_ not in (1 2) then Q3_R=.; else Q3_R=Q3\_;
>
> if Q3_R=2 then Q3_R=0;

C.  Q3_R takes on values 0 and 1.

```{=html}
<!-- -->
```
17. Tables 65-67 are similar to Table 56. The variables of analyses,
    however, are Q3_2R (EVER HEARD OF SURGEON GENERAL'S OFFICE), Q4A_R
    (EVER HEARD OF THE SCHOOL LUNCH PROGRAM), and Q4B_R (EVER HEARD OF
    WELFARE REFORM). The definitions of Q3_2R, Q4A_R, and Q4B_R are
    provided below.

> if Q3_2 not in (1 2) then Q3_2R=.; else Q3_2R=Q3_2;
>
> if Q3_2R=2 then Q3_2R=0;
>
> if Q4A not in (1 2) then Q4A_R=.; else Q4A_R=Q4A;
>
> if Q4B not in (1 2) then Q4B_R=.; else Q4B_R=Q4B;
>
> if Q4A_R=2 then Q4A_R=0;
>
> if Q4B_R=2 then Q4B_R=0;

18. Table 99: Comparison of percent who heard recently about Census.

A. Statistic: Percent who heard recently of census (Q8R)

B. Definition of Q8R.

> if Q8=1 then Q8R=1; /\* YES \*/
>
> else if Q8 in (-1 -2 -3 2) or Q5 in (-1 -2 -3 2) then
>
> Q8R=2; /\* NO \*/

C. Q8R is a dichotomous variable with values 1 and 2.

19. Table 100: Comparison of mean number of sources heard, seven-point
    scale.

A. Statistic: Mean of Index of number of Media Sources Cited (Q10SUM).

B. Definition of Q10SUM.

if Q10A in (2 3) then Q10SUMA=1;

else if Q10A in (1 4 . -1 -2 -3) then Q10SUMA=0;

if Q10C in (2 3) then Q10SUMC=1;

else if Q10C in (1 4 . -1 -2 -3) then Q10SUMC=0;

if Q10D in (2 3) then Q10SUMD=1;

else if Q10D in (1 4 . -1 -2 -3) then Q10SUMD=0;

if Q10E in (2 3) then Q10SUME=1;

else if Q10E in (1 4 . -1 -2 -3) then Q10SUME=0;

if Q10F in (2 3) then Q10SUMF=1;

else if Q10F in (1 4 . -1 -2 -3) then Q10SUMF=0;

if Q10G in (2 3) then Q10SUMG=1;

else if Q10G in (1 4 . -1 -2 -3) then Q10SUMG=0;

if Q10L in (2 3) or Q10M in (2 3) then Q10SUMX=1;

else if Q10L in (1 4 . -1 -2 -3) or Q10M in (1 4 . -1 -2 -3) then
Q10SUMX=0;

Q10SUM=sum(Q10SUMA,Q10SUMC,Q10SUMD,Q10SUME,Q10SUMF,Q10SUMG,

Q10SUMX);

C. Possible values for Q10SUM are 0, 1, 2, 3, 4, 5, 6, and 7.

20. Table 101: Comparison of total population percent with favorable
    attitudes/beliefs about census.

```{=html}
<!-- -->
```
A.  Statistics: percent who believe can trust promise of confidentiality
    (Q15F_R), percent

> who believe important to participate (Q15C_R), and percent who believe
> the census
>
> will not be used against (Q15D_R)

B. For definitions of Q15F_R, Q15C_R, and Q15D_R, see item 14B.

C. Q15F_R, Q15C_R, and Q15D_R possible values are 0 and 1.

21. Table 102: Comparison of percent of population using various
    mass-media.

```{=html}
<!-- -->
```
A.  Statistics: percent who watch television one hour a day or more
    (Q29FLAG), percent who listen to radio one hour a day or more
    (Q30FLAG), percent who read magazines once a month or more
    (Q31FLAG), and percent who read newspapers one day a week or more
    (Q32FLAG).

```{=html}
<!-- -->
```
A.  Definitions of Q29FLAG, Q30FLAG, Q31FLAG , and Q32FLAG.

> if Q29 lt 0 then Q29R=.; else Q29R=Q29; if Q30 lt 0 then Q30R=.; else
> Q30R=Q30; if Q31 lt 0 then Q31R=.; else Q31R=Q31; if Q32 lt 0 then
> Q32R=.; else Q32R=Q32;

if Q29R lt 7 AND Q29R NE . then Q29FLAG=0;

else if Q29R ge 7 then Q29FLAG=1;

else Q29FLAG=.;

if Q30R in (0 1) then Q30FLAG=0;

else if Q30R gt 0 then Q30FLAG=1;

if Q31R=0 then Q31FLAG=0;

else if Q31R gt 0 then Q31FLAG=1;

if Q32R=0 then Q32FLAG=0;

else if Q32Rgt 0 then Q32FLAG=1;

B.  Q29FLAG, Q30FLAG, Q31FLAG and Q32FLAG are dichotomous variables with

> possible values 0 and 1.

22. Table 104: Comparison of percent of population hearing of Census by
    source of communications.

```{=html}
<!-- -->
```
A.  Statistics: percent who heard through television (Q10SUMA), percent
    who heard through community/government organization meeting
    (Q10SUMC), percent who heard through magazines (Q10SUMD), percent
    who heard through informal conversations (Q10SUME), percent who
    heard through radio (Q10SUMF), percent who heard through newspapers
    (Q10SUMG), percent who heard through posters or billboards
    (Q10SUMX).

B.  Definitions for Q10SUMA, Q10SUMC, Q10SUMD, Q10SUME, Q10SUMF,
    Q10SUMG, Q10SUMX are provided in the description of Table 36.

C.  Variables Q10SUMA, Q10SUMC, Q10SUMD, Q10SUME, Q10SUMF, Q10SUMG, and
    Q10SUMX are dichotomous and take on values of 0 and 1.

```{=html}
<!-- -->
```
23. Figure J1: Distribution of total population regarding hearing about
    the census on television by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Television Awareness by Wave (10A_R).

B.  Definition for Q10A_R are provided in section 2B.

C.  Q10A_R takes on values 1,2 and 3, with increasing values signifying
    increasing awareness.

```{=html}
<!-- -->
```
24. Figure J2: Distribution of total population regarding hearing about
    the census in magazine ads by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Magazine Awareness by Wave (Q10D_R).

B.  Definition for Q10D_R are provided in section 2B.

C.  Q10D_R takes on values 1,2 and 3, with increasing values signifying
    increasing awareness.

```{=html}
<!-- -->
```
25. Figure J3: Distribution of total population regarding hearing about
    the census in radio ads by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Radio Awareness by Wave (Q10F_R).

B.  Definition for Q10F_R are provided in section 2B.

C.  Q10F_R takes on values 1,2 and 3, with increasing values signifying
    increasing awareness.

```{=html}
<!-- -->
```
26. Figure J4: Distribution of total population regarding hearing about
    the census in newspaper ads by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Newspaper Awareness by Wave (Q10G_R).

B.  Definition for Q10G_R are provided in section 2B.

C.  Q10G_R takes on values 1,2 and 3, with increasing values signifying
    increasing awareness.

```{=html}
<!-- -->
```
27. Figure J5: Distribution of total population regarding hearing about
    the census religious group awareness by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Religious Group Awareness by Wave (RELGAWAR).

B.  Definition of RELGAWAR.

IF Q10B LE 0 or Q10B IN (4 5) THEN RELGAWAR=. ;

> ELSE RELGAWAR=Q10B;

IF Q5=2 OR Q8=2 THEN RELGAWAR=1;

> if Q1_3 NOT in (2 3 4) then RELGAWAR=.;

C.  RELGAWAR takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

```{=html}
<!-- -->
```
28. Figure J6: Distribution of total population regarding hearing about
    the census in meetings or government organization by wave
    (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Community/Government Organization Meeting
    Awareness by Wave (MEETAWAR).

B.  Definition of MEETAWAR.

> IF Q10C LE 0 or Q10C IN (4 5) THEN MEETAWAR=. ; ELSE MEETAWAR=Q10C;

IF Q5=2 OR Q8=2 THEN MEETAWAR=1;

> if Q1_2 not in (2 3 4) and Q1_5 not in (2 3 4) then MEETAWAR=.;

C.  MEETAWAR takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

```{=html}
<!-- -->
```
29. Figure J7: Distribution of total population regarding hearing about
    the census in schools you attended by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent School Attended Awareness by Wave (SCHLAWAR).

B.  Definition of SCHLAWAR.

> IF Q10H LE 0 or q10H IN (4 5) THEN SCHLAWAR=. ; ELSE SCHLAWAR=Q10H;

IF Q5=2 OR Q8=2 THEN SCHLAWAR=1;

> if Q35=2 then SCHLAWAR=.;

C.  SCHLAWAR takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

```{=html}
<!-- -->
```
30. Figure J8: Distribution of total population regarding hearing about
    the census in things your children have brought home from school by
    wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent School Children Attend Awareness by Wave
    (SCHCHILD).

B.  Definition of SCHCHILD.

> IF Q10I LE 0 or Q10I IN (4 5) THEN SCHCHILD=. ; ELSE SCHCHILD=Q10I;

IF Q5=2 OR Q8=2 THEN SCHCHILD=1;

> if Q36=2 then SCHCHILD=.;

C.  SCHCHILD takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

```{=html}
<!-- -->
```
31. Figure J9: Distribution of total population regarding hearing about
    the census in a speech made by government official or community
    leader by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Speech Awareness by Wave (SPEECHAW).

B.  Definition of SPEECHAW.

> IF Q10N LE 0 or Q10N IN (4 5) THEN SPEECHAW=. ; ELSE SPEECHAW=Q10N;

IF Q5=2 OR Q8=2 THEN SPEECHAW=1;

> if Q1_6 not in (2 3 4) then SPEECHAW=.;

C.  SPEECHAW takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

```{=html}
<!-- -->
```
32. Figure J10: Distribution of total population regarding hearing about
    the census on the Internet by wave (conditional).

```{=html}
<!-- -->
```
A.  Statistic: Percent Internet Awareness by Wave (INTRNTAW).

B.  Definition of INTRNTAW.

> IF Q10P LE 0 or Q10P IN (4 5) THEN INTRNTAW=. ; ELSE INTRNTAW=Q10P;

IF Q5=2 OR Q8=2 THEN INTRNTAW=1;

if Q33=0 then INTRNTAW=.;

C.  INTRNTAW takes on values 1,2 and 3, with increasing values
    signifying increasing awareness.

**Appendix H**

**Formulas used to estimate the variances**

We estimated all variances and related statistics (standard errors and
design effects) using the software package SUDAAN. All formulas appear
in the SUDAAN documentation (see Shah *et al*., 1995). We used the
design option DESIGN = WR for all calculations. For estimated
percentages, frequencies, and the like, we employed PROC CROSSTAB, while
foe estimated means, we used PROC DESCRIPT.

Let ![](media/image86.wmf)denote an estimated trend between Wave *i* and
Wave *j*. To estimate the standard error of the estimated trend, we
calculated the square root of the sum of the estimated variances of
![](media/image87.wmf) and ![](media/image88.wmf) .

**Appendix I**

**Screening interviews**

At the beginning of both the CATI and the in-person interviews, we
administered a brief screening questionnaire designed to determine
eligibility for the main interview and the demographic characteristics
of the person who would respond to the main interview. For example, the
screener for Wave 1 appears at the end of this appendix.

The first part of the screening questionnaire determined whether or not
mail was delivered to the house, the post office, or somewhere
elsewhere, and then whether or not the person responding to the
screening questions was the person who usually handled the mail. If this
was the person, the screening questionnaire skipped to questions about
this person's race/ethnicity. If it was a proxy, not the mail handler,
the screener asked for demographic information about the mail handler,
including race/ethnicity. The CATI questionnaire was pre-programmed to
send the interviewer to the correct set of questions. For the in-person
interviewing, the interviewer was instructed to refer to the label on
the cover of the screener, which had a code for sample type (core,
Asian, American Indian, and Native Hawaiian).

Within the core sample, it was generally not necessary to screen and
subsample households by race/ethnicity, and at the onset we took
everyone who was eligible to be interviewed regardless of
race/ethnicity. In Wave 1, it became necessary to implement subsampling
procedures late in the data-collection period because we were getting
too many Whites and not enough African Americans and Hispanics. We
managed this screening and subsampling via a system of replicates. In
Waves 2 and 3, subsampling was not necessary.

For each of the other sample types (Asian, American Indian, and Native
Hawaiian), NORC needed to complete a specified number of cases with
persons of the specified race. The screening questions were asked at the
beginning of the interview so that if the race and the sample type did
not match, the interview was terminated at the end of the screening
questions.

At the close of the screening interview, we proceeded to administer the
main questionnaire for any case who screened in.

**NORC: 4915**

**OMB No.: 0607-0864**

**Approval Expires: 08/31/2000**

+-----------------------------------------------------------------------+
| **MEDIA USE SURVEY**                                                  |
|                                                                       |
| **Screener & Record of Calls**                                        |
+-----------------------------------------------------------------------+

**Conducted by**

**National Opinion Research Center**

**at the**

**University of Chicago**

**for**

**The Department of Commerce**

**September, 1999**

***Interviewer:* Fill in the below information before mailing:**

+-----------------------------------------------------------------------+
| **FI ID:                                                              |
| \|\_\                                                                 |
| _\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\|\_\_\_\_\_\| |
| FINAL DISPOSITION: \|\_\_\_\_\_\_\_\|**                               |
|                                                                       |
| **DATE SCREENER COMPLETED:                                            |
| \                                                                     |
| |\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|-\|\_\_\_\_\|\_\_\_\_\|** |
|                                                                       |
| > **MONTH DAY YEAR**                                                  |
+-----------------------------------------------------------------------+

**English**

![](media/image89.wmf)

**Media Use Survey - Hard Copy Record of Calls**

Use the following Dispositions when writing information into your Record
of Calls.

**DISPOSITION CODES**

+-----------------------+-----------------------+-----------------------+
| **PENDING SCREENER    | **PENDING QUEX        | **COMPLETE SCREENER & |
| CODES**               | CODES**               | QUEX**                |
|                       |                       |                       |
| 00 - NO ACTION        | 30 - R NOT            | **CODES**             |
|                       | AVAILABLE/HAVE        |                       |
| 21 - NO ONE HOME      |                       | (screener & quex      |
|                       | PHONE NUMBER          | should match;         |
| 22 - TEMP LANGUAGE    |                       |                       |
| BARRIER               | 31 - R NOT AVAILABLE  | determined by quex    |
|                       | / DON=T               | outcome)              |
| 23 - TEMP REFUSAL     |                       |                       |
|                       | HAVE PHONE NUMBER     | 60 - COMPLETED        |
| 24 - TEMP GATEKEEPER  |                       | IN-PERSON             |
|                       | 33 - TEMP REFUSAL     |                       |
| REFUSAL               |                       | 61 - COMPLETED BY     |
|                       | 34 - TEMP GATEKEEPER  | PHONE                 |
| 25 - APPOINTMENT /    |                       |                       |
| SCREENER              | REFUSAL               | 62 - CONVERTED COMP   |
|                       |                       | IN                    |
| 26 - BROKEN           | 35 - TEMP LANG        |                       |
| APPOINTMENT/          | BARRIER               | PERSON                |
|                       |                       |                       |
| SCREENER              | 36 - APPOINTMENT /    | 63 - CONVERTED COMP   |
|                       | QUEX                  | BY                    |
| 27 - BREAKOFF /       |                       |                       |
| SCREENER              | 37 - BROKEN APPT /    | PHONE                 |
|                       | QUEX                  |                       |
| 28 - SCREENER         |                       |                       |
| COMP/ELIGIBLE R       | 38 - BREAKOFF / QUEX  |                       |
|                       |                       |                       |
| 29 - OTHER            | 39 - OTHER            |                       |
+-----------------------+-----------------------+-----------------------+
| **OUT OF SCOPE        |                       | **[FINAL: NOT         |
| SCREENER CODES**      |                       | INTER                 |
|                       |                       | VIEWED]{.underline}** |
| 80 - NOT ELIGIBLE /   |                       |                       |
| SCREENER COMP         |                       | **(NIR)** ***(only    |
|                       |                       | with Field Manager*** |
| 81 - PROXY SAYS NOT   |                       |                       |
| ELIGIBLE / SCREENER   |                       | ***Approval)***       |
| COMP                  |                       |                       |
|                       |                       | 90 - FINAL REFUSAL    |
| 82 - NOT AN HU        |                       |                       |
|                       |                       | 91 - FINAL OTHER      |
| 83 - VACANT HU        |                       |                       |
|                       |                       | 92 - FINAL LANG       |
| 84 - OTHER OOS        |                       | BARRIER               |
|                       |                       |                       |
|                       |                       | (SPECIFY LANGUAGE)    |
|                       |                       |                       |
|                       |                       | 93 - FINAL QUEX       |
|                       |                       | BREAKOFF              |
|                       |                       |                       |
|                       |                       | 94 - FINAL HOSTILE    |
|                       |                       | REFUSAL               |
+-----------------------+-----------------------+-----------------------+

**RECORD OF CALLS**

+-----+-------+------+-----+----------------------------------+-------+
| Try | Date  | Day  | T   | Comments                         | Disp  |
|     |       |      | ime |                                  |       |
|     |       |      |     |                                  | Code  |
+-----+-------+------+-----+----------------------------------+-------+
| 1\. |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
| 2\. |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+

+-----+-------+------+-----+----------------------------------+-------+
| Try | Date  | Day  | T   | Comments                         | Disp  |
|     |       |      | ime |                                  |       |
|     |       |      |     |                                  | Code  |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+
|     |       |      |     |                                  |       |
+-----+-------+------+-----+----------------------------------+-------+

**NIR: USE THIS PAGE [ONLY]{.underline} IF YOU ARE UNABLE TO COMPLETE
THIS CASE**

**1. PLEASE DESCRIBE WHY YOU WERE UNABLE TO COMPLETE THIS CASE? PLEASE
BE AS DETAILED AS POSSIBLE. (IF A REFUSAL, WHAT WAS THE REASON FOR THE
REFUSAL?)**

**2. WHICH OF THE FOLLOWING WERE ATTEMPTED ON THIS CASE? (CIRCLE ALL
THAT APPLY)**

> **PHONE LOCATING 1**
>
> **IN PERSON LOCATING 2**
>
> **NOTE OR LETTER LEFT AT DOOR 3**
>
> **NOTE OR LETTER MAILED TO R (ATTACH COPY IF POSSIBLE) 4**
>
> **SPECIALIZED LETTER MAILED FROM OFFICE 5**
>
> **SPECIALIZED LETTER FROM CLIENT 6**
>
> **MAILGRAM OR TELEGRAM 7**
>
> **CASE TRANSFER TO LOCAL OR NEW INTERVIEWER 8**
>
> **FIELD PHONE CONVERSION ATTEMPT 9**
>
> **OFFICE PHONE CONVERSION ATTEMPT 10**
>
> **CLIENT PHONE CONVERSION ATTEMPT 11**

**3. HOW MANY SEPARATE ATTEMPTS (PHONE CONTACTS, PERSONAL VISITS)**

> **WERE MADE FOR THIS CASE? \|\_\_\_\_\_\|\_\_\_\_\_\|**

**4. HOW MANY OF THESE WERE IN-PERSON VISITS?
\|\_\_\_\_\_\|\_\_\_\_\_\|**

**5. COUNTING EVERYTHING \-- ALL CONTACTS, PHONE CALLS, IN-PERSON
VISITS, MAILING THE CASE \-- ABOUT HOW LONG HAS IT TAKEN TO WORK THIS
CASE?**

**\|\_\_\_\_\_\|\_\_\_\_\_\| HOURS & \|\_\_\_\_\_\|\_\_\_\_\_\|
MINUTES**

***INTRODUCTION TO SCREENER**:*

AHello, my name is \_\_\_\_\_\_\_\_\_\_\_\_, I=m from the National
Opinion Research Center, a social science research center at the
University of Chicago. I am working on a media use survey, funded by
Department of Commerce. I would like to ask you a few questions about
how your household receives mail.@

S1. Is your mail delivered to your house?

Yes 1  **(SKIP TO S2)**

> No 2  **(ASK S1A)**
>
> S1A. Where is it delivered?

At the post office 1

Elsewhere 2

S2. Are you the person who usually handles the mail?

Yes 1  **(SKIP TO S11)**

> No 2  **(ASK S3)**

S3. Is the person who usually handles the mail available?

Yes 1  **(SKIP TO S3A)**

> No 2  **(Read Intro to**
>
> **S4)**

S3A. May I talk to this person?

> Yes 1 **(SKIP TO S11)**
>
> No 2 **(Read Intro to**
>
> **S4)**

INTRO:

**I=d like to ask you some questions about the person who usually
handles the mail.**

S4. Is (he/she) male or female?

Male 1

> Female 2

S5. Which of the following describes (his/her) age?

18-24 1

25-34 2

35-44 3

45-54 4

> 55-64 5
>
> 65 OR OLDER 6
>
> REFUSED 96

S6. Is (he/she) of Hispanic origin or descent?

Yes 1

No 2

REFUSED 96

S7. Which of the following categories best describes (his/her) race B is
(he/she) **(READ LIST)**?

White 1

Black or

African American 2

Asian 3

Native Hawaiian or

other Pacific Islander 4

American Indian or

Alaska Native 5

OTHER *(SPECIFY)* 6

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_![](media/image90.wmf){width="0.28055555555555556in"
height="0.3347222222222222in"}

REFUSED 96

**INTERVIEWER: CHECK SAMPLE TYPE FOR THIS SCREENER**

S7A. **INTERVIEWER: FOR THE NATIVE AMERICAN SAMPLE, IS S7 CODED 5?**

> Yes 1 **(SKIP TO S8)**
>
> No 2
>
> **(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S7B. **INTERVIEWER: FOR THE ASIAN SAMPLE, IS S7 CODED 3?**

Yes 1 **(SKIP TO S8)**

No 2

> **(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S7C. **INTERVIEWER: FOR THE CORE SAMPLE, IS S7 CODED 1, 2, 6 OR 96?**

Yes 1 **(SKIP TO S8)**

No 2

> **(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S8. What language is usually spoken in this household?

ENGLISH 1

SPANISH 2

CANTONESE 3

MANDARIN 4

KOREAN 5

JAPANESE 6

VIETNAMESE 7

> HMONG OR MIEN 8
>
> FILIPINO OR

TAGALOG 9

THAI 10

LAOTIAN 11

CAMBODIAN 12

POLISH 13

ARABIC 14

CREOLE/FRENCH 15

OTHER *(SPECIFY)* 16

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> REFUSED 96

S9. When will (he/she) be available?

> **INTERVIEWER: TRY TO GET AN EXACT TIME**

Time:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

S10. May I have the first name of that person so I can ask for them
directly when I get back in touch?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Thank you so much for your time.**

S11. I would like to begin by asking you some questions about yourself.
Which of the following describes your age?

> 18-24 1
>
> 25-34 2
>
> 35-44 3
>
> 45-54 4
>
> 55-64 5
>
> 65 OR OLDER 6
>
> REFUSED 96

S12. Are you of Hispanic origin or descent?

Yes 1

No 2

REFUSED 96

S13. Which of the following categories best describes your race B are
you **(READ LIST)**?

White 1

Black or

> African American 2

Asian 3

Native Hawaiian or

other Pacific Islander 4

American Indian or

Alaska Native 5

OTHER *(SPECIFY)* 6

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

REFUSED 96

**INTERVIEWER: CHECK SAMPLE TYPE FOR THIS SCREENER**

S13A. **INTERVIEWER: FOR THE NATIVE AMERICAN SAMPLE IS S13 CODED 5?**

Yes 1  **(SKIP TO S14)**

No 2

**(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S13B. **INTERVIEWER: FOR THE ASIAN SAMPLE, IS S13 CODED 3?**

Yes 1  **(SKIP TO S14)**

No 2

**(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S13C. **INTERVIEWER: FOR THE CORE SAMPLE, IS S13 CODED 1, 2, 6 OR 96?**

Yes 1 **(SKIP TO S14)**

No 2

> **(READ STATEMENT BELOW)**

**That=s all the questions I have.**

**Thank you for your time.**

S14. What language is usually spoken in this household?

ENGLISH 1

SPANISH 2

CANTONESE 3

MANDARIN 4

KOREAN 5

JAPANESE 6

VIETNAMESE 7

> HMONG OR MIEN 8
>
> FILIPINO OR

TAGALOG 9

THAI 10

LAOTIAN 11

CAMBODIAN 12

POLISH 13

ARABIC 14

CREOLE/FRENCH 15

OTHER *(SPECIFY)* 16

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> REFUSED 96

S15. Are you male or female?

> **INTERVIEWER B ASK IF APPROPRIATE**

MALE 1

> FEMALE 2

READ:

**Now I would like to ask you some questions about different aspects of
government. Your household has been chosen as one of a small number of
households to take part in this survey, and your participation is
strictly voluntary. This interview will take less than 20 minutes. You
may elect to discontinue the interview at any point. Any identifiable
information you furnish will be protected from disclosure under the
Privacy Act of 1974. Do you have any questions?**

**INTERVIEWER:**

![](media/image93.wmf){width="0.6819444444444445in"
height="1.2340277777777777in"}

**ADMINISTER QUESTIONNAIRE**

**Appendix J**

**Conditional awareness of census communications**

In Figures 24 to 41, we presented the distributions of responses to
Question 10 regarding places people may have heard about the census.
Here is an index to a key subset of these figures.

  ------------ ----------------------------------------------------------
  **Figure**   **Source of Communications**

  24           Television

  25           Magazines

  26           Radio

  27           Newspapers

  29           Religious Group

  30           Community/Government Organization Meeting

  32           Schools Attended

  33           Schools Children Attend

  35           Speeches

  39           Internet
  ------------ ----------------------------------------------------------

The survey questionnaires contained questions about any use of the
sources of communications listed. For example, Question 35 asks if you
have recently attended an adult education class. It did not contain such
questions about other sources of census communications raised in
Question 10. For example, the questionnaire does not ask whether you
have ever seen an outside billboard.

Using the survey questions, we can segment the population by whether or
not people report use of the source of communications at all. The
following figures give the conditional distributions of the sources,
given that people report some use of the source.

Figure J-1 gives the conditional distribution of awareness due to
television, which may be compared to Figure 24, the corresponding
unconditional distribution. The conditional and unconditional
distributions appear quite similar. One should expect this finding,
because nearly everyone watches some television. The conditional and
unconditional distributions are also somewhat similar for awareness due
to magazines, radio, newspapers, and religious groups.

The conditional distribution (Figure J-8) for schools children attend is
somewhat similar to the corresponding unconditional distribution (Figure
33). However, in the conditional distribution, especially Waves 2 and 3,
\"heard a little\" is somewhat higher and \"heard a lot\" is somewhat
lower. If census communications through schools was completely
effective, one would expect the conditional distribution to be higher
for both the \"heard a little\" and \"heard a lot\" categories.

There is a relatively bigger change in the distributions for meetings,
schools you attended, speeches, and the Internet. The percents \"heard a
little\" and \"heard a lot\" are relatively higher in the conditional
distributions than in the unconditional distributions. On the other
hand, the impact of the corresponding census awareness is diluted by the
fact that attending adult education classes and speeches is relatively
less prevalent than other activities of daily life that may cause people
to be exposed to census communications. Clearly, as Internet penetration
increases over the coming decade, it will become a more powerful source
of census communications.

> **Figure J-1: Conditional distribution of total population regarding
> hearing about the census on** ![](media/image94.wmf)**television**
>
> **Figure J-2: Conditional distribution of total population regarding
> hearing about the census in magazine ads**

![](media/image95.wmf)

> ![](media/image96.wmf)**Figure J-3: Conditional distribution of total
> population regarding hearing about the census in radio ads**
>
> ![](media/image97.wmf)**Figure J-4: Conditional distribution of total
> population regarding hearing about the census in newspaper ads**
>
> **Figure J-5: Conditional distribution of total population regarding
> hearing about the census in meetings of a religious group or at a
> place of worship**

![](media/image98.wmf)

> **Figure J-6: Conditional distribution of total population regarding
> hearing about the census in meetings or activities of a community or
> government organization**

![](media/image99.wmf)

> **Figure J-7: Conditional distribution of total population regarding
> hearing about the census in schools** ![](media/image100.wmf)**you
> attend**
>
> **Figure J-8: Conditional distribution of total population regarding
> hearing about the census in things your children have brought home
> from school**

![](media/image101.wmf)

> ![](media/image102.wmf)**Figure J-9: Conditional distribution of total
> population regarding hearing about the census in a speech made by a
> government official or community leader**
>
> **Figure J-10**![](media/image103.wmf)**: Conditional distribution of
> total population regarding hearing about the census on the Internet**

Tables J-1 through J-8 present conditional (within user segments) mean
awareness of census communications and trends in conditional mean
awareness for the total population and for the six targeted
race/ethnicity populations. As a reminder, Tables 10-25 in the main body
of this report display unconditional (whole population) means and trends
in means.

+-------------------+--------+--------+--------+------+------+------+
| # Tab             |        |        |        |      |      |      |
| le J-1: Condition |        |        |        |      |      |      |
| al mean awareness |        |        |        |      |      |      |
|  of different sou |        |        |        |      |      |      |
| rces of census co |        |        |        |      |      |      |
| mmunications, giv |        |        |        |      |      |      |
| en user segment:  |        |        |        |      |      |      |
| total population  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.14   | 1.88   | 2.25   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0007 | 0001 |
|                   | 0.021) | 0.091) | 0.044) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.13   | 1.41   | 1.49   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 5494 | 0001 |
|                   | 0.026) | 0.043) | 0.042) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.13   | 1.56   | 1.96   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.022) | 0.064) | 0.045) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.26   | 1.61   | 1.85   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0060 | 0001 |
|                   | 0.030) | 0.066) | 0.041) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.06   | 1.14   | 1.33   | .    | .    | \<.  |
|                   | (      | (      | (      | 0787 | 0002 | 0001 |
|                   | 0.020) | 0.027) | 0.040) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.09   | 1.31   | 1.47   | .    | .    | \<.  |
| munity/Government | (      | (      | (      | 0075 | 2632 | 0001 |
| Organization      | 0.022) | 0.068) | 0.068) | \*   |      | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.08   | 1.34   | 1.65   | .    | .    | \<.  |
| Attend            | (      | (      | (      | 0523 | 1853 | 0001 |
|                   | 0.039) | 0.104) | 0.128) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.03   | 1.16   | 1.32   | .    | .    | \<.  |
| Children Attend   | (      | (      | (      | 0032 | 0223 | 0001 |
|                   | 0.015) | 0.036) | 0.049) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.47   | 1.33   | 1.44   | 1.   | 1.   | 1.   |
|                   | (      | (      | (      | 0000 | 0000 | 0000 |
|                   | 0.157) | 0.119) | 0.106) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.15   | 1.30   | 1.30   | .    | 1.   | .    |
|                   | (      | (      | (      | 5533 | 0000 | 0573 |
|                   | 0.044) | 0.109) | 0.048) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Table J-2: C    |        |        |        |      |      |      |
| onditional mean a |        |        |        |      |      |      |
| wareness of diffe |        |        |        |      |      |      |
| rent sources of c |        |        |        |      |      |      |
| ensus communicati |        |        |        |      |      |      |
| ons, given user s |        |        |        |      |      |      |
| egment: Hispanic  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.36   | 2.04   | 2.29   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0367 | 0001 |
|                   | 0.044) | 0.064) | 0.077) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.24   | 1.41   | 1.54   | .    | .    | .    |
|                   | (      | (      | (      | 0990 | 4648 | 0009 |
|                   | 0.052) | 0.064) | 0.066) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.33   | 1.74   | 2.21   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.042) | 0.064) | 0.077) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.40   | 1.52   | 1.96   | .    | .    | \<.  |
|                   | (      | (      | (      | 5726 | 0002 | 0001 |
|                   | 0.062) | 0.075) | 0.077) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.09   | 1.25   | 1.40   | .    | .    | \<.  |
|                   | (      | (      | (      | 0071 | 1570 | 0001 |
|                   | 0.030) | 0.046) | 0.063) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.14   | 1.17   | 1.52   | 1.   | .    | .    |
| munity/Government | (      | (      | (      | 0000 | 0058 | 0009 |
| Organization      | 0.047) | 0.064) | 0.094) |      | \*   | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.12   | 1.19   | 1.84   | 1.   | \<.  | \<.  |
| Attend            | (      | (      | (      | 0000 | 0001 | 0001 |
|                   | 0.064) | 0.070) | 0.115) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.09   | 1.27   | 1.47   | .    | .    | \<.  |
| Children Attend   | (      | (      | (      | 0265 | 0831 | 0001 |
|                   | 0.036) | 0.060) | 0.069) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.55   | 1.80   | 1.35   | 1.   | .    | 1.   |
|                   | (      | (      | (      | 0000 | 8979 | 0000 |
|                   | 0.242) | 0.384) | 0.213) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.12   | 1.30   | 1.43   | .    | 1.   | .    |
|                   | (      | (      | (      | 5747 | 0000 | 0239 |
|                   | 0.044) | 0.129) | 0.105) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| #                 |        |        |        |      |      |      |
|  Table J-3: Condi |        |        |        |      |      |      |
| tional mean aware |        |        |        |      |      |      |
| ness of different |        |        |        |      |      |      |
|  sources of censu |        |        |        |      |      |      |
| s communications, |        |        |        |      |      |      |
|  given user segme |        |        |        |      |      |      |
| nt: non-Hispanic  |        |        |        |      |      |      |
| African American  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.23   | 2.06   | 2.34   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0003 | 0001 |
|                   | 0.028) | 0.047) | 0.055) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.19   | 1.57   | 1.71   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 3216 | 0001 |
|                   | 0.058) | 0.053) | 0.067) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.17   | 1.83   | 2.22   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.035) | 0.061) | 0.053) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.23   | 1.70   | 1.92   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0597 | 0001 |
|                   | 0.040) | 0.071) | 0.062) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.13   | 1.36   | 1.51   | .    | .    | \<.  |
|                   | (      | (      | (      | 0039 | 3812 | 0001 |
|                   | 0.036) | 0.061) | 0.072) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.24   | 1.46   | 1.73   | .    | .    | .    |
| munity/Government | (      | (      | (      | 0298 | 1454 | 0016 |
| Organization      | 0.065) | 0.056) | 0.127) | \*   |      | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.20   | 1.51   | 2.00   | .    | .    | .    |
| Attend            | (      | (      | (      | 2492 | 1186 | 0014 |
|                   | 0.120) | 0.136) | 0.195) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.09   | 1.21   | 1.48   | .    | .    | \<.  |
| Children Attend   | (      | (      | (      | 5329 | 0047 | 0001 |
|                   | 0.066) | 0.064) | 0.055) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.25   | 1.44   | 1.97   | .    | .    | .    |
|                   | (      | (      | (      | 9489 | 1761 | 0141 |
|                   | 0.105) | 0.156) | 0.229) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.24   | 1.46   | 1.41   | .    | 1.   | .    |
|                   | (      | (      | (      | 2900 | 0000 | 5717 |
|                   | 0.102) | 0.083) | 0.085) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Table           |        |        |        |      |      |      |
|  J-4: Conditional |        |        |        |      |      |      |
|  mean awareness o |        |        |        |      |      |      |
| f different sourc |        |        |        |      |      |      |
| es of census comm |        |        |        |      |      |      |
| unications, given |        |        |        |      |      |      |
|  user segment: no |        |        |        |      |      |      |
| n-Hispanic White  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.09   | 1.81   | 2.21   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0106 | 0001 |
|                   | 0.024) | 0.125) | 0.063) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.11   | 1.38   | 1.42   | .    | 1.   | \<.  |
|                   | (      | (      | (      | 0001 | 0000 | 0001 |
|                   | 0.037) | 0.054) | 0.059) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.09   | 1.46   | 1.85   | .    | .    | \<.  |
|                   | (      | (      | (      | 0002 | 0009 | 0001 |
|                   | 0.031) | 0.088) | 0.060) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.26   | 1.60   | 1.81   | .    | .    | \<.  |
|                   | (      | (      | (      | 0019 | 1280 | 0001 |
|                   | 0.047) | 0.089) | 0.054) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.04   | 1.07   | 1.26   | 1.   | .    | .    |
|                   | (      | (      | (      | 0000 | 0203 | 0033 |
|                   | 0.027) | 0.033) | 0.064) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.03   | 1.30   | 1.39   | .    | 1.   | .    |
| munity/Government | (      | (      | (      | 0215 | 0000 | 0006 |
| Organization      | 0.010) | 0.100) | 0.095) | \*   |      | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.05   | 1.33   | 1.51   | .    | 1.   | .    |
| Attend            | (      | (      | (      | 1645 | 0000 | 0402 |
|                   | 0.044) | 0.139) | 0.178) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.01   | 1.08   | 1.23   | .    | .    | .    |
| Children Attend   | (      | (      | (      | 4396 | 3430 | 0141 |
|                   | 0.004) | 0.052) | 0.080) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.56   | 1.19   | 1.31   | .    | 1.   | 1.   |
|                   | (      | (      | (      | 6585 | 0000 | 0000 |
|                   | 0.277) | 0.123) | 0.120) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.14   | 1.28   | 1.26   | 1.   | 1.   | .    |
|                   | (      | (      | (      | 0000 | 0000 | 4678 |
|                   | 0.058) | 0.144) | 0.059) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Table J-5: Co   |        |        |        |      |      |      |
| nditional mean aw |        |        |        |      |      |      |
| areness of differ |        |        |        |      |      |      |
| ent sources of ce |        |        |        |      |      |      |
| nsus communicatio |        |        |        |      |      |      |
| ns, given user se |        |        |        |      |      |      |
| gment: all other  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.11   | 1.81   | 2.35   | .    | .    | \<.  |
|                   | (      | (      | (      | 0014 | 0449 | 0001 |
|                   | 0.066) | 0.189) | 0.117) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.08   | 1.22   | 1.67   | .    | .    | .    |
|                   | (      | (      | (      | 5810 | 0227 | 0008 |
|                   | 0.065) | 0.083) | 0.148) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.06   | 1.34   | 2.03   | .    | \<.  | \<.  |
|                   | (      | (      | (      | 0431 | 0001 | 0001 |
|                   | 0.026) | 0.112) | 0.111) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.16   | 1.62   | 1.98   | .    | .    | \<.  |
|                   | (      | (      | (      | 0112 | 0954 | 0001 |
|                   | 0.090) | 0.128) | 0.109) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.07   | 1.11   | 1.41   | 1.   | .    | .    |
|                   | (      | (      | (      | 0000 | 0843 | 0592 |
|                   | 0.065) | 0.047) | 0.130) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.15   | 1.18   | 1.30   | 1.   | 1.   | 1.   |
| munity/Government | (      | (      | (      | 0000 | 0000 | 0000 |
| Organization      | 0.115) | 0.126) | 0.198) |      |      |      |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.00   | 2.05   | 1.75   | .    | 1.   | .    |
| Attend            | (      | (      | (      | 0110 | 0000 | 0010 |
|                   | 0.000) | 0.360) | 0.209) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.00   | 1.26   | 1.14   | .    | 1.   | .    |
| Children Attend   | (      | (      | (      | 1845 | 0000 | 0657 |
|                   | 0.000) | 0.140) | 0.062) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.84   | 1.46   | 1.27   | .    | 1.   | .    |
|                   | (      | (      | (      | 7725 | 0000 | 1187 |
|                   | 0.139) | 0.305) | 0.235) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.10   | 1.43   | 1.38   | .    | 1.   | .    |
|                   | (      | (      | (      | 8669 | 0000 | 1119 |
|                   | 0.080) | 0.303) | 0.110) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Table J-6       |        |        |        |      |      |      |
| : Conditional mea |        |        |        |      |      |      |
| n awareness of di |        |        |        |      |      |      |
| fferent sources o |        |        |        |      |      |      |
| f census communic |        |        |        |      |      |      |
| ations, given use |        |        |        |      |      |      |
| r segment: Asian  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.14   | 1.78   | 2.16   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.023) | 0.049) | 0.043) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.14   | 1.41   | 1.47   | \<.  | 1.   | \<.  |
|                   | (      | (      | (      | 0001 | 0000 | 0001 |
|                   | 0.035) | 0.053) | 0.035) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.11   | 1.51   | 1.76   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0002 | 0001 |
|                   | 0.022) | 0.047) | 0.040) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.24   | 1.66   | 1.90   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0005 | 0001 |
|                   | 0.039) | 0.052) | 0.039) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.05   | 1.26   | 1.34   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 5062 | 0001 |
|                   | 0.022) | 0.042) | 0.040) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.07   | 1.21   | 1.28   | .    | 1.   | .    |
| munity/Government | (      | (      | (      | 1223 | 0000 | 0005 |
| Organization      | 0.031) | 0.059) | 0.046) |      |      | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.01   | 1.51   | 1.37   | .    | 1.   | \<.  |
| Attend            | (      | (      | (      | 0069 | 0000 | 0001 |
|                   | 0.011) | 0.163) | 0.076) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.00   | 1.20   | 1.38   | .    | .    | \<.  |
| Children Attend   | (      | (      | (      | 0081 | 1160 | 0001 |
|                   | 0.002) | 0.065) | 0.056) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.46   | 1.64   | 1.47   | 1.   | 1.   | 1.   |
|                   | (      | (      | (      | 0000 | 0000 | 0000 |
|                   | 0.171) | 0.210) | 0.181) |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.07   | 1.35   | 1.41   | .    | 1.   | \<.  |
|                   | (      | (      | (      | 0004 | 0000 | 0001 |
|                   | 0.022) | 0.069) | 0.049) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Ta              |        |        |        |      |      |      |
| ble J-7: Conditio |        |        |        |      |      |      |
| nal mean awarenes |        |        |        |      |      |      |
| s of different so |        |        |        |      |      |      |
| urces of census c |        |        |        |      |      |      |
| ommunications, gi |        |        |        |      |      |      |
| ven user segment: |        |        |        |      |      |      |
|  American Indian  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.23   | 1.71   | 2.04   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0139 | 0001 |
|                   | 0.049) | 0.083) | 0.078) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.20   | 1.47   | 1.59   | .    | .    | .    |
|                   | (      | (      | (      | 0210 | 9022 | 0006 |
|                   | 0.061) | 0.079) | 0.085) | \*   |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.25   | 1.57   | 1.82   | .    | .    | \<.  |
|                   | (      | (      | (      | 0078 | 0650 | 0001 |
|                   | 0.062) | 0.087) | 0.068) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.29   | 1.63   | 1.91   | .    | .    | \<.  |
|                   | (      | (      | (      | 0029 | 0434 | 0001 |
|                   | 0.058) | 0.084) | 0.077) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.05   | 1.10   | 1.27   | .    | .    | .    |
|                   | (      | (      | (      | 1632 | 0713 | 0052 |
|                   | 0.017) | 0.023) | 0.067) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.22   | 1.48   | 1.71   | .    | .    | \<.  |
| munity/Government | (      | (      | (      | 0629 | 1916 | 0001 |
| Organization      | 0.055) | 0.096) | 0.079) | \*   |      | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.11   | 1.19   | 1.54   | 1.   | .    | .    |
| Attend            | (      | (      | (      | 0000 | 1541 | 0424 |
|                   | 0.073) | 0.078) | 0.162) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.09   | 1.16   | 1.35   | .    | .    | .    |
| Children Attend   | (      | (      | (      | 6593 | 0935 | 0069 |
|                   | 0.035) | 0.044) | 0.080) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.46   | 1.31   | 1.93   | 1.   | .    | .    |
|                   | (      | (      | (      | 0000 | 0249 | 1917 |
|                   | 0.195) | 0.168) | 0.167) |      | \*   |      |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.11   | 1.26   | 1.64   | .    | .    | .    |
|                   | (      | (      | (      | 4440 | 0397 | 0002 |
|                   | 0.053) | 0.091) | 0.123) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+

+-------------------+--------+--------+--------+------+------+------+
| # Ta              |        |        |        |      |      |      |
| ble J-8: Conditio |        |        |        |      |      |      |
| nal mean awarenes |        |        |        |      |      |      |
| s of different so |        |        |        |      |      |      |
| urces of census c |        |        |        |      |      |      |
| ommunications, gi |        |        |        |      |      |      |
| ven user segment: |        |        |        |      |      |      |
|  Native Hawaiian  |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| **Source**        | **Wave | #      | **Wave | **   |      |      |
|                   | 1**    | Wave 2 | 3**    | Sign |      |      |
|                   |        |        |        | ific |      |      |
|                   |        |        |        | ance |      |      |
|                   |        |        |        | of   |      |      |
|                   |        |        |        | Tr   |      |      |
|                   |        |        |        | ends |      |      |
|                   |        |        |        | (p-V |      |      |
|                   |        |        |        | alue |      |      |
|                   |        |        |        | s)** |      |      |
+-------------------+--------+--------+--------+------+------+------+
|                   |        |        |        | **   | **   | **   |
|                   |        |        |        | Wave | Wave | Wave |
|                   |        |        |        | 1    | 2    | 1    |
|                   |        |        |        | -2** | -3** | -3** |
+-------------------+--------+--------+--------+------+------+------+
| Television        | 1.15   | 1.59   | 2.21   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.027) | 0.063) | 0.054) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Magazines         | 1.12   | 1.24   | 1.45   | .    | .    | \<.  |
|                   | (      | (      | (      | 1554 | 0209 | 0001 |
|                   | 0.028) | 0.056) | 0.049) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Radio             | 1.08   | 1.40   | 1.88   | \<.  | \<.  | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.018) | 0.053) | 0.056) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Newspaper         | 1.14   | 1.62   | 2.01   | \<.  | .    | \<.  |
|                   | (      | (      | (      | 0001 | 0001 | 0001 |
|                   | 0.024) | 0.073) | 0.060) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Religious Group   | 1.06   | 1.13   | 1.35   | .    | .    | \<.  |
|                   | (      | (      | (      | 3621 | 0005 | 0001 |
|                   | 0.020) | 0.036) | 0.048) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Com               | 1.17   | 1.27   | 1.54   | .    | .    | \<.  |
| munity/Government | (      | (      | (      | 5951 | 0060 | 0001 |
| Organization      | 0.040) | 0.060) | 0.062) |      | \*   | \*   |
| Meeting           |        |        |        |      |      |      |
+-------------------+--------+--------+--------+------+------+------+
| Schools You       | 1.09   | 1.13   | 1.61   | 1    | .    | \<.  |
| Attend            | (      | (      | (      | .000 | 0009 | 0001 |
|                   | 0.034) | 0.055) | 0.120) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Schools Your      | 1.06   | 1.21   | 1.45   | .    | .    | \<.  |
| Children Attend   | (      | (      | (      | 0444 | 0067 | 0001 |
|                   | 0.023) | 0.054) | 0.058) | \*   | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Speeches          | 1.13   | 1.25   | 1.80   | 1    | .    | .    |
|                   | (      | (      | (      | .000 | 0174 | 0002 |
|                   | 0.062) | 0.120) | 0.157) |      | \*   | \*   |
+-------------------+--------+--------+--------+------+------+------+
| Internet          | 1.05   | 1.14   | 1.25   | .    | .    | .    |
|                   | (      | (      | (      | 3756 | 4962 | 0039 |
|                   | 0.026) | 0.054) | 0.056) |      |      | \*   |
+-------------------+--------+--------+--------+------+------+------+

[^1]: Participation on complete count committees was included as an
    activity on the survey questionnaire for purposes of completeness
    but the actual purpose of the complete count committees was to serve
    as planning groups. Not all planning groups referred to themselves
    as complete count committees, so this data should not be used to
    interpret the effectiveness of the Census 2000 Partnership and
    Marketing Program on encouraging participation on complete count
    committees.

[^2]: Since the 1940 Census, the Census Bureau has produced formal
    analysis of the number of people missed by the census: the census
    undercount. During the past 60 years statisticians and demographers
    have established that the percent of people missed varies by
    race/ethnicity and by variables correlated with race/ethnicity, such
    as income, housing conditions, migrant status, and socio-economic
    status. Populations such as Hispanics, non-Hispanic African
    Americans, and American Indians have exhibited disproportionately
    high undercount, and a correspondingly low relative propensity to
    mailback census forms. Thus, the Census Bureau and other census
    experts have taken to calling these race/ethnicity populations
    \"hard to count.\" The PMP was focused, in part, on these
    populations, and as we shall see, the current evaluation of the PMP
    uses disproportionately large samples of these populations to
    determine whether the PMP worked for them.

[^3]: An *RDD sample* implies a random sample of households obtained by
    random selection of telephone numbers and by telephone interviews of
    adult residents linked to those numbers. An *area-probability
    sample* implies a random sample of households obtained by a random
    selection of housing units within a random sample of census blocks.
    Usually, one or two stages of sampling of geographic areas are used
    prior to the sampling of blocks. Often, area probability samples
    entail personal-visit interviews of the adult residents of the
    selected households. We use the term *supplemental area-probability
    sample* to designate a smaller area-probability sample selected
    independently of a larger, main area-probability sample. The express
    purpose of a supplemental sample is the sampling of households in a
    targeted subpopulation, such as Asian households.

[^4]: We chose, by design, not to reinterview the same panel of
    respondents at each wave, because of risk of strong Hawthorne
    effects. Had we employed a panel approach, the survey interview
    itself would have altered awareness of census communications in
    subsequent wave(s). The survey would have altered the very
    phenomenon we seek to study.

[^5]: Appendix G gives a complete definition of the variables tabulated
    in Table 7 and in all following tables.

[^6]: See Appendices D, E, and F for the questionnaires used in Waves 1,
    2, and 3.

[^7]: Participation on complete count committees was included as an
    activity on the survey questionnaire for purposes of completeness
    but the actual purpose of the complete count committees was to serve
    as planning groups. Not all planning groups referred to themselves
    as complete count committees, so this data should not be used to
    interpret the effectiveness of the Census 2000 Partnership and
    Marketing Program on encouraging participation on complete count
    committees.

[^8]: Participation on complete count committees was included as an
    activity on the survey questionnaire for purposes of completeness
    but the actual purpose of the complete count committees was to serve
    as planning groups. Not all planning groups referred to themselves
    as complete count committees, so this data should not be used to
    interpret the effectiveness of the Census 2000 Partnership and
    Marketing Program on encouraging participation on complete count
    committees.

[^9]: Participation on complete count committees was included as an
    activity on the survey questionnaire for purposes of completeness
    but the actual purpose of the complete count committees was to serve
    as planning groups. Not all planning groups referred to themselves
    as complete count committees, so this data should not be used to
    interpret the effectiveness of the Census 2000 Partnership and
    Marketing Program on encouraging participation on complete count
    committees.

[^10]: For speeches, the user segment is not defined perfectly. The
    distributions refer to a variable concerning speeches made by a
    community leader or government official, while the conditioning
    variable refers to meetings or speeches of a political party or
    candidate. Thus, even non-users reported hearing about the census in
    speeches. The unconditional trend in awareness of the population
    overall is in the positive or favorable direction and is mainly
    influenced by the trend of non-users. Meanwhile, the small user
    segment reflects essentially zero trend.

[^11]: On the other hand, in Section 4.6, we find no significant
    relationship between age and actual behavior for the Native Hawaiian
    population. Apparently, age relates to awareness but the effect does
    not carry over to actual behavior.

[^12]: For the original six-category variable, see Q34, Appendix D.

[^13]: *Latent variables* are dimensions that cannot be directly
    measured. For example, exposure to mass-media can be considered a
    latent variable. Direct measurement of this variable would be
    considered questionable. An example of a direct measurement is to
    ask people how much they have heard about the census through
    mass-media. Such a global question is flawed for many reasons. The
    term "mass-media" probably does not mean the same thing to all
    respondents. Thus, even though everyone is asked the same question,
    respondents would be answering different questions because of all
    the personal interpretations of "mass-media." This phenomenon
    introduces measurement error. A better way of measuring exposure to
    mass-media is to ask more specific questions about different
    possible meanings of "mass-media." For example, "mass-media" could
    refer to television commercials, radio, newspapers, and so on.

[^14]: Alpha is a lower bound for the true reliability of the factor,
    defined as the proportion of the variability in the response that is
    the result of real differences in the respondents.

[^15]: The Census Bureau achieved limited success in matching the
    households in Wave 1 to census files, because of the

    RDD sample type and other methods external to the census mailing
    list.

[^16]: In some cases, Census Bureau staff were unable to match
    self-reported physical address information to the census files.
    These cases are categorized in the \"missing\" column. In many of
    these cases, respondents provided insufficient address information,
    mailing address information (e.g., post office box numbers), or
    refused to provide any address information. In contrast, the Wave 2
    and 3 Core, Asian, and Native Hawaiian samples achieved a higher
    match rate to census files, as reflected by the relatively low
    proportion of \"missing\" cases. In these samples, \"missing\" cases
    are classified in census files as vacant housing units, duplicates
    of tabulated census housing units, group quarters, and other types
    of structures not classified as occupied housing units in the
    census. Please refer to the methodology section and Appendix A for
    more information about the sample design.

[^17]: Because of sampling error, some of the differences are not
    statistically significant.

[^18]: ^15^ To illustrate ideas, suppose that 25 percent of the
    population are hard-core yes\'s and another 16 percent are newly
    formed yes\'s. Further, assume 73 percent of all yes\'s are mail
    returns at Wave 3, while 84 percent of all hard-core yes\'s are mail
    return. These assumptions imply a mail return rate for newly formed
    yes\'s at Wave 3 of about 56 percent, which is actually lower than
    the mail return rate of the no\'s at Wave 2 (from which the newly
    formed yes\'s emerged).

[^19]: We refer to *exogenous* and *endogenous* variables in the sense
    in which these terms are used in the field of econometric modeling.
    An exogenous variable, such as age, is one whose value is determined
    outside the model, or in this case outside the census participation
    mechanism. An endogenous variable is one whose value is determined
    by the simultaneous interaction of the relations in the model, or in
    this case by the mechanism determining census participation.

[^20]: *P*-values smaller than ** correspond to rejection of the null
    hypothesis.

[^21]: Participation on complete count committees was included as an
    activity on the survey questionnaire for purposes of completeness
    but the actual purpose of the complete count committees was to serve
    as planning groups. Not all planning groups referred to themselves
    as complete count committees, so this data should not be used to
    interpret the effectiveness of the Census 2000 Partnership and
    Marketing Program on encouraging participation on complete count
    committees.

[^22]: Large census blocks were segments in their own right, while small
    blocks were combined to achieve a minimum segment size of 75 HUs.

[^23]: The high-density stratum consisted of tracts whose population was
    20 percent or more Native Hawaiian, while the low-density stratum
    consisted of all other tracts in the State of Hawaii.

[^24]: Single blocks or clusters of adjacent blocks, with a minimum size
    of 75 HUs.